FAR EASTERN UNIVERSITY

INSTITUTE OF EDUCATION - TEACHER CERTIFICATE PROGRAM

ASSESSMENT OF LEARNING

EDUC5N-LET
PAPER NO. ___

By completing this form and submitting the assignment for

assessment I confirm that the assignment is all my own work. I
have appropriately referenced and acknowledged any work taken
from another source.

Date of Submission

Student’s Name

1 TEACHER CERTIFICATE PROGRAM

 1. Remember the guidelines in constructing a test? Critic the prototype
tests below by following the guidelines and gives suggestions on
how to improve the test items. Write your suggestions on the space
provided.

Test I. Multiple Choice. Choose the best answer.

1. There are different and countless stars in the sky. They are also compared to
the bits of sand in the sea. One of the stars provides us with most of our basic
needs. It gives us light, warm feeling and etc. It is also the main element in
the photosynthesis of the plants. What do you call the center of the solar
system?
a. Orion
b. Milky Way
c. Sun
d. Luna
e. None of the Above
f. All of the above

200 Words

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Test II. Fill in the Blanks. Write the answer on the space provided.

___________ is the father of Katipunan. He was born in . He idolized

Dr. Jose Rizal and used RIZAL as the of the Katipunan.

200 Words

3 TEACHER CERTIFICATE PROGRAM

 2. A table of specifications or the list of objective is developed before
the written test or other formal assessment is constructed. This then
becomes the blueprint for determining test content. Discuss in 50
words, the applications of table of specifications to Formal
Classroom Assessment.

200 Words

4 TEACHER CERTIFICATE PROGRAM

 3. A measure of student performance is reliable if it measures something
consistently. Anything that causes inconsistently within the measure is a
potential threat to its reliability. Discuss in 150 words, the common threats to
reliability.

150 Words

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 4. React on the statement below:

Once upon a time I vaguely thought of assessment in dichotomous terms: the old
approach, which consisted mostly of letter grades, was crude and uninformative,
while the new approach, which included things like portfolios and rubrics, was
detailed and authentic. Only much later did I look more carefully at the individual
floats rolling by in the alternative assessment parade -- and stop cheering.

What all this means is that improving the design of rubrics, or inventing our own,
won’t solve the problem because the problem is inherent to the very idea of rubrics
and the goals they serve. (Khon, 2006)

150 Words

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