Principles of Learning

(by Pine and Horne)

LEANDRO T.OLUBIA, Ed. D.

Course Instructor, EDUC 105
1. Assessment of learning
is a sine qua non of
teaching
-teaching is not complete without
assessing how much his students learned
from the discussion, with that a teacher
should always give assessment to students
after every discussion.
 2. Assessment tool should
match with
performance objective

-which assessment tool to use, which test to

formulate must be based on our performance
objective. If our assessment tool is aligned with
our performance objective, we can claim our
assessment tool to be valid.
3. The result of assessment
must be fed back to the
learner

-the main purpose of this

principle is that in order for the
students to know whether they
are progressing towards the
benchmark set in the
beginning of the class by way
of lessons objectives.
 4. In assessing learning, teachers must
consider learners’ learning styles and
multiple intelligences and so must come up
with a variety of ways of assessing learning

- it is not always advisable for a teacher to always

use written examination in assessing his learner,
he must consider the intelligences of his students in
order for them to develop their skills.
 Logical-Math
(Explain the answer)

Linguistic Existential
(Say the answer) (relate values)

Visual Naturalist
(draw the answer) (symbolize it)

kinesthetic Intrapersonal
(dance the answer) (personal reflection)

musical interpersonal
(sing the answer) (get a partner and
answer together)
 Linguistic Assessment:
Write a response
Logical-Mathematical Assessment:
Develop a hypothesis
Spatial Assessment:
Make a collage
Bodily-Kinesthetic Assessment:
Build a model
Learning Task: Musical Assessment:
Create a song
Watch a movie Interpersonal Assessment:
Share it with a friend
Intrapersonal Assessment:
Make your own response
Naturalist Assessment:
Relate it to nature
 5. To contribute to the building of the
culture of success in the school, it is
pedagogically sound that in our assessment
techniques we give some positive feedback
along with not so good ones

-good sided comments given by teachers to n

n t ic e
students give a sense of happiness in their lle wo
c e rk
sides that boosts their confidence. ex

very
good
job
w
done ell
6. In assessing learning, BELL CURVE
mentality must be abandoned.

All learners can achieve.

Therefore, it is NOT normal that
students fail
7. Assessment should NOT be used as
punishment or disciplinary measure

Practicing this would most likely develop

NEGATIVE attitude towards testing since
teachers veer away from the true purpose of
assessment
 8. To ensure learning, do formative
assessment

Do not wait until the end of the chapter or unit to

check for understanding. If you do discover that
students failed to understand then by all means
come up with remedial measures. This will endure
learning
OBJECTIVE TEST
-It requires the students to select the correct response
from several alternatives or supply a word or phrase to
answer a question or complete a statement.
- (Multiple Choice, True/False, Matching Simple Recall,
Cloze Type)

SUBJECTIVE TEST
-It requires the students to organize and present an
original answer This type of tests has NO specific answer.
- (Essay)

PERFORMANCE TEST
-The students are asked to perform real-world tasks that
demonstrate meaningful application of essential theories
- (Practicum, Demonstrations)

Kinds of Assessment Tools

Commonly Utilized
PORTFOLIO ASSESSMENT
-It is based on the systematic, longitudinal collection of
student work created in response to a set of objectives

ORAL QUESTIONING
-This method is used to collect assessment data by asking
oral questions
- (Recitation)

SELF REPORT
-The responses of the students are used to evaluate both
performance and attitude. Assessment tools could include
sentence completion, likert scales, checklist etc.

Kinds of Assessment Tools

Commonly Utilized
 QUANTITATIVE METHOD
QUALITATIVE METHOD
Methods include focus groups, in-depth Surveys, structured interviews, and
interviews, and reviews of documents for types observations, and reviews of records or
of themes. documents for numeric information.
Primarily inductive process used to formulate Primarily deductive process used to test pre-
theory or hypothesis. specified concepts, constructs, and hypothesis
that make up a theory.
More subjective: describes a problem or More objective: provides observed effects
condition from the point of view of those (interpreted by researchers) of a program on a
experiencing it. problem or condition
Text-based Number-based

More in-depth information on a few cases Less in-depth but more breadth of information
across a large number of cases
Unstructured
options
or
OBJECTIVE TEST
semi-structured response Fixed response options

No statistical tests Statistical tests are used for analysis

(MATCHING Type)
Can be valid and reliable: largely depends on Can be valid and reliable: largely depends on
skill and rigor of the researcher the measurement advice or instruments used
Time expenditure lighter on the planning end Time expenditures heavier on the planning
and heavier during the analysis phase phase and lighter on the analysis phase
Less generalizable More generalizable
 MATCHING TYPE TEST

This type consists of two columns:

COLUMN A (contains the descriptions and should
be placed at the left side)
COLUMN B (contains the options and should be
placed at the right side)

The examinees are asked to match the OPTIONS that

are associated with the DESCRIPTIONS.
Rules of Thumb in Constructing MATCHING TYPE TEST
 The descriptions and options must be short and
homogeneous.
The descriptions must be written at the left side
and marked it with Column A and the options
must be written at the right side and marked it
with Column B to save time for the examinees.
There should be more options than descriptions
or indicate in the directions that each option may
be used more than once to decrease the chance
of guessing.

