TASK #1

In each principle of high quality assessment (PHQA), write your personal experiences where
your former or present teacher complied or violated these PHQA. Use three to five sentences in
each PHQA.

1. Clarity & Appropriateness of Learning Targets

I have undergone to a class where my teacher introduced a topic about writing different
newspaper articles. Before giving the lesson, she first consulted the class if we have any
background or experience regarding this topic. After that, she started breaking down the learning
targets by determining what exactly we need to know, understand, and able to do and achieve at
the end of the unit instruction. Every time she finished comprehensively discussing and
explaining one article, our teacher assesses us through quiz and actual writing activity so that she
can check if we actually learned or improved. She also measures our acquired learning through
exams and series of outputs which really helped us a lot to be productive and adapt the correct
way and techniques in writing different newspaper articles.

2. Appropriateness of Methods

Sadly to share this but I've been into a class where my teacher falls short with the
appropriateness of methods. He always assesses us using a pile numbers of reaction papers even
the questions are meant to be answered in an objective way. There are times that he would
require us to make an essay but his set of questions fall only by defining the terms. When we
have a quiz or activity in the classroom, it always turns out to be an essay or reaction paper, no
more, no less. I’m not against with his way of assessing us, I respect his approach and style, but
students also need an appropriate method of assessment that could meaningfully and essentially
match the learning instructions and learning targets.

3. Variety

I have a teacher who often uses different strategies, techniques, tools, and instruments in
teaching and assessing the class. She never fails to introduce interactive and unique discussions
and activities that provide meaningful insight and interest on our learning. All the tasks that she
requires on class are carefully connected to our lesson and not only revolve on pen and paper
test. She let us share and express our ideas and abilities through oral and written tests, arts and
crafts, brain teasers, skill demonstrations, group performance tasks, HOTS tests/activities, and
class sharing. By varying the way she assesses our understanding, she is more likely to offer
opportunities for us to demonstrate our knowledge and skills, and achieve the desired learning
outcomes.
4. Balance

I have been to a class where my teacher employs a diverse array of methods of

assessment that fit clearly with the curricular content and competency being assessed. The
assessment happens in a situation wherein, today the class involves in collaborative activities that
encourage enrichment, interaction, and dialogue around learning, also some other time she will
call for actual performance assessment, and the other time the class deals with pen and paper test
and semestral exam (prelim, midterm, final). Despite of giving us different assessments, she
never fails to give us enough time to shape and prepare ourselves and she always ensure to make
time in giving feedback for our learning improvement or success. She uses assessment that
entails not only what we know but what we can do with what we know; involves not only
knowledge and abilities but values, attitudes, and habits of mind that affect both our academic
success and performance beyond the classroom.

5. Participation

Our teacher assesses our performance over a period of time in different contexts and form
to collect more data. He reflects on the data that has been gathered through his criteria or rubrics
of activities/performances and the score totality of the written response test, after that, he
reinterpret the data and validate it all in front of the class while showing the ways on how our
scores happen that way. In terms of our quizzes and exams, he makes sure that we are the one
who will check the papers of the class but of course it should not be our own paper. There are
also times when we he gives performance activity, he also allow us to negotiate in terms with the
rules of time to perform, the styles that we want, and we all decide with our teacher about the
rules of the activity. This collaborative relationship between the teacher and student helps ensure
that the assessment process is transparent and rigorous thus, we, learners, become more confident
about the assessment methods.

6. Validity

I have a teacher who is really good in partaking knowledge in the class but during our
quizzes, activities, and exams she often give questions or tasks that are far connected to our
discussions. Specifically, one time, the content of our exam is a half set of questions that are not
being discussed like current events and anything under the sun type of questions, so as we go
over, we are all worried because we don’t even know what to answer so we ended up having
poor results. Another experienced from a teacher who only discussed 3 chapters of the lesson but
she let us take the 6 chapters during the exam. We took the exam without any essential
discussion from our teacher and what made it worse is that there are a lot of items that give
emphasis on the unfinished chapters. The type of exam encompasses factual recall and analytical
process which turned out to be really difficult on our part without having enough background
knowledge.
7. Reliability

Our teacher handles different set of class section in the school but he always ensure that
he put similar method, condition, targets, and standard to his instructions and assessment. He
often makes transparency, clear direction, show his table of specifications, and give comments
and advices on the results of the assessment. When he conducts his assessment, he makes sure
that it is well validated and well prepared and the class has already enough learning experience to
make a quality result. The quizzes, activities, and exams that he often prepares cover the entire
lesson that we already discussed which makes opportunity for us to achieve the desired learning
outcomes.

