n s
o l u tio
Module 1
n g S
Basic Principles a r n i GOALS
o n s of
L e l u t i
ASSESSMENT
of Assessment
C S o
LA S i n g
a r n i o n s
L e o l u t
A S C g S
L r n i n n s
Main Goal
L e a t i o
Direction: For each question, answer
l u
with either Yes or No. Do not base
S C
Helping our learners
S o
your answer on what you think is right
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appreciate A true
their
n i n g
or wrong, but on your actual
VALUE through e a r experience (either as a teacher or as a
effective ASSESSMENT C L student).
Be as truthful as possible.
LA S
1 | Presented by Leah Solmerin Corpuz, PhD | 0945-457-2464
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o l u tio
1. Do your exams give all students
an equal opportunity to fully
n g S 3. Have you ever allowed your
demonstrate their learning?
r n i s
students to bring memory aids (open
n
L e a
2. Have you tried giving take home
o l u tio
notes) during exams?
exams?
A S C g S
L rni n n s
L e a l u tio
S C g So
LA r n i n n s
5. Do your exams contain questions that match the
L e a
o l u tio
average student’s ability level?
S C
4. Have you tried giving the
A S
6. Will the slowest reader/writer be able to answer
g
L
same exam twice to the same
r n i n
your exam within the allotted time?
students?
Lea 7. Have you tried asking several other persons (not
S C your students) to answer your exam before
administering it to your own students?
LA 2 | Presented by Leah Solmerin Corpuz, PhD | 0945-457-2464
n s
8. If you discover that your exam has items
o l u tio
10. Is the language style used in the test
that are too difficult (or too easy) for your
students, do you discard them and/or
n g S materials similar with the teacher’s
language style during instruction.
modify for future use?
r n i n s
L e
9. Is your exam free from bias? a
o l tio
11. Is your standard for
u transmutation (assigning grade
A S C g S equivalent for raw scores) the
same for all the exams that you
L rni n s
give, for all your classes?
n
L e a l u tio
S C g So
LA r n i n n s
14. Is your formatting (font size, style, line
12. For every major exam, do you
determine the median score?
L e a l u tio
spacing, provided space for answers,
illustrations) test-taker friendly?
o
A S C g S
L
13. When the majority (60% or more) of your
r n i n
15. Do you space out the schedule of your
students get low marks in your exam, do
L
you conclude that they did not prepare or
e a seat works, long quizzes, and major
exams, and do not bulk all the items in
just a few major exams?
study for it?
A S C
L 3 | Presented by Leah Solmerin Corpuz, PhD | 0945-457-2464
n s
16. Would you recommend this practice in your school?
Do you think it is beneficial to stop (or discourage) the
o l u tio
practice of cheating?
n g S
oanr s
n i QUALITIES of a
L e l u t
GOODi EXAM
S C S o
LA n i n g s
e a r t i o n
C L S o l u
L A S i n g
demonstrate their learning?
a n
1. Do your exams give all students an equal opportunity to fully
r i o n s 3. Have you ever allowed your students to bring
memory aids (open notes) during exams?
L e
2. Have you tried giving take home exams?
o l u t
S C S
Issue: What are you testing: how well
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Issue: What are you trying to measure: the
LA
students’ ability to memorize concepts, or
r n
work under time pressure, or n
they know the lesson or how well they
i their ability to apply the concepts in real-life
intimidation?
L e a situations.
S C
QGE1: Gives all students equal
QGE2: VALID. Truly measures what is
LA
opportunity to fully demonstrate learning.
meant to be measured.
4 | Presented by Leah Solmerin Corpuz, PhD | 0945-457-2464
n s
4. Have you tried giving the same exam
twice to the same students?
o l u tio
Common extraneous factors that may affect the
administration of a TEST
n g S 1. Test Environment
Issue: There are extraneous factors
r n i • Noise and Distractions
• Lighting
n s
that may affect the outcome of the
test.
L e a
o l u tio
• Temperature and Comfort
A S C g
2. Test Administrator's Influence
S • Tone and Behavior of the Administrator
L
QGE3: Consistent.
rni
The result should be the same
n • Instructions
n s
• Familiarity with the Student
a tio
if exam is given twice to the same students.
L e l u
S C g So
3. LA
Test Anxiety or Stress
r n i n n s
• Nervousness
• Fear of Failure (among students)
L e a 6.
l u tio
Student Motivation and Engagement
• Interest in the Material
o
4.
S C
Student’s Health or Physical Condition
A g S
• Motivation
• Fatigue
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• Physical Disabilities
r n i n 7. External Time Constraints
5. Prior Knowledge and Background
L e a • Rushed Testing
• Inconsistent Testing Duration
• Familiarity with Content
S
• Cultural or Language Differences
A C
L 5 | Presented by Leah Solmerin Corpuz, PhD | 0945-457-2464
n s
tio
5. Do your exams contain questions that match the average student’s ability level?
8. Test Format and Materials
• Readability of the Text
S l u
6. Will the slowest reader/writer be able to answer your exam within the allotted time?
o
7. Have you asked several other persons (not your students) to try answering your exam
before administering it to your own students?
• Physical Presentation
n i n g Issue: Is your test measuring speed-reading level
s
e a r tio n
or writing speed? Have you tried administering
your test to a similar group of students who are not
9. Home or Family Factors
• Support at Home
C L S o l u in your class?
