3

Learning in Social Science

Learning social science is worth learning and sharing, perhaps more
significant than memorizing facts and reciting places and dates. Social science is
an important tool for genuine change and a substantial key in nation-building.
The Social Science curriculum over the past one decade has changed
drastically both in content and methodology. The recognition of culture,
differences of various ethnic groups has directly influenced the content and
approaches to Social Science. The nature of Social Science is that it is a study
3. Application.
where the nature Theof ability
man is to its
usemajor
learned material
central in of
focus new concreteSocial
attention. situation.
Science
Example: “If you had eight inches of water in your basement and a hose, howthat
therefore organizes its content around relevant knowledge, values and skills
would
constitute the wide sphere of man. The subject has also been seen as atoprime
Let’s get to know you use the hose to get the water out? “Apply, manipulate, put
more use, employ, dramatize, demonstrate, interpret, and choose.
discipline adopted to socialize our young and function as a means of promoting
progress towards the major social education goals that have been identified for
4. Analysis.
emphasis Ability
- civic dutiesto or
break down material
development intoparticipation
of citizen component skills,
parts so that its
acquisition
organizational structure may be understood.
of desirable attitudes and values, disciplined life etc.
Example: “What are some of the factors that cause rust?” “Why did the United
States
Assessmentgo to war Cognitive
in the with England?
Domain“Analyze, why, take apart, diagram, draw
conclusions, simplify, distinguish,
Cognitive (knowledge) domain and
ofsurvey.
objectives is classified into (1) knowledge,
(2) comprehension, (3) application, (4) analysis, (5) synthesis, and (6) evaluation.
5. Synthesis. Ability to put parts together to form a new whole.
Example: “How recall,
1. Knowledge. would remembering
your life be different
of prior if you could
learned breathe
materials under of
in terms water?”
facts,
“Construct a tower one foot tall using only four blocks.” “Put these
concepts, theories and principles.~ It is the lowest level of cognitive level. words
together
Example:to “What
form aiscomplete sentence.
the capital city of“Compose, construct, “Who
the Philippines?” design, revise,
wrote El
create, formulate, produce, and plan.
Filibusterismo?” “How many ounces in a pound? “Know, who, define, what, name,
where, list, and when.
6. Evaluation. Ability to pass judgment on something based on criteria.
Example: “Do you think
2. Comprehension. that
Ability to the
grasppioneers did the of
the meaning right thing?”It “Why
material. do you
indicates the
think the book of “The Prince”
lowest form of understanding. is so famous? “?Judge, rate, assess, evaluate,
What is the “What
Example: best…,isvalue, criticize,
the main idea and
of compare.
this story?” “If I put these three blocks
together, what shape do they form? “Describe, use your own words, outline,
explain, discuss, and compare.
Fixed-response
Fix-response test items prompt the student to select their answer from the
response options. The most common types of fix-response items are multiple-
choice or true-false test items. However, variations of fixed-response include
matching, ranking, and multiple true-false, and embedded-choice items.
A fixed-response test item also takes time to write since the teacher must
create an appropriate stem and response options. The response options should
be able to measure not only what the student knows but the distractors should
help the teacher in identifying the student’s thought process. For example when
creating a multiple-choice item about the Philippine Revolution, the teacher
might include some prominent historical figures from the time but not directly
associated with the Revolutionary War. All the wrong answers are plausible, but
not valid for that particular test item.
In a fixed-response, when students know something of the subject, they
have a better chance of getting the answer correct over a constructed response
item. Part of this is due to guess parameters (guessing is discussed later in this
blog) and part of it can be attributed to recognition of terms or concepts.
A well-crafted test item (fixed-response) can measure various procedural
knowledge capabilities when well-written. The higher knowledge areas involves
more complex skills such as problem solving is where both fixed-response fall
short. So based on the type of information the teacher is looking to get about
their student’s mastery of the subject, it may be necessary to use fixed-response.
Fixed-response items are susceptible to guessing. For example a four
ASSESSMENT AND EVALUATION IN SOCIAL
alternative STUDIES
test INST. JOY
item, the student has 25% chance S. CASTILLO
of selecting the correct
answer; a
 true-false the student has a 50% chance of selecting the correct answer. Test
4
reliability increases when there are multiple-choice, alternate-choice, and essay
test items in the same assessment.
Example: Multiple Choice: Isulat ang titik ng tamang sagot sa kanang bahagi.
1. Alin sa mga basing ito ang hindi bahagi ng Hilagang Asya?
A. Kazakhstan
B. Siberia
C. Mongolia
D. Pakistan
2. Alin sa mga ito ang isa sa mga nagging basehan ng paghahati ng
mga rehiyon ng Asya?
A. Dami ng Populasyon
B. Kultura na aspeto
C. Kasarian
D. Kayamanan ng bansa

Tama o Mali: Isulat ang TAMA kung ang sinasaad ng pangungusap ay tama at
MALI kung hindi.
Tama_1. Sultano ay isang uri ng pahalaan.
Tama_2. Kali- ay ang hukom na itituring na pinakabihasa at pantas sa Konan.
Mali 3. Itinatag ni Sayid Abu Bkr ang sultano sa Sulu.

