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QUALITY ASSESSMENT:
CONVENTIONAL vs
AUTHENTIC
Dr. Ramir Santos Austria
Kings College of the Philippines
23 September 2011
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ACTIVITY # 1
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Assessment Training
Training
detail
comes
here
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SEMINAR/TRAINING OUTLINE
Assessment and Its Types
Behavioral Objectives
Table of Specifications
Attributes of a Quality Test
Steps in Constructing TMT
General Guidelines in Writing Test Items
Types of TMT
Conventional Tests
Authentic Tests


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ASSESSMENT
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DEFINITION
Assessment a process of
gathering quantifying
analyzing
data
giving
feedback
about
performance.
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Why Assess?
To determine entry
knowledge and skills
To check status of learners
learning
To determine if targets are
met

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TYPES OF ASSESSMENT
start
prior knowledge
Diagnostic
within
achievement
Formative
end
accomplishment
Summative
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ASSESSMENT PURPOSES
FORMATIVE
FOR
LEARNING
SUMMATIVE
OF
LEARNING
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QUALITY ASSESSMENT
on-
going
Competency-
based
relevant,
authentic
Standard-
based
compre
hensive
Outcome-
based
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QUALITY ASSESSMENT
Developmentally
appropriate
Culturally appropriate
Considers learning styles
and multiple intelligences
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QUALITY ASSESSMENT
promotes HOTS
Inclusive
Involves
self-
assessment
Self-
assessment
Technically
sound
Valid and
reliable
Scored
objectively
Reported
accurately
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Guiding Principles in Assessment
Assessment is an integral part of the
teaching process.
Assessment tool should match with
learning targets/outcomes/objectives.
What is it that you want to assess.
Use a variety of assessment tools.
Emphasize on self-assessment.
Measure real world application of lessons
learned.


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Behavioral Objectives
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Behavioral Objectives
Cognitive (KCAASE)
Psychomotor (IMPAN)
Affective (RRVOC)
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Table of Specifications
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Table of Specifications
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ACTIVITY # 2
faucet
phone
door
rain
baby
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ATTRIBUTES OF A QUALITY
TEST

Validity Reliability
Usability
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STEPS IN CONSTRUCTING
TEACHER-MADE TESTS
1. Identification of instructional
objectives and learning
outcomes.
2. Listing the topics to be covered
in the test.
3. Preparation of the Table of
Specification (TOS).


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STEPS IN CONSTRUCTING
TEACHER-MADE TESTS
4. Selection of the appropriate
type/s of test.
5. Writing the test items.
6. Sequencing the test items.
7. Writing the directions or
instructions.



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STEPS IN CONSTRUCTING
TEACHER-MADE TESTS
8. Preparation of the answer sheet
(if necessary) and scoring key.
9. Administering the test.
10. Analyzing the test results.
11. Interpreting the test results.

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GENERAL GUIDELINES IN
WRITING TEST ITEMS
Avoid wording that is ambiguous
and confusing.
Use appropriate vocabulary and
sentence structure.
Keep questions short and to the
point.

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GENERAL GUIDELINES IN
WRITING TEST ITEMS
Avoid using negative and double
negative statements.
Avoid using abbreviations/
acronyms especially if not
used/presented in the class.
There should be clear
instruction.


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GENERAL GUIDELINES IN
WRITING TEST ITEMS
There should be specified
number of points.
There should be no patterns
provided.
There should be proper
mechanical make-up.

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GENERAL GUIDELINES IN
WRITING TEST ITEMS
Do not provide clues/hints to the
answer.
Use vocabulary suited to the
maturity of the students.
Use language that even the
poorest readers will understand.
Items should not be directly
lifted from book/reference.

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TYPES OF TEACHER-MADE
TEST
1. Objective
- Multiple Choices - Analogy
- Matching Type - Rearrangement
- Alternative Response - Identification
- Completion/Augmentation - Labeling

2. Subjective (Essay)
- Extended
- Restricted




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ACTIVITY # 3
Make NEW friends,
But keep the OLD;
One is SILVER,
And the other GOLD.
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MULTIPLE CHOICES
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MULTIPLE CHOICES
Stem question or problem in each item;
can be presented in 2 ways:
Incomplete statement all the options
end with a period or only the last option
ends with a period.
Direct question options do not end
with a period but stem ends with a
question mark.

