Name: JUSTIN JOHN O.

DIEGOR Date: APRIL 22, 2021

Year & Course: BSciePhy-II Score:____________

PROF ED 8
(Assessment and Evaluation of Student Learning)

Task 1

I- FLA 1

Direction: Create a teacher made test considering the following types of test (please see the attached
sample):

Republic of the Philippines

Philippine Normal University
The National Center for Teacher Education
Mindanao
Prosperidad, Agusan del Sur
Multicultural Education Hub
PHYSICS-II

NAME: GRADE & SECTION:

TEACHER: SCORE:

General Direction: This is a 60-item test. Read each of the directions carefully before answering.

Test I. Identification
Direction: Supply the correct answer in the blank provided.

1) In a scientific quest for knowledge, a reasonable explanation of an observation or experimental result that is
not fully accepted until further testings is called a __________.
2) Fake science, like Astrology, that pretends to be real science is termed __________.
3) A phenomenon about which competent observers who have made a series of observations are in agreement
is __________.
4) The synthesis of a large body of information that encompasses well-tested and verified huypotheses is known
in science as __________.
5) A set of principles and procedures for the systematic pursuit of knowledge is called __________.
6) Scientists need tools to further explore the complex realm of science. These tools are collectively called
__________.
7. The discipline that provides better scientific understanding of science through related concepts and equations
is __________.
8-9. A scientific consensus has been reached that, contrary to previous assumptions, light is both a __________
and a __________.
10. In the textbook Conceptual Physics, the speed of light is estimated to be around __________ meters per
second.
Test II. Essay (10 pts)
Direction: Briefly explain the following in essay form. Concise and legible answers will merit 5 points each.

1. Science and Technology have almost become interchangeable in a day-to-day usage, but they both have
unique characteristics. In no more than four sentences, clearly distinguish the two and describe how technology
complements science. (2 points for distinction, 2 points for description, and 1 point for command in language)

2. In daily life, people are often praised for maintaining some particular point of view, for “the courage of their
convictions.” A change of mind is seen as a sign of weakness. How is this different in science? (3 points for the
weight of arguments, 2 points for overall presentation)

Test III. Enumeration

Direction: Provide what is asked in each of the following questions.

In an ordered sequence, list down the three laws of motion by Isaac Newton. (1 pt each)
1)
2)
3)

There are three different forms in which we search for order and meaning in the world around us.
What are they? (1 pt each)
1)
2)
3)

In no particular order, name the principal scientists and philosophers who laid a formal foundation in
understanding the laws that govern mechanics. (1 pt each)
1)
2)
3)
4)

Test IV. Multiple Choice

Direction: Read the questions carefully and encircle only the correct answer.

1. Which of the following statements is a scientific hypothesis?

a. Atoms are the smallest particles of matter that exist.
b. Space is permeated with an essence that is undetectable.
c. Albert Einstein was the greatest physicist of the twentieth century.
d. The Earth rotates about its axis because living things need an alternation of light and darkness.

2. The following are the terms coined by Aristotle to describe the motion of any objects except one:
a. inertia as motion
b. natural motion
c. violent motion
d. quintessence as motion

3. When white light passes through a prism, it splits into ________ colors.
a. 3
b. 5
c. 7
d. 9

4. To form an image on a piece of film at the back, a camera uses what type of lens?
a. convex lens
b. concave lens
c. diverging lens
d. none of these

5. Short-sightedness could be corrected using a pair of eyeglasses that uses a:

a. convex lens
b. concave lens
c. converging lens
d. none of these

6. For Newton, the planets are kept in their respective orbits by which one of the following forces?
a. attraction among the Planets
b. attraction among the Planets and the Sun
c. radiations from the Sun
d. gravitational pull of the Sun

7. Who proposed that in the absence of air resistance, all objects regardless of their weight will fall at the same
rate of 9.8 m/s/s?
a. Asistotle
b. Galileo Galilee
c. Nicolas Copernicus
d. Isaac Newton

8. Which of the following best describes the law of inertia?

a. An object at rest will remain at rest unless moved by outside forces.
b. An object at rest will continue moving definitely due to its weight.
c. An object will remain it its present state until acted upon by an outside force.
d. An object at motion will remain in motion for as long as fiction allows.
9. What do you call the force that satisfies the equilibrium rule in an object acted upon by the force of gravity?
a. degravitational force
b. equalizing force
c. support force
d. natural force

10. How is speed different from velocity?

a. Speed is a vector quantity while velocity is a scalar quantity.
b. Speed is a distance traveled by an object, while velocity equals displacement.
c. Speed has only positive direction while velocity can have both negative and positive directions.
d. Speed is a scalar quantity while velocity is a vector quantity.

