Assessment and Evaluation in Education: Learning Tasks Analysis

This assignment delves into the critical aspects of assessment and evaluation within the educational context. It begins by defining key terms like 'test,' 'testing,' 'assessment,' 'measurement,' and 'evaluation,' clarifying their distinct roles and purposes. The paper then explores the purposes of measurement and evaluation, including student placement, classification, certification, and improving instruction. It differentiates between placement and summative evaluation types. Furthermore, the assignment examines the functions of tests in education, such as encouraging learning, gauging student knowledge, and identifying individual challenges. It also discusses measurement scales and various levels of educational objectives, differentiating between aims and objectives. Specific objectives at the instructional level are discussed, along with the importance of feedback and the affective and psychomotor domains. The affective domain, encompassing emotional responses, is explored through its levels and characteristics. The psychomotor domain, focusing on motor skills, is also examined, including its six levels. The assignment offers a comprehensive understanding of the various facets of assessment and evaluation, providing a valuable resource for students.

Asses
sment
and
Evalu
ation
in
Educa
tion
REFLECTION PAPERS:
The Learning Tasks

Worksheets NO. 1
Explain the terms test and testing.
The test can be used as a measuring instrument or as a teaching tool. A measure is a sort or
category of measuring equipment that is widely used to obtain data about a person. After you've completed a
week of classes or lessons, the instructor will usually email you an exam. This test is a tool that the teacher
uses to collect data that will be used to evaluate you. It's a type of educationally significant device that an
individual conducts on their own with the objective of evaluating the changes or gains made by instruments
like an inventory, a questionnaire, a perspective, a scale, and so on.
Testing, on the other hand, is the process of administering a test. In other terms, testing is the
process of acquiring or allowing you to take a test in order to obtain a numerical representation of your
cognitive or non-cognitive features. The equipment or instrument will do the measurement, and the
measuring system will make the evaluation.
Define the term assessment.
As a method of gathering data on student success during the educational process, a teacher
evaluation is intended to assist the teacher in determining which topics or abilities the students are having
difficulty with so that action can be taken to improve student learning while the course is still in session.
Assessment is a systematic basis for drawing inferences about students' learning and
development... it is a way of identifying, selecting, preparing, collecting, assessing, analyzing, and applying
information to enhance students' learning and development.
This is a general term that refers to the systematic assurance of findings or features using some
kind of estimation approach. It is a standard method for determining the degree to which a capability or
feature is present in an element or substance.
Clarify the terms measurement and evaluation
This is a wide phrase that refers to the process of employing a measurement tool to methodically
determine results or qualities. It's a method of determining the quantitative presence of a function or feature
in an object or material using a methodical approach. It's the systematic assignment of numerical values or
figures to an attribute in an entity or organization, to put it another way. To put it another way, it's the formal
attribution of numerical numbers or figures to a trait or attribute of a person or an object. These instruments
can be employed in schools to compute and acquire the numerical value of training ability, aptitude,
achievement, and so on. Experiments using a pencil and paper are also available. This means that the values
of the variable are converted to numbers by calculation.
Assessment is the process of using the outcomes of assessments in the classroom. This
information is used by teachers to examine the relationship between what was said in the lesson and what
was learned. Examine the information gathered to see what kids already know and comprehend, as well as
how far they've come.