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MULTIPLE CHOICES
Options - alternatives where student
selects the correct answer
- there is only one correct/best answer
from the options, the less appropriate
are foils or distracters (maximum no.
of options is 5 and the minimum is 4)

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ADVANTAGES
great versatility in measuring objectives -
from the level of rote memorization to the
most complex level
the teacher can cover a substantial
amount of course material in relatively
short time
scoring is objective

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ADVANTAGES
teachers can construct options that require
students to discriminate among them -
vary in the degree of correctness
effects of guessing are largely reduced
since there are greater options
items are more amenable to item analysis

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DISADVANTAGES
more time-consuming in terms of
looking for options that are plausible

more than one defensible correct
answer

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Suggestions in writing MCT
essence of the problem should be in
the stem; all options should measure
the same objective
Ex: (accepted)
If there are more slow learners getting an item
incorrectly than fast learners, the item has
A. negative discrimination.
B. no discrimination.
C. positive discrimination.
D. unknown discrimination.


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Suggestions in writing MCT
when the incomplete statement format
is used, the options should come at the
end of the statement
Ex: (accepted)
Another term for completion type of
examination is
A. augmentation.
B. filling in the blank.
C. fill in the blank.
D. fill the blank.


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Suggestions in writing MCT
Or
Another term for completion type of examination
is
A. augmentation
B. filling in the blank
C. fill in the blank
D. fill the blank.

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Suggestions in writing MCT
there should be coherence in stems
and options
Ex: poorly constructed
My favorite animal is
A. cats
B. dog
C. goat
D. pig
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Suggestions in writing MCT
there should be consistency in the
length/presentation of choices
Ex: poorly constructed
Which of the following is true?
A. Eagle is a bird.
B. Dog is an animal that lives only in the ocean.
C. Seahorse is an example of a living thing that lives
in the air.
D. Sampaguita is a flowering plant that does not
bear flower.
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Suggestions in writing MCT
avoid repetition of words in the options
Ex: poorly constructed
The poem The Raven
A. was written by Edgar Allan Poe.
B. was written by Elizabeth Browning.
C. was written by Jose Garcia Villa.
D. was written by Omar Khayyan.


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Suggestions in writing MCT
BETTER: (accepted)
The poem The Raven was written by
A. Edgar Allan Poe.
B. Elizabeth Browning.
C. Jose Garcia Villa.
D. Omar Khayyan.

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Suggestions in writing MCT
the choices should be arranged
ascendingly/descendingly
Ex: (accepted)
1/3 + 4/5 is equal to
A. 1/3
B. 5/8
C. 4/5
D. 17/15
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Suggestions in writing MCT
the choices should be arranged in
vertical/columnar order
Ex: (accepted)
Basketball was introduced by
A.
B.
C.
D.
or
Basketball was introduced by
A. C.
B. D.

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Suggestions in writing MCT
stems and options should be stated
positively whenever possible
Ex: poorly constructed
Which of the following is not a Lingua Franca of
the Philippines?
A. Cebuano
B. Ilokano
C. Kapampangan
D. Tagalog
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Suggestions in writing MCT
BETTER (accepted)
Which of the following is a Lingua Franca
of the Philippines?
A. Bikolano
B. Filipino
C. Iloko
D. Pangasinanse

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Suggestions in writing MCT
Which of the following is NOT a Lingua Franca of
the Philippines?
A. Cebuano
B. Ilokano
C. Kapampangan
D. Tagalog
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Suggestions in writing MCT
avoid negative statements or double-
negative statements in the stem
Ex: poorly constructed
No one is not admitted in
A. CAS
B. CoA
C. CCJE
D. CTE.
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Suggestions in writing MCT
options should be plausible and
homogeneous
Ex: poorly constructed
The poem The Raven was written by
A. Francisco Balagtas.
B. Genoveva Matute.
C. Edgar Allan Poe.
D. Jose Garcia Villa.


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Suggestions in writing MCT
BETTER (accepted)
The poem The Raven was written by
A. Edgar Allan Poe.
B. Elizabeth Browning.
C. Jose Garcia Villa.
D. Omar Khayyan.


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Suggestions in writing MCT
items should have defensible correct or
best option
Ex: (accepted)
Should a teacher make deduction for misspelled word
in an examination in a content subject?
A. No; such deduction would invalidate the test.
B. Yes; all errors should result to deductions.
C. Yes; but only to the extent that spelling is a
basic objective of the course.
D. Yes; good spelling is a goal for which all
teachers are responsible.
E. Yes and no; according to the judgment of the
teacher.

