Republic of the Phillipines

Pangasinan State University

Lingayen Campus

Lingayen, Pangasinan

S:Y 2016-2017

My portfolio in Assessment of Learning Outcomes

(Assessment 1)

Submitted by:

Lyka G. Sison

III_BSEd Filipino

Submitted to:

Dr. Phillip Queroda

Instructor
6.4 Exercises

D.

1.

2. What is an expectancy table? Describe the process of constructing an expectancy

table. When do we use an expectancy table?

An expectancy table tries to predict how well a person will perform on one exam
from the results of a previous exam. You may use an expectancy table to
determine if a person will graduate from his or her SAT scores.

3. Enumerate the three types of validity evidences. Which of these types of validity is the
most difficult to measure? Why?

There are essentially three main types of evidence that may be collected: content-
related evidence of validity, criterion-related evidence of validity and construct-
related evidences of validity.
Regardless of how construct validity is defined, there is no single best way to study
it. In most cases, construct validity should be demonstrated from a number of
perspectives. Hence, the more strategies used to demonstrate the validity of a
test, the more confidence test users have in the construct validity of that test, but
only if the evidence provided by those strategies is convincing.
In short, the construct validity of a test should be demonstrated by an
accumulation of evidence. For example, taking the unified definition of construct
validity, we could demonstrate it using content analysis, correlation coefficients,
factor analysis, ANOVA studies demonstrating differences between differential
groups or pretest-posttest intervention studies, factor analysis, multi-trait/multi-
method studies, etc. Naturally, doing all of the above would be a tremendous
amount of work, so the amount of work a group of test developers is willing to put
into demonstrating the construct validity of their test is directly related to the
number of such demonstrations they can provide. Smart test developers will stop
when they feel they have provided a convincing set of validity arguments.

4. What is the relationship between validity and reliability? Can a test be reliable and yet
not valid? Illustrate.

If data are valid, they must be reliable. If people receive very different scores on a
test every time they take it, the test is not likely to predict anything. However, if a
test is reliable, that does not mean that it is valid. For example, we can measure
strength of grip very reliably, but that does not make it a valid measure of
intelligence or even of mechanical ability. Reliability is a necessary, but not
sufficient, condition for validity.
5. Discuss the different measures of reliability. Justify the use of each measure in the
context of measuring reliability.

7.8 Exercises

A.

B.

1.

2. Poem reading: The Raven by Edgar Allan Poe

Minimum Quite good Excellent

Content of All questions Minimum Medium
preliminary tasks answered in both requirements requirements
Assignments 1 and 2 covered. Questions covered. Questions
Answers to answered in some answered in
Assignment 1 show detail, and mostly considerable detail,
that the student. has correctly. Answers all correctly. Student
listened to the poem show that student uses imagination
as well as watching has made and goes into detail
the film clip. At least 6 considerable use of when answering the
pairs of rhyming the dictionary to questions. At least
words are mentioned. understand 15 pairs of rhyming
unfamiliar words are
vocabulary At least mentioned
10 pairs of rhyming
words are
 mentioned.
Conventions Reader is distracted Reasonable control Standard writing
Mechanical by errors in spelling, over writing conventions are
correctness, punctuation, conventions. strong.
including spelling, capitalization, usage
punctuation and grammar
Communication An e-mail sent to Minimum Medium
with teacher announce that the requirements requirements
student has begun the fulfilled. Report sent fulfilled. Report sent
assignment. Student at least once while each time student
tries actively to follow working on the sits down to work.
the directions of the project. Student Student revises work
assignment sends queries if not thoroughly,
sure about improving it greatly.
directions and uses
the answers to
improve his/her
work.
Punctuality An e-mail sent to 2 days delay Kept to the deadline
announce that the permission from
student has begun the teacher
assignment. Student
tries actively to follow
the directions of the
assignment
Self-evaluation Numerical self- Numerical self- Numerical self-
assessment on the assessment on the assessment on the
scale of 0-5 given, but scale of 0-5 given scale of 0-5 given
reasons for and grounding for and reflective
assessment not clear. grade given self. grounding for grade
given self.