List the purposes of measurement and evaluation
The following are the key goals of measuring and evaluation:
 student placement, which is placing students in the right learning sequence, and classification or
streaming of students based on ability or subjects.
 Choosing students for various courses – general, professional, technical, commercial, and so on.
 Certification: This is used to verify that a student has met a certain standard of performance.
 Stimulating learning: this can be motivation of the student or teacher, providing feedback,
suggesting suitable practice etc.
 Improving instruction: by assisting in the evaluation of teaching arrangements. For the aim of
research.
 For the purpose of providing guidance and counseling.
 For the purpose of changing the curriculum.
 For the purpose of choosing pupils for employment.
 For the purpose of changing teaching methods.
 For the goal of giving the pupil a promotion.
 For informing parents about their children's progress.
 For the awarding of scholarships and merit awards, as well as the enrollment and maintenance of
students in educational institutions.
Explain the types of Evaluation
Placement Evaluation is a sort of assessment that is used to place pupils in the most appropriate
group or class. This form of evaluation is aimed to assist both the student and the teacher in
identifying areas where the student has failed to learn so that the failure can be corrected. Examining
the Situation, you’ve utilized formative evaluation as a teacher to discover some of your students'
flaws. Summative evaluation is a sort of evaluation that takes place at the end of a course of
teaching to determine how well the objectives were met.
Explain the functions of tests in education
In education, tests are used for a variety of reasons, some of which are listed below. Encourage
your students to learn. As teachers, it is our responsibility to encourage our pupils to continue their
studies. This is why the test is given to kids every day to encourage them to study. They devote a
significant amount of time and effort to their weekly, terminal, or year-end promotional events.
Some students will be unable to attend individual sessions without these assessments, while others
will be less likely to pay attention while the teacher is teaching, regardless of how dynamic and
entertaining the lesson is.
Calculate the amount of knowledge the students have gained. The exam can be used to see how
well the students have understood or covered the material. Many of your pupils will obtain excellent
marks if you teach a subject in class and provide a test at the end of the day. This demonstrates that
they were well-versed on the subject. All of their efforts, though, will be for naught if they receive a
lousy grade. You'll have to teach a little more. The exam results will assist you decide whether to go
on to the next subject or retake the one you're currently studying.
Determine the specific challenges each student confronts. Tests should be designed and distributed
to pupils in order to discover true difficulties. It's done to see what kind of disciplinary action should
be taken. The diagnostic of assessment usage is the discovery of defects and seriousness on the part

of students. It contributes to the worthwhile task of giving remedial treatment to kids, individuals, or
groups.
Determine the students' specific abilities; each of us possesses a unique ability or talent.
Aptitude exams and success tests could be used to evaluate how the talent they created was
assessed.
Explain the measurement scales
The statistical analysis' measurement scale and the type of information offered by the numbers.
Each of the four scales (nominal, ordinal, range, and ratio) conveys information in distinct ways.
Measurement is the process of assigning numbers to persons and objects in a meaningful way, and
understanding the scales of measurement is crucial to deciphering the numbers allotted to them.

Worksheets No. 2
List the different levels of educational objectives.
At several levels, educational objectives might be established. The national level, institutional
level, and instructional level are all examples of these levels.
National level - we have merely policy statements of what education should achieve for the nation.
Institutional level - The aims are logically derived and related to both the ones at the national level
and the one at the instructional levels. These institutional objectives are usually specified by an act.
Instructional level - objectives specified at both the national and institutional level are all broad
goals and aims. Educational objectives are stated in the form in which they are to operate in the
classroom.
Give the differences between aims and objectives.
The aim is the main goal that the person or organization is aiming to accomplish and also what
you hope to achieve.
Objective is something that a person/entity aims to accomplish by continuing to push by her/his
action.
Write specific objectives at the instructional level
Educational objectives are stated in the form in which they are to operate in the classroom.
Behavioral objectives or learning outcomes. They are defined in terms of the desired learning
outcomes. These objectives define what teaching is supposed to accomplish, what the learner is
supposed to understand from the instruction, how the learner is supposed to act after receiving the
instruction, and what he needs to do to show that he has learned what is expected from the
instruction.
As a result, these instructional objectives are described in behavioral terms, with action verbs
describing the desired behavior that the learner will exhibit to demonstrate that he has learned. They
are an example of instructional goals. They are learner-centric rather than teacher-centric.
Explain the importance of feedback in instructional situation.
The importance of instructional objectives in the teaching system cannot be overstated.
The input obtained from the assessment of instructional objectives is translated into determining
how well national educational objectives have been met in relation to the type of institution in
question, as well as their suitability. In the end, the findings may lead to the revision of any or all of
the levels' objectives. They may result in changes to the institution's curriculum. They may lead to
changes in teaching methods or the provision of instructional resources at the instructional level.
Aside from feedback, instructional objectives are crucial because the teacher's plans for what to
teach and how to teach it are based on the goals that must be met. The evaluation of students'
learning outcomes will tell him whether or not the objectives have been met. As a result, the
educational process is given meaning and direction by the instructional objectives.

