Myeshaena C.

Marcial October 8, 2019

EDUC 107 TTH 7:30-9:00 AM

Activity No. 18

Appropriateness of Assessment Methods

Assessment Method Appropriateness

1.) Selected Response Format Selected Response methods are most
[multiple chioice, matching type, true or false appropriately used if the teacher wants to
tests] (de Guzman & Adamos, 2015) measure the knowledge and simple
understanding of students (McMillan, 2007 as
cited in de Guzman & Adamos, 2015). These are
appropriate for assessing mastery of a wide
coverage for lower-level learning targets in a short
amount of time (de Guzman & Adamos, 2015).
2.) Constructed-Response Format Brief-constructed response methods like sentence
[brief-constructed response items, performance completion and diagram labeling are appropriate
assessment, essay assessments, oral if a teacher wants to measure knowledge and
questioning] (de Guzman & Adamos, 2015) simple understanding, performance assessments
are fit for measuring skills and products, essay
assessments are used if a teacher wants to
measure deep understanding and reasoning as
well as knowledge and understanding (McMillan,
2007 as cited in de Guzman & Adamos, 2015),
and oral questioning is fir for assessing student’s
stock knowledge and ability to verbally
communicate ideas coherently (Kubiszyne &
Borich, 2007).
3.) Teacher Observations (de Guzman & Teacher observations are appropriate if the
Adamos, 2015) teacher wants to measure the skills, products,
and affects of the class (McMillan, 2007 as cited
in de Guzman & Adamos, 2015). This on-going
assessment, which is usually partnered with oral-
questioning, is also useful if the teacher wants to

De Guzman, E.S. & Adamos, J. L. (2015). Assessment of learning 1.

Quezon, Philippines: Adriana Publishing Co., Inc.

Kubiszyne, T. & Borich, G. (2007). Education testing and measurement: classroom application and practice. 8th edition.
New Jersey: Wiley
 regularly check for student’s understanding and
attention in class (de Guzman & Adamos, 2015).
4.) Student Self-Assessment (de Guzman & Self-Assessments are done if the teacher wants
Adamos, 2015) to rate and judge the students based on the
perspective of the students themselves as long
as there is a set of assessment criteria (de
Guzman & Adamos, 2015) or the integration of
oral questioning and performance test in order to
prevent overestimation of one’s capability
(Kubiszyne & Borich, 2007).

De Guzman, E.S. & Adamos, J. L. (2015). Assessment of learning 1.

Quezon, Philippines: Adriana Publishing Co., Inc.

Kubiszyne, T. & Borich, G. (2007). Education testing and measurement: classroom application and practice. 8th edition.
New Jersey: Wiley
Myeshaena C. Marcial October 8, 2019
EDUC 107 TTH 7:30-9:00 AM

Activity No. 19

The Definition of Validity

Definition Classroom Illustration

Raagas (2010) defined validity as the “degree to Kubiszyne & Borich (2007) states the following

which a test measures what it is supposed to illustration:

measure.” A test for third-grade arithmetic ability should

measure third-grade arithmetic skills, and not fifth-

The validity of a test is determined by the purpose grade arithmetic skills nor reading ability.

that it serves: we ask the question “what kind of A test that is supposed to measure the ability to

performance is it supposed to measure” and “how write behavioral objectives should measure that

well does the measure manifest itself”? (Calmorin, mentioned ability, and not the ability to recognize

2004). bad objectives.

de Guzman and Adamos (2015) stated that de Guzman & Adamos (2015) also stated similar

validity refers to how accurate teachers judge their illustration albeit with an explanation:

students’ learning based on strong and sound A test measuring grade 4 arithmetic skills is invalid

evidences from information gathered through an if it is used for grade 1 pupils because of issues

assessment. More importantly, a test is valid if it relating to test content and level of performance.

measures knowledge and performance with Moreover, in assessing problem-solving skills, it is

reference to the intended learning targets. invalid if the test is about recalling mathematical

formulae.

Calmorin, L. (2004). Measurement and evaluation. Third Edition.

Mandaluyong: Philippines: National Bookstore
De Guzman, E.S. & Adamos, J. L. (2015). Assessment of learning 1.
Quezon, Philippines: Adriana Publishing Co., Inc.
Kubiszyne, T. & Borich, G. (2007). Education testing and measurement: classroom application and practice. 8th edition.
New Jersey: Wiley
Raagas, E. L. (2010). Assessment & evaluation of student learning: concepts of application. Third edtion.
Manila, Philippines: Rex Book Store