3. Constructing three dimensional geometric figures made of cardboard boxes

4. Story telling: may Days Eve by Nick Joaquin

Uses verbal/non expressions to create character 1 2 5 6 8 10

Uses verbal/non expressions to convey meaning 1 2 5 6 8 10

Creates a unique character 1 2 5 6 8 10

Stays in character throughout performance 012345

Uses appropriate Rate, Volume, Pitch 012345

Uses appropriate Eye-Contact 1 2 5 6 8 10

5. Solving an algebraic verbal problem involving two linear equations in two unknowns

6. Writing the alphabet in cursive form

CATEGORY 4 Excellent 3 Very Good 2 Good 1 Poor Overall

Score
Letter Each letter is All but 1 80% of the 50% of the
Formation formed letter are letters are letters are
correctly. formed formed formed
correctly correctly correctly.
Letter Slant All letters All letters All letters Slant of
have a have a have a letters vary
uniform uniform uniform from letter
slant. slant with 1- slant with 4- to letter.
3 exceptions 6 exceptions
Neatness There are no There are 1- There are 3- There are
extra visible 2 visible 5 visible more than 5
marks or marks or marks or visible
 smudges on smudges on smudges on marks or
the paper the paper. the paper. smudges on
the paper
Relationship To All letters The sizes of The sizes of The size of
Line are located 1-3 letters 4-6 letters more than 6
correctly in are slightly are slightly letters is
relationship larger or larger or slightly
to the lines. smaller than smaller than larger or
the space the space smaller than
allowed by allowed by the space
the line. the line. allowed by
the line.
Handwriting Score

7. Interpreting a poem of Robert Frost

8. Writing an autobiography

Score 4 Score 3 Score 2 Score 1

Audience and Contains an Contains a Contains an Begins abruptly
Purpose engaging somewhat introduction; or confusingly;
introduction; engaging attempts to leaves purpose
successfully introduction; entertain or to unclear
entertains or entertains or present a
presents a presents a theme
theme theme
Organization Creates an Presents a clear Presents a Presents events
interesting, sequence of mostly clear without logical
clear narrative; events; told sequence of order; lacks a
told from a from a specific events; contains consistent point
consistent point point of view inconsistent of view
of view points of view
Elaboration Provides insight Contains details Contains details Contains few or
into character; and dialogue that develop no details to
develops plot; that develop plot; contains develop
contains character and some dialogue characters or
dialogue plot plot
Use of Uses word Uses interesting Uses some Uses uninspired
Language choice and tone and fresh word clichs and trite word choices;
to reveal storys choices; expressions; has many errors
 theme; contains contains few contains some in grammar,
no errors in errors in errors in punctuation,
grammar, grammar, grammar, and spelling
punctuation, or punctuation, punctuation,
spelling and spelling and spelling

8.9 Exercises

NORM-REFERENCED GRADING
A norm-referenced grading system assumes that classroom achievement will
naturally vary among a group of heterogeneous students because of differences in
such characteristics as prior knowledge, learning skills, motivation, and aptitude.
Under ideal circumstances (hundreds of scores from a diverse group of students),
this variation produces a bell-shaped, or "normal," distribution of scores that
ranges from low to high, has few tied scores, and has only a very few low scores
and only a very few high scores. For this reason, norm-referenced grading
procedures are also referred to as "grading on the curve."
In norm-referenced systems students are evaluated in relationship to one
another (e.g., the top 10% of students receive an A, the next 30% a B, etc.). This
grading system rests on the assumption that the level of student performance
will not vary much from class to class. In this system the instructor usually
determines the percentage of students assigned each grade, although this
percentage may be determined (or at least influenced) by departmental
expectations and policy.
The performance of the student is evaluated relative to the performance of other
students within a group.
The performance of the student depends on the performance of the other student
in the class.

Advantages:

Norm-referenced systems are very easy to use.

They work well in situations requiring rigid differentiation among students where,
for example, program size restrictions may limit the number of students
advancing to higher level courses.
They are generally appropriate in large courses that do not encourage
cooperation among students but generally stress individual achievement.
It is very easy to use. It works well for the courses with retention policies and it
limits only few students to advance to the next level of the course. It is useful if
the focus is the individual achievement of the students. It is appropriate to a
large group of students that is, more than 40. It does not encourage cooperation
among the students. The teacher easily identifies learning criteria the
percentage of students who receive highest grade or lowest grade.

Disadvantages:
 One objection to norm-referenced systems is that an individual's grade is
determined not only by his/her achievements, but also by the achievements of
others. This may be true in a large non-selective lecture class, where we can be
fairly confident that the class is representative of the student population; but in
small classes (under 40) the group may not be a representative sample. One
student may get an A in a low-achieving section while a fellow student with the
same score in a higher-achieving section gets a B.
A second objection to norm-referenced grading is that it promotes competition
rather than cooperation. When students are pitted against each other for the few
As to be given out, they're less likely to be helpful to each other.
The performance of a student is not only determined by his achievement, but also
the achievement of the other students. It promotes competition among the
students rather than cooperation. It cannot be used when the class size is smaller
than 40. Not all the student can pass the given subject or course.