Explain the meaning of affective domain
Affective domain: Affective goals are those that emphasize a sense of tone, sentiment, or degree
of completeness. Affective goals can range from simple sensitivity to specific stimuli to
sophisticated but internally consistent personality and conscience consistency.
Describe the levels of affective domain
Receiving, reacting, assessing, assembling, and characterizing are the five processes of this
domain. These subdomains are structured in a hierarchical pattern, starting with simple feelings or
motivations and progressing to more sophisticated ones.
Receiving. In the affective domain, this is the lowest degree of learning outcomes. It entails
showing up. It is the learner's willingness to pay attention to a certain stimulus or his sensitivity to
the presence of a specific problem, event, condition, or circumstance. There are three levels to it.
The conscious acknowledgment of the existence of certain problems, conditions, situations,
occurrences, phenomena, and so on is known as awareness. Willingness: The ability to acknowledge
the thing, event, or problem rather than ignoring or avoiding it is the next level. Controlled or
chosen attention: This refers to the learner's decision to pay attention to a particular scenario,
problem, event, or occurrence.
Responding. In this case the learner responds to the event by participating.
Simple obedience or compliance is a form of acquiescence in responding. Willingness to respond:
This refers to a person's willingness to respond to a specific scenario. Satisfaction with the response:
if he is pleased with the outcome, he enjoys reacting to the circumstance.
State objectives in the affective domain
Affective domain is generally covert in behavior. The educational objectives here vary from
simple attention to complex and internally consistent qualities of character and conscience.
Mention the characteristic features of affective domain.
Our ideas, impulses, and acts all fall into the emotional world. This domain includes our internal
responses to things like emotions, beliefs, gratitude, passion, inspiration, and attitudes.
Explain the psychomotor domain of instructional objectives.
Similarly, the psychomotor domain is concerned with motor abilities or skills. As a result, the
instructional goals will place a greater emphasis on performance skills. Muscle activities are part of
the psychomotor realm. It is concerned with actions that require the use of the limbs (hand) or the
entire body. Humans are born with certain abilities, which should develop organically.

Discuss the six levels of psychomotor domain
1.1 Reflex Movements. At the lowest level of the psychomotor domain is the reflex movements
which every normal human being should be able to make. The movements are all natural, except
where the case is abnormal, in which case it may demand therapy programs.
1.2 Basic Fundamental Movements. Like the case of reflex movements, these are basic movements
which are natural. Educators have little or nothing to do with them, except in an abnormal case
where special educators step in to assist. There are three sub-categories at this stage. These are:
1.3 Individuals' ability to notice and discriminate things using their senses is referred to as perceptual
capacities. By physically tasting, smelling, seeing, hearing, and touching objects, such people
recognize and compare them. You can figure out which sensory organs are involved in these
actions.
1.4 Physical abilities. These abilities fall in the area of health and physical education
1.5 Skilled Movements. This is a higher ability than the physical abilities. Once you have acquired
the physical abilities, you now apply various types of these physical abilities in making or
creating things. You can combine skills in manipulative, endurance and flexibility in writing and
drawing. You can combine the neuromuscular movements together with flexibility to help you in
drawing. An individual can combine strength, endurance, flexibility and manipulative
movements in activities.
1.6 Non-discursive Communication. This is the highest level which demands a combination of all the
lower levels to reach a high degree of expertise.
Give examples of the activities needed in each level.
Reflex Movements. Apart from unusual circumstances, educators are unconcerned with these
movements. Let us now consider some examples. Could you name a few of them? The twinkling
of eyes, trying to avoid a blow or something thrown at you, jumping up when in danger,
ingesting items, urinating or stooling by a child, and so on may have come to mind.
Basic Fundamental Movements - Locomotor movement: which involves movements of the body
from place to place such as crawling, walking, leaping, jumping etc.
Non-locomotor movements: which involves body movements that do not involve moving
from one place to another. These include muscular movements, wriggling of the trunk, head and
any other part of the body. They also include turning, twisting etc. of the body.
Manipulative movements: which involves the use of the hands or limbs to move things to
control things etc.
Perceptual abilities. - Drawing, painting, cutting, pasting, folding
Physical abilities. - Some gardening activities, such as raking and pushing a lawn mower
Skilled Movements - For skills like drumming, typing or playing the organ or the keyboard in
music, you will need a combination of manipulative movements and some perceptive abilities
and flexibly.