8. Fairness

I have been into a class where my teacher gives all students the same opportunity to
demonstrate the knowledge, understanding and skill that we acquired through our learning
endeavour. She measures our ability in the subject with the topics that we have studied or learned
and uses contexts that are equally familiar to all. Before she conducts an assessment, she makes
sure to inform us appropriately about the topics to be covered, the number of items/points and
details of the rubrics for grading the test. When there is an oral recitation, she equally give
opportunities and responses to all students' idea same way when she gives performance task she
make sure to give enough time to everyone to prepare and practice. She also base grades on
several assessment formats since students differ in their preferred assessment formats, some are
advantaged by selected-response tests, others by essay tests, others by performance assessments,
and still others by papers and projects which really give equal opportunities to all.

9. Positive Consequence

I remember our teacher during graded recitation, when she calls for someone to answer
the question, she automatically interrupts and give comments when she hear something that is
not appropriate to her idea without hearing the end of explanation, so our self-esteem is being
weaken and lessen. That's why when she asks something while discussing, nobody is confident
to stand up and share an idea in the class because everyone is afraid that we might give the
wrong answer and ended up being questioned by our teacher all over again. Same way when she
gives an exam, the topic that we discussed was being crafted to hard and complicated questions.
When we asks for the coverage, types and items of the exam, she refuses to say anything other
than "you just review what we have tackled," so we don’t have any choice but to just do our part
and motivate ourselves to review well. She also neglects giving feedbacks with our performances
and always enters the classroom with a blank expression and turns the environment very silent
and serious that’s why we lack motivation and interest to learn more, but because of our own
determination, we survived.
10. Practicality and Efficiency

I cannot really forget my experience with my teacher who conducted 85 items exam for
our midterm that includes 30 points essay to be finished within 1 hour. Some part of the exam
are selective response test, other items requires analytical process that includes complicated set
ups. While there is a short span of time to finish all the items carefully, we don't also have
enough spaces provided to answer the questions so we maximize the resources that we have.
Final exam is already approaching but our teacher still go over checking our midterm exam due
to the subjective response tests that she included. The result of our exam was delayed and we did
not even have enough time to recheck and validate everything.

11. Continuity

Our teacher always starts a new topic by providing us the lesson overview and the
assessment structure and destination. As teaching instruction goes by, our teacher make
assessment by asking some sort of questions from time to time to be able to have classroom
interaction and monitoring. With series of learning the lesson, she always insert some sort of
quizzes to finish in different time frames same way with various activities. When it’s time for
examining our holistic knowledge and understanding, she always gives our exam that includes
all the things that we had discussed and attained over the period of time. What is really good
with her is that she doesn’t really end in just teaching and assessing us, she also observes
transparency by giving feedbacks, comments and recommendations on our performances in
class.

12. Authenticity

As a future educator, I have encountered various teachers who help me to be capable of

performing meaningful tasks that I will encounter in the real world. As our final requirement, our
teacher require us to have a graded reporting but not the typical one, there is an actual criteria in
grading the way we deliver the lesson, the way we elaborate and explain the topic, the way we
make the class interactive and interested, and the way we confidently act as a little teacher in
front. I have also experience with other teacher wherein he let the class to dive in learning on
how to construct test questions correctly and meaningfully which really help us to see the
techniques and real essence of test construction. Another experience with different teacher who
also partake quality learning about lesson objectives of a lesson plan and require us to create or
craft our own objectives for us to be trained for future purposes. These experiences serve as a
tool to demonstrate the application of essential knowledge, concepts and skills that we have
learned and a preparation in facing the real world.
13. Communication

It felt good for having my teacher who creates a safe and supportive environment where
we feel comfortable to open up and express our thoughts and ideas and encourages us to feel free
to ask questions or clarifications if there is something that we cannot understand. When she gives
quizzes or exams, she always informs us ahead of time and gives us the coverage or table of
specifications, same way with the activities or performances wherein she shows the criteria or
rubric content. She never fails to return our paper for us to see the results of our scores and have
time to recheck it, and it goes the same with the performance tasks, she always inform us the
scores and explains how we landed with that result. In that way, we also have the opportunity to
assess ourselves. When it comes with the result of our periodical grades, she always observes
confidentiality by showing it to us one by one and reminds us to approach her if we have any
questions with it.

