January 30, 2021

1:30 PM- 4:30 PM

St. Francis Xavier College,

San Francisco, Agusan del Sur
ALICIA B. GALVEZO, MS
Math
BEEd, Program Head
“The mind is not a
vessel to be filled,
but a fire to be
ignited.”
(Plutarch)
Subject Diagnos
tic
Matter Exper
Expertise tise

Integrated
Expertise
Class
room Institu
Manage tional
ment Exper
Expertise tise
DIMENSIONS OF TEACHING EXPERTISE
By Weinert, Helmke and Schrader (1990)
Seven Basic Steps in Planning Process
Lesson
Presentation
Plan Write
Evaluation Objectives

Plan Plan
Closure Introduction

Determine / Select
Redetermine Strategies
Content
Seven Basic Steps in Planning Process
Determine /
Redetermine
Content
Plan Write
Evaluation Objectives
Lesson
Presentation
Plan Plan
Closure Introduction

Select
Strategies
Plan
Implement

Evaluate
 Teacher :
1. PLANS
the lesson based
on curriculum
standards

2. DELIVERS CURRICULUM 4.COMMUNICATES

instruction by STANDARDS progress to students
engaging students CYCLE and parents
in learning activities

3. ASSESSES
student learning
 BLOCK DIAGRAM OF
INSTRUCTIONAL SYSTEM

Objectives

Instructional
Process
Student input Student output
(Entry Behavior) (Terminal
Behavior)

Evaluation
 BASIC TEACHING MODEL

Instructional Entering Instructional Performance

Objectives Behavior Procedure Assessment

Figure 1: Basic Teaching Model

 Instructional
Objectives
Determining what is
to be learned

Evaluation
Assessment Interpreting the
Instrument Assessment Information
Designing Questions Process and
or Tasks to Collect Making Judgments

Measurement
Ranking Individuals on
the Basis of the
Information Collected.
(Qualitative and
Quantitative )
Assess
ment
For
Learning
Assess
ment
As
Learning
Assess
ment
Of
Learning
 Workshop: 20 min
Group 1: Two examples of
assessment, measurement,
evaluation
Group 2: Ways of describing
evaluation procedure
Group 3: Methods of interpreting
classroom results
Group 4: Network Tree:
Assessment Tools
 BASIC WAYS OF DESCRIBING EVALUATION PROCEDURE

Attributes Diagnostic Formative Summative

Function what needs to be what is being what has been
learned – identify learned – provide learned as the result
specific area of ongoing feedback to of the instruction
deficiency & learning teacher and student
difficulty
When given before instruction during instruction after completion of
instruction
Purpose plan instruction monitor progress evaluate student
toward objectives performance in relation
and plan additional to objectives: measures
instructiongh overall achievement and
provides the basis for
assigning grades
Techniques Tests, questioning, informal paper tests, projects,
formal and informal observation, reports,...
observation questioning, in-class
work, homework,...
Structure formal or informal generally informal generally formal
 Interpretation Provided by This Conditions To Be Present
Reference Reference for This to be Useful
• comparing the student`s
Norm- performance with others` To whom students
referenced are being compared
• How well are students doing? What
specific learning a student has gained must be clearly
or in what areas he needs remediation understood

Criterion- • student`s performance is Content domain

compared to an established
referenced criterion
that was assessed
• What can students do and not must be well-
do? defined
General To gather information to help
Purpose of us make better decisions about
testing

Specific Place or rank Level of proficiency

compared to a compared to a
Information
Desired norm standard/criterion
of mastery

Type of Test Norm - Criterion -

Required referenced referenced
 Content
Validity

Stage 1 Stage 2 Stage 3

Instructional Instructional Test /
Objectives Activities Evaluation

Test items must validly measure

the instructional objectives
Fig 3. The Three – Stage Classroom Measurement
in Constructing Criterion – Referenced Test
 Stage 1: Instructional Objectives
➢ first step in constructing a criterion-referenced test
and in sound instructional
planning ( SOLE = IA : MMM )
➢ clear and measurable
Stage 2: Instructional Activities
➢ concern more on teaching methods and effectiveness
of the procedures
➢ In this stage, IA designed to develop student mastery
of the objectives ( in stage 1) must be implemented.
Stage 3: Test Construction
➢ construct test items to validly measure each objective
➢ normally, mastery is NOT defined as perfect
performance but as 70, 80, or 90 percent correct
performance.
TOPIC : Differentiating Learning Activities from
Learning Outcomes
OBJECTIVE: The students will