Worksheets No. 3
List the different types of items used in classroom test.
Multiple-choice tests: - It is one of the most widely used types of tests in any classroom.
These examinations are used to evaluate the student's grasp of both difficult and simple ideas.
Multiple-choice examinations are designed to measure a student's readiness to respond to a given
question.
Matching tests are another important form of tests that can be seen in any classroom.
Matching tests are designed and taken in order to assess the student's understanding of relation
between events and dates, events and places, and so on.
True-False tests are designed to determine a student's decision on a single subject. This is
arguably one of the greatest ways to assess a student's understanding.
Short-answer tests: These tests consist of multiple-choice questions with responses that can
be written in two to three lines. These tests are intended to provide a quick but thorough solution
to a specific issue or concept.
Problem examinations are commonly developed in topics such as mathematics and science.
These assessments necessitate a variety of calculations based on the student's conceptual
framework and understanding. Giving students ten minutes to solve a problem that you can solve
in two minutes is a frequent problem-solving strategy.
Oral Tests: Oral exams are an excellent approach to evaluate a student's conceptual
framework and learning. Written tests may not provide a complete picture of a student's learning
and conceptual framework. However, when a teacher listens to a student's notions and ideas, the
outcome is more evident.
Identify the sequence of planning a classroom test
Planning a classroom test that is both practical and effective in demonstrating knowledge of
the instructional objectives and subject covered necessitates careful thought. As a result, the
following guidelines can help you organize a classroom test:
 Determine the purpose of the test;
 Describe the instructional objectives and content to be measured.
 mine the relative emphasis to be given to each learning outcome;
 Select the most appropriate item formats (essay or objective);
 Develop the test blue print to guide the test construction;
 Prepare test items that is relevant to the learning outcomes specified in the test
plan;
 Decide on the pattern of scoring and the interpretation of result;
 Decide on the length and duration of the test, and
 Assemble the items into a test, prepare direction and administer the test.

Prepare a table of specification for classroom test in a given subject
TALAAN NG KASANAYAN SA EDUKASYON SA PAGPAPALAKAS NG KATAWAN
Unang Lingguhang Pagsusulit
T.P. 2020-2021
Mga Layunin CODE Bilang ng
Aytem
Kinalalagyan ng
Bilang
Nailalarawan ang kilos lokomotor sa
direksyon, lokasyon, antas, landas at patag na
lugar.
a. Natutukoy ang mga pangunahing
kakayahan sa paggalaw.
b. Nakakasunod sa panuto ng tamang
pagsasagawa ng kilos lokomotor.
(PE2BM-IIa-b-
17) 50% 10 1-10
1. Naisasagawa ang mga kilos sa:
a. pansarili at pangkalahatang
espasyo
b. harap, likod, kaliwa, kanan na
direksiyon
c. antas (level)
d. landas o daanan
(PE2BM-IIc-h-
18) 50% 10 11-20
Kabuuan 100 20 1 – 20

