Assessment of Learning (Day 29)

Question 1

Principle of high quality classroom assesment
P4 & P5

Answer 1

Principle 4: Validity
Principle 5: Reliability

Question 2

Principle of high quality classroom assesment
P4 & P5

measure what it tends to measure, test must measure the objectives, usefulnes sof the test, the most important criterion

Answer 2

Principle 4 Validity

Question 3

Principle of high quality classroom assesment
P4 & P5

consistency of scores

Answer 3

Principle 5 Reliability

Question 4

ways in establishing validity;
FCC

Answer 4

1. Face validity
2. content validity
3. critetrion-related validity

Question 5

ways in establishing validity;
FCC

done by examining the physical appearance

Answer 5

face validity

Question 6

ways in establishing validity;
FCC

is done through a careful examination of the objective of assessments, TOS, Competencies

Answer 6

content validity

Question 7

ways in establishing validity;
FCC

is estbalished statistially such that a set of scores revealed by the measuring instruments is correlated

Answer 7

criterion -related validity

Question 8

criterion-related validity purposes;
CP

Answer 8

1. concurrent validity
2. predictive validity

Question 9

criterion-related validity purposes;
CP

prescribe the present status of the individual correlating the sets of scores

Answer 9

concurrent validity

Question 10

criterion-related validity purposes;
CP

describe the fuure performance of an individual by correlating the sets of scores

Answer 10

predictive validity

Question 11

Types of reliability measure;
TETSKac

Answer 11

1. test-retest
2. equivalent forms
3. test-retest with equivalent forms
4. split half
5. kuder richardson

Question 12

Types of reliability measure;
TETSK

measure of stability

Answer 12

test-retest

Question 13

Types of reliability measure;
TETSK

measure equivalence, 2 sets but identical

Answer 13

equivalent forms

Question 14

Types of reliability measure;
TETSK

meaure stability and equivalence, 1 set in the present then another set in the future

Answer 14

test-retetst with equivalent forms

Question 15

Types of reliability measure;
TETSK

measure of internal consistency, divide the number of items then check, the continue answer the remaining item then check

Answer 15

split half

Question 16

Types of reliability measure;
TETSK

measure of internal consistency, percentage per itme, item analysis, student’s vacation

Answer 16

kuder-richardson

Question 17

refers to the process of examining the student’s response to each item in the test

Answer 17

Item analysis

Question 18

two characteristics of an item;
DU

Answer 18

1. Desireable items
2. undesirable items

Question 19

two characteristics of an item;
DU

retain

Answer 19

desirable items

Question 20

two characteristics of an item;
DU

revise or reject

Answer 20

undesirable item

Question 21

two criteria in determining desirability and undesirability of an item;
IDif & IDis

Answer 21

1. item difficulty
2. item descrimination

Question 22

two criteria in determining desirability and undesirability of an item;
IDif & IDis

number of students who are able to answer the item correctly dicided by the total number of students

Answer 22

item difficulty

Question 23

level of difficulty of an item;

Range of difficulty index
0 to 0.25

what is the difficulty level and the action

Answer 23

difficult
revise or discard

Question 24

level of difficulty of an item;

Range of difficulty index
0.26 to 075

what is the difficulty level and the action

Answer 24

right difficulty
retain

Question 25

level of difficulty of an item; Range of difficulty index 0.76 and above what is the difficulty level and the action

Answer 25

revise or discard

Question 26

two criteria in determining desirability and undesirability of an item; IDif & IDis is the degree to which the item descriminates between high performing and low performing group

Answer 26

item descrimination index

Question 27

item descrimination index formula

Answer 27

DU-DL difficulty index of upper group minus to the discrimation index of glower group

Question 28

Descrimination index; range of descrimintaion index -1.0 to -0.56 what is the difficulty level and the action?

Answer 28

can descriminate but item is questionable discard

Question 29

Descrimination index; range of descrimintaion index -0.55 to -.45 what is the difficulty level and the action?

Answer 29

non-descriminating revise

Question 30

Descrimination index; range of descrimintaion index -.46 to 1.0 what is the difficulty level and the action?

Answer 30

descriminating item include

Question 31

Discrimation index PD, ND, ZD

Answer 31

1. Positive discrimination 2. negative discrimination 3. zero discrimanation

Question 32

Discrimation index PD, ND, ZD upper group is greater than the lower group

Answer 32

positive discrimination

Question 33

Discrimation index PD, ND, ZD lower group is greater than the upper group

Answer 33

negative discrimination

Question 34

Discrimation index PD, ND, ZD upper performing group and lower performing group are equal

Answer 34

zero discrimination

Question 35

difficulty index within .26 - .75 discrimantion index .20 and above

Answer 35

items are retained

Question 36

difficulty index within .26 - .75 discrimantion index .19 and below

Answer 36

items need to be revised

Question 37

difficulty index within not within .26 - .75 discrimantion index .20 and above

Answer 37

items need to be revised

Question 38

difficulty index not within .26 - .75 discrimantion index .19 and below

Answer 38

item need to be discarded/ rejected

Question 39

Minor principles of assessment; ASIE

Answer 39

1. administrability 2. scoreability 3. interpretability 4. economy

Question 40

Minor principles of assessment; ASIE easy to administer, directions should clearly, how much time

Answer 40

adminstrability

Question 41

Minor principles of assessment; ASIE easy to score, clear/points for each correct answer

Answer 41

scoreability

Question 42

Minor principles of assessment; ASIE easily be interpreted, relative position

Answer 42

interpretability

Question 43

Minor principles of assessment; ASIE cheapest ways in terms of time and efforts spents

Answer 43

economy

Question 44

identify the center of the data, typical value, lie within the center, to know the congnuguation of the score

Answer 44

measures of central tendency

Question 45

measures of central tendency; MMM

Answer 45

1. mean 2. median 3. mode

Question 46

measures of central tendency; MMM average, easily affected by extreme scores

Answer 46

mean

Question 47

measures of central tendency; MMM centermost scores arranged according to attitude, not affected by extreme scores

Answer 47

Median

Question 48

measures of central tendency; MMM scores that occurs most frequently, can be used for quantitative as well as qualitative, not affected by extreme values, may not exist at times

Answer 48

Mode

Question 49

when to use mean?

Answer 49

1. desured to give each score equal weight 2. highest reliability 3. when it is desired to compute the standard deviation and the coefficient or correlation later on

Question 50

steps in solving the mean values

Answer 50

1. sum of all the scores 2. identify the number of scores 3. divide

Question 51

when to use median?

Answer 51

1. quick and easily computed 2. when there are extreme scores, such as very high few scores or few low scores which could affect the mean disproportionally

Question 52

steps in solving the median

Answer 52

1. arrange the scores from highest to lowest 2. dtermine the middle score 3. if its even, get the average of the two middle scores

Question 53

Types of mode; UBT

Answer 53

1.unimodal 2.bimodal 3.trimodal

Question 54

Types of mode; UBT one mode

Answer 54

unimodal

Question 55

Types of mode; UBT two modes

Answer 55

bimodal

Question 56

Types of mode; UBT three modes

Answer 56

trimodal

Question 57

more than two modes

Answer 57

multi-modal

Question 58

when to use the mode?

Answer 58

1.occurs most often 2.greatest concentration