CMU

Enrichment Learning Activity

Name: Mariluz Gregorio Date: 2/26/2022
Year and Prof Ed 1 Instructor: Jester De Leon
Section:
Module #: 7 Topic: PLANNING THE TEST

A. Identify whether the given testing event is formative or summative. Check the appropriate box for each
item.

Testing Event Formative Summative

1. A quiz was given after reading a short story in your English class.

2. Teacher gave a test to find out how familiar the class is with words they will
meet in the story.

3. A periodic test is scheduled at the end of the month in all subjects.

4. Teacher determines how many obtained 800% of the weekly test given in
addition.

5. Teacher administered a year-end test in preparation for the student report

cards.

6. An oral recitation was conducted to find out how well they have read the
editorial.

7. Teacher samples the instructional objectives to be tested at the end of the

quarter.

8. Students were asked to record their weekly scores in their math notebook.

9. Class was given a pre-test before they start the unit on long division.

10. Fifty percent of the final test score determined the students’ grades.

CMU
Enrichment Learning Activity
SY2021-2022 1st Term Module
 CMU
Enrichment Learning Activity

B. Choose a unit of study in any subject area of your choice. You can also make use of a chapter in a book of a
certain grade level. Study the chosen chapter and identify the topic area and learning outcomes (competencies)
intended to be developed. Provide the learning targets for each learning outcome. Note that there may be more
than one competency for each topic. Use the matrix below.

Content Areas Learning Outcomes Learning Targets (Knowledge,

(Competencies) Reasoning, Skills/ Process, Product,
Affect)
A.

Math  Understand the foundations Reasoning

of mathematics

Science  Have experience using Process

technology to address
mathematical ideas

English  Be able to communicate Product

mathematical ideas with
others

B.

Values  Use mathematical ideas to Knowledge

model real-world problems

Speech  Develop and maintain Product

problem-solving skills

Social studies  Be able to write and Affect

understand basic proofs

C.

Computer  Be able to perform basic Reasoning

computations in higher
mathematics

Physics Product
 Experience a comprehensive

range of scientific

techniques.

Literature  Learn how to generate Process

and/or quantitatively
analyze data.

CMU
Enrichment Learning Activity
SY2021-2022 1st Term Module
 CMU
Enrichment Learning Activity

C. Construct a two-way table of specifications for a summative test to assess what the learners have learned in
the unit you have chosen.

A Two-way Table of Specifications for Assessing Cognitive Levels

Grade 12

Item 1: A digestive organ that holds food while it is being mixed with enzymes that continue the process of breaking down food
into a usable form is _________.
     a. Small intestine
     b. Stomach
     c. Esophagus
     d. Large intestine

Item 2: Drex is eating his snacks during recess time. What do you think will happen to the food as it enters in the stomach? The
food ______
     a. is stored for 12 hours then it is excreted through the anus
     b. moves to the large intestine where nutrients were absorbed
     c. is chemically digested by strong acids and powerful enzymes
     d. becomes solid then it is broken into smaller pieces

CMU
Enrichment Learning Activity
SY2021-2022 1st Term Module
 CMU
Enrichment Learning Activity
Name: Mariluz Gregorio Date: 2/26/2022
Year and Prof Ed 1 Instructor: Jester De Leon
Section:
Module #: 8 Topic: Selecting and Constructing Test
Items and Tasks

A. Write a test item for each given learning objective in the table below. Identify the item type you have used
and consider the test type in the tree chat.

Learning Objectives Sample Item Item Type

1. Identify the Describe the similarities and differences between… Short Answer
characters of the story Compare the following two methods for…
read.

2. Add fractions with Formulate several generalizations from the following data… Work Sample
similar denominators. State a set of principles that can explain the following events:

3. Classify different Group the following items according to… Completion

mammals. What do the following items have in common?

4. Compare Describe the similarities and differences between… Multiple Choice

characteristics of Compare the following two methods for…
reptiles and
amphibians.
5. Explain the use of a Why did the candle go out shortly after it was covered by the jar? Performance
thermometer. Explain what the President meant when he said, “The bucks stop with
me.”

6. Name five national Group the following items according to… Simulated
symbols of our country. What do the following items have in common?

7. Differentiate tsunami Describe the similarities and differences between… Identification

from an ocean surge. Compare the following two methods for…

8. Find the perimeter of Which of the following alternatives would you favour, and why? Matching
a given area.

9. Classify hand tools Group the following items according to… Binary Choice
according to use. What do the following items have in common?

10. Determine the Using the principle of… as a guide, describe how you would solve Essay-Extended
volume of a given the following problem situation.
container. Describe a situation that illustrates the principle of…

CMU
Enrichment Learning Activity
SY2021-2022 1st Term Module
 CMU
Enrichment Learning Activity

B. Identify an item type that could appropriately measure each of the given instructional outcomes. After
identifying the item type, construct the test item.

Instructional Outcome Item Type Test Item

1. Remembering the Completion Using the principle of… as a guide, describe how you would solve the
interesting features of all the following problem situation.
planets in the Solar System. Describe a situation that illustrates the principle of…
2. Applying the right Sample Group the following items according to…
procedure in planting herbs. What do the following items have in common?

3. noting the good practices Work Describe the similarities and differences between…
observed by a progressive Compare the following two methods for…
community.

4. Making judgment on the Performance Group the following items according to…
characters of the story. What do the following items have in common?