● differentiate learning activities from learning outcomes

INSTRUCTIONAL ACTIVITY:

● Define and provide examples of learning activities

and learning outcomes.
● Point out similarities and differences between the two.
TEST ITEM:

Directions: Distinguish learning outcomes from learning

activities by marking an O next to outcomes and an A
next to activities to be written on the space provided.

___ 1. Practice multiplication tables

___ 2 List the parts of a microscope
___ 3 Comment about the different ads of the senatorial
candidates for the last May election
___ 4. Listen to a foreign language tape
___ 5. Memorize the first five Philippine presidents

Answers: 1. A 2. O 3. O 4. A 5. A
TEST BLUEPRINT OR TABLE OF SPECIFICATIONS
( TOS )

(TOS) is an essential tool to good test

construction where instructional objectives
covering the content areas and the relevant
cognitive processes are delineated. This
conveys to the teacher the number of items to
be constructed per objective, their level in the
taxonomy, and whether the test represents a
balanced picture on what was taught.
TOS consists of a two-dimensional chart.
1. Vertical dimension (column) of the chart lists the
content areas to be addressed by the test.
2. Horizontal dimension(row) lists the categories of
performance the test is to measure.

Content Outline /TOPIC

● lists the topic and the important objectives
included under the topic. It is for these
objectives that you will write test items.
● helps teacher to incorporate higher levels of
learning into instruction and evaluation.
 Second Quarter Examination
TOS – Learning Outcomes
English Grade 10 Nov. 03, 2019 SFXC Senior High School, SFADS
Cognitive Process Dimension Total No. Item number
Topic/Learning No. of RU Ap An EC of location
Outcomes Hours 20% 40% 40% Items RU: ApAn: SE
50
1. Identifying Information
From the Text 1 1 2 2 5 1 2-3 4-5
2. Using graphic organizer
to present info. from the
text 3 3 6 6 6-8 9-14 15-20
15
3. Distinguishing correct 2 10
usage of modals 2 4 4 21-22 23-26 27 -30
4. Determining reflexive 2 10 31 -32 33-36 37-40
and intensive pronoun
2 4 4 10 41-42 43-46 47-50
5. Applying the subject-
verb agreement
2
2
10 204 204 50
Grand Total 10
Computation: No. of hr x Total Items = 3 x 50 = 15

Total No. of hr 10

Distribution of items based on percent of marks

KC = 20 % Ap An = 40 % S E = 40%

20% of 15 = 3 40% of 15 = 6 40% of 15 = 6

20% of 10 = 2 40% of 10 = 4 40% of 10 = 4

20% of 5 = 1 40% of 5 = 2 40% of 5 = 2

 STUDENT

OBJECTIVES

TEACHER QUESTION
PAPER SETTER
 VARIATIONS OF TRUE-FALSE
• Multiple –True False • Sequential True-False • Correction Type

MULTIPLE CHOICE
• One Best response • Matching Type • Excluded Term Type

RELATIONS ANALYSIS
• Assertion and Reason • Quantitative Comparison
• Variations Relations
INTERPRETIVE EXERCISE - best in assessing HOTS and take the
form of: • maps • paragraphs • charts • figures
• a story • a table of data • pictures
 VARIATIONS OF TRUE -FALSE
Multiple True-False
Directions: Following the statement are a number
of options. For each option, circle T if the option
is true and circle F if false.