Carry out item moderation processes
After the test items have been created, they are moderated by an expert or panel of experts before
being used in a school or class-wide test, such as an end-of-term exam. The subject head should read
through the items before sending them to external moderators (assessors).
Make intelligent ideas and changes to the areas of need that have already been identified. Before
selecting the most appropriate one for external assessors (subject specialists and assessment experts) to
provide final feedback prior to use, the subject expert may find it necessary to enlist the help of others in the
department who are knowledgeable in that discipline to perform a similar exercise (subject experts'
validation).
The marking system, as well as the marks assigned to various areas of the content covered, should be
submitted with the test pieces to the external assessors.
The final objects (those that made it through the moderation phase) will have face, construct, and
material validity as test measuring instruments if this technique is followed appropriately.
Assemble moderated test items for use.
Processes of moderation the following are instructions for preparing and assembling essay and
objective test pieces.
Describe the different types of objectives questions.
Objective test items are divided first into two-supply test items and selection test items. These two
are then sub-divided into:
Supply test items
 Short answers
 Completion
Selection test items
 Arrangements
 True-false
 Matching
 Multiple choice items

Describe the different types of essay questions.
Essay tests can be either extended response or free response. In this case, the questions are phrased in
such a way that the student's responses require him to go beyond the scope of the topics or questions stated.
In order to offer his answer, the student must arrange and organize his thoughts. Put his ideas through by
using his own words and writing to communicate himself freely, exactly, and clearly. Discuss the questions
in depth, including various facets of his understanding on the problem or question raised.
Restricted - Type of response. The questions of this category are so structured that the students'
options are constrained, and the scope of their responses is specified and confined. The responses given are,
to some extent, manipulated. Let's look at some examples now.
 Give three advantages and two disadvantages of essay tests.
 State four uses of tests in education.
 Explain five factors which influence the choice of building site.
 Mention five rules for preventing accident in a workshop.
 State 5 technical drawing instruments and their uses.
 Describe four sources of energy.
 Define Helix and give two applications of helix.
Compare the characteristics of objectives and essay tests.
Short-answer essays, extended-response essays, problem-solving, and accomplishment exam items
are objective, while multiple-choice, true-false, matching, and completion items are subjective. Students
must devote more effort to preparation and training for essay evaluations than they do for objective exams.
Explain the meaning of test Administration
Test administration, as you may know, is the process of introducing the learning activity that
examinees must complete in order to identify the degree of learning that has occurred during the teaching-
learning process. This technique is equally as important as the test preparation.
This is due to the fact that when a test is performed poorly, the quality and reliability of the results
suffer dramatically. During the administration of the test, all examinees must be given a reasonable
opportunity to demonstrate their mastery of the learning outcomes being assessed.

State the steps involved in test administration
The following are guidelines and steps involved in test administration aimed at ensuring quality in
test administration.
 Collection of the question papers in time from custodian to be able to start the test at the
appropriate time stipulated.
 Ensure compliance with the stipulated sitting arrangements in the test to prevent collision
between or among the students.
 Ensure orderlyand proper distribution of questions papers to the students.
 Do not talk unnecessarily before the test.
 Students’ time should not be wasted at the beginning of the test with unnecessary remarks,
instructions or threat that may develop test anxiety.
 It is necessary to remind the students of the need to avoid malpractices before they start and
make it clear that cheating will be penalized.
 Stick to the instructions regarding the conduct of the test and avoid giving hints to students
who ask about particular items.
 But make corrections or clarifications to the students whenever necessary. Keep interruptions
during the test to a minimum.
Identify the need for civility and credibility in test administration
Credibility and civility are two aspects of evaluation traits that are crucial in today's ever changing
educational communities. Credibility refers to the value that the eventual recipients and consumers of
evaluation results place on the outcomes in terms of grades obtained, certifications issued, or the issuing
institution. Civility, on the other hand, asks if the people being assessed are in a position to give their best
without hindrances or encumbrances in the qualities being evaluated, and if the exercise is considered as
important to or external to the learning process.
State the factors to be considered for credible and civil test administration
Instructions: - The instructions to the test administrator should clarify how the test will be
administered, as well as the arrangements that will be taken to ensure that the test is administered properly
and that the scripts and other materials are handled properly. For effective compliance, the administrator's
instructions should be unambiguous.
Test Duration: The amount of time it takes to complete the test is crucial in test administration and
should be clearly indicated for both test administrators and students.
The test atmosphere should be learner-friendly, with acceptable physical circumstances such as
sufficient work space, decent and comfortable writing desks, proper lighting, good ventilation, moderate
temperature, amenities within reasonable distance, and the serenity required for optimal concentration.
Other necessary conditions: Other necessary conditions include the fact that the questions and
questions paper should be friendly with bold characters, neat, decent, clear and appealing and not such that