Test V. Matching Type

Direction: Match the items in Column A to their correct answers in Column B. Avoid unnecessary erasure as
much as possible.

Column A Column B

1. Free Fall a. the time rate of change of velocity

2. Net Force b. the force due to gravity on an object

3. Average Speed c. the resistive force that opposes the

motion
4. Acceleration
d. the product of a mass of an object and
5. Instantaneous Velocity
its velocity
6. Displacement
e. the linear distance from the starting to
7. Friction the end point

8. Mass f. the quantity of matter in an object

9. Momentum g. motion under the influence of

gravitational pull only

h. the total distance covered over time

Test VI. TRUE or FALSE interval
Direction: Identify whether the given statement is true or
false. Write TRUE if the statement is true; otherwise, i. the time rate of change of speed at a
underline the word/phrase that makes it false and supply particular moment of time
the correct answer.
j. the change of velocity over time interval
1. For Aristotle, the acceleration of an object as it travels k. the vector sum of forces that act on an
downward is directly proportional to its weight. The heavier
the object, the faster it falls to the ground.
object
2. Sir Isaac Newton was the first one to prove that objects
fall at the same rate of velocity in a vacuum.
3. There is no net force acting upon an object if the forces on opposite sides are equal.
4. Nicolaus Copernicus believed that the Earth is the center of the solar system.
5. The first law of motion is the law of intertia which states that objects are or stop in motion due to outside
forces.
6. Equilibrium, the state of no change, does not occur in moving objects.
 7. Objects possess force which makes them move.
8. We are moving at about 170,000 kilometers per hour relative to the Sun.
9. The time it takes for an object to reach the peek of its trajectory is equal to the time it takes for it to reach the
ground.

“As long as you try your best, you are never a failure.”
-Mike Farell

END

II- Think about It

Direction: Trace the history of the testing, measurement and evaluation. You can present it using graphic
organizer. Use a separate sheet if necessary.

HISTORY OF TESTING
Most learning at the Academy was in the form of dialogues, rather than lectures–
387 BCE: Plato or other senior members of the Academy posed philosophical problems for
Plato’s Academy students to resolve via discussion. A dialogue with Plato might be intimidating but on
the plus side, no cramming required.
605 CE: Standardized
Testing Begins the civil service was the gateway to riches and social advancement. Written exams
proved whether you would be able to advance into leadership positions, and barriers
were high without wealth or privilege.

Starting with the University of Bologna in 1088, medieval European universities

employed public oral examinations, referred to as viva voce (“with living voice”). They
were often presented as challenge-and-defend debates between junior and senior
1088:
Viva Voce
students, and, if the students performed adequately, they’d take on the university’s
masters. The debates could go on for hours, sometimes turning into scholarly pile-
ons. Academic historian Victor Morgan has likened them to “academic bloodsports.”
Of course, you will recognize the modern-day version of this in thesis defenses.

Scholars dispute the exact year, but the first modern written university exam is
generally dated back to Trinity College, Cambridge, in the early 18th century, where it
1702: The First Written was introduced by college master Richard Bentley. The advent of written exams also
University Exam made examiners less forgiving of errors: in a viva voce examination, a minor slip-up
may easily be missed or forgotten. In a written exam, every mistake is accounted for,
and students’ performance can be more easily compared.

British technocrats took up that ancient Chinese idea in earnest in the Victorian era,
using standardized tests to evaluate colonial administrators. But the first standardized
test in North America may date back to the first year of the last century, when the
College Entrance Examination Board was created, administering identical tests in
1900s: Standardized nine subjects throughout the United States. In the decades to follow, standardized
testing hits the West tests for intelligence, vocational aptitude and admission to higher education of all
sorts were developed. Large-scale standardized testing has been criticized for
encouraging memorization of fact rather than deep learning, and for failing to account
for students’ diverse linguistic and cultural backgrounds, assuming that all students
are coming to them with the knowledge and reference points of the dominant culture.

As class sizes grew larger and professors and instructors were tasked with ever-
greater workloads, the use of teaching assistants to help with grading took off. The
1970s: Profs get TA practice has long been commonplace, and can effectively reduce stress on
Assistance professors, as well as provide valuable experiences for assistants. But there is
always the risk that inexperienced TAs may be too hard, or too soft, on student work,
or grade inconsistently.

