Duration: 9 Weeks

Dear Teacher Ed Student,

Welcome to Module 3 of your course Assessment in Learning 1. This

module focuses on the nature and role of assessment. Assessment is any activity
that you employ in the transfer of learning to students. Even the mere question
of what can a student see in the picture shown is an assessment. Assessment
can never be omitted in the teaching-learning process for it is one of the most
important element in the transfer of learning.

In this module, you will have the following lessons:

Lesson 1. Constructing Multiple Choice Type of Test
Lesson 2. Developing Knowledge Level Questions
Lesson 3. Developing Comprehension Level Questions
Lesson 4. Developing Application Level Questions
Lesson 5. Developing Analysis Level Questions
Lesson 6. Developing Evaluation Level Questions
Lesson 7. Constructing True or False Type of Test
Lesson 8. Constructing Matching Type of Test
Lesson 9. Constructing Other Creative Assessment Tools

This module comprises lessons on the general concepts of assessment, test,

measurement and evaluation. The same module utilizes outcome – based
education which applies the E-E-D-W-E model.

The first part of each lesson will start with the “Let’s Explore” part. In this
part introduces the topic with surfacing of the prior knowledge of the learners.

The second part, the “Let’s Explain”, processes the prior knowledge of the
learners through thorough discussion with concrete examples.

Third is the “Let’s Deepen” part. It is where the learners are given various
exercises where they can apply the concepts in real life classroom scenarios.

“Let’s Wrap – up” is the part which learners summarizes the learning
transferred through reflections, reporting or advanced organizers.
Modules in Prof Ed 73 (Assessment in Learning 1) 2

The last, “Let’s Evaluate” measures how deep learning has taken place in
the lesson by the students. The traditional or alternative assessment may be used
as method.

The following general guidelines should be strictly considered in order to for

you to effectively learn the knowledge and skills in assessment which is one of the
primary tools for future teachers.
1. Portfolio. Skills like paragraph compositions, constructions of test
questions, graphic organizer constructions, and other performances
which need separate sheets other than the spaces provided in this
module should all be placed in the Portfolio. Use the letter size paper
with Arial font face, 12 font size, 1.5 line spacing, and justified.
2. Activities. All answers under Explore and Wrap Up are treated as your
class recitations. All outputs under Deepen are recorded as your
projects and performances while your answers in Evaluate are entered
as your summative test. Thus, never leave any activity unanswered.
3. Blended Learning. In case you need additional information of the
concepts presented in each lesson, you are encouraged to browse the
internet for supplementary idea; however, observe honesty and ethics in
applying your information and media literacies.
4. Grading System. Your performance shall be evaluated using the
following grading system:
Attendance in GClasses/Frequency of Output Submission = 5%
Performances = 55%
Summative Test/Culminating Activity = 40%
TOTAL = 100%
5. Output Submission. Submission can be via face – to face or on line
depending on your own context and accessibility. You can always
contact me through my Messenger for clarifications and questions.

Good luck and enjoy learning!

At the end of this module, you are expected to HAVE DEMONSTRATED the
following standards:
1. Demonstrate understanding on the key concepts of assessment.
2. Explain the nature and roles of a good assessment, and its relevance to
learners, teachers, parents, and other stakeholders.

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Lesson Overview
This lesson familiarizes the learners on the guidelines in constructing
multiple choice type of test. The multiple choice of type of test can measure
knowledge, comprehension, application, analysis, synthesis and evaluation levels
of assessment.

Lesson Objectives
After the lesson, the students will be able to on their own:
1. Determine the guidelines in constructing the multiple choice tests.
2. Construct test items using the multiple choice type.

Directions: Here are some concrete samples of Multiple Choice Type (MCT) of
test. Determine which makes each item incorrect. Consult the
handouts on the rules for constructing MCT to find the errors.
Which of the following describes Who is our national hero?
Maria in the story? a. Bonifacio
A. Maria is described as a petite b. Jose Rizal
woman. c. Apolinario
B. Maria is described as a d. Aguinaldo, Emilio
responsible parent.
C. Maria is described as a good
woman.
D. Maria is described as a nice
woman.
What is one of the characteristics of All of these animals are herbivores
the sea? EXCEPT
1. Bland A. Pig
2. Wavy B. Goat
3. Hot C. Carabao
4. Blue D. All of the above

Let us discuss the guidelines in constructing multiple choice type of test.

Elementary quarterly exams should have at most 30 items while secondary level
should have at least 50 items.

General Guidelines in Constructing MCT tests.

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1. Make a test item that is practical or with real – world application to the
learners.
2. Use diagram or drawing when asking question about comprehension,
application, analysis or evaluation.
3. When ask to interpret or evaluate about quotations, present actual quotations
from secondary sources like published books or newspapers.
4. Use tables, figures, or charts, when asking questions to interpret.
5. Use pictures if possible when students are required to apply concepts and
principles.
6. List the choices/options vertically not horizontally.
7. Avoid trivial questions.
8. Use only one correct answer or best answer format.
9. Use four to five options to discourage guessing.
10. Be sure that distracters are plausible and effective.
11. Increase the similarity of the options to increase the difficulty of the item.
12. Do not use “none of the above’ options when asking for the best answer.
13. Avoid using “all of the above” options. It is usually the correct answer and
makes the item too easy for the examinee with partial knowledge.

There are three main parts of the multiple choice type.