intimidates student into mistakes. All relevant materials for carrying out the demands of the test should be
provided in reasonable number, quality and on time.
Score both essay and objective test using various methods.
It has been made a concerted effort to rate the test critically by employing appropriate methods to
reduce the impact of personal biases and idiosyncrasies on the resulting scores; and by following guidelines
to ensure that only relevant factors identified in the course objectives are taken into account during the
scoring. When it comes to scoring essay questions, there are two main approaches. These are the following:
The Analytic Method or the Point Method. In this system, each answer is compared to an ideal
scoring scheme (scoring key) that has already been developed, and marks are allocated based on the
answer's adequacy. When utilized correctly, the analytic technique can help to maintain consistency in
scoring between scorers and scripts, hence increasing the scoring's reliability. This method is commonly
used to score Restricted Response Questions, and it works well. This is made possible by the restricted
number of attributes triggered by a single response, which allows point values to be assigned to them
exactly. Analytic scoring can also be used to determine each examinee's specific weakness or strength.
Nonetheless, each feature of the object should be rated separately. This has the advantage of increasing the
diagnostic value of the result by offering greater objectivity.
The Global/Holistic Method of Rating. In this procedure, the examiner organizes the response into
categories of varying quality based on his overall assessment of the response after reading it. The quality
standard aids in the establishment of a relative scale, which is used to score responses from the poorest to the
highest quality. The rating method usually uses between five and ten categories, with each category
indicating the degree of quality and determining the credit to be assigned. For example, where five
categories are used, and the responses are awarded five letter grades: A, B, C, D and E. The responses are
sorted into the five categories where A -quality responses, B – quality, C – quality D- quality and E-quality.
There is usually the need to re-read the responses and to re-classify the misclassified ones.
Objective test can be scored by various methods with ease unlike the essay test. Various techniques
are used to speed up the scoring and the techniques to use sometimes depend on the type of objective test.
Some of these techniques are as follows:
Scoring is done by hand. The answer to test items is scored by comparing the examinee's answer to
the marking key in this technique of scoring. If the answers are written on the test paper, for example, a
scoring key can be created by marking the correct answers on a blank test duplicate. The master copy's
columns of responses are then compared to the columns of answers on each examinee's test paper to
determine the score. Alternatively, correct answers are written on paper scripts, and the script key, which
contains the column of answers, is utilized as a master for scoring the examinees' test papers.
Scoring with stencils. Examinees who use separate sheets of response sheets for recording their
answers, on the other hand, will find it most convenient to prepare and apply a scoring stencil. After then,
scoring is done by laying the stencil over each answer sheet and counting the number of answer checks that
come through the holes. Each test paper is scanned at the end of this scoring procedure to prevent probable
errors caused by examinees providing more than one answer or an item having more than one valid answer.
Scoring by a machine. In most cases, specially prepared response sheets are used to answer the
questions for a large number of examinees. In most cases, the solutions are colored in the right spots for the
individual things. These unique answer sheets are then machine scored using approved answer keys created
for the exam items on computers and other possible scoring devices.