14. Ethics

I ‘am somewhat disappointed the way our teacher drives our learning environment like
whenever she enters the classroom, she would usually appear to be in a bad mood. When we
undergo with our lesson and roll out graded recitation, she often calls those who are only familiar
to her, that's why other students in the class don’t have any opportunity to express their own
ideas even they really wanted to and tried to raise their hands. She would often say that we
should already know our lesson because even high school students can clearly explain it so
sometimes, when she gives written response test, it is basically a non-discussed test questions. If
most of the class got low scores on our exam, she would only put the blame on us while saying
that we are not taking seriously her subject where in fact, we just lack enrichment and
motivation. To be honest, she is fond of giving questions that we didn't even tackled or discussed
so it's actually difficult for us to meet her high standards and expectations because we don’t have
enough and quality input.
TASK#2

Create your own ‘meme’ about PHQA. A meme is used to express ideas or real scenarios
through humorous and sarcastic images and piece of text.

Discussion TEST QUESTION

10 + 15 = 25
Solve the following:
45 - 9 = 36 1 4
12 X 4 = 48 1.)25 + 7 = 3.) 1 2 X 4 7 =
15 ÷ 3 = 5 2.)14 + 16 x 5 = 4.) √ 900

WHEN YOU’RE TAKING AN

EXAM

AND YOU SEE SOMETHING YOU

NEVER LEARNED IN THE CLASS
Topic: Establishing validity and reliability of assessment tools
TASK #3
Importance of Establishing Validity and Reliability of Assessment Tools of Teachers
Assessment is routinely designed and administered by teachers to assess students’ learned
capabilities. The purpose of testing is to obtain a score for an examinee that accurately reflects
the examinee’s level of attainment of a skill or knowledge as measured by the test and must
possess two important characteristics, namely: validity and reliability.

Validity refers to the degree to which a test is measuring what it is supposed to measure
while reliability is an indication of the consistency between two measures of the same test.
Though these two qualities are often spoken about as a pair, it is important to note that you
cannot draw valid conclusions from a test score unless you are sure that the test is reliable. Even
when a test is reliable, it may not be valid. You should be careful that any test you select is both
reliable and valid.

Designing an assessment tool is indeed a complex task. Many questions need to be asked
and a lot of decisions need to be made. If the teacher is a part of the process to design the test to
demonstrate student understanding of concepts taught, there can be more confidence that an
appropriate content is being tested. Teachers can then judge whether a student has learned what
they are expected to learn by securing valid and reliable information through various assessment
methods.

From my readings, they laid out various insights regarding the importance of establishing
validity and reliability of assessment tools but it all points out the same direction. Valid and
reliable assessment is essential to provide a set of high-quality results from which to draw
conclusions and make an analysis to student’s performance. This provides useful feedback to
both instructors and students about the extent to which students are successfully meeting course
learning objectives. If the results of an assessment are not deemed to be valid and reliable then
they are meaningless. If it does not measure what you want it to measure then the results become
a waste of time and effort. According to Talbot (2015), “as teachers and instructors, the
inferences that we make about our students’ learning and the decisions we then make about
facilitating their learning carry with them potentially deep consequences.”

If the purpose of the assessment has been clearly defined, if the test was designed and
constructed in such a way as to measure the appropriate domain of knowledge, skills and
attitudes and measure them effectively, and if the passing score has been set at an appropriate
level, it is likely that the test will serve its purpose effectively and consistently. In short, by
establishing validity and reliability of assessment tools, teachers can gain firm and accurate
results, as well as helps them to find and improve the strengths and weaknesses of every student
in the different domain of learning. With appropriate measure, principle, and approach,
assessment tools would be a great instrument to meet the learning targets and the desired
learning outcomes.
References:

Alias, M. (2005). Assessment of learning outcomes: validity and reliability of classroom tests.
World Transactions on Engineering and Technology Education, 4(2), 3-5.
https://www.researchgate.net/publication/242477615_Assessment_of_learning_outcomes_validit
y_and_reliability_of_classroom_tests

Akib, E. (2015). The validity and reliability of assessment for learning. Education Journal, 6(3),
2-4.
https://www.researchgate.net/publication/281305853_The_Validity_and_Reliability_of_Assess
ment_for_Learning_AfL

Talbot, B. (2015). On the importance of the validity of classroom assessments.

https://medium.com/@Bud_T/on-the-importance-of-the-validity-of-classroom-assessments-
fe019f3bdd8c