1. Stem. This represents the problem or question usually expressed in
completion form of question form.

Guidelines in Constructing the Stem

a. The item should be written in question form or completion form.
Research showed that it is more advisable to use question form.
b. Do not leave the blank at the beginning or at the middle of the stem when
using completion form of a multiple choice type.
c. The stem should pose the problem completely.
d. Avoid excessive and meaningless use of words in the stem.
e. State the item in positive form. Avoid using the negative phrase like
“not” or “except”. Underline or capitalize the negative words if it cannot
be avoided.
f. Avoid grammatical clues in the correct answer.

Guidelines in Constructing Options

a. There should be one correct or best answer in each item.
b. List of options in vertical order not a horizontal order beneath the stem.
c. Arrange the options in logical order and use capital letters to indicate
each option such as A, B, C, D, E.
d. No, overlapping options. Keep it independent.
e. All options must be homogeneous in content to increase the difficulty of
an item.
f. As much as possible the length of the options must be the same or equal.
g. Avoid using the phrase ‘all of the above”.
h. Avoid using the phrase “none of the above” or “I don’t know”.

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2. Distracters
These are options which are related to the correct answer which helps
learners apply their critical thinking skills in choosing the correct answer.

Guidelines in Constructing the Distracters

a. The distracters should be plausible.
b. The distracters should be equally popular to all examinees.
c. Avoid using ineffective distracters. Replace distracters that are not
effective to the examinees.
d. Each distracter should be chosen by at least 5% of the examinees but
not more than the key answer.
e. Revise distracters that are over attractive to the students. They might
be ambiguous to the examinees.

3. Correct Answer / Keyed Option

The is the correct answer included in the options.

Directions: Get a copy of Multiple Choice of Test from a teacher. Critique the
items basing from the guidelines in constructing Multiple Choice
Test.

Directions: Write the specific guidelines in constructing multiple choice type in

tabular presentation.

Directions: Construct at least 3 Multiple choice type of test violating the

guidelines. On the other side, check the item applying the MCT
guidelines. Use the matrix below as your guide.
MCT Violated Guidelines Corrected Item

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MCT Violated Guidelines Corrected Item

MCT Violated Guidelines Corrected Item

Outstanding = 17 – 20 points
Very Satisfactory = 13 – 16 points
Satisfactory = 9 – 12 points
Fair = 5 – 8 points
Poor = 1 – 4

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Lesson Overview
This lesson teaches you how to construct test items using the knowledge
levels. The knowledge level recognizes the students’ ability to use rote
memorization and recall certain facts. The test questions focus on identification
and recall information. Examples of behavioral terms under the knowledge level
are cite, define, identify, label, list, match, name, recognize, reproduce, select or
state.

Lesson Objectives
After the lesson, the students will be able to on their own:
1. Write simple who, what, where and when questions.
2. Construct test items on the knowledge level following the given examples.
3. Present the constructed test items for critiquing.

Directions: Construct questions which start with who, when, what, and where.
Who?

What?

Where?

When?

The following are examples of test items on knowledge. The questions use
the behavioral terms to name, identify, state, recall, define, give example, etc.

Objective: To name the president of the Philippines.

Question: Who is the second president of the Philippines?
A. Aguinlado
B. Osmena
C. Quezon
D. Quirino

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Objective: To identify the theorem stated.

Question: What law states that the square of the longest side of a triangle is
equal to the sum of squares of its two shorter sides?
A. Law of Sines
B. Pythagorean Theorem
C. Distance Law
D. Sides, Angle Postulate

Objective: To recall the date of Magellan’s discovery of the country.

Question: When did Magellan discover the Philippines?
A. March 21, 1561
B. March 21, 1651
C. March 25, 1616
D. March 25, 1716

Objective: To name the capital of the province of Ifugao.

Question: Which of the following is the capital of Ifugao.
A. Bangued
B. Bontoc
C. Conner
D. Lagawe

Objective: To give the example of a solid.

Question: Which of these is an example of a solid?
A. Alcohol
B. Flower
C. Oxygen
D. Water

Objective: To define adverb as a part of speech.

Question: Which of these correctly defines an adverb?
A. It is the name of a person, place, thing, animal, idea or event.
B. It is an action word.
C. It is the word that modified the nouns, pronouns, or adjectives.
D. It expresses a feeling or deep emotion.

Objective: To recall concepts adverbs.

Question: The part of speech that describes verbs, adjectives, and adverbs are
called ____________.
A. Preposition
B. Adverb
C. Conjunction
D. Interjection

Objective: To recall concepts about correlative conjunction.

Question: Which of these are correlative conjunction?
A. From……and
B. Whether…..or
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C. However…..therefore
D. As soon as

Objective: Natutukoy ang mga taong naninirahan sa baybayin.

Question: Sila ay mga taong gala na nanirahan sa baybayin.
A. Mga Phoenician
B. Mga Akkadian
C. Mga Hittie
D. Mga Babylonian

Objective: Napapangalanan ang bansa.

Question: Ano ang bansang nakipag-alyansa sa Alemanya at Italya noong
Ikalawang Digmaang Pandaigdig
A. Tsina
B. Vietnam
C. Japan
D. Israel

Objective: To identify the elements of climate.