Worksheets No. 4
Define and differentiate distinctively between item difficulty, item discrimination and the distraction
power of an option
The two most common figures reported in the item analysis are the item difficulty, which is a
measure of the percentage of examiners who answered correctly to the item, and the item segregation, which
is a measure of how much the item discriminates between those who are qualified in the subject field and
those who are not. The distractor is a different study that is occasionally brought up.
Recognize the need for item analysis, its place and importance in test development
Item analysis is frequently used to determine whether an item performs as intended, to differentiate
between high and low achievers in a standard referred test, and to assess the impacts of training in
referenced test items.
It's also a technique of identifying products that have measuring tool qualities, items that need to be
updated before being utilized, and even weaknesses in the teaching/learning process.
Furthermore, product reviews provide data on which to base discussions of test results, as well as
resolving learning obstacles and, as a result, improving classroom education.
Additionally, the item analysis processes serve as a foundation for enhancing test-building skills.

Conduct item analysis of a classroom test
Item Analysis in Physical Education 2
NO. CORRECT
RESPONSE % NO. CORRECT
RESPONSE %
1 29 97%
Nearly
Mastered 11 30 100% Mastered
2 18 60%
Below
Mastered 12 21 70%
Below
Mastered
3 30 100% Mastered 13 30 100% Mastered
4 28 27%
Nearly
Mastered 14 15 50%
Below
Mastered
5 21 70%
Below
Mastered 15 27 90%
Nearly
Mastered
6 24 23%
Nearly
Mastered 16 30 100% Mastered
7 28 93%
Nearly
Mastered 17 27 90%
Nearly
Mastered
8 29 28%
Nearly
Mastered 18 15 50%
Below
Mastered
9 29 97%
Nearly
Mastered 19 28 93%
Nearly
Mastered
10 30 100% Mastered 20 14 47%
Below
Mastered

Calculate the value of each item parameter for different types of items
NO.
CORRECT
RESPONS
E
% NO.
CORRECT
RESPONS
E
%
1 29 97%
Nearly
Mastered 11 30 100% Mastered
2 18 60%
Below
Mastered 12 21 70%
Below
Mastered
3 30 100% Mastered 13 30 100% Mastered
4 28 27%
Nearly
Mastered 14 15 50%
Below
Mastered
5 21 70%
Below
Mastered 15 27 90%
Nearly
Mastered
6 24 23%
Nearly
Mastered 16 30 100% Mastered
7 28 93%
Nearly
Mastered 17 27 90%
Nearly
Mastered
8 29 28%
Nearly
Mastered 18 15 50%
Below
Mastered
9 29 97%
Nearly
Mastered 19 28 93%
Nearly
Mastered
10 30 100% Mastered 20 14 47%
Below
Mastered
Item Difficulty (P) = Number of students who got item right (T) Total
Number of students responding to item (N)
P = T/N
This is the formula I used to get value of each parameter.
Appraise an item based on the results of item analysis.
The table shows research on a specific instrument's internal reliability as a consequence of item
analysis in the mother tongue (test). This instrument usually consists of a sequence of questions (items) that
are answered by a group of people. Among the concerns are whether the instrument calculates what it was
supposed to measure, if it produces consistent results when used frequently, and whether it takes into
account cultural preconceptions.

Interpret classroom test scores by criterion-referenced or norm- referenced
My student (Luiz Andrei Apuya) passed the Grade 2 Mathematics competency test.
Define reliability of a test
The degree to which a test is reliable, stable, dependable, or trustworthy in measuring what it is
measuring is called dependability. According to this approach, test reliability seeks to answer problems like:
How can we trust the outcomes of a test? What is the reliability of the test results? How well do the items in
the test actually measure what they're supposed to? In general, test reliability is concerned with determining
whether a set of testers’ abilities can be determined by administering the same test twice or by administering
two different forms of the same test.
State the various forms of reliability
Test-retest method. It measures stability. Give the same test twice the same group with any time
interval between tests.
Equivalent-forms methods. It measures equivalency. Give two forms of test to the same group in
close succession.
Split – half method. It measures internal consistency. Give test once. Score two equivalent halves say
odd and even number items, correct reliability coefficient to fit whole test by Spearman-Brown formula.
Kuder- Richardson methods. It measures internal consistency. Give test once. Score total test and
apply Kuder- Richardson formula.
This is a method of estimating the reliability of test scores from a single administration of a single
form of a test by means of formulas such as those developed by Kuder and Richardson.
Identify and explain the factors that influence reliability measures
The duration of the test. The length of the test is determined by the test's dependability. The more
time the evaluation period is, the more reliable it is. This is because the longer test would provide a more
representative sample of the activities being assessed, and the results would be less affected by chance
variables like guessing.
Distribute the points. The distribution of scores in the category being examined has a direct impact
on the test's reliability coefficients. If all other parameters remain constant, the reliability estimate will be
higher if the rating distribution is larger. Individuals appear to stay in the same relative position in a
population from one test to the next, resulting in higher reliability coefficients.
The Test's Difficulty. When norm-referenced tests are too simple or too tough for the group members
who are taking them, the results likely to be unreliable. This is because both easy and tough tests will yield a
narrow range of results.