Possible modification :
When using a norm-referenced system in a small class, the allocation of grades can
be modified according to the caliber of students in the class. One method of
modifying a norm-referenced system is anchoring. Jacobs and Chase in Developing
and Using Tests Effectively: A Guide for Faculty, 1992, describe the following
ways to use an anchor:
"If instructors have taught a class several times and have used the same or an
equivalent exam, then the distribution of test scores accumulated over many
classes can serve as the anchor. The present class is compared with this
cumulative distribution to judge the ability level of the group and the
appropriate allocation of grades. Anchoring also works well in multi-section
courses where the same text, same syllabus, and same examinations are used.
The common examination can be used to reveal whether and how the class
groups differ in achievement and the grade in the individual sections can be
adjusted accordingly... If an instructor is teaching a class for the first time and
has no other scores for comparison, a relevant and well-constructed teacher-
made pretest may be used as an anchor."

Criterion-referenced Grading System

In criterion-referenced systems students are evaluated against an absolute scale
(e.g. 95-100 = A, 88-94 = B, etc.). Normally the criteria are a set number of
points or a percentage of the total. Since the standard is absolute, it is possible
that all students could get As or all students could get Ds.
The students performance is evaluated against a certain criteria or standard.
The criteria or standard is absolute in this grading system and it is also possible
that the entire student may receive the highest possible grade or all of them may
pass the said test. It is also possible that all students may receive a failing grade if
they will not reach the standard set by the teacher.

Advantages
The performance of the students will not be affected by the performance of the whole
class. It promotes cooperation among the students. All students may pass the subject or
course when they meet the standard set by the teacher.

Disadvantages

It is difficult to set a reasonable standard if it is not stated in the grading policies of the
institution. All students may not pass the subject or course when they do not meet the
standard set by the teacher or the institution.

Advantages:

Students are not competing with each other and are thus more likely to
actively help each other learn. A student's grade is not influenced by the caliber
of the class.

Disadvantages:

It is difficult to set reasonable criteria for the students without a fair

amount of teaching experience. Most experienced faculty set these criteria
based on their knowledge of how students usually perform (thus making it fairly
similar to the norm referenced system).

Possible modifications:

Instructors sometimes choose to maintain some flexibility in their criteria

by telling the class in advance that the criteria may be lowered if it seems
appropriate, e.g., the 95% cut off for an A may be lowered to 93%. This way if a
first exam was more difficult for students than the instructor imagined, s/he can
lower the grading criteria rather than trying to compensate for the difficulty of
the first exam with an easy second exam. Raising the criteria because too many
students achieved As, however, is never advisable.

Another way of doing criterion-referenced grading is by listing objectives

and assigning grades based on the extent the student achieved the class
objectives (e.g., A = Student has achieved all major and minor objectives of the
course. B = Student has achieved all major objectives and several minor
objectives, etc.)

1. Should grades reflect absolute achievements level or achievement

relative to others in the same class?
2. Should grades reflect achievement only or non-academic
components such as attitude, speed, and diligence?
It is very common practice to incorporate such things as turning in
assignments on time in to overall grade in the course, primarily
because the need to motivate students to get their work done is a
real problem for instructors.
This is often referred to as the controversy between norm-referenced
versus criterion-referenced grading.
Should grades report status achieved or amount of growth?
 In many beginning classes, the background of the students is so
varied that some students can achieved the end objectives with little
or no trouble while others with weak backgrounds will work twice a
hard and still achieved only half as much.

4.How can several grades on diverse skills combine to give a single

mark?

-The basic answers is that they cant really.

-Rube Goldberg as a far as indicating what a student has achieved.
-It would complicate an already complicated task.
-The halo effect of good performance in one area could spill over
into others.
-And finally , most outsider are looking for only one overall
classification of each person so that they can choose the best
Yes
Yes. Because it works well for the courses with retention policies and it
limits only few students to advance to the next level of the course. It is
useful if the focus is the individual achievement of the students. It is
appropriate to a large group of students that is, more than 40. It does not
encourage cooperation among the students. The teacher easily identifies
learning criteria the percentage of students who receive highest grade or
lowest grade.