Question: The difference between wheather and climate is that, the weather is
the day – to – day atmospheric disturbance while climate is the
weather conditions observed for a long period time. Which of the
following is not an element of climate?
A. Precipitation
B. Ocean currents
C. Air masses
D. topography

Objective: To name the planet with most number of natural satellite.

Question: Which planet has the most number of natural satellites?
A. Netpune
B. Jupiter
C. Saturn
D. Uranus

Directions: Construct MCT test questions using the behavioral terms:

1. To name (2 items)

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2. To identify (2 items)

3. To recall (2 items)

4. To state (2 items)

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5. To define (2 items)

Directions: Present your outputs to be critiqued using the following criteria:

Stem Construction = 10 points
Options = 10 points
Presentation = 10 points
TOTAL = 30 points

Directions: Get a copy of the second quarter of any grade level of your area of
specialization. Basing from the competencies under the quarter,
construct a 10 – item test on the knowledge level. Be sure to use
varied behavioral terms appropriate to test the indicated
competencies.

Criteria for Evaluation of Outputs:

Comprehensive presentation of test items = 10 points
Quality of Work = 10 points
TOTAL = 20 points

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Lesson Overview
This lesson familiarizes you on test items which are on the comprehension
level. Comprehension questions involves students’ ability to read course content,
interpret important information and put other’s ideas into words.

Lesson Objectives
After the lesson, the students will be able to on their own:
1. Write possible questions from a given picture.
2. Construct test items on the comprehension level following the given examples.
3. Present the constructed test items for critiquing.

Directions: From the picture given, write 3 possible questions.

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The following are examples of test items on comprehension. Test questions

should focus on the use of facts, rules and principles. The questions use the
behavioral terms to convert, describe, distinguish between, give examples,
interpret, infer, compare, explain or summarize.
Comprehension questions enhance the learners’ ability to construct
meaning from instructional messages, including oral, written, and graphic
communication. Comprehension questions uses the levels of comprehension from
enumerative, descriptive, interpretative to integrative.

Objective: To interpret the given graph.

Favorite Type of Movie

6
5
4 4

Comedy Action Romance Drama Horror

Question: Which type of movie is most preferred by the students?

A. Comedy
B. Romance
C. Action
D. Drama

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Objective: To infer the data as shown in the graph.

Daily high temperature for one week

102

100

98

96

94

92

90
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Question: Which of the following best supports the data shown in the graph?
A. Monday is the warmest day.
B. Saturday is the coldest day.
C. The hottest day is Friday.
D. Tuesday is as warm as Wednesday.

Objective: To describe the given figure.

4 meters

Question: Which of the following best describes the given data and figure.
A. The figure illustrates its perimeter.
B. The figure shows its area.
C. The figure indicates measurements of sides.
D. The figure shows the distances in meters.

Objective: To infer the information from the selection read.

When she was teaching, she would relish the week-ends for the
endless tasks which she found to be done in her home. Clothes
sorted, darned, set aside for renovation, and she, in close company
with the sewing woman whom she hired for the day. The closets
had to be cleared, the plants to be inspected, the unhealthy and
the dying to be made well again. The kitchen to be given the week’s
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check – up, marketing, children and husband to be fussed over,

enjoyed.

Question: What does the meaning of the sentence: “The closets had to cleared,
the plants to be inspected, the unhealthy and the dying to be made
well again.’?

A. The woman has to do household chores

B. Any woman is responsible
C. A woman is clean and orderly
D. The woman is industrious and responsible

Objective: To give the correct meaning of the underlined word.

Mother’s face flushed with anger. This was the fourth time in the month that
Justin had come home crying saying that a bully had exhorted money from him.
She had let it pass the first few times and had advised Justine to inform his
teacher about it. This time, she had to remedy the situation once and for all.
Question: What is the meaning of the underlined word?
A. Obtain something by force
B. Borrow something
C. Insert something
D. Add something

Question: Why do you think Justin’s mother did not take the earlier incidents
seriously?
A. She thought that her son was lying.
B. She probably could not be bothered about it.
C. She thought that her son probably deserved it.
D. She probably thought that it was minor incidents which the
teacher would handle.

From the horizon, I can see the beauty of the calm see
From below me, I can feel the waves caressing my cold feet.
From behind, I can hear the whispers of the coconut leaves.
Question: Where can the speaker in the poem be?
A. In a house
B. In a forest
C. In a beach
D. In a desert

Question: What sense was not used in the poem?

A. Sense of sight
B. Sense of touch
C. Sense of taste
D. Sense of hearing

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Objective: Interpret the given map of the province.

Question: Looking at the map, it is most likely true that Abra is

A. Located at the heart of northern Luzon
B. Found between five provinces
C. The smallest province of Cordillera
D. The smallest province of Northern Luzon

Directions: Construct comprehension questions using the indicated materials.

The items should use the 4 levels of comprehension.

1. To infer from the given selection. (2 selections with 4 items each.

Selections A Questions

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Selections B Questions

2. To interpret the data given from a graph or chart (pictograph, bar, line, pie)
1 each kind with 3 items
Line Graph Questions

Bar Graph Questions

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Bar Graph Questions

Pictograph Questions

Pie Graph Questions

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3. To explain a given illustration or picture. (2 pictures, illustrations with 3

items.
Picture 1 Questions

Picture 2 Questions

Directions: Construct an appropriate graphic organizer presenting the concepts

of comprehension level assessment.