Question: The kidneys are bean-shaped organs that

T F 1. store urine
T F 2. filter blood
T F 3. sift through 40 gallons of fluids daily
T F 4. drain urine

Answers 1. F 2. T 3. F 4. F.
 VARIATIONS OF TRUE -FALSE
Multiple True-False
Directions: Following the statement are a number
of options. For each option, circle T if the option
is true and circle F if false.
Question: The values of the trigonometric
functions of θ when its terminal side goes
through (-9, -12) are
T F 1. sin θ = - 9/15
T F 2. cos θ = -12/15
T F 3. tan θ = 12/9
 VARIATIONS OF TRUE -FALSE
Sequential True-False - series of true-false items
presented in sequence, the correct response to
each item is dependent on conditions specified in
the previous item.

Example: Solution of a problem requires a series of

steps, each providing information to the next stage
and examinee must determine where the solution
is wrong. This measures the ability to locate
inconsistencies.
Grade 7
Sequential True-False
Directions: Items 1 through 4 represent attempts to solve for x.
Evaluate each solution by determining whether each equation is
equivalent to the immediately preceding solution.
Write:
A , if the equation is equivalent to the preceding equation.
B , if the equation is NOT equivalent to the preceding
equation.

Solve for x: ( 4x – 3 )(3x + 8) = (3x + 4)(3x + 6)

_____ 1. 12x2 - 24 = 9x2 + 24

_____ 2. 3 x2 = 48
_____ 3. x2 = 16
_____ 4. x = 8
Answers: 1. B 2. A 3. A 4. B
 VARIATIONS OF TRUE -FALSE
CORRECTION TYPE:
Directions: Underline T if the statement is true and F if
false. If false, underline the word that makes it false and
write the correct answer on the blank.
T F 1. Validity is the consistency of test result.

Answer: T F Validity, ______ (answer: Reliability)

 VARIATIONS OF TRUE -FALSE

OTHER ALTERNATIVE RESPONSE TYPES:

Directions: For each of the following statements,
Underline the “Y” if the answer is “Yes”.
Underline the “N” if the answer is “No”.
Y N 1. Is 51% of 78 more than 39?
Y N 2. Is 50% of 6 / 10 equal to 3 / 5?
Matching Type
Directions :Match column A with column B. Write the letter on
the blank.

Column A Column B
1. invented the cotton gin _____ a. Nautilus
2. the world`s largest ship _____ b. Thomas A. Edison
3. the first nuclear vessel _____ c. Eli Whitney
4. invented electric light _____ d. Nikolaus Otto
5. built the gas engine _____ e. Seawise Giant

Not homogeneous concepts

Directions: On the line next to each author in Column A,
write the letter of the type of writing in Column B for
which the author is best known. Answers in Column B
maybe used once, more than once, or not at all.
Column A Column B
1. Agatha Christie _____ A. History
2. Isaac Asimov _____ B. Horror
3. Erma Bombeck _____ C. Humor
4. Walt Whitman _____ D. Mystery
5. Stephen King _____ E. Poetry
6. James Michener _____ F. Science fiction
_____ G. Tragedy

Correct Matching Type, homogeneous concepts

Excluded Term Type. A list of lettered items and a list of numbered items are
given. The examinee chooses the lettered item to which all EXCEPT one numbered
item is common and then marks the number exception.
Directions: Circle the number of the group of words in column B
which DOES NOT belong to the set and circle the letter in
column A to which the remaining two numbers in B belong.

Column A Column B
1. A. planning 1. a song for lesson presentation
B. implementing 2. a small group discussion for
C. evaluating interpretation of the poem
3. creating own poem with tune

2. A. analysis 1. giving the best title of the Pres` speech

B. synthesis 2. identifying the major parts of speech
C. evaluation from the two speeches of Pres Duterte
3. explaining how the solution steps are
obtained on War of Drugs
Directions: Circle the number of the group of words in column B which
DOES NOT belong to the set and circle the letter in column
A to which the remaining group of words in B belong.