5. Comparing the Simulated Formulate several generalizations from the following data…
characteristics of monocots State a set of principles that can explain the following events:
and dicots.

6. Translating the message Identification Group the following items according to…
of the guest speaker in one’s What do the following items have in common?
own words.

7. Classifying the different Matching Using the principle of… as a guide, describe how you would solve the
kinds of soil. following problem situation.
Describe a situation that illustrates the principle of…

8. Preparing a campaign Choice Group the following items according to…

material to practice What do the following items have in common?
cleanliness in school.

9. Identifying the principle Binary Describe the similarities and differences between…
that has worked in making Compare the following two methods for…
the harvest productive.

10. Associating political Short Answer Group the following items according to…
candidates with their What do the following items have in common?
platforms.

Name: Mariluz Gregorio Date: 2/26/2022

CMU
Enrichment Learning Activity
SY2021-2022 1st Term Module
 CMU
Enrichment Learning Activity
Year Prof Ed 1 Instructor: Jester De Leon
and Section:
Module #: 9 Topic: Improving Classroom-Based
Assessment Test

A. Categorize the following processes done to review and improve test items as to judgmental approach or
empirically based approach. Write J for judgmental approach and E for empirically based approach.

___E___ 1. The Math coordinator of Grade 7 classes examined the periodic tests prepared by the Math teachers to see
if their items are aligned to the target outcomes for the first quarter.

___J___ 2. The alternatives of the multiple-choice items of the Social Studies test were reviewed to discover if they
have only one correct answer.

___J___ 3. To determine if the items are efficiently discriminating between the more able students from the less able
ones, a Biology teacher obtained the discrimination index of the items.

___E___ 4. A Technology Education teacher was interested to see if the criterion-referenced test he has devised
shows a difference in the items’ post-test and pre-test p values.

___E___ 5. An English teacher conducted a session with his students to find out if there are other responses
acceptable in their literature test. He encouraged him to rationalize their answers.

B. Complete the table below by solving for the specified quality indices.

1. A summative test in Mathematics was administered to Grade 11 class of 50 students. Calculate the difficulty index
and fill up the table.

Item Number Number of Students Who Difficulty Index

got the Correct Answer
1 34 0.68

2 18 0.36

3 10 0.2

4 46 0.92

5 8 0.16

Solution:

Item 1: 34/50 = 0.68

Item 2: 18/50 = 0.36

Item 3: 10/50 = 0.2

Item 4: 46/50 = 0.92

Item 5: 8/50 = 0.16

CMU
Enrichment Learning Activity
SY2021-2022 1st Term Module
 CMU
Enrichment Learning Activity
2. Additional data collected for the same test items are presented in the table below. Calculate the
discrimination index and fill up the table.

Item Number Upper Group Lower Group Discrimination Index

1 25 9 0.32
2 9 9 0
3 2 8 -0.12
4 38 8 0.6
5 1 7 -0.12

Solution:

Item 1: 25/50 - 9/50 = 0.32

Item 2: 9/50 – 9/50 = 0

Item 3: 2/50 – 8/50 = -0.12

Item 4: 38/50 – 8/50 = 0.6

Item 5: 1/50 – 7/50 = -0.12

Name: Mariluz Gregorio Date: 2/26/2022

CMU
Enrichment Learning Activity
SY2021-2022 1st Term Module
 CMU
Enrichment Learning Activity
Year Prof Ed 1 Instructor: Jester De Leon
and Section:
Module #: 10 Topic: Utilization of Assessment Data

A. Calculate what are asked in the following given problem situations below.

1. Reycel garnered a raw score of 42 out of 50 in a mathematics exam. The mean is 32 and the standard deviation is 5.
Convert the raw score to the following:

a. Percentage score = 84% 42/50

b. z-score = 2 42-32/5

c. T-score = 70 (2*10) + 50

d. Stanine score =9 (2*2) + 5

e. Percentile rank (PR) = 83

Write a short interpretation of Reycel’s performance based on the percentile rank and computed standard scores. Use
the space below.

Test percentile scores are just one type of test score you will find on your child's testing reports from school.
Percentile scores almost always are reported on major achievement tests that are taken by your child's entire class.
These scores also will be found on individual diagnostic test reports.

2. Jester got a score of 30 over 50 in his English test and 24 over 40 in is Math test.

English: 𝑋̅ = 28; s = 4

Math: 𝑋̅ = 20; s = 5

On which test did he do better compared to the rest of the class? Explain your answer.

Unlike the percentage scores, percentile ranks are not an indication of how many questions your child
answered correctly, or what your child does or does not know. Instead, the scores indicate how well your child did
relative to other students who have also taken the test

CMU
Enrichment Learning Activity
SY2021-2022 1st Term Module
 CMU
Enrichment Learning Activity
B. Complete the table below by giving the equivalent score. Provide a short interpretation of the
underlined score.

Test Information:

Periodic Test in Mathematics

Total Items = 40

Mean = 27

Standard Deviation = 6

Student Raw Score Percentage Percentile z-score T-score Stanine Interpretation

Score Rank

A 15 37.5% 10 -2 30 1 1

B 27 67.5% 20 0 50 5 2

C 18 45% 6.68% -1.5 35 2 3

D 33 82.5% 50 1 60 7 4

E 39 97.5% 60 2 70 9 5

CMU
Enrichment Learning Activity
SY2021-2022 1st Term Module