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Directions: Given the following graphs, construct 2 good comprehension

questions for each.
Graph 1

Digital Performance along Technology Literacy

120
97.2
100
83.05 84.05
78.55 85.71
80
60
40
20
0
PNHS NANHS RENHS TNHS OVERALL

Legend: 90 – 100 = Outstanding

85 – 89 = Very Satisfactory
80 – 84 = Satisfactory
75 – 79 = Fairly Satisfactory
74 and below = Poor

Questions:

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Graph 2:

ENROLMENT
AY 2017-2018
127 131

43 38
17 23 21
15

BEED BSED BSHT BPE

1st Sem 2nd Sem

Questions:

Criteria for Evaluation of Outputs:

Comprehensive presentation of test items = 10 points
Quality of Work = 10 points
TOTAL = 20 points
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Lesson Overview
This lesson teaches students to construct test items on the application level.
Application level carries out or uses a procedure in a given situation.

Lesson Objectives
After the lesson, the students will be able to on their own:
1. Identify questions which apply concepts.
2. Construct application questions.

SEPTEMBER 2017 LET RESULT

ELEMENTARY
29%
30%
26.33% 26.33% 26.33%
25%
19.23%
20%

15%

10%

5% 3%

0%
First Timers Repeaters Overall

Percentage National Passing

Directions: From the given graph, write possible questions on the analysis level.

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EXAMPLES:
Objective: To solve for the area of the given dimensions.
Question: Find the area of the rectangle if its width is 5 units and its length is
6 units.
A. 20
B. 30
C. 40
D. 50

Objective: To point out the correct replacement of the underlined word.

Question: The climate at this part of the country is warm.
A. in
B. on
C. of
D. to

Objective: To determine the correct words to complete the sentence.

Question: Who wrote you this love letter? I think it was _____ Rhoda _______
Myra.
A. either – or
B. neither – nor
C. both – and
D. not only – but also

Question: Mrs. Crisanto is one of my teachers ______ not only with their studies
but also with their personal lives.
A. who help students
B. who helps students
C. which help students
D. which helps students

Question: “The moon was a ghostly galleon”. What kind of figure of speech was
used?
A. Simile
B. Metaphor
C. Personification
D. Synecdoche

Objective: Maituturo sa nabanggit na situasyon ang nararapat gawin ng isang

Muslim.
Question: Ako ay isang miyembro ng Muslim. Ano ang nararapat kong gawin?

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A. Bumista sa Saudi Arabia

B. Magpilgrimahe sa Mecca
C. Magdadasal araw – araw
D. Magbasa ng Koran

Objective: To point out the correct location described in a given situation.

Question: I have two umbrellas; one is for sunny days and the other is for rainy
days. I am from
A. Thailand
B. Nepal
C. Japan
D. Chile

Objective: To give the concept as described in the situation.

Question: Mother was looking at the big bear and the rosary last night. She
only found the big bear. She is looking for the
A. Stars
B. Shooting stars
C. Meteors
D. Constellations

Directions: Visit the CG last quarter of your area of specialization in any grade
level of your choice. Construct 10 test items which are in the
application level.

1. 2.

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3. 4.

5. 6.

7. 8.

9. 10.

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Directions: Construct at least five rules in constructing application questions.

Give titles of these rules and explain each.

Directions: Get a copy of your teacher’s test material or from teachers of DepEd.
Make a critique on the application questions.

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Lesson Overview
This lesson helps students construct good and effective questions on the
analysis level. Analysis level uses data, rules, facts, information, and concepts.
This level enhances critical thinking skills by comparison and contrast.

Lesson Objectives
After the lesson, the students will be able to on their own:
1. Determine different types of analysis questions.
2. Construct questions on the analysis level.

Directions: Using the two questions provided below. Which of these enhances
the critical thinking skills of the learners on the analysis level? Give
your reasons.

How can you convince your Why are people considered as

classmate that using stewards of the creation of
Styrofoam harms the God?
environment?

To construct good and effective analysis questions, you can use the
following formats:
1. Single Word Approach
Example:
Below are pairs of words which are in one way on another related.
Determine the correct pair of the second group such that it is related to the
first group.
Cohesive : united : : efficient : ______________
A. cheap
B. faster
C. optimized
D. productive
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2. Double Word Approach

Example:
Below are pairs of words which are in one way or another related. Point out
the second pair such that it is related to the first pair.
salt : pepper : : ___________ : ____________
A. bread : butter
B. wet : fry
C. I : me
D. feet : walk

3. Analysis Using Identifying Errors

Example:
Read the following and determine the underline word which makes it
incorrect.

He was quite amusing when he heard what had happened. No error.

A B B D

4. Analysis Using TRUE or FALSE Statements

Which of the following statements about real numbers is FALSE?
A. Real numbers are set of integers.
B. Real numbers are whole numbers and decimal numbers.
C. Real numbers include imaginary numbers.
D. Real numbers start from negative infinity to positive infinity.

5. Analysis using EXCEPT, NOT, CANNOT

Example:
All of the sentences below are in active voice EXCEPT.
A. The Sangunian Bayan members give awards to the outstanding townfolk
abroad.
B. Mario will be given an award tomorrow by the provincial government for
winning a gold medal in the just concluded 2020 Tokyo Olympics.
C. Jenna gave an outstanding performance at the London International
Square Convention in UK.
D. Boyet will give a seminar on Mental health next month.