To further support to this lesson refer to this link:

http://www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf

Free-Response Instrument
Free response, usually referred to as essay, is a type of question used in
tests. Most free response questions ask or require the test-taker to state a belief,
opinion, or write a short essay and support it with facts, examples, or other
evidence. However, few tests solely rely on these types of problems, and tend to
work in conjunction with other types, such as multiple choice. Free response
questions generally test more than straight knowledge and ask for a "big picture"
type of response.
e.g. personal reflection, personal essay, argument essay
Free-response items are distinct from fixed-response items in that
examiners must supply a full and independent response. There are no answer
options from which to choose. Free-response items are typically discouraged
from examinations because of the difficulty, bias, and time effort required in
grading them. However, some general guidelines for developing these questions
include the following:
The shorter the answer required for a given essay item, generally the
better. More objectives can be tested in the same period of time, and factors such
as verbal fluency, spelling, etc., have less of an opportunity to influence the
grader.
1. Help the examiners focus their answers by giving them a starting
sentence for their essay.
2. Make sure questions are sharply focused on a single issue. Do not give
either the examiner or the grader too much freedom in determining what
the answer should be.

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

 Example: 5
Choose two countries which do you think change over time and continuities on
how technological advances affected the regions between 1914 and 1945.
 USA
 China
 Russia (Soviet Union)
 Middle East

Performance Test
This test it is a measure which often makes use of accomplishing the
learning task involving minimum accomplishment or none at all. Performance
assessment usually focus on the application of knowledge to a real life experience.
A performance test is an assessment that requires an examinee to actually
perform a task or activity, rather than simply answering questions referring to
specific parts. The purpose is to ensure greater fidelity to what is being tested.
An example is finding the right degree and time of the country. Rather than only
answering simple multiple-choice items regarding the degree and time, a student
is required to actually to find the right degree and time of the countries one while
being evaluated.
Some performance tests are simulations. For instance, the assessment to
become certified professional employee of the government. The student should
perform a certain skills and knowledge of the specific profession for example
being a doctor, teacher, engineer, police and etc. The examinee must
demonstrate the ability to complete seven tasks commonly performed on the job.

Assessment in the Affective Domain

The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner
in which we deal with things emotionally such as feelings, values, appreciation,
enthusiasms, motivations, and attitudes. Affective learning is demonstrated by
behaviors indicating attitudes of awareness, interest, attention, concern, and
responsibility, ability to listen and respond in interactions with others, and ability
to demonstrate those attitudinal characteristics or values which are appropriate
to the test situation and the field of study.
The Affective domain describes learning objectives that emphasize a
feeling tone, an emotion, or a degree of acceptance or rejection. (1) Receiving,
(2) Responding, (3) Valuing, (4) Organizing, (5) Internalizing.

1. Receiving. It is being aware of or sensitive to the existence of certain ideas,

material, or phenomena and being willing to tolerate them. (To differentiate, To
accept, To listen (for), To respond to).

2. Responding. Is committed in some small measure to the ideas, materials, or

phenomena involved by actively responding to them. (To comply with, To follow,
To commend, To volunteer, To spend leisure time in, To
acclaim).

3. Valuing. Is willing to be perceived by others as attaching importance to

certain
ideas, materials, or phenomenon. (To increased measured proficiency, To
relinquished, To subsidize, To support, To debate).

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

 6

4. Organizing. Is relating the value to those already held and bring it into a
harmonious and internally consistent philosophy. (To discuss, To theorize, To
formulate, To balance, To examine).

5. Characterization. By value or value set is to act consistently in accordance with

the values he or she has internalized. (To resist, To manage, To resolve).

To further support to this lesson refer to this link:

https://www.slideshare.net/RichardAllenSantos/assessment-in-the-affective-
domain- 58515399

Observation Instrument
In-class observation can be done using a wide variety of both directed and
open-ended forms of evaluation aimed at assisting peer observers in critically
evaluating the teaching they have observed and identifying how their
observations relate to their own experience of and goals for teaching. In the
following pages we provide several forms and exemplars that offer different
methods of recording an observation of teaching.
Observation is a very useful way to assess. But, as with all assessment
tools, it needs to be well planned and designed. Because it is observation, some
people can tend to be a bit slack about the planning and record keeping. It is
important to remember that these forms are simply tools. All forms should be
accompanied by a narrative analysis and discussion with the instructor being
observed.
 The Narrative Log
A sample narrative log that allows the observer to record the time
a behavior (both instructor and student), a technique or a reaction occurs,
as well as the observer’s comments or questions related to what is
happening in the classroom.

Observations: Opening/warm up — shared anecdote

Time: 2:13
Action/Comment: A method for establishing rapport with the students.

Observations: Review of administrative details

Time: 2:15
Action/Comment: Details provided regarding an upcoming assignment
and related tutorial.

Observations: Surveyed students to see what they remembered

from previous lecture
Time: 2.26
Action/Comment: Students remembered little — what do you attribute
this to?

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 Open-Ended Form
Several days prior to the classroom visit, the instructor/teacher
should provide the observer(s) with a copy of the course syllabus
containing course objectives/outcomes, content, organization and
assessment.

PROCEDURE: The observer(s) should connect with the instructor several days in
advance of the visit to conduct a pre observation meeting in order to learn the
instructor’s goals and outcomes for the lesson to be observed, as well as the
teaching methods to be used. Discuss specific aspects of the lesson the instructor
would like feedback on. Within several days after the visit, the observer(s) should
meet with the instructor to discuss the observations and conclusions.

OBSERVER FEEDBACK:

1. Specific feedback on elements identified in the pre-observation discussion.

2. Describe the key goals/outcomes for the lesson.
3. Describe the instructor’s content mastery, breadth and depth.
4. Describe the method(s) of instruction/assessment.
5. Describe the clarity and organization of the lesson.
6. Describe the form and the extent of student engagement.
7. What specific suggestions would you make to build on strengths
and/or improve the teaching?