Objectivity. This refers to the degree to which test takers with equal qualifications achieve the same
results. Because objective metrics are often developed in such a way that qualified people and computers
can calculate them correctly, they lend themselves to objectivity easily. It was created utilizing extremely
objective criteria for such a test.
Compare and contrast the different forms of estimating reliability
One of the most accurate approaches for measuring an experiment is inter-rater or inter-observer
reliability. As an alternative method of determining the affiliation of the same single observer.
To assess test-retest reliability, one rater quotes the same instance in two different scenarios.
Split-half reliability must have a significant correlation.
A parallel form estimator is commonly employed when two forms are intended to be used as
alternate issues of the same subject. Internal precision is high, as can be observed. Cronbach alpha is the
most often used statistic for determining internal correctness.
Test-retest and inter-rater reliability will be lower than parallel sort and internal accuracy reliability.
Define validity as well as content, criterion and construct validity
Construct validity simply refers to how well something measures what it appears to measure. Alpha
values are commonly used to determine reliability. Criterion validity refers to the degree to which something
may anticipate or calculate something at the same time. Cross validation and train-test data separation are
used to determine this.
Differentiate between content, criterions and construct validity
The phrase "construct validity" refers to a test's ability to measure the skill(s) that should be
measured. Content validity refers to the acceptable content of the test measures.
The correlation between the test and a criteria variable or variables that are reflective of the construct
is referred to as criterion validity evidence. It compares the test to other measures or outcomes, in other
words.

Describe how each of the three types of validity are determined
The concern of validity is basically three, which are:
 Determining the extent to which performance on a test represents level of knowledge of the
subject matter content which the test was designed to measure – content validity of the test.
 Determining the extent to which performance on a test represents the amount of what was
being measured possessed by the examinee – construct validity of the test;
 Determining the extent to which performance on a test represents an examinee’s probable
task – criterion (concurrent and prediction) validity of a test.
Interpret different validity estimates
The degree to which the scores accurately represent the variable for which they were generated is
referred to as validity. Validity is a decision based on a variety of data sources. The sequence of results from
several studies, not a single research, determines a measure's reliability and validity.
Identify the different factors that affect validity
The validity of test interpretation is influenced by a variety of factors. These considerations include
test-related factors. The following is a list of test-specific issues that can hinder test items from performing
as intended, lowering the validity of test score interpretations.
They are:
 Unclear directions on how examinees should respond to test items;
 Too difficult reading vocabulary and sentence structure;
 Inappropriate level of difficulty of the test items;
 Poorly structured test items;
 Ambiguity leading to misinterpretation of test items;
 appropriate test items for the outcomes being measured;
 Test too short to provide adequate sample;
 Improper arrangement of items in the test; and
 Identifiable pattern of answer that leads to guessing

Assess any test based on its validity
Face validity determines whether the measure appears to assess the desired concept under research.
The legitimacy of a student's face will be quickly determined by the instructor. Although this isn't a
particularly "scientific" method of validation, it could be critical in winning instructor approval.
All of the aspects of an art appreciation scale, for example, should be related to the many
components and genres of art. Because they do not believe it is an adequate measurement of art
appreciation, stakeholders may be unmotivated to put their best effort or participate in this measure if the
questions are about past times with no connection to any artistic trend.