A S
• Family Stress or Disruptions
L n g QGE4: Reliable.
ni
The test is suitable for the age
r level and context of your students.
n s
L e a l u tio
A S C
n g So
L
8. If you discover that your exam has items that are too difficult (or
r n i9. Is your exam free from bias?
n s
tio
too easy) for your students, do you discard them and/or modify for
future use?
L e
Issue: If the teacher does not analyze the results a l u
S C
of the exams, he/she will keep using the items for
future exams. The students may be “judged” as
S o
Issue: The way the test items are phrased
should be fair to all:
L A
having poor study habits or low level of
n i n g • Language
• Religious/ethnic affiliation
intelligence when in fact, the exam material is too
difficult for their specialization and level, or the
e a r • Socio-economic status
items are constructed ambiguously.
C L • Sex/gender
QGE6: Fair/ Bias-free.
QGE5: Reflective.
A S
The test must enable the teacher to
L
“reflect” on the effectiveness of his/her teaching and assessment
6 | Presented by Leah Solmerin Corpuz, PhD | 0945-457-2464
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10. Is the language style used in the test materials
similar with the teacher’s language style during
o l u tio
11. Is your standard for transmutation (assigning grade
equivalent for raw scores) the same for all the exams that you
give, for all your classes?
instruction.
n g S Issue: There are times a teacher is moody or tensed
Issue: When the lesson was taught in a
r n i s
when composing the exams, and this has an effect on
n
a tio
“conversational” manner using daily language style, the the quality (level of difficulty, clarity) of the material.
L e
test material must also be written in that manner and
language level; otherwise, the exam becomes artificial.
o l
Or the time (and place) when (or where) you
u
administered the exam is not conducive to calm
A S C g S
thinking.
QGE7: Natural.
L rni n QGE-8: Objective. Not affected by extraneous
n s
a tio
factors
L e l u
S C g So
LA
12. For every major exam, do you determine the median score?
r n i n n s
13. When the majority (60% or more) of your students get low marks in your
L e a
o l u tio
exam, do you conclude that they did not prepare or study for it?
Issue: This is related to the other QGEs—
S
because the result of the exam is not only
A C g S
Issue: This is related to QGE8. The students must not
L
dependent on the study habits and the student’s
attitude towards exam-taking
r n i n suffer from the not-so-objective preparation of the
exams.
L e a
QGE-9: Relative.
S C
(Unless the teacher is 100% sure that the
A
result of the exam is not influenced by extraneous factors.)
QGE-9: Reflexive. The teacher must be open-minded enough to
consider the possibility of his/her “issues” in test construction as a factor for
L the students’ low marks.
7 | Presented by Leah Solmerin Corpuz, PhD | 0945-457-2464
n s
14. Is your formatting (font size, style, line spacing, provided space for answers,
illustrations) test-taker friendly?
o u tio
15. Do you space out the schedule of your seat works, long quizzes, and
l
major exams, and do not bulk all the items in just a few major exams?
n g S
Issue: You may be requiring an extended answer, but
r n i n s
Issue: Some teachers squeeze a lot of (new) items in the
a tio
the space provided is not big enough. Your graphs and major exams, that were not practiced in quizzes or seat
illustrations may be unclear, etc.
L e o l
works.
u
A S C g S
QGE-10: Accessible.
L r ni n QGE-10: Timely.
Law of Recency.
According to Thorndike’s Law of Exercise and
n s
L e a l u tio
A S C
n g So
L
16. Would you recommend this practice in your school?
r n i QUALITIES of a GOOD EXAM
n s
a tio
Do you think it is beneficial to stop (or discourage) the
practice of cheating?
L e o l u
1. Gives all students equal opportunity to fully
A S C g
2. Valid S
demonstrate learning.
L r n i n
3. Consistent
L e a 4. Reliable
5. Reflective
A S C 6. Fair / Bias-free
7. Natural / Realistic
L 8. Objective
8 | Presented by Leah Solmerin Corpuz, PhD | 0945-457-2464
n s
QUALITIES of a GOOD EXAM
o l u tio
9. Relative
n g S Why am I giving
10.
11.
r i
Reflexive
n
Accessible
a o n s
12.
L
13. e Redeemable
Transparent
l u t i
EXAMS?
S C
14. Thematic
S o
LA
15.
n i n g
Enjoyable (not dreadful)
s
e a r t i o n
C L S o l u
L A S i n g
TO…
1.
a
Evaluate and grade students
r n i o n s
2.
L e
Motivate students to study
o l u t
3.
C
Add variety to student learning
S g
What
S do I want to
LA n
4. Identify weaknesses and correct them
5. Obtain feedback on my teaching
a r n i assess?
6.
7.
L
Accredit qualified studentse
Provide statistics for the course or institution
S C
LA 9 | Presented by Leah Solmerin Corpuz, PhD | 0945-457-2464
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o l u tio
1.
2.
Knowledge on how it is used
Process or product
n g S What do I need to test
3.
r n i
The communication of ideas
a o n s
4.
L e and
Convergent thinking or divergent thinking
l u
how
t i do I test it?
5. Absolute or relative standards
S C S o
LA n i n g s
e a r t i o n
C L S o l u
L A S i n g
FACTORS TO CONSIDER
a r n
1. Easiest to test vs important to test
i o n s
2. Length of test
L e o l u t
3. Variation
S C g S
LA
4. Frequency
5. Accuracy
r n i n
6. Formatting
7. Humor
L e a
8. Reason for testing
S C
LA 10 | Presented by Leah Solmerin Corpuz, PhD | 0945-457-2464