Invented in the early 1970s, Scantron soon became ubiquitous. The basic technology
that allows machines to accurately read standardized multiple-choice forms is called
1972: optical mark recognition, and dates to the 1930s, but Scantron brought it to the mass
Scantron market. While it made life easier for teachers, it came in to criticism for helping to
change the nature of testing itself, especially encouraging fewer essays and short
answer questions, replacing them with more multiple-choice queries rewarding rote
memorization.

When Turnitin was first introduced, it was marketed as a solution to the problem of
plagiarized essays and other writing. The software compares submitted papers to
1997: databases containing a vast assortment of scholarly and popular works, to identify
Turnitin instances of plagiarism. It was subsequently criticized for problems with accuracy and
seizing students’ intellectual property, incorporating submitted papers into its ever-
growing databases.

Forget Scantron—now even essays can be graded by computer algorithms. (Sort of.)
Robo-scoring software doesn’t actually “read” essays, but compares dozens of
 harshly, thanks to a focus on metrics like spelling and grammar. That means students
1999: Essays Graded by whose first language isn’t English, or who have learning disabilities, are at a
Algorithm disadvantage they may not face if an actual professor were analyzing the quality of
their thinking. Which leads to the biggest criticism: they just aren’t very good at
analyzing writing. MIT researcher Les Perelman has even developed a “Basic
Automatic B.S. Essay Language (BABEL) Generator,” which creates nonsensical
essays using keywords from assignment descriptions. Some of those essays have
earned top scores from e-Rater, a system used to score Graduate Record
Examinations, TOEFL tests, and other common exams.

Physical clickers didn’t revolutionize the multiple-choice test, but they did make it a
group activity. With a clicker, a professor can present a multiple-choice quiz to an
entire class, who utilize individual clickers to “vote” on answers. The results are
instantly calculated and can be presented in real-time. Clickers are, however,
2000s:
Clickers notoriously easy to cheat with, allowing students to “take” a test in absentia by having
another student use their clicker. They’re also one more thing students need to
remember to bring to class (and stocked with fresh batteries)—perhaps another
reason they never caught on in a major way for graded tests. Though their popularity
wanes, they are still used in some classrooms today to create a more interactive
learning environment.
The rise of cloud computing and the growing ubiquity of mobile devices have opened
up new possibilities for testing. Top Hat, for example, allows professors to create
2010s: complex online tests incorporating written, visual, multiple-choice, and other question
Top Hat types, and administer them directly on students’ own devices. Top Hat’s proprietary
lock-out capabilities prevent students from cheating and exams can be auto-graded
upon submission, notifying students with their results immediately.

