1. ASSESSMENT OF STUDENT LEARNING 1
Development of Paper & Pencil Tests
Msbandolon’j uly2013

2. July 13, 2013
Objectives:
1. Define paper and pencil tests
2. Discuss the steps in the development of
paper and pencil tests
2.1. recall the provisions of Deped Order
no. 73, s. 2012
2.2. identify and discuss the different item
format of paper and pencil
tests
2.1 Determining Test Coverage
2.3. Preparing the TS
2.4. Discuss guidelines in writing
objective type of tests

3. Assessment in the K to 12 Curriculum (DepEd Oder No.
73, s. 2012 and DepEd Order No. 13, s. 2012
Knowledge-----------15%
Process or Skills-----25%
Understanding-----30%
Performance or
Product-------------30%

4. Assessment in the K to 12 Curriculum (DepEd Oder No.
73, s. 2012 and DepEd Order No. 13, s. 2012
Knowledge-----------15%
Process or Skills-----25%
Undeestanding-----30%
Performance or
Product-------------30%

6. Suggested assessment tools for measuring
the level of knowledge
1.Selected response test
a . Multiple choice
b. Alternate response (t-f, y-n, r-w)
c. Matching type
2.Constructed response
a. Essays
b. Fill-in the blanks
c. Performance tasks

7. 1. What is a closed figure with three equal
sides and three equal angles?
2. Who has 5 balloons?
3. What did Ana buy with her money?
4. What is a proper fraction?
5. What does “put together” mean??

8. Study the illustration
1. How many blue balloons are
there?
2. How many balloons are
bundled?

10. Assessment tools for Process Skills
Focus: learners construct meanings or make sense of
the facts or information
1. outlining, organizing, analyzing, interpreting,
translating, converting, or expressing the
information in another format,
2. drawing analogies
3. constructing graphs, flowcharts, and maps or
graphic organizer
4. drawing or painting pictures
5. role playing

11. Ex. 1. Translate the given sets into an addition
sentence
2. Ask the pupils to show the following
using their sticks. (2, 4, 5, 8, 9, etc)
3. Make another addition sentence which is the
same as 7 + 3 = 10.

13. Concept

14. “ex-” (to draw out) + “planare”
( make plain) =
making it plain and simple;
drawing out the meaning
of ; or
expressing what is
comprehensible or understood

15. Is Maria’s money enough to buy the notebooks?
Why?
If you were Maria, would you buy the same kind of
toy? Why?

16. Compare and contrast . . . ?
State your conclusion or generalization . . . ?
Derive the meaning of . . . from . . . ?
Explain the concept about . . ?
Express in your own words . . .
Instruct or teach others about . . . ?
Justify your action . . . ?
Predict or visualize the next scenario . . . ?
Prove or make your own stand on . . . ?
Synthesize your ideas about
If you understand you should be able to
answer the following questions and tasks.

17. Empathy is ……………
Learned ability to grasp the world from
someone else’s point of view – using one’s
imagination to see and feel as others see
and feel
 The ability to get inside another person’s
worldview and feelings
 The ability to know how another feels
 The ability to walk in another’s shoes
 Deliberate act of feeling what is plausible,
sensible, or meaningful in the ideas and
actions of others, even if they are puzzling,
off-putting, strange or difficult to access

18.  Perspective…..
 Ask students to infer the perspectives of the
authors of textbooks , editorials, essay, and other
texts
Ask: What is the point of view of the authors of the
text re what is true, verified, and important?
 Provide opportunities for students to confront
alternative theories and diverse points of view
regarding the big ideas. (Example..)

19.  Self knowledge……..
 Perceive the personal style, prejudices,
projections and habit of minds that both shape
and impede own understanding; they are aware of
what they do and why understanding is so hard.

20. How can you change the digit “7” in to an even
number in at least five ways?
Restate the problem based on how you understand it.

23. Activity
1.Recall the test items that your teachers used in testing.
2.What were the most commonly used items. Give examples of
the items.
3.Do you think the items are of good quality? Why? Why not?

24. Item Formats for paper & Pencil Tests
1.Multiple Choice Item Format
2.Completion Item Format
3.Alternative Item Format
4.Matching Type
5.Essays

25. Item Formats of paper and Pencil Tests
(Evaluation of Learning Outcomes: A Module for SH, SEAMEO
Innotech Project Q-Learn)
1.Multiple-choice
-two major parts :
a. Stem – the part here the question is asked or the
task is set
b. Options – alternatives or choices:
-decoys, distracters, foil (wrong options)
-keyed response (correct answer)
-formats of MC
a. As questions, where the stem is a complete
question ending with a question mark
a. As incomplete statement, where each option is a
way to complete the statement

26. Guidelines for constructing Multiple Choice Item Format
A.For Constructing The Main Stem
1. The main stem of the item maybe constructed in question
form, completion form or direction form
Question Form:
Which is the same as four hundred seventy?
Completion form;
Four hundred seventy is the same as_______________.
Direction Form
Write the equivalent of four hundred seventy in Roman numerals.

27. 2. The main stem should be clear. Avoid awkward items.
Study and comment on this this item:
If there are 9 chairs in the classroom and 16 children in the class, the
classroom lacks how many chairs?
What can you say about this item? Is this item easy to understand?
Why?
Is there a need to improve the item? How?

28. Improved item:
There are 16 children and 9 chairs in a room. How
many more chairs are needed?

29. 3. The question should not be trivial. There should be a
concensus on its answer.
Study the question below:
What time does the sun set in the morning?
Is the item testing an important skill or concept:
Is there only one correct answer to the item. Why?

30. 4. Questions that tap only rote learning and memory learning
should be avoided
Study the question below:
Mango can be grown from _______.
a. Seeds b. Spores C. Tubers
Do you find this statement in books?
Does this question requires the respondent to think
thoroughly before giving the correct answer?
Is this a good item? Why?

31. 5. Questions should tap only one ability
Study and comment on this item:
How many 15 centavos are there in one peso?
What skills are needed to be able to answer this item
correctly?
How can you improve this item?

32. 6. Each question should only have one correct answer
Study and comment on the item below:
Mosquitoes and flies are disease carriers. How can we
protect ourselves from these insects?
a. Spray insecticides
b. Destroy their young
c. Clean the surroundings
d. Use mosquito nets & cover our food
Is there one correct answer to the question? Why
How can you improve this item?

33. Improved item (Item No. 6)
Which is the correct way of protecting ourselves
from disease carrier insects such as mosquitoes and
flies?
A. Cover stagnant places
B. Leave garbage cans open
C. Leave empty cans around

34. 7. Write congruent test items.
The skill and content of the learning objective being
tested must be congruent to the skill and objective of
the item
Study the situation below:
Learning objective: Identify polygons
Item: Describe square
Is their a match between the learning objective and the
item? Why?
How can you improve this item?

35. Reminders:
1. Bring:
a. K to 12 curriculum guide (science or any
subject) G7 & 8
b. K to 12 curriculum guide G2 (any subject)
2.Pre lim exam will cover all the topics taken up for the
whole quarter
3.Test type:
a. True False
b. Multiple type
c. Essay

36. Preparing the table of Specification
*The four levels and the weights or percentages specified in
DepEd Order No. 73, s. 2012 shall be the basis in designing the
Table of Specification of Classroom Assessment in the K to 12
Curriculum