Column A
Column B

1. a. 1. partner of the toothpaste

toothbru
sh

2. used to cut our nails

b.
towel

c. 3. used to brush our teeth

nail cutter
 Column A Column B
Brushing the
teeth
3. a.
1. necessary to do before
eating

Combing the
b. hair

2. makes you look

gorgeous

c. Washing the
hands 3. prevent yourself from
getting infected by a
number of dangerous
ailments.
INTERPRETIVE EXERCISE

1. My mother has the prettiest tricks Underline

Of words and words and words. two similes
Her talk comes out as smooth and sleek from the
excerpt.
As breasts of singing birds
......................
2. We had not dreamed these things were so What
meaning is
Of sorrow and of mirth.
expressed by
Her speech is as a thousand eyes each simile?
Through which we see the earth.
— from “Songs for my Mother” by Anna
Hempstead Branch
INTERPRETIVE EXERCISE
Directions: Using the underlined similes from the
excerpt, circle M if the meaning is correct. Circle N if
the meaning is incorrect.
M N 1.1 The mother is very pretty.
M N 1.2 She has a beautiful, soothing voice.
M N 2.1 Her speech is known in the world.
M N 2.2 The mother`s words influence the
children`s perceptions of the world.
The test is meant to judge the candidate's knowledge and with it,
his ability to reason out correctly. In this test, two statements
referred to as the Assertion (A) and Reason (R) respectively are
provided. Five alternative comments on these are given and the
correct one is to be chosen.
Directions: Given the two statements Assertion (A) and Reason (R),
write:
A , if A and R are true and R is the correct
explanation of A.
B , if A and R are true but R is NOT the correct
explanation of A.
C , if  A is true but R is false.
D , if A is false but R is true.
E , if both A and R are false.  
Give justification:
Directions: Given the two statements Assertion(A) and Reason(R),
write: A , if A and R are true and R is the correct explanation of A.

B , if A and R are true but R is NOT the correct explanation of A.

C , if  A is true but R is false.
D , if A is false but R is true.
E , if both A and R are false.   
Give justification:
1. Assertion (A) : Carbon monoxide when inhaled causes death.
Reason (R) : Carbon monoxide combines with hemoglobin.
  Answer:      A .  Both A and R are true and R is the correct
explanation of A.
Justification:    Carbon monoxide, when inhaled, combines with
hemoglobin of blood to form carboxyhemoglobin
which inhibits the transport of oxygen.
 
Directions: Given the two statements Assertion (A) and Reason (R),
write: A , if A and R true & R the correct explanation of A.
B , if A and R true but R NOT the correct explanation of A.
C , if  A is true but R is false.
D , if A is false but R is true.
E , if both A and R are false.   
Give justification:
2. Assertion (A) : Inside the earth metals are present in molten state.
Reason (R) : Earth absorbs the sun's rays.
Answer:      C . A is true but R is false.
Justification:      Inside the earth, the high temperature and pressure
keeps the metals in molten state. The earth does not absorb the sun's
rays but reflects them.
Directions: Given the two statements Assertion (A) and Reason (R),

write: A , if A and R true & R the correct explanation of A.

B , if A and R true but R NOT the correct explanation of A.
C , if  A is true but R is false.
D , if A is false but R is true.
E , if both A and R are false.   
Give justification:
3. Assertion (A) : Clothes are not washed properly in hard water.
Reason (R) : Hard water contains many minerals.
Answer:      B . Both A and R are true but R is NOT the correct
explanation of A.
Justification:    Clothes are not washed properly in hard water
because it does not form lather with soap.
However, it is true that hard water contains
many minerals.
Directions: Given the two statements Assertion (A) and Reason (R),
write: A , if A and R true & R the correct explanation of A.
B , if A and R true but R NOT the correct explanation of A.
C , if  A is true but R is false.
D , if A is false but R is true.
E , if both A and R are false.   
Give justification:
4. Assertion (A) : When the bus starts, the passengers fall
forward.
Reason (R) : The bus pushes them forward.
Answer:      E . Both A and R are false.
Justification:   When the bus starts, the person inside it falls
backward because the bus moves forward but due to the
property of inertia, the man tends to be in the initial state of rest.
Directions: Given the two statements Assertion (A) and Reason (R),
write: A , if A and R true & R the correct explanation of A.
B , if A and R true but R NOT the correct explanation of A.
C , if  A is true but R is false.
D , if A is false but R is true.
E , if both A and R are false.   
Give justification:
5. Assertion (A) : Downpour of rain lessens the humidity in the
atmosphere.
Reason (R) : Rains are caused when atmosphere cannot
hold more moisture.
Answer:      D . A is false but R is true.
Justification:    Rains are caused when the atmosphere in upper
reaches cannot hold more water. But the downpour of rain
increases the humidity in the atmosphere near the earth's
surface.
QUANTITATIVE COMPARISON
This involves comparing and correlating one
entity with another and knowing why a certain
phenomenon occurs or why a certain statement
is true.
Directions: Write
A , if the A entity is greater than the B entity
B , if the B entity is greater than the A entity
C , if both are nearly equal
 