Rating Scales
Rating Scales allow teachers to indicate the degree or frequency of the
behaviors, skills and strategies displayed by the learner. To continue the light
switch analogy, a rating scale is like a dimmer switch that provides for a range of
performance levels. Rating scales state the criteria and provide three or four
response selections to describe the quality or frequency of student work.
Both performance-based tasks and portfolios are commonly used for
student self-assessment and for showing progress of learning as a result of
instruction. However, ratings could be assigned to both tasks, with the use of
rating scales called scoring rubrics or scoring guide. These are called assessment
guides. These are statements that describe different levels of accomplishments
for a specific outcome. It provides some kind of standardization of rating in
situations where the rater may unwittingly bring in bias to the assessment
procedure. Simply put, scoring rubrics are rating scales that describe levels of
attainment in relation to an assessment tasks (Parker and Jarolimek, 1997).
These should be based on the results of stated performance standards and
should be composed of scaled descriptive levels of progress towards the results
(Burke, 1993). Scoring rubrics are applicable in assigning marks to evaluate
essay tests, portfolios, and other learning activities usually referred
to as performance tests.

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

 Checklist
Checklist is a tool students can use to make sure they have met all
requirements of an assignment that will be assessed. The teacher
creating the checklist decides which features of the assignment are
important enough to factor into how the work will be graded or otherwise
evaluated.
Although a checklist allows a student or the teacher to note
whether the key requirements of the assignment have been successfully
completed, this format does not generally provide a place for
elaboration, further evaluation, or extensive comments. However, when
it comes to creating a checklist for your own assignments, the format is
up to you. Your task is to create a feedback form that allows you and
your students to communicate effectively about the important goals of
the assignment.

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

 10

1. to clarify the instructional goals and objectives

2. To communicate course requirement and expectations
3. To introduce, explain, guide, and focus students learning.
4. To be a reference or guide to students while they are working on in-class and out- of-
class projects.
5. To provide feedback.
6. To develop and improve instructional activities and materials.
7. To assess and evaluate students learning as objectives as possible.
8. To encourage students learning and thinking at the evaluation level.
Checklist can provide useful information to students regarding the actual intent
of some instruction prior to the beginning of work on an individual and group project.

Assessment in Psychomotor Domain

In the words of Simpson (1972), psychomotor domain refers to the use of basic
motor skills, coordination, and physical movement. Bloom’s research group did not
develop in-depth categories of this domain, clamming lack of experience in teaching
these skills. However, Simpson (1972), cited in martin (2006) develop seven
psychomotor categories to support Bloom’s domain. These seven major categories are
listed from the simplest behavior to the most complex.

1. Perception. The ability to use memory to guide physical activity. The ability to use
sensory signals to guide motor activity.
Example: detect non-verbal clues to predict where the ball will land after being thrown,
and then move towards the correct location to be captured. Adjust the temperature of
the air conditioner in the room so it's not too cold.

2. Settings. The readiness of the mindset of students to action, including mental

preparedness, physical and emotional.
Example: Knowing and act in accordance with the procedure handicraft-making
process. Get to know the capabilities and limitations of each student, and his desire to
learn new things.

3. Guided response. The initial stage of a skill activity is sometimes done by trial and
error. Accuracy performance can be achieved when skills are often practiced.
Example: need to follow instructions in making a model of handwork.

4. Mechanism. The ability to have motor skills is an intermediate stage in learning

skills.
Example: motor skills in using a personal computer.
5. Complex open response. Expert skills. Proficiency is shown by the performance
that is fast, accurate and well-coordinated, and uses minimal energy.

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

 11

Example: Piano playing skills.

6. Adaptation. Finesse for the ability of students to adapt, modify motor skills to
adapt to new situations.
Example: Actively respond to unexpected experiences. Change instructions to meet
the needs of students.

7. Origination (origination)/similar to naturalization. Demonstrate creativity, the

ability of learners create new movement patterns. The results of the study emphasize
the creativity of well-developed skills.
Examples: compile new theories, develop new programs, and create new formulas,
innovations, new products.

Records of Observation
How do teachers know if the materials in the activity centers are of interest to
children? How do they know if the activities are meeting the needs of children? How can
teachers share information with parents in a way that accurately describes how their
children are spending their time? How do teachers document a concern that they have
about a child's behavior? How do teachers individualize an activity?
These are some of the questions that teachers should ask themselves as they
plan activities, adapt the environment, and interact with children. One method that
teachers have found useful is to observe children in their natural environments - home,
classroom, and outdoors - and to record their observations. In this way, they have
concrete information that they can share with parents and other members of the
teaching team.
Observation is the process of watching a child at work or play without
interfering in the activity.
Recording is the process of documenting the observed activity or behavior.
Although many teachers do this natural~ a systematic approach helps ensure that
children are observed participating in many different activities over time.
By recording their observations, teachers document children's work and the
quality of that work or interaction. This information enables them to better evaluate and
set goals for that child. Over time, observations of the child can reveal patterns of
behavior, learning preferences, mastery of skills, and developmental progress.