HISTORY OF MEASUREMENT AND EVALUATION

Development of Intelligence Test
Intelligence test was developed in Germany, England, France and America.
1) Germany and Experimental Psychology
1879 - the 1st psychological laboratory was established in Leipzig, Germany by Welhelm Wundth. The problems
studied were on sensitivity to visual, auditory and other sensory stimuli and these sensory phenomenon were
reflected in the 1st psychological test.
1855 - Herman Ebbinghaus, a German psychologist and founder of quantitative study of memory published
memory experiments. (arithmetic computation school, memory span and sentence completion to children).
1894 - German psychologists Kroeplen and Sommer, contributed the development of free-association tests.
1912 - William Stern pioneered the differential psychology the differential psychology. He dealt with differences
among individuals in various psychological traits.
MQ = MA / CA
IQ = MA /CA – Lewis M. Terman
2) England and Statistical Methods
1879 - Francis Galton, an English scientist, was the originator of the questionnaire method theory of eugenics
(deals w/improvement of hereditary qualities) He invented statistical and experimental methods and suggested a
graphical method of representing correlation.
1855 - Galton published a paper called “Regression towards Mediocrity in Heredity Stature” – (predicting physical
characteristics of their parents).
Karl Pearson (Galton’s student) and Carl Spearman – developed the science of statistics.
*Pearson product moment coefficient of correlation
*Spearman rank correlation coefficient/ spearman rho
*Spearman- Brown Formula
3) France and Abnormal Psychology
1838 - Esquirol, a French physician, distinguished levels of imbecility and idiocy individual’s use of language. He
pointed out the individual’s use of language provided the most dependable criterion for gauging the intelligence
levels. e.g. Peabody Vocabulary and Stanford Binet Tests.
Seguin – a French physician contributed significantly to the training of the feeble-minded (mentally deficient).
Seguin Form Board Test – devised for sensory motor training of mentally defectives. (board consist with 10 holes
of different shapes)
Alfred Binet – a French psychologist developed the extensively used test of intelligence and whose thinking was
influence by the early psychophysicists.
1905 - Binet & Simon, devised the first intelligence scale which marked the appearance of the scale for
measurement of intelligence.
1908 - second revision introduced the concept of mental age.
1911 - more tests were added at different year levels and the scale was extended to the adult level. This test was
brought to the United States particularly at Stanford University.
1916 - Stanford – Binet or Stanford Revision was published which made use of the intelligence quotient (IQ) for
the first time.
4) America and Applied Psychology
1904 - Dr. Eduard L. Thorndike, an American educator and Father Of Educational Measurement, published his
first book in educational and mental measurement.
1908 - J. McKeen Cattel, was the first to use the term “mental test” - “Father of Mental Testing”
1912 - Kuhlman, published his first revision of the Binet Scale. It was a downward extension of test to the age
level of three months.
1916 - Lewis M. Terman of Standford University, made a thorough revision of Binet Scale.
- Standford-Binet /Stanford Revision was published.
- IQ - Intelligence Quotient was first used.
1937 - the second Stanford revision was printed consisting of two equivalent forms L and M by Terman & Mervill
1960 - third revision, provided a single form (L-M)
1939 - Wechsler, published Wechsler Adult Intelligence Scale (WAIS). This scale is widely used of verbal and
non-verbal intelligence. (16-75 years old). (1955 2nd edition)
- Wechsler Intelligence Scale for Children (WISC), adaptation of the Adult Scale for children from 5-15 years
old.
1960 - C. Safran, published another intelligence test known as Safran Culture-reduced Intelligence Test (SCRIT).
This test consists of 36 items applicable to children from 7-12 years of age.
35 and above - intellectual advance
24-34 - above average
18-23 - average
18 below - intellectually retarded
Development of Achievement Test
1845 – Horace Mann, influence the introduction of written examination to the schools in Boston due to the
disadvantages of the oral examination.
1864 – Rev. George Fisher, an English school master, devised and utilized the first objective measures of
achievement. Scale Book- for measuring the learners’ achievement in school subjects was the predecessors of
the modern day proficiency scales in hand writing, spelling, grammar and composition.
1894 - he administered a list of spelling words and subsequently used these test in other areas to measure
differences between groups of learners who were taught differently.
1908 – Cliff W. Stone, published the first standardized achievement test in Arithmetic, (Stone Arithmetic Test).
1909 - Dr. Eduard Lee Thorndike, Stone’s teacher and awarded as Father of Educational Measurement, develop
the first handwriting scales.
1920 – an informal objective test was developed.
1924 - William A. McCall, published his pioneer book dealing with test adaptation.
1931 – evaluative tests and techniques were developed.
1942 – Arthur I. Gates, published the Gates Basic Reading Test for Grade III-VIII.
1944 – evaluative instrument were developed.
1945 – mental and educational tests.
1953 – Stanford Achievement Test in Reading for primary grades was published.
1954 – Stanford Achievement Test in Reading for elementary grades was published.
1955 - Stanford Achievement Test in Reading for intermediate grades was published. (paragraph meaning and
word meaning)
1964 – Gates Reading Tests, consist of vocabulary and comprehension tests were published.
1912 - Fernald, was the first to measure character by tests.
1921 – Voelker invented some actual situations for testing character.
- Symonds published his book “Diagnosing Personality and Conduct”.
- Hermann Rorschach, introduced a multi-dimensional test of personality known as Rorschach test. (10 ink
blots)