6. Analysis using TWO Statements

Example:
There are two given statements. Analyze it and consult the following
conditions to answer the condition. Your answer is
A. If the first statement is true and the second statement is false.
B. If the first statement is false and the second is true.
C. If both statements are true.
D. If both statements are false.

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Nouns are names of persons, places, and things. Pronouns are

words that describe nouns.

7. Analysis using Quantitative Relationship

Example:
Study the data below and answer each item using the following conditions:
A – if the quantity in column A is greater than in column B.
B – if the quantity in column B is greater than in column A.
C – if both quantities are equal.
D – if the quantities cannot be compared.
Column A Column B
25 mm 5 cm
5 km 5 kg
1 L of coke 325 ounce of water

8. Analysis using Data Sufficiency

Example:
Below are two statements. Determine whether the statements can be
answered by the question that follows. Answer each item using the
following conditions.
A – if the first statement ALONE answers the question.
B – if the second statement ALONE answers the question.
C – if both statements are NEEDED to answer the question.
D – fi neither statements is needed to answer the question
E – if there are other data needed to answer the question

1. She enjoys cooking.

2. Nena cooks their food every morning.
Question: What adverb is used in the sentence?

1. A bar of chocolate
2. A bottle of face powder
Question: Give an example of a solid.

Directions: Get at least four competencies from the first quarter of your any grade
level of your choice (in your own area of specialization) and construct
1 analysis question of each type.

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Single Word Approach Double Word Approach

Identifying Errors TRUE or FALSE Statements

Using EXCEPT, NOT CANNOT Using Two Stataments

Using Quantitative (Math) Using Data Sufficiency

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Directions: Compose a flow chart in constructing analysis questions.

Directions: Request a copy of the quarterly exam of any DepEd teacher. Make a
critique on the analysis level of the material. Copy the items and
make some suggestions to improve the questions.

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Original Question Corrected Item

Original Question Corrected Item

Original Question Corrected Item

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Lesson Overview
This lesson teaches the students to construct items on the synthesis and
evaluation levels. Synthesis is putting broken ideas or concepts into one whole
concept. On the other hand, evaluation questions lead learners to make decisions
or judgment.

Lesson Objectives
After the lesson, the students will be able to on their own:
1. Construct test items which are in the synthesis and evaluation levels
2. Make suggestions on constructing original items to a better synthesis or
evaluation type.

Directions: Below are some fragmented ideas. Try to construct a good

statement out from these.
Fragmented Ideas Outcome
• I am always fascinated with the
features of my Samsung S series.
• I wanted to buy a new phone
some months ago.
• I browsed on the internet to read
comparisons between Vivo and
Samsung phones.
• Its price is affordable for a middle
earner like me.

The synthesis level questions are items which help learners put together
parts or single ideas into a whole bigger idea.
Evaluation level questions usually start with situations and let learners
make decisions to solve the problem.

Examples:
Using the Logical Organization
The following are the steps in adding dissimilar fractions:
A. Divide the new common denominator with the denominators of the given
fractions.
B. Add the numerators.

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C. Copy the common denominator.

D. Find the least common denominator.
E. Multiply the quotient with the numerators of the given fractions.

Questions:
1. Which is the third step?
2. Which come before step D?

A. Accidentally, Manny bumped a big trunk and fell down.

B. I am always excited to play with him.
C. We saw a very big fish as we followed our toy down the stream.
D. Manny and I are good friends.
E. One day, we went to the river bank to play with our tow boats.
Questions:
1. Which is the first statement?
2. Which is the last statement?
3. What is the correct arrangement of the sentences to make up a good story?

Ana saw that one of her classmates opened her notes during the exam. What
should she do?
A. Do the same as her classmate
B. Tell it to her teacher
C. Tell it to her parents
D. Call the attention of her classmates

Your teacher discussed about the parts of a flower and asked which part do you
like most. Which of the parts would you choose? Why?

Jessa went to the market to buy 20 pieces of bread at P6.00 each. She only
received P100.00 from her mother. What would Jessa do?

Directions: Construct 2 items which are in the synthesis level and 2 items in the
evaluation level.
Synthesis Questions Evaluation Questions

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Synthesis Questions Evaluation Questions

Directions: Construct an appropriate advanced organizer presenting the steps in

constructing evaluation questions.

Directions: Get one competency from the Curriculum Guide and construct one
synthesis question and one evaluation question.
Competency:

Synthesis Evaluation

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Lesson Overview
This lesson focuses on the tests items on the True or False form. This is a
form of test where there is a 50 – 50 probability of the learners to get the answer
correctly.

Lesson Objectives
After the lesson, the students will be able to on their own:
1. Determine the guidelines in constructing True or False Type of test.
2. Construct test using the True or False type.
3. Evaluate the given True or False type and make a critique based from the
given guidelines.

Directions: Correct the given test items in True or False format using the
guidelines in constructing the test of this type.

Directions: Write True if the statement is correct and False if it

is not.
1. The sky seems to be gloomy today.
2. According to the news, James Reid married Nadine Lustre
secretly.
3. Robinson never comes home early.

Examinees determine whether the statement presented is TRUE or FALSE.

It is an example of a “force – choice test” because there are only two possible
choices in this type of test. Students are required to choose the answer true or
false in recognition to a correct statement or incorrect statement. It is appropriate
in assessing the behavioral objectives such as “identity”, “select”, or “recognize”.
It is suited to assess the knowledge and comprehension level in cognitive domain.
It is appropriate when there are only two plausible (reasonable) alternatives or
distracters.