Observation Guidelines
To function as an observer, the teacher must set aside the time to observe and
have the right tools to record her observations. No teacher can be a totally objective
observer. Teachers should try, however, to describe accurately the behaviors they
record, without subjective interpretation or labeling. Objective

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

 12

observations do not include what the teacher thinks or feels happened; rather, they
describe what the child actually did or said.
Objective observations are factual statements: "Jo picked up the block and threw it at
Samuel," or, "Marie spent her time outdoors sitting under the tree."
Subjective observations are labels, judgments, or information recorded out of context:
"Jo is aggressive" or, "Marie is lazy." Labels do not convey information that helps in
understanding a child's development.
An observation should also be detailed and descriptive. For instance, recording
"Adam chose to build with blocks in the block area," gives information about the choice
Adam made and the materials he worked with. It does not provide as much information
as the following, more complete, anecdotal observation: "As soon as Adam came into
the classroom, he announced to his friends, Mica and Sol that he wanted to 'build the
biggest house in the city.' He invited them to join him. Together they used all the blocks
available and built a house with seven rooms. Adam asked me to make a sign for his
house, which I wrote out and he copied onto yellow paper. The sign said, 'The Big
House.' Adam stayed in the block center for fifty minutes."
Other types of observations can range from short notes jotted on a piece of
paper to checklists that pinpoint specific activities.

Informal Observation Techniques

Anecdotal Records. These are brief accounts of specific incidents. They tell a picture
in words. They should give factual information about what happened, when it
happened, where it happened, the stimulus for the activity, the child's reactions, and
how the action ended.

Narratives or Diary Records. These are daily notes or impressions of group and
individual activities that are recorded at the end of the day. They tend to be somewhat
subjective and often capture a quick impression or mood. They are useful for tracing
some of the successes and failures of the day's events.

Teacher Observation Checklists. An observation checklist identifies specific

behaviors to be observed. A developmental checklist structures the process of
systematically collecting information on a child's level of functioning in various areas. It
typically lists skills that have been sequenced in the order that they are generally
learned. The checklist may assess domains such as fine and gross motor, expressive
and receptive language, intellectual, social-emotional, and self-help skills. These
checklists provide information about what a child can and cannot do in each
developmental area. Teachers can use this information to help set goals for a child and
plan activities that help the child progress. An example of a developmental checklist,
Observation Checklist for Teachers, is at the end of this chapter.

Frequency Counts and Time Samples. These techniques help a teacher keep track
of the number of times a behavior occurs. A tally is kept for a specified time

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

 13

("Sue hit another child five times during outdoor play today,") or the length of time a
behavior lasted ("Thomas cried for eight minutes when he was asked to wash up for
lunch.") These records can be used to help a child reduce or diminish a negative
behavior. For example, if the teacher discovers that Thomas cries whenever there are
transitions from one activity to the next, she may be able to help him by alerting and
preparing him before the transition occurs. This method is effective only if the behavior
is overt and frequent.

Portfolios or Work Samples. These are collections of work that a child does over
time. They can include drawings, dictated stories, and attempts at writing words and
numbers, and language samples, which are transcriptions of the exact words a child
uses to express a thought or idea.

Interviews and Conversations. Children are happy to discuss their thoughts, ideas,
and work with adults if they trust that the adult is truly interested and respectful. When
a teacher takes time to listen to a child describe an art project or talk about a favorite
cousin, it makes the child feel valued and helps the teacher better understand that
child. Open-ended questions, such as "Why are clouds in the sky?" or "How does an
airplane fly?" provide insight into the level of the child's understanding about the world.
Teachers can probe further by asking for more information or by offering another
question, such as, "How are birds and airplanes alike?"
To further support to this lesson refer to this link:
http://laffranchinid.faculty.mjc.edu/Ch5.pdf

Assessment of Individual Student

Student assessment is essential to measure the progress and performance of
individual students, plan further steps for the improvement of teaching and learning,
and share information with relevant stakeholders.
Student assessment within the evaluation and assessment framework. It focuses
on how student assessment influences the learning experience of individual students
and considers both summative assessment (assessment of learning) and formative
assessment (assessment for learning) of students.
Student assessment refers to processes in which evidence of learning is collected
in a planned and systematic way in order to make a judgment about student learning
(EPPI, 2002). It encompasses summative and formative purposes, and may be designed
and implemented internally within the school or externally through standardized
assessments.
Summative and formative assessment
The assessment literature has traditionally made a distinction between
assessment for summative purposes and assessment for formative purposes. Some
authors also make a distinction between formative assessment and diagnostic
assessment, but throughout this report diagnostic assessment will be considered as one
aspect of formative assessment.

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

 14

• Student summative assessment, or assessment of learning, aims to

summarize learning that has taken place, in order to record, mark or certify
achievements (EPPI, 2002).
• Student formative assessment, or assessment for learning, aims to
identify aspects of learning as it is developing in order to deepen and shape
subsequent learning.
• Diagnostic assessment is one type of formative assessment, which often
takes place at the beginning of a study unit in order to find a starting point, or
baseline, for learning and to develop a suitable learning programme. Diagnostic
assessment may also serve to identify students who are at risk of failure, to
uncover the sources of their learning difficulties and to plan for an appropriate
supplemental intervention or remediation.
To further support to this lesson refer to this link: https://www.oecd- ilibrary.org/student-
assessment-putting-the-learner-at-the- centre_5k49dvlqk233.pdf?itemId=%2Fcontent
%2Fcomponent%2F9789264190658- 7-en&mimeType=pdf