 
Question : (A) O2 content of expired air
(B) CO2 content of expired air
Answer: B
VARIATION RELATIONSHIP
Directions: Write
A , if an in crease in A is accompanied by an increase in B
B , if an increase in A is accompanied by a decrease in B
C , if an increase in A is independent of the change in B

Question: (A) EXERCISE

(B) HEART RATE
Answer: A
 VERBAL RELATIONSHIPS
ANALOGY questions determine the relationship in a pair of words and
then recognize a similar or parallel relationship in different pair of words.
A. Single-word approach: Given a pair of words followed by a third word.
Under them are five words numbered 1 – 5. Select from the five a word
that relates to the third word in the same way the second word is related
to the first.
 
Example: Counselor: advice: : ________
1. Patron : Support 2. Spouse : Name
3. Seed : Sower 4. Danger: Risk 5. Soldier: Loyalty
Explanation: A counselor provides advice. A spouse provides
name is close but there is an exception to the relationship- only
the male spouse provides name to the female spouse in most
societies.
Correct answer: no. 1 – patron provides support
Single-word approach:

Exercise: bat: baseball : : ________

1.glove : boxing 4. goal : basketball
2. gun : hunting 5. club : golf
3. horse : rider
A bat is used to strike a ball in baseball.
Correct answer: no. 5
( all others are equipment, but not to strike)
B. Paired-word approach: Determine the relationship of the first
pair of words, then find a pair with the same or closest
relationship.
Given a pair of words that are related to each other in a certain
way or ways. Choose from several options another pair with the
same or closest relationship.

Example: gold: metal : : _______: _______

1. silver : bracelet 3. coal: nonmetal
2. paper : wood 4. steel : iron 5. plastic : oil
Explanation: Silver is not a kind of bracelet; paper is not a kind
of wood; steel is not a kind of iron; and plastic is not a kind of oil.
Correct answer: no. 3
Coal is a kind of nonmetallic mineral
Exercise: decimeter : meter : : _____ : _______
1. dime : dollar 2. inch : foot 3. gram : kilo
4. yard : mile 5. December: Month
Correct answer: no. 1 - dime is 1/10 of a dollar as
decimeter is 1/10 of a meter (part-whole)

Exercise: Iliad : Greece : : ______ : ________

1. Odyssey : Turkey 2. Gilgamesh : Syria
3. Mahabharata : India 4. Lusitania : Spain
5. Kalevala : France
Correct answer: no. 3 – Mahabharata is an epic of
India as the Iliad is an epic of Greece ( cultural/ literary
accomplishments)
 CLASSIFICATION OF TEST QUESTIONS BY COGNITIVE
OBJECTIVE
Directions: Read each question carefully. Don`t choose a
letter for the correct answer BUT classify each one based
on the cognitive objective it is testing.

____1. Which of the following statements is a

representative of a criterion- referenced assessment?
A. Josie obtains a score of 50.
B. Joanna can read 100 words per minute with
comprehension.
C. Jean ranked 54th among 240 graduating
students.
D. Jimmy passed the exam.
CLASSIFICATION OF TEST QUESTIONS BY COGNITIVE OBJECTIVE

2. The most serious types of industrial accidents are

those involving
a. muscle strains c. electrical shocks
b. burns d. cutting equipment

Based on the guidelines for writing multiple choice

items, what, if anything is wrong with the item?