Guidelines in Constructing True or False Test

1. Avoid writing a very long statement. Eliminated unnecessary words in the
statement. Be concise.
2. Avoid trivial questions.
3. It should contain only one idea in each item except for statement showing the
relationship between cause and effect.
4. It can be used for establishing cause and effect relationship.

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5. Avoid using opinion – based statement, if it cannot be avoided the statement

should be attributed to somebody.
6. Avoid using negative or double negatives. Construct the statement positively.
If this cannot be avoided, bold negative words or underline it to call the
attention of the examinees.
7. Avoid specific determiner such as “never”, “always”, “all”, “none” for they tend
to appear in the statements that are false.
8. Avoid specific determiner such as “some”, “sometimes”, and “may” they tend
to appear in the statements that are true.
9. The number of true items must be the same with the number of false items.
10. Avoid grammatical clues that lead to a correct answer such as the article
(a, an, the).
11. Avoid statements arranging the statements in a logical order.
12. Directions should indicate where or how the students should mark their
answer.

Advantages of a True or False Test

1 It covers a lot of content in a short span of time.
2 It is easier to prepare compared to multiple – choice and matching type of
test.
3 It is easier to score because it can be scored objectively compared to a test
that depends on the judgment of the rater.
4 It is useful when there are two alternatives only.
5 The score is more reliable than easy test.

Disadvantages of a True or False Test

1. Limited only to low level of thinking skills, such as knowledge and
comprehension, or recognition or recall of information.
2. Highly probability of guessing the correct answer (50%) compared to multiple
– choice which consist of four options (25%).

Examples:
Write your answer before the number in each item. Write T if the statement is
true and F is the statement is false.

Put a check mark before the correct statement and X – mark before the incorrect
statement.

Color the box Yellow if the statement if correct and RED if it is wrong.

Draw a HAPPY face if the statement is correct and SAD face if it is incorrect

Write ABEL if the statement is correct and CAIN if it wrong.

Open the Safe

Write TRUE the answer is correct and FALSE if it is wrong. Then shade the
corresponding number of TRUE answers on the safe provided to unlock the lucky
number on the space provided below the items.
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Directions: Have a copy of True or False Test constructed by teachers and already
administered to students and write a critique about it based from the
guidelines.

Directions: Write at least 5 guidelines in the construction of True or False test

and beside is a concrete example.
Guidelines Concrete Example

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Directions: Craft 3 samples of TRUE or FALSE Test using the “Open the Safe”
format.

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Lesson Overview
This lesson shall be focused on constructing a good matching type of test.
Matching type of tests involves two columns. The first column are the set of
definitions while the second column are concepts.

Lesson Objectives
After the lesson, the students will be able to on their own:
1. Determine the guidelines in constructing the matching type of test.
2. Construct good matching type test.

Directions: Identify the errors in this given matching type test.

Matching Type of test consists of two columns. Column A contains

descriptions and must be placed at the left side. Column B contains the options
and placed at the right side.

Guidelines in Constructing MTT

1. The descriptions and options must be short and homogeneous.
2. The descriptions must be written at the left side and marked it with Column A
and the options must be written at the right side and marked it with column
B.

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3. There should be more options than descriptions or indicate in the directions

that each options may be used more than once to describe the change of
guessing.
4. Matching directions should specify the basis for matching. Failure to indicate
how matches should be marked can greatly increase the time consumed by the
teacher in scoring.
5. Avoid too many correct answers.
6. When using names, always include the complete name to ambiguities.
7. Use numbers for the descriptions and capital letters for the options to avoid
confusions to the students that have a reading problem.
8. Arrange the options into a chronological order or alphabetical order.
9. The descriptions and options must be written in the same page.
10. A minimum of five items (primary) and a maximum of ten items
(intermediate) for elementary level and a maximum of twenty items for
secondary level.

Advantages of MTT
1. It is simpler to construct than a multiple – choice type of test.
2. It reduces the effect of guessing compared to the multiple – choice and true or
false types of tests.
3. It is appropriate to assess the association between facts.
4. Provides easy, accurate, efficient, objective and reliable test scores.
5. More content can be covered in the given set of test.

Disadvantages of MTT
1. It measures only simple recall or memorization of information.
2. It is difficulty to construct dues to problems in selecting the descriptions and
options.
3. It assesses only low level of cognitive domain such as knowledge and
comprehension.

Directions: Have a copy of used matching type test and write a justifiable critique
about it based from the guidelines.

Directions: Present the guidelines in constructing matching type test in an

appropriate advance organizer.

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Directions: Construct a 10-item or 15-item matching type test. Use the riddle
style.

Lesson Overview
This lesson shall present other methods of tests to be used as formative
assessment in the day to day class interaction.

Lesson Objectives
After the lesson, the students will be able to on their own:
1. Familiarize other formative assessment tools to be used in instruction.
2. Construct samples of these.

Directions: List some formative assessment tools which your teachers usually
used during instruction.
Other Formative Tools How to Answer

There are other formative assessment tools which teachers may use during
the teaching and learning process.
1. Supply Type or Subjective Type
This require students to create and supply their own answer or perform a
certain task to show master of knowledge or skills. This is also known as
the constructed response test. It requires the students to organize and
present an original answer and perform task to show master of learning or
supply a word, or phrase to answer a certain question (completion)

2. Subjective Test Item

This is classified as short answer or completion type or essay type items.
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a. Completion Type or Short Answer

Examinees need to supply or create the appropriate word/s,
symbol/s or number/s to answer the question or to complete a
statement rather than selecting the answer from the given option. It
can be in question form or in sentence completion form.