Assessing Student Behavior

Assessing student behavior is vital in learning since the primary goal is to help
the students to learn. One of the biggest hindrances to learning in class is distraction.
The les distracted students are, the more likely they are to learn. One of the simplest
ways to assess student’s learning attempts during course instruction to observe the
behavior in which they engage during class.
Increasing student focus, also known as attention, in the classroom is an
important aspect of keeping students engaged in the classroom (Blatchford, Bassett,
Brown, & Webster, 2009; James & Hardardottir, 2002). Students generally lose focus in
class somewhere between 10 and 18 minutes during any one particular activity
(Johnstone & Percival, 1976), with 15 minutes being the time at which the most
students lose focus during a traditional lecture (Burns, 1985; Stuart & Rutherford,
1978). Recently, those findings have been challenged as being more nuanced than
originally thought (Wilson & Korn, 2007). Research has shown techniques effective at
improving attention span such as doodling (Andrade, 2010; Singh & Kashyap, 2015)
and intermittent quizzing (Risko, Buchanan, Medimorec, & Kingstone, 2013).
Passive learning occurs when the professor disseminates knowledge to his or her
students in a recitative format, whereas active learning requires a physical contribution
from the student during the instruction. An example of active learning is group
discussion where students discuss a question with each other and collectively produce
an answer (Abeysekera & Dawson, 2014; S. Freeman et al., 2014). S. Freeman et al.
(2014) conducted at meta-analysis of studies on active learning and discovered that
students performed significantly better in classes with active learning than in classes
without. However, that analysis did not provide insight into any differences among the
effectiveness of techniques nor how the techniques had their effects, which are areas
in which research is lacking (Dolan, 2015). Dolan (2015)

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

 15

suggested studies should look for distinguishable differences in

characteristics between students who are and are not positively affected
by the techniques, how the students are responding to these techniques,
and what factors are driving these student responses.

Guidelines for Assessing Student Behavior

Hostility, verbal aggression, depression, isolation, and withdrawal are key signals
that should not be ignored. Disregarding early warning signs facilitates escalation. It is
better to offend a student by “over-reacting” and apologize than to fail to act in the
interest of everyone’s safety.

Below are three categories of behavior and actions which need attention and a
response. They are listed in an order of increasing severity. Research suggests that
acting-out and violent behavior may be diffused if these issues are addressed in the early
levels of escalation.

LEVEL I – WARNING SIGNALS WHAT I SHOULD DO?

Pronounced and sudden change
in attendance patterns student one-on-one.

Tardiness and increased absences may be interfering with their academic goals
Change in behavior after class or during your office hours.
-threatening and non-punitive
Withdrawn, irritable, fashion comment on your observations and
confrontational, depressed, express your concern.
angry
Negative change in attitude causing the changes in behavior (document
conversation with student).
Significant change in the way the student .
interacts with staff and/or students
Minor disruptive behavior college/school catalog.

LEVEL II – MODERATE RISK WHAT I SHOULD DO?

Negative/hostile attention -
seeking behavior on-one.
in classroom
Consider asking him/her to join you with the
Behavior interferes with educational goals; student.
cheating -
Withdrawn behavior of punitive fashion describe the problem
increasing concern behavior.

Vacant stares, crying, or deep sadness behavior.

ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO

 16

Openly confrontational with faculty, staff,

and/or students Conduct

Agitation or intimidating behavior

No participation in class discussions and
activities with passive/aggressive
behaviors and acting out

– EXTREME RISK WHAT I SHOULD DO?

Continued demonstrations of odd or
disruptive behaviors that you have Immediately call Campus Safety,
previously discussed
Aggressive and threatening behavior or
gestures
student.
Escalating threats, raised voice
Visible agitation, physical tension
Threats to harm self or others disclosed yourself to be trapped. Reduce noise, talking,
either in a direct or disguised manner Jokes, questions, stimulation.
sarcasm, hints, symbolic gestures,
drawings, writing, assignment removal to division dean.
fuses to leave, remove
yourself and others from the situation.

Evaluating Student Learning in Social Science

Evaluation of students' performance in social studies is an essential
activity. It is a process of determining the extent to which the objectives of
social studies have been achieved by the students. Evaluation is generally used
for certification and placement purposes, but it has greater potential to be used
for instructional purposes. For this, evaluation has to be a continuous and
comprehensive process.
A social studies teacher must know what cognitive and non-cognitive
learning outcomes have to be measured and which tools and techniques are
available for the purpose. He must also know how to set a good question and
how to assess students' performance so that evaluation could be valid and
reliable.

Evaluation for Certification

The performance of students is also evaluated by the social studies
teachers periodically as well as annually to judge the level of performance of
each student and grade her/him accordingly so that certificates could be
provided. The teacher judges the performance level of students in social studies.
It is the final achievement level of students which is certified. These certificates
are required and used for different purposes such as getting jobs,

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admission to various courses, etc. Guidance also can be given to students for
further improvement in performance. Thus, one of the important purposes of
evaluation in social studies is to certify students' performance.
To further support to this lesson refer to this link:
http://egyankosh.ac.in/bitstream/123456789/46716/1/Unit-4.pdf

Essay Items
It is appropriate when assessing students’ ability to organize and present
their original ideas. It consists of a few questions wherein the examinee is
expected to demonstrate to recall factual knowledge; organize his knowledge;
and present his knowledge in logical and integrated answers.

Types of Essay Items

There are two types of essay items extended response easy and restricted
response essay.