Shillingburg, W. (2016). Understanding validity and reliability in classroom, school-wide, or

district wide. Assessments to be used in Teacher/Principal Evaluations, 1-19.
https://cms.azed.gov

Graide, N. (2018). Importance of validity and reliability in classroom assessments.

https://www.thegraidenetwork.com/blog-all/2018/8/1/the-two-keys-to-quality-testing-reliability-
and-validity

Middleton, F. (2019). Reliability vs. validity: what’s the difference? Scribbr, 8, 1-3.
https://www.scribbr.com/methodology/reliability-vs-validity/
 TASK #04

1.) Teacher Mark conducted a test to his 10 students in his Assessment of Learning class twice after two-
day interval. The test given after two days is exactly the same test given the first time. Scores below
were gathered in the first test (FT) and second (ST). Using test-retest method, is the test reliable?

1 STUDENT FT(X) ST(Y) XY X2 Y2

1 35 34 1190 1225 1156
2 21 21 441 441 441
3 40 40 1600 1600 1600
4 27 27 729 729 729
5 23 25 575 529 625
6 28 26 728 784 676
7 34 35 1190 1156 1225
8 35 34 1190 1225 1156
9 18 19 342 324 361
10 36 38 1368 1296 1444
SUMMATION 297 299 9353 9309 9413
Pearson r
r xy= n ( ∑ xy )−( ∑ x ) (∑ y)
FORMULA
√¿¿ ¿

r xy= 10 ( 9353 )−( 297 )( 299)

√¿ ¿ ¿
( 93,530 )−(88,803)
=
√[ ( 93090 )−( 88,209) ][ ( 94130 ) −(89,401)]
4727
= (4881)(4729)
SUBSTITUTION √
4727
=
√23 , 082,249
4727
= 4804.3989218

RELIABILITY
r xy =.09838899885∨0.98
COEFFICIENT

The scores of the 10 students conducted twice after two-day intervals are
INTERPRETATION consistent. Hence, the test has a very high reliability. The reliability
coefficient using the Pearson r is 0.98. As result, it has a very high reliability.
 2) Teacher Magdalena conducted a test to her 10 students in Linear Algebra class two times after
one-week interval. The test given after one week is the parallel-form of the test during the first time the
test was conducted. Scores below were gathered in the first test (FT) and second test or parallel test (PT).
Using the equivalent or parallel form method, is the test reliable?

1 STUDENT FT(X) ST(Y) XY X2 Y2

1 5 35 175 25 1225
2 50 2 100 2500 4
3 4 40 160 16 1600
4 7 45 315 49 2025
5 3 48 144 9 2304
6 28 6 168 784 36
7 4 35 140 16 1225
8 35 4 140 1225 16
9 8 19 152 64 361
10 36 8 288 1296 64
SUMMATION 180 242 1782 5984 8860
Pearson r
r xy= n ( ∑ xy )−( ∑ x ) (∑ y)
FORMULA
√¿¿ ¿

r xy = 10 ( 1782√) −¿ (¿180
¿
) (242)

( 17820 )−( 43560)

=
√[ ( 59840 )−(32400)] [ ( 88600 )−(58564)]
−25740
SUBSTITUTION = (27440)(30,036)
√
−25740
=
√ 824187840
−25740
= 28708.671861

RELIABILITY
r xy=-0.896593201 or -0.90
COEFFICIENT

The reliability coefficient using the Pearson R is -0.90, means that it has a
INTERPRETATION questionable reliability. The scores of the 10 students conducted twice after
one-week intervals are consistent. Hence, the test items should be revised.
 3) Prof. Irene conducted a test to her 10 students in her Biology class. The test was given
only once. The scores of the students in odd and even items below were gathered, (O)
odd items and (E) even items. Using the split-half method, is the test reliable?