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Suggestions in writing MCT
vary the placement of correct options (to
avoid pattern)
avoid overlapping options
Ex: poorly constructed
A. lady
B. lass
C. woman
D. girl


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Suggestions in writing MCT
avoid using none of the above
use none of the above option only if
there is an absolute right answer
avoid using all of the above
It is a poor distracter since it has very little
discriminating power to identify
knowledgeable from non-knowledgeable
students.




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Suggestions in writing MCT
do not have combination of all of the
above and none of the above in the
options
Ex: poorly constructed
What is 1/5 + 4/5?
A. 5/5
B. 1
C. None of the Above
D. All of the Above





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Ex: poorly constructed
Who is the Philippine National hero?
A. Aguinaldo
B. Bonifacio
C. AOTA
D. NOTA

Suggestions in writing MCT
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Suggestions in writing MCT
options for complex type must be clear
Whats defective with this test item?
The Philippines
A. Is in Southeast Asia
B. Has a democratic form of government
C. Belongs to the Third World
D. Is the most thickly populated in Southeast Asia
I. The stem does not contain the question
II. The stem is very short
III. It has several correct answers
A. I only C. III
B. II only D. I and III





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Ex: poorly constructed
What is 1/5 + 4/5?
A. 5/5 C. AOTA
B. 1 D. NOTA

Suggestions in writing MCT
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Suggestions in writing MCT
make sure there is only one correct/best
answer to an item
stem and options should be in a single
page




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Suggestions in writing MCT
use four or five options
there should be uniformity in the
number of choices for all the items
there should be no articles a/an at the
end of the stem





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Suggestions in writing MCT
stem should be clear and grammatically
correct and should contain elements
common to each option (MC obey
Standard English rules of punctuation
and grammar; a question requires a
question mark)




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ACTIVITY # 4

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OTHER OBJECTIVE TESTS
Analogy
Matching
Type
Re-
arrangement
Identifi
cation
Alternative
Response
Comple
tion
Labeling
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OTHER OBJECTIVE TESTS
Analogy
Matching
Type
Re-
arrangement
Identifi
cation
Alternative
Response
Comple
tion
Labeling
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ACTIVITY # 5
1. Enumerate three of your most
favorite animals.
2. Arrange them according to the
level of importance.
3. Explain why these animals were
chosen. What are their
characteristics?
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TYPES OF ESSAY

1. EXTENDED RESPONSE
QUESTIONS
- Leave students free to determine the
content and to organize the format of their
answer
- Opinionated or open-ended answers are
solicited from students
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TYPES OF ESSAY

2. RESTRICTED RESPONSE
QUESTIONS
- Limit both the content and the format of the
students answers
- Certain parameters are used in the
questions/problems

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EXAMPLE

Compare and contrast the movies Lord of
the Rings and Harry Potter.
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EXAMPLE

Compare and contrast the movies Lord of
the Rings and Harry Potter in terms of:
characters
plot
setting
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EXAMPLE

Find the values of x in the equation
x
2
+ 2x 15 = 0.
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EXAMPLE

Find the values of x in the equation
x
2
+ 2x 15 = 0 using quadratic formula.
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ADVANTAGES OF ESSAY

No guessing, assesses factual
information
Allows divergent thinkers to
demonstrate higher order thinking skills
(HOTS)
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ADVANTAGES OF ESSAY

Reduces lead time required to produce
Less work to administer for smaller
number of students
Can be rich in diagnostic information
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DISADVANTAGES OF ESSAY
Subjectivity in scoring
Even different times of day make a
difference
First paper to be read/checked often
sets standard
Time consuming in checking
Can result to student rambling,
confusion or inability to find a focus
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HOW TO WRITE ESSAY
QUESTIONS (Dr. Nacrim)
Define the task clearly to the student
When testing for content, make each item
relatively short and increase the number of
items
Do NOT provide a choice of questions
Devise answer key as you write question
Give students the criteria for evaluating
the answers
Present material to get higher thinking
skills
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To be effective, essay
questions need to.

Be related to classroom and/or
homework learning
Be clearly articulated
Be unambiguous
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To be effective, essay
questions need to.

Cover larger segments of material,
rather than have a very limited scope
Provide sufficient time for the quality of
answers expected
Require incorporation of factual
knowledge

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To be effective, essay
questions need to.

Require students to provide reasoning
for their answers
Include clear directions as to length and
structure
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INCREASING OBJECTIVITY OF
ESSAY SCORING

Score blind
Read one question at a time
Halo effects
Have a policy on irrelevant answers,
errors
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ACTIVITY # 6 (WRITESHOP)
Write sample test questions using both
objective and essay
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ACTIVITY # 7