Extended Response Essays

An essay test that allows the students to determine the length and
complexity of the response is called an extended essay item. It is very useful in
assessing the synthesis and evaluation skills of the students. When the objective
is to determine whether the students can organize ideas, integrate and express
ideas, evaluate information in the knowledge, it is best to use extended
response essay tests.
Advantages of Extended Response Essays
1. Demonstrate learning outcomes at the synthesis and evaluation
levels.
2. Evaluate the answers with sufficient reliability to provide useful
measures of learning.
3. Provides more freedom to give responses to the question.
4. Provide creative integration of ideas.
Disadvantages of Extended Response Essays
1. More difficult to construct.
2. Scoring is time-consuming.
Examples of Extended Response Essay Questions:
1. Present and describe the modern theory of evolution and discuss how it is
supported by evidence from the areas of (a) comparative anatomy, (b)
population genetics.
2. From the statement, “Wealthy politicians cannot offer fair representation to
all the people.” What do you think is the reasoning of the statement? Explain
your answer.

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Restricted Response Essays

An essay item that places strict limits on both contents and the response
given by the students is called a restricted response essay item. In this type of
essay, the content is usually restricted to the topic to be discussed and the
limitations on the form of the response are indicated in the question.
Advantages of Restricted Response Essays
1. It is easier to prepare questions.
2. It is easier to score.
3. It is more directly related to the specific earning outcomes.
Disadvantages of Restricted Response Essays
1. It provides little opportunity for the students to demonstrate their
abilities to organize ideas, to integrate materials, and to develop new
patterns of answers.
2. It measures learning outcomes at comprehension, application, and
analysis levels only.
Examples of Restricted Response Essay Questions
1. List the major facts and opinions in the First State of the Nation Address
(SONA) of
Pres. Rodrigo Duterte. Limit your answer to one page only. The score will depend
on the content, organization, and accuracy of your answer.
2. Point out the strengths and weaknesses of a multiple-choice type of test.
Limit your answer to five strengths and five weaknesses. Explain each answer in
not more than two sentences.

Guidelines in Constructing Essay Test Items

1. Construct essay questions used to measure complex learning
outcomes only.
2. Essay questions should relate directly to the learning outcomes to be
measured.
3. Formulate essay questions that present a clear task to be performed.
4. An item should be stated precisely and it must focus on the desired
answer.
5. All students should be required to answer the same question.
6. The number of points and time spent in answering the questions must
be indicated in each item.
7. Specify the number of words, paragraphs, or the number of
sentences for the answer.
8. The scoring system must be discussed or presented to the students.
Example of Essay Test Item
1. Choose a leader you admire most and explain why you admire him or
her.
2. Pick a controversial issue in the Aquino administration. Discuss the
issue and suggest a solution.

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3. If you were the principal of a certain school, describe how you would
demonstrate your leadership ability inside and outside of the school.
Advantages of Essay Test
1. It is easier to prepare and less time consuming compared to other
paper and pencil tests.
2. It measures higher-order thinking skills (analysis, synthesis, and
evaluation).
3. It allows students’ freedom to express individuality in answering the
given questions.
4. The students have a chance to express their idea to plan their
answers.
5. It reduces guessing answer compared to any of the objective type of
test.
6. It permits more realistic tasks to the students.
7. It emphasizes the integration and application of ideas.
Disadvantages of Essay Test
1. It cannot provide an objective measure of the achievement of the
students.
2. It needs so much time to grade and prepare scoring criteria.
3. The scores are usually not reliable most especially without scoring
criteria.
4. It measures a limited amount of content and objectives.
5. Low variation of scores.
6. It usually encourages bluffing.
Suggestions for Grading Essay Test
Zimmaro (2003) suggested different guidelines in scoring an essay type.
These guidelines are very important in the performance of the students
to avoid or lessen the subjectivity of the scoring.
1. Decide on a policy for dealing with incorrect, irrelevant, or illegal
responses.
2. Keep scores of the previously read items out of sight.
3. The student’s identity should remain anonymous while his/her paper is
being graded.
4. Read and evaluate each student’s answer to the same question
before grading the next question.
5. Provide students with general grading criteria by which they will be
evaluated before the examination.
6. Use analytic scoring or holistic scoring.

Completion Test
This test consists of a series of items which requires the testee to fill a word
or phrase on the blanks. An item may contain one or more blanks. This is also
called the filling the blanks type of test.

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Rules and Suggestions for the Construction of Completion Test

The rules and suggestions for the construction of completion test are as
follows:
1. Give the student a reasonable basis for the responses desired. Avoid
indefinite statements. For instance, President Macapagal-Arroyo was born in
. The statement is indefinite or vague because the response is either date or
place of birth.
Avoid overmutilated statements. For example, The is
obtained by dividing the by the .

2. Avoid giving the student unwarranted clues to the desired response.

There are several ways in which clues are often carelessly given. The
following suggestions may help to prevent the common errors in constructing
completion test.
2.1 Avoid lifting statements directly from the book.
2.2 Omit only key words or phrases rather than trivial details.
2.3 Whenever possible avoid "a" or "an" immediately before a blank.
These words may give a clue of whether a response starts with a
consonant or vowel.

2.4 Do not indicate the expected answer by vary ing the length of blanks
or by using a dot for each letter in the correct word.
2.5 Guard against the possibility that one item or part of the test may
suggest the correct response to another item.
2.6 Avoid giving grammatical clues to the answer expected. Example:
The authors of the first performance test of intelligence were
.
Improved: The first performance test of intelligence was prepared by
.

