Polytechnic University of the Grade

School: 4th year college

Philippines SMB Campus Level:
Teacher Learning
Lopez, Melgar Measurement and Evaluation
: Area:
Daily Lesson Log
Teachin
g Dates
Quarter:
and
Time:
I. OBJECTIVES
A. Content Standards: The learner demonstrates recognizing of how sample test items of Setting-and-Option variety have several
purposes in selecting for whom and for which an assessment is given.

B. Performance Standards: The learners independently participates in a classroom discussion whereas they will proficiently delivers of
opinion through sharing their insights in the class.

C. Learning Competencies/ The student must be able to:

Objectives:  identify the steps in making test items under Setting-And-Option variety;
 determine the purpose of the sample test items of Setting-And-Option variety and explain it through
their own words; and
 create a chart about making test items of setting-and-option variety and explain the level of each
steps in selecting appropriate test for which and whom should be given.

II. CONTENT  Determining the sample test items of Setting-And-Option variety

 Creating sample test items under Setting-And-Option variety

III. LEARNING RESOURCES

A. References Calmorin, L. P. (2005). Measurement and Evaluation (3rd ed.). Mandaluyong City: National Bookstore.
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages Calmorin, L. P. (2005) Page 74-76
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
Internet
 BRITISH COUNCIL: Test question type
https://www.teachingenglish.org.uk/article/test-question-types
 VANDERBILT UNIVERSITY: CENTER FOR TEACHING
https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/
 I ILLINOIS CITL: IMPROVING YOUR TEST QUESTIONS
https://citl.illinois.edu/citl-101/measurement-evaluation/exam-scoring/improving-your-test-questions
 University of Waterloo: Centre for Teaching Excellence
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-
assignments/exams/questions-types-characteristics-suggestions
 CAD Guidelines: Improving Learning and Teaching
https://www.victoria.ac.nz/learning-teaching/support/approach/guides/developing-questions2/developing-
questions.pdf
 W University of Washington
https://www.washington.edu/teaching/topics/preparing-to-teach/constructing-tests/#multiplechoice
 DUQUESNE UNIVERSITY
https://www.duq.edu/about/centers-and-institutes/center-for-teaching-excellence/teaching-and-
learning/multiple-choice-exam-construction
 Study Guides and Strategies
https://www.studygs.net/teaching/tsttak3a.htm
- The teacher will recall the past lesson that had been discussed about Setting-And-Option Variety
(graphical representation); and
- Students will response to the recalling of the past lesson.
- Before introducing the new lesson, on the presentation, Groot, will ask the students about the
importance of Test and the sample test items of Setting-And-Option variety.
- The students must answer it to unlock the Map (The map that Guides the learners in the
discussion).
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
J. Making Generalizations and
Abstractions about the Lesson
K. Evaluating Learning
A. Additional Activities for
Application or Remediation
V. REMARKS
- Present scenarios related to the new discussion.
o What is the importance of giving clear and concise instruction?
o What are the disadvantages if the instruction(s)/question(s) is not clear?
o What will be the effect if the statements are not clear?
- Let the students share their insights about the given scenarios.
- Relate the scenarios in explaining the new topic.
- Discuss the purpose, steps and considerations in creating test items of Setting-And-Option variety
through encouraging students to ask questions and investigate their own ideas to help them improve
their comprehension as well as to gain deeper understanding of the concepts. (Inquiry-based)
- Discuss about the sample of test items of Setting-And-Variety (an equation, a picture and a
sentence).
- Students will express their thoughts about the lesson without difficulties.
- Assess what students have learned by asking questions related to the topic discussed.
 3 Things
- 3 things I learned today
- 2 things I found interesting in the lesson
- 1 question I don’t understand in the lesson
- How these concepts of Setting-And-Option test variety did helps in creating appropriate test and
improve the teaching and learning process?
- Ask the students to select one of importance of Setting-And-Option variety and explain it in their own
words.
- The students will answer a 20 item test.
- The learners will create creative chart about the steps of Setting-And-Option variety test in a
crosswise yellow paper.
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress
this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you
can ask them relevant questions.
A. No. of learners who earned 80%
in the evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons work?

No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation

E. Which of my teaching strategies

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?
Prepared by: Checked by:

MELGAR LOPEZ PROF. JEZREELITA CASIMIRO

Daily Lesson Plan

Prepared by:

LOPEZ, MELGAR

BSEDEN 4-1

Submitted to:

PROF. JEZREELITA CASIMIRO