Guidelines
• The item should require a single word answer or brief and
definite statement. Do not use indefinite statement that allows
several answers.
• Be sure that the language used in the statement is precise and
accurate in relation to the subject matter being tested.
• Be sure to omit only key words; do not eliminate so many words
so that the meaning of the item statement will not change.
• Use direct question rather than incomplete statement. The
statement should pose the problem to the examinee.
• Be sure to indicate the units in which to be expressed when the
statement requires numerical answer.
• Be sure that the answer the student is require to produce is
factually correct.
• Avoid grammatical clues.
• Do not select textbook sentences.

Advantages:
• It covers a broad range of topic in a short span of time.
• It is easier to prepare and less time consuming compared to
multiple choice and matching type of test.
• It can assess effectively the lower level of Blooms Taxonomy. It
can assess recall of information rather than recognition.
• It reduces the possibility of guessing the correct answer
because it requires recall compared to true or false and multiple
choice items.
• It covers greater amount of content than matching type.

Disadvantages
• It is only appropriate for questions that can be answered with
short responses.
• There is a difficulty in scoring when the questions are not
prepared properly and clearly. The question should be clearly
stated so that the answer of the students is clear.
• It can assess only knowledge, comprehension and application
levels in Bloom’s taxonomy of cognitive domain.
• It is not adaptable in measuring complex learning outcomes.
• Scoring is tedious and time consuming.

b. Essay Test

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A form of subjective type of test which measures complex cognitive

skills or processes. It has no specific answer per student. It is usually
scored on an opinion basis, although there will be certain facts and
understanding expected in the answer. There are two types of essay
test.
Extended Response Essays are tests that allow the students to
determine the length and complexity of the response.
Restricted Response Essays are tests that place strict limits on both
content and the response given by the students.

Directions: Why do you need to prepare other creative assessment tools?

Direction: Complete the box provided below:

What I learned about supply type or What is hard for me to construct.
other subjective type of tests.

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Direction: Prepare one sample for each of the creative tests discussed.
1. Creative Essay Test
2. Word Maze
3. Cross Word Puzzle
4. Solving a Riddle
5. Amazing Path

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Lesson Overview
This lesson introduces about the grading system of the K+12 curriculum
prescribed by the Department of Education. The grading system is composed of
3 components which are written works, performance tasks, and quarterly
assessment. The weighted percentage of each component depends on the nature
of the subject area.

Lesson Objectives
After the lesson, the students will be able to on their own:
1. Classify the learning activity results as to written works, performance tasks,
or quarterly assessment.
2. Compute the hypothetical grade of the learners from a given set of raw
scores.

Directions: This activity manifests your prior knowledge on which component

should you be placing the scores of your learners. Write WW if you
think the scores should be under the written works; PT when the
scores are probably a performance task while QA is quarterly
assessment.
1. Scores of Grade 3 pupils in their poem delivery.
2. Score of Leila in her 20-item Math quiz.
3. Total score of Robin in the Literature portfolio submitted to the
faculty.
4. Scores of the Grade 12 students in their thesis papers.
5. Scores of the Grade 8 students from their drawings given as
assignment.
6. Score of Mando in his periodical exam last month.
7. Score of Jessica from her dance presentation.
8. Score obtained by Adrian from his geometry project.
9. Score got from the chapter test by the Grade 11 students.
10. Scores attained from the immersion program.

DepEd Order No. 8, series of 2015 states that classroom assessment in an

ongoing process of identifying, gathering, organizing, and interpreting quantitative
and qualitative information about what learners know and can do.
In the process of classroom assessment, teachers are encouraged to apply
various methods of assessment like assessment for and as learning (formative
assessment), assessment of learning (summative assessment).

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Classroom assessment helps students perform against the learning

standards. These learning standards are composed of the content standards,
performance standards, and learning competencies.
The learning standards shows concept development which follows the levels
of learning adapted from Anderson and Krathwohl (2001). These are knowledge,
comprehension, application, analysis, evaluation, and synthesis.
There are components of assessment for K+12 learners. These are
1. Written work. This ensures that learners are able to express skills and
concepts in written form.

2. Performance Task. This allows learners to show what they know and are
able to do in different ways. This may come through creating novel outputs
or produce genuine products.

3. Quarterly Assessment. This measures learners learning at then of the

quarter. It could be given in the form of traditional or performance based
tools.

The following gives the steps in computing the Final Grades of the learners.
1. Scores from all student works from each component are added up.