3. Arrange the test so as to facilitate scoring.

3.1 Allow one point for each blank correctly filled. Avoid fractional
credits or unequal weighing of items in a test.
3.2 Select the items to which only one correct
3.3 Arrange the items as far as possible so that response is possible. The
students' responses are in a column at the right of the sentences.
Example:
1. The Father of History is 1. Herodotus
2. The study of places and the 2. Geography
relationships between people
and their environments
is

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Defining term or Concept

A concept testing survey helps students evaluate ideas development, an ad
campaign, or even a message or claim, by getting feedback from students or a
teachers. Whether you want to test a single concept, or compare different
concepts with an A/B test, taking the time to test before you execute can help
you avoid mistakes. Using a concept testing survey makes it easy to get
accurate feedback from students.
Answer a question
It is a situation in which a student or a group of students asks a questions
and another person’s or group of students answers them. Answer a question is a
short method of teaching. This type of instruction aims not to strike fear in the
hearts of students that they either cannot articulate clearly the values that
guide their lives, or that their values and beliefs do not withstand scrutiny.
This is effective method of teaching when a teachers wants to know the idea
of the students is he/she know between the facts and opinion of an idea. Also
this is a method of probing questions in an effort to expose the beliefs and
support the thoughts and statements of the participants in the inquiry. This
students ask question as well, both of the teacher and each other.

Simple Recall
This type of test is the easiest to construct among the objective type of
tests because the item appears as a direct question, a sentence, word, or phrase
or even a specific direction. The response requires the examinee to recall
previously learned lessons and the answers are usually short consisting of either
a word or phrase
Rules and Suggestions for the Construction of Simple-recall Type
1. The test items must be so worded that the response is brief as possible,
preferably a single word, number, symbol, or a brief phrase. This objectifies and
facilitates.
2. The direct question is preferable than the statement form. It is easier to
phrase and scoring. More natural to the examinees.
3. The blanks for their responses must be in a column preferably at the right
column of the items. This arrangement facilitates scoring and is more
convenient to the examinees because they do not have to turn their neck to go
back to the left column to write their answer before the item. It is obsolete,
though, this arrangement has been practiced for more than a century. The right
column response arrangement is more convenient because the examinees write
their response directly to the right column.
4. The question must be so worded that there is only one correct response,
whenever this is impossible, all acceptable answers must be included in the
scoring key

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5. Make a minimum use of textbook language in wording the question.

Unfamiliar phrasing reduces the possibility of correct responses that represent
more meaningless verbal associations.
Advantages:
1. This type of test is particularly valuable in mathematics and the
physical sciences, where the stimulus appears in the form of a problem
requiring computation.
2. As it needs very brief answer, does not result in bringing boredom and
fatigue.
3. It is easy to construct.
4. It almost completely eliminates guessing as a factor in unreliability
and thus minimizes one of the most common criticisms of objective tests.
5. Thus items are sufficiently reliable and highly valid.
6. The familiarity of facts and naturalness is measured.
7. It can serve the diagnostic purpose.
8. Quite comprehensive in covering the syllabus and testing of the
realization of the stipulated objectives.
9. The scoring and interpretation of the responses of the students do not
pose any problem.
Limitations:
1. Such questions test only the factual things and memory. The powers of
understanding, reasoning, application, interpretation etc. cannot be tested
through these questions.
2. Preparation of such items demands great skill and experience on the part of
the paper setter.
3. It is costly in terms of time and labor for its preparation.
4. Administration of such tests may also create so many disciplinary and
administrative problems. The mode of responses of questions may also drift the
students towards picking up unfair means.
5. If not properly constructed, scoring can be subjective.

Example:
Poor:
 What do we call the force of the water?
Better:
 What do we call the upward force exerted by the water?
Poor:
 What is the power of the Executive branch of government?
Better:
 What are the powers of President?

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Enumeration
Enumeration type of test or exam is done by enumerating particular
answers to a particular question. And this type of exam is actually a gimme
(very easy). But this type of exam is very tricky also because you have to
memorize all the items that are included in a particular category or list.
Example:
1. List down the countries of ASEAN member
2. Enumerate the international organization in the world.

Selection-Type Test
True and False Test
In this type of test, the examinees determine whether the
statement presented is true or false. The true or false test item is
an example of a “forced-choice test” because there are only two
possible choices in these types of tests. The students are required
to choose the answer true or false in recognition of a correct
statement or incorrect statement. True or false type of test is
appropriate in assessing the behavioral objectives such as
“identify,” “select,” or “recognize.” It is also suited to assess the
knowledge and comprehension level in the cognitive domain. This
type of test is appropriate when there are only two plausible
alternatives or distracters.
Guidelines in Constructing True or False Test
1. Avoid writing a very long statement. Eliminate unnecessary word(s) in the
statement (be concise).
2. Avoid trivial questions.
3. It should contain only one idea in each item except for a statement showing
the relationship between cause and effect.
4. It can be used for establishing cause and effect relationships.
5. Avoid using opinion-based statements, 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 underlined 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 as 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 directly taken from the textbook.

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12. Avoid arranging the statements in a logical order such as (TTTTT-FFFFF,

TFTFTF,
TTFFTTFF).
13. Directions should indicate where or how the students should mark their
answers.
Examples of True or False Type of Test
Directions: Write your answer before the number in each item. Write T if the
statement is true and F if the statement is false.
T F 1. The test constructor should never phrase a test item in the
negative.
T F 2. Photosynthesis is the process by which leaves make a plant’s food.
T F 3. The equation 4x + 7 = 3x - 9 T
F 4. All parasites are animals
T F 5. A statement of opinion may be used in a true or false test item.
Advantages of a True or False Test
1. It covers a lot of content in a short period.
2. It is easier to prepare compared to the 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(s).
4. IT is useful when there are two alternatives only.
5. The score is more reliable than the essay test.
Disadvantages of a True or False Test.
1. Limited only to the low level of thinking skills such as knowledge and
comprehension, or recognition or recall information.
2. High probability of guessing the correct answer (50%) compared to multiple-
choice consist of four options (25%)

Matching Type
The matching type item consists of two columns. Column A contains the
descriptions and must be placed on the left side while Column B contains the
options and is placed on the right side. The examinees are asked to match the
options that are associated with the description(s).
Guidelines in Constructing Matching Type of Test.
1. The descriptions and options must be short and homogeneous.
2. The descriptions must be written on 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 to save time for the examinees.
3. There should be more options than descriptors or indicate in the directions
that each option may be used more than once to decrease the chance of
guessing.