A. The stem of the item has not defined the problem.

B. There is nothing wrong with the item.
C. The alternative answers do not relate to the stem.
D. The choices are not grammatically consistent
with the stem.
 CLASSIFICATION OF TEST QUESTIONS BY COGNITIVE
OBJECTIVE

____ 3. Miss Palero who taught Multiplying Monomials

decided to use a number-letter match game to
make the lesson interesting and to give her students a
chance to practice the skills in computing. She designed
strips with boxes to be filled up by students during the
competition. Which order best illustrates the situation?

A. method → material→ medium

B. method → medium→ material
C. medium → method→ material
D. material → method→ medium
CLASSIFICATION OF TEST QUESTIONS BY COGNITIVE OBJECTIVE

___4. Which one is the correct arrangement of

steps
to represent the process of the lesson
presentation in the classroom?

A. Write behavioral objectives – Motivate –

Choose strategies - Evaluate
B. Teach using Methods - Media – Materials –
Evaluate Objectives
C. Introduce the lesson – Choose strategies and
activities - Close the lesson
D. Choose instructional activities- Write the
objectives – Close – Evaluate
CLASSIFICATION OF TEST QUESTIONS BY COGNITIVE OBJECTIVE

5. Datu`s family has seven members: father whose

income is one-fourth than that of the mother, four
children and one aunt. Their threshold is P21,900 and
the total family income is P18,000. Based on the
definition of official poverty measure, which statement
fits the family`s status? The family
A. is not in poverty .
B. has income surplus .
C. is in poverty.
D. poverty can`t be determined.
 CLASSIFICATION OF TEST QUESTIONS BY COGNITIVE OBJECTIVE

____6. Two thousand female education graduates major in Math and

Science exceeded the number of jobs available in those fields and
now are looking for a job? Which type of unemployment does this
situation represent?

B. seasonal B. frictional C. cyclical D. Structural

____ 7. Manny Pacquiao knock his opponent, Victor Vargas last November
1 2 3 4
, 2016. No error. Which word or phrase is NOT acceptable?
5

A. 1 B. 3 C. 4 D. 2
 CLASSIFICATION OF TEST QUESTIONS BY COGNITIVE OBJECTIVE
____8. Miss Jamero was trying to revise a multiple-choice item
stated as “ What do you call the union of the egg and sperm cell?”
The choices were:
a. fertilization b. reproduction
c. ovulation d. communion.
If you were to use the same item, which of the choices
should you modify why?
A. The choice a because this is obviously correct.
B. The choice b because it is a different process.
C. The choice c because it gives the clue to the answer.
D. The choice d because it has no relation with the stem.
CLASSIFICATION OF TEST QUESTIONS BY COGNITIVE OBJECTIVE

9. Arrange the phrases in number to form a good

sentence. Which order is the best?
1. that building 2. who designed
3. the architect 4. is my friend
A. 3 1 2 4 C. 3 4 1 2
B. 3 2 1 4 D. 3 2 41
CLASSIFICATION OF TEST QUESTIONS BY COGNITIVE OBJECTIVE

10. Teacher Amy used differentiated instruction in her

lesson on integers. She asked her pupils to demonstrate
three processes in adding positive and negative integers.
Which of the following shows the fastest way of
computing integers?
A.Writing numbers to the left and to the right from the
given two numbers.
B.Drawing a number line to picture positive and negative
numbers.
C.Applying the rule in adding unlike signs.
Active Student Learning
William Glasser once said: “We learn…
10% of what we read
20% of what we hear
30% of what we see
50% of what we see and hear
70% of what we experience with others
80% of what we experience personally, and
95% of what we teach someone else.
 “He who learns
but does not think
is lost.”
(Chinese Proverb)
How Do Y ou…
Ma ke th e En d
Unfor g e tt a b le ?
You make the choice. . .

We make the difference.

T - together
E – each one
A - accomplishes
M - more