1949 - 16 PF (16 Personality factor) is an objectively scorable test devised as basic research for getting an insight
of a person’s personality.
1953 – Guilford and Zimmerman conducted a survey to determine a comprehensive picture of an individual’s
personality. Guilford-Zimmerman Temperament Survey (GZTSW)
1959 – Porter and Catell, published the CPQ (Children’s Personality Questionnaire).
Clemente, Martinez and Uichanco
1st Period - before 1898
It was characterized by oral and performance tests were there was little recognition on individual’s performance.
2nd Period - 1898 – 1900 (the last three years of 19th century)
- 1901 – 1925 (the 1st quarter of 20th century)
It was characterized by uniform final examinations throughout the country.
1924 - The 1st standardized test adapted in the Philippines was the Philippine Vocabulary Test.
1925 - Monroe Survey Commission evaluated obtaining in Philippine Public Schools.
3rd Period - 1926 – 1956
This period was marked the abolition of the common final examinations prepared in the general office in each
school year, decentralization of the final achievement test was adapted.
1950 - giving of competitive examinations for selection of elementary grades teachers took place.
4th Period - 1957 – 1963
1957 - In this period much attention was directed toward personality development and evaluation not only in
schools but in business and industrial corporation.
1960-1962 - Achievement testing, after more than three decades of decentralization, shifted to the centralized
system again for three school years.
April 23, 1978 – the first Professional Board Examinations for Teachers (PBET) has been administered pursuant
to Presidential Decree No. 1006.
PBET – has been administered by the Civil Service Commission and Department of Education Culture and
Sports.
November 1995 – the last administration of PBET.
Professional Licensure Examination for Teachers (PLET) given by the Professional Regulation Commission
(PRC) was the successor of PBET by virtue of Republic Act 7836 known as Professional Teachers
Professionalization Act of 1994.
August 24-25, 1996 – the first administration of PLET.
 LET – Licensure Examination for Teachers -The LET was implemented in the Philippines through the enactment
of Republic Act 7836 or otherwise known as the “Philippine Teachers Professionalization Act of 1994” on
December 16, 1994. The enactment of the law didn’t mean that the teachers in the Philippines were not
“professional”. Rather it is a means to strengthen and improve not just the teachers, but also the quality of
education and the whole education system in general. By improving the teachers, the students will naturally follow
the embitterment of those who lead them. Before R.A. 7836 was implemented, education in the Philippines was
mostly regulated and supervised by the National Board for Teachers (NBT). Even though R.A. 7836 was signed
as law in 1994, the first LET exam was held two years later. On August 1996, a total of 97,560 examinees took
the first LET exam administered by both the Board for Professional Teachers (BPT) and the Professional
Regulation Commission (PRC).
BLEPT – Board Licensure Examination for Professional Teacher
November 25, 1975 – the first National College Entrance Examination (NCEE) was administered to all high school
graduates by the Department of Education Culture and Sports (DECS) pursuant to Presidential Decree No. 146
1975-1993 – all first year college applicants should meet the NCEE cut-off score to qualify them to enrol in
baccalaureate course in any public and private institutions of higher learning.
September 2, 1993 – the last administration of NCEE.
NSAT (National Secondary Assessment Test) is the successor of NCEE per DECS Order No. 31, s 1993, dated
May 21, 1993. The results of the NSAT was transmuted into percentage grades and should be given an
equivalent of 1/5th of the general average of each subject are in English, Filipino, Mathematics and Science &
Technology.
September 1994 – first administration of NSAT
2003 – NSAT was discontinued
August 31, 1993 – NEAT (National Elementary Achievement Test) for all Grade VI pupils was administered
pursuant to DECS Order No. 30, s. 1993 dated May 20, 1993. The test covered in four areas namely English,
Mathematics, Science and Heograpiya/Kasaysayan/Sibika.
2002 - NEAT was discontinued and replace by NAT (National Achievement Test) given to Grade IV pupils and
first year high school students by the Department of Education (DepEd). February
February 2003 - first administration of NAT
NCAE – National Career Assessment Examination - The NCAE was developed to improve the quality of
secondary education graduates entering college. It aims to maintain the highest quality of education in the
Philippines by leading the flow of students to courses in post-secondary institutions of learning matching their
aptitude to promote national development.

V. Formative Test
Direction: Define and explain briefly the following terms:

1. Formative Assessment
Formative assessment is a range of formal and informal assessment procedures conducted by
teachers during the learning process in order to modify teaching and learning activities, and to improve
student attainment.

2. Summative Assessment
 Summative assessment is conducted after instruction or at the end of a unit or module in order to
assess whether the learning objectives have been attained by the students.

3. Personality Test
Personality test is a set of techniques or tools that is administered to an individual to measure and
identify his/her personality. It makes use ambiguous stimuli that assesses a person’s unconscious fears,
desires, and challenges. In a classroom with diversed types of personality, this test allows the teachers to
identify how his/her students may behave relative to the learning process.

4. Achievement Test
Achievement test is designed to quantify the overall academic attainment and skill acquisition of
the students over a period of time. This is the basis upon which the students are assessed whether they
are qualified enough to proceed to another educational level. Academic tests are also good indicators of
teacher efficacy and efficiency in maneuvering their respective subjects.