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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 (first
name and Surname) to avoid ambiguities.
7. Use numbers for the descriptions and capital letters for the
options to avoid confusion to the students that have a reading
problem.
8. Arrange the options into chronological order or alphabetical order.
9. The descriptions and options must be written on the same page.
10.A minimum of three items and a maximum of seven items for
elementary level and a maximum of seventeen items for

Example of Matching Type Test

Directions: Match the function of the part of the computer in Column A with its name in
Column B. Write the letter of your choice before the number.
Column A Column B
1. Stores information waiting to be used A Central Processing
Unit
2. Considered as the brain of the computer B Hard Drive
3. Hand-held device used to move the cursor C Hardware
4. An example of an output device D Mass Storage
5. Stores permanent information in the
computer
E Mouse
6. Physical aspect of the computer F Monitor J Read-Only Memory
7. Used to display the output G Processor K Software
8. The instruction fed into the computer H Printer L Universal Serial Bus
9. Pre-loaded data I Random Access
Memory
10. Permits a computer to store large
amounts of data.

Advantages of Matching Type Test

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 type 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 tests.
Disadvantages of Matching Type Test
1. It measures only simple recall or memorization of information.
2. It is difficult to construct due to problems in selecting the
descriptions and options.
3. It assesses the only low level of the cognitive domain such as

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Multiple Choice
A multiple-choice test is used to measure knowledge outcomes and other
types of learning outcomes such as comprehension and applications. It is the
most commonly used format in measuring student achievements at different
levels of learning.
Multiple-choice item consists of three parts: the stem, the keyed option,
and the incorrect options or alternatives. The stem represents the problem or
question usually expressed in the completion form or question form. The key
option is the correct answer.
The incorrect options or alternatives are also called distracters of foil.
Guidelines in Constructing Multiple-choice Test
1. Make a test item that is practical or with the real-world about applications to
the students.
2. Use diagrams or drawings when asking questions about the application,
analysis, or evaluation.
3. When asked to interpret or evaluate 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 three 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.

Advantages of Multiple-choice Test

1. Measures learning outcomes from the knowledge to evaluation level.
2. Scoring is highly objective, easy, and reliable.
3. Scores are more reliable than subjective types of tests.
4. Measures broad samples of content within a short time.
5. Distracters can provide diagnostic information.
6. Item analysis can reveal the difficulty of an item and can discriminate
against the good and poor performing students.
Disadvantages of Multiple-choice Test.
1. Time-consuming to construct a good item.
2. Difficult to find effective and plausible distracters.
3. Scores can be influenced by the reading ability of the examinees.
4. In some cases, there is more than one justifiable correct answer.
5. Ineffective in assessing the problem-solving skills of the students.
6. Not applicable when assessing the students’ ability to organize and
express ideas.

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Guidelines in Constructing the Distracters

1. The distracters should be plausible.
2. The distracters should be equally popular to all examinees.
3. Avoid using ineffective distracters. Replace distracter(s) that are not
effective to the examinees.
4. Each distracter should be chosen by at least 5% of the examinees but
not more than the key answer.
5. Revise distracter (s) that are over attractive to the teachers. They
might be ambiguous to the examinees.

Evaluating the Affective Domain

The Taxonomy of the Affective Domain contains five levels, from lowest
to highest: receiving, responding, valuing, organization, and characterization
(Krathwohl et al., 1964; Anderson et al., 2001). This taxonomy was applied to
written self-evaluations to assess changes in affective learning. Each level is
described as follows (Krathwohl et al., 1964; Anderson et al., 2001):

Receiving: Awareness of the need and willingness to hear selected attention,

e.g., listening respectfully to others, listening for and remembering names of
newly introduced people.
Responding: Actively participate in learning, including responding to various
appearances. Learning outcomes may emphasize compliance in response,
willingness to respond, or satisfaction (motivation) in response. Examples
include participation in class discussions, presentations, questions to improve
understanding, and compliance with safety rules.
Valuing: It is defined as the ability to judge the worth or value of something,
including specific objects, phenomena, behaviors or information, and to express
it clearly from simple acceptance to a more complex state of commitment.
When a learner internalizes a particular set of values, these value beliefs can
usually be expressed by explicit and identifiable behaviors. Organization: It is
defined as comparing and classifying values, resolving conflicts between them,
and creating a unique value system with a primary focus on comparison,
relevance, and integrated values.
Characterization: It is defined as the establishment of a value system that
controls learner behavior, which is universal, consistent, predictable, and the
most important feature of learners. Teaching objectives involve individual,
social, and emotional patterns that learners adjust. For example, being able to
work independently, collaborate in group activities, use objective methods to
solve problems, practice professional ethics, modify beliefs and change
behavior based on new evidence, and value people beyond superficial features.

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ASSESSMENT AND EVALUATION IN SOCIAL STUDIES INST. JOY S. CASTILLO