2. The raw scores shall be converted to a Percentage Score. The formula is

Percentage Score = Learner’s total raw score x 100%
Highest possible score

3. Percentage Scores are converted to Weighted Scores. Follow this formula:

Weighted Score = Percentage Score x Weight of Component

The table below shows the weight of the each component along different
subject areas:
Components Languages Science MAPEH
Aral Pan Math EPP/TLE
EsP
Written Work 30% 40% 20%
Performance
50% 40% 60%
Task
Quarterly
20% 20% 20%
Assessment

4. The sum of the Weighted Scores from each component is called the Initial
Grade.

5. The Grade for the quarter will be based from the transmutation table.

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6. To obtain the final grade for the school year of each subject shall be taken
from the average of the four grades received from each quarter divided by
4.
7. To get the general average of the learners is to add up all final grades from
each subject divided by the number of subjects.
8. The remarks will have the following legend
Descriptor Grading Scale Remarks
Outstanding 90 – 100 Passed
Very Satisfactory 85 – 89 Passed
Satisfactory 80 – 84 Passed
Fairly Satisfactory 75 – 79 Passed

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Did Not Meet Below 75 Failed

Expectations

Directions: Let us try to compute the grades of 5 students for a certain quarter
following the steps.
QUARTERLY
No. WRITTEN WORKS PERFORMANCE TASKS
ASSESSMENT
IN QG
Total 10 10 15 20 T PS WP 20 50 30 T Ps Wp 50 Ps WS
1 8 6 12 14 15 28 22 34

2 7 4 15 11 10 34 20 45

3 9 9 8 8 16 38 25 40

4 5 4 14 18 13 40 28 30

5 4 3 7 9 10 20 11 20

Directions: Create an advanced organizer presenting the grading system of your

subject area using the appropriate weighted percentage of each of the
components.

Directions: Compute for the grades of the following students with their
corresponding scores. Use the weighted percentage of your own area.
Show your computations in a matrix.
Student Written Works
20 10 25 15 20
1 18 7 20 11 11
2 15 9 21 10 14
3 19 10 15 9 8
4 12 5 10 10 10
5 10 5 20 14 18

Student Performance Tasks

30 40 20 30 20
1 28 27 20 14 12
2 25 29 21 12 14
3 29 40 15 19 9
4 22 35 10 15 11
5 15 25 20 14 13

Student Quarterly Assessment

50
1 29
2 33

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3 47
4 37
5 42

Reference:
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R.
E., Pintrich, P. R., Raths, j., Wittrock, M. C. (2001) A Taxonomy for Learning,
Teaching, and Assessing: A revision of Bloom’s Taxonomy of Education
Objectives, New York: Pearson, Allyn & Bacon
Bixler, Brett (2007), Writing Educational Goals and Objectives, retrieved from
http://users.rowan.edu/~cone/curriculum/psychomotor.htm
Calmorin, Laurentina, 2011, Assessment of Student Learning 1, Rex Bookstore
Dave, R. H. (1970) In R. J. Armstrong et al., Developing and Writing Behavioral
Objectives, Tucson, AZ: Educational Innovators Press
De Guzman, Estefania and Adamos, Joel, (2015), Assessment of Learning 1,
Adriana Publishing Co., Inc.
DepEd Order No. 8, (2015) Policy Guidelines on Classroom Assessment for the K
to 12 Basic Education Program, retrieved from
https://www.deped.gov.ph/2015/04/01/do-8-s-2015-policy-guidelines-on-
classroom-assessment-for-the-k-to-12-basic-education-program/

Donald Clark, 2015, Bloom’s Taxonomy of Learning Domains, retrieved from

http://www.nwlink.com/~donclark/hrd/bloom.html
Garcia, Carlito D., 2008, Measuring and Evaluating Learning Outcomes: A
Textbook in Assessment of Learning 1 & 2, Books Atbp Publishing Corp.
Garcia, Carlito D., 2013, Measuring and Evaluating Learning Outcomes: A
Textbook in Educational Assessment 1 & 2, Books atbp Publishing Corp.
Harrow, A. J. (1972) A Taxonomy of the Psychomotor Domain, New York: David
McKay Co.
Hena, Lilia Jazmin (2015), Classroom Assessment 2, GBT Great Books Trading
Kirk, Karin (2020), What is the Affective Domain Anyway?, retrieved from
https://serc.carleton.edu/NAGTWorkshops/affective/intro.html
Macarandag, Mercedes and Vega, Violeta, 2009, Assessment of Student
Learning 1, Books atbp Publishing Corp.
Navarro, Rosita et al, Assessment of Learning Outcomes, Lorimar Publishing
Inc.
Navarro, Rosita L., et al, Authentic Assessment of Student Learning Outcomes,
Lorimar Publishing Inc.
Navarro, Rosita, 2012, Assessmetn of Learning Outcomes 1, Lorimar Publishing
Co. Inc.
Santos, Rosita (2007), Advanced Methods in Educational Assessment and
Evaluation, Lorimar Publishing Co., Inc.
Santos, Rosita De Guzman, 2007, Advanced Methods in Educational
Assessment and Evaluation, Lorimar Publishing Inc.
Simpson, E. J. (1972), The Classification of Educational Objectives in the
Psychomotor Domain, Washington, DC, Gryphon House

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The Peak Performance Center, Psychomotor Domain, retrieved from

https://www.google.com/search?q=psychomotor+domain&oq=psychomot
or+d&aqs=chrome.1.69i57j0l7.9279j1j7&sourceid=chrome&ie=UTF-8

Culminating Activity

Create a meaningful portfolio presenting all the activties required in

this module. Use the following parts:
1. Cover Page
2. Table of Contents
3. Rationale of the Content
4. Answers to Apply part of the lessons
5. Reflections or realizations acquired after undergoing the activities
in the module.

Note: This is a Process Portfolio; thus, there will be no evaluation of

this as a whole. Evaluation shall be made per output.

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