ODD(X) EVEN(Y) XY X2 Y2
17 23 391 289 529
18 19 342 324 361
21 22 462 441 484
24 22 528 576 484
23 21 483 529 441
17 23 391 289 529
18 24 432 324 576
27 22 594 729 484
21 19 399 441 361
17 18 306 289 324
SUMMATION 203 213 4328 4231 4573
Pearson r Spearman - Brown
r xy= n ( ∑ xy )−( ∑ x ) (∑ y) 2(r oe )
FORMULA: √¿ ¿ ¿ r ot =
1+(r oe )
Note: r xy= r oe

r xy= 10 ( 4,328 )−( 203 )( 213)

√¿ ¿ ¿ 2(0.065)
r ot =
( 43,280 )−( 43,239) 1+(0.065)
=
√[ ( 42,310 )−(41,209)] [( 45,730 )−(45,369)]
41 0.13
SUBTITUTION = = 1.065
√(1,101)(361)
41
=
√397,461
41
=
630.44508088
r xy= 0.0650334204

RELIABILITY r ot =0.1220657277∨0.12
COEFFICIENT

The reliability coefficient is 0.12, which is questionable reliability. Hence, the test items
INTERPRETATION
should be revised.
 4) Prof. Bella administered a 50-item multiple choice test in Social Science for her senior
high school students. Below are the scores of 20 students, find the reliability using the
Kuder Richardson formula.

STUDENT SCORE (X) X2 STUDENT SCORE X2

(X)
1 45 2025 11 23 529
2 34 1156 12 25 625
3 23 529 13 27 729
4 34 1156 14 44 1936
5 47 2209 15 12 144
6 33 1089 16 26 676
7 32 1024 17 27 729
8 34 1156 18 32 1024
9 41 1681 19 33 1089
10 15 225 20 27 729
SUMMATION 614 20460
FORMULA: MEAN VARIANCE KR21
Σx σ =n ( Σ x )−¿ ¿
2 2

[ ]
x= k x (k− x)
n KR 21= 1−
k−1 k s2
2
σ =20 ( 20460 )−¿ ¿ K = 50
x=
614
20
=
409,200−376 , 996
KR 21=
50
50−1
1− [30.7 (50−30.7)
50 (84.74368421) ]
20 ( 19 )
x=30.7
2
¿
32,204
380
¿
50
49[1−
30.7 ( 19.3 )
4237.368421 ]
σ =84.747368421
SUBTITUTION: 2
NOTE :σ =s 2 ¿ 1.020 1−
[ 592.51
4237.368421 ]
¿ 1.020 [ 1−.1398297106 ]
= 1.020 (0.86017)

KR 21= 0.8773736952 or 0.88

KR 21= 0.8773736952 or 0.88

RELIABILITY
COEFFICIENT

The reliability coefficient using KR - 2 formula is 0.88 which means that the test has a
INTERPRETATION very good reliability. Meaning, the test is very good for classroom test.
 TOPIC: Item Analysis

TASK #5: Construct a graphic organizer or a flow chart to summarize the process of conducting item
analysis.

Process of
Conducting Item
Analysis

Compute 30% of N, where N is Arrange the test results in order, Count off the n test results from
the total number of test papers placing the highest score on top the top of the arrange scores.
and round off the results to the until the lowest score is placed This constitutes the upper group.
nearest whole number. at the bottom.

Record the count on the item Count off the n test results from
card or on separate sheet as the bottom of the group arranged
Set aside the middle result. scores. This constitutes the lower
follows: Alternative, Upper
Group, Lower Group. group.

Determine the proportion in the Determine the proportion in the

upper group¿ ¿) who answered lower group¿ ¿) who answered Find the index of difficulty for
each item correctly by dividing each item correctly by dividing every item in the test.
the no. of correct answers by n. the no. of correct answers by n.

The effectiveness of the Compute the index of

distractors is determined by discrimination of each item in the
using the adjective good, fair, test.
Task # 06: Given the following data, compute the indices of difficulty and discrimination of the 10
item-test. Then, determine the items to be rejected, revised and retained. Coding: 1 –student’s answer is
correct, 0 – student’s answer is wrong Note: The 30% of 60 is 18 so consider only the top 18 (students
with highest and lowest scores).

Upper Lower Item

Item # PU PL Df Ds Remarks
(30%) (30%) Category
1 18 15 1.00 0.83 0.915 0.17 Poor Rejected
2 18 8 1.00 0.44 0.72 0.56 Poor Rejected
3 17 3 0.94 0.17 0.555 0.77 Poor Rejected
4 18 3 1.00 0.17 0.585 0.83 Poor Rejected
5 11 5 0.61 0.28 0.445 0.33 Good Retained
6 12 4 0.67 0.22 0.445 0.45 Poor Rejected
7 18 9 1.00 0.50 0.75 0.50 Poor Rejected
8 18 1 1.00 0.06 0.53 0.94 Poor Rejected
9 18 4 1.00 0.22 0.61 0.78 Poor Rejected
10 13 3 0.72 0.17 0.445 0.55 Poor Rejected