Matching directions should specify the basis for

matching. Failure to indicate how matches should
be marked can greatly increase the time
consumed by the teacher in scoring.
 Rules of Thumb in Constructing MATCHING TYPE TEST

 When using names, always include the

complete name (first name and surname) to
avoid ambiguities.

Use numbers for the descriptions and capital

letters for the options to avoid confusions to
the students that have a reading problem.

Arrange the options into a chronological order

or alphabetical order.

The descriptions and options must be written

in the same page.
Examine and review the matching type items below by
following the rules of thumb in constructing matching type
questions

Column A Column B
_____1. Magellan a. First President of the Republic
_____2. Mabini b. Philippine National Hero
_____3. Rizal c. Discovered the Philippines
_____4. Lapu-lapu d. The Brain of Katipunan
_____5. Aguinaldo e. Defended Limasawa Island
 Revised Version of the Matching Type Test

Directions: Match the items in Column A with the items in

Column B. Write the letter of your answer in the space
provided before each number. (1 point each)

Column A Column B
_____1. First President of the Republic A. Apolinario Mabini
_____2. Philippine National Hero B. Emilio Aguinaldo
_____3. Discovered the Philippines C. Ferdinand Magellan
_____4. The Brain of Katipunan D. Jose Rizal
_____5. Defended Limasawa Island e. Juan Luna
F. Lapu-lapu
 QUANTITATIVE METHOD
QUALITATIVE METHOD
Methods include focus groups, in-depth Surveys, structured interviews, and
interviews, and reviews of documents for types observations, and reviews of records or
of themes. documents for numeric information.
Primarily inductive process used to formulate Primarily deductive process used to test pre-
theory or hypothesis. specified concepts, constructs, and hypothesis
that make up a theory.
More subjective: describes a problem or More objective: provides observed effects
condition from the point of view of those (interpreted by researchers) of a program on a
experiencing it. problem or condition
Text-based Number-based

More in-depth information on a few cases Less in-depth but more breadth of information
across a large number of cases
Unstructured
options
or
OBJECTIVE TEST
semi-structured response Fixed response options

No statistical tests Statistical tests are used for analysis

(Multiple Choice Type)

Can be valid and reliable: largely depends on Can be valid and reliable: largely depends on
skill and rigor of the researcher the measurement advice or instruments used
Time expenditure lighter on the planning end Time expenditures heavier on the planning
and heavier during the analysis phase phase and lighter on the analysis phase
Less generalizable More generalizable
 MULTIPLE CHOICE TEST
It is the most commonly used format in measuring student
outcomes at various levels of learning

Multiple Choice Items consist of three parts:

 stem
 keyed option
 distracters

When a test yields zero SD, this means that stem

A. the student’s scores are the same Keyed option
B. less than 50% of the scores is 0
C. more than 50% of the scores is 0 Distracters
D. 50% of the scores is zero
Principles in Constructing Multiple
Choice Tests
Rules of Thumb in Constructing MULTIPLE
CHOICE TEST
1. Do not use UNFAMILIAR words, terms and phrases
Example:
What would be the system reliability of a computer system whose slave and
peripherals are connected in parallel circuits?

A student completely unfamiliar with the terms may not be able to answer
correctly even if they knew the subject matter

2. Do not use modifiers that are vague and whose

meanings can differ from one person to the next
such as much, often, usually

Example:
Much of the process of photosynthesis takes place in the
A. Bark
B. Leaf
C. Stem
Rules of Thumb in Constructing MULTIPLE
CHOICE TEST
3. Avoid complex, awkward word arrangements. It may add
unnecessary comprehension difficulties

Example:
As President of the Republic of the Philippines, Corazon C. Aquino would
stand next to which President of the Philippine Republic subsequent to the
1986 EDSA Revolution? (Poor)

Example:
Who was the President of the Philippines after Corazon C.
Aquino? (better)
Rules of Thumb in Constructing MULTIPLE
CHOICE TEST
4. Do not use negatives or double negatives as such statements
tend to be confusing.

Example:
Which of the following will NOT cause inflation in the Philippine
economy? (Poor)
Which of the following will cause inflation in the Philippine economy?
(Better)

Example:
What does the statement “Development patterns acquired
during the formative years are NOT unchangeable” imply?
(Poor)
What does the statement “Development patterns acquired
during the formative years are changeable” imply? (Better)
Rules of Thumb in Constructing MULTIPLE CHOICE
TEST
5. Distracters should be equally plausible and attractive
Example:
The short story: May Day’s Eve, was written by which Filipino author?
A. Jose Garcia Villa
B. Nick Joaquin
C. Genoveva Edrosa Matute
D. Robert Frose
E. Edgar Allan Poe

6. Do not ask subjective questions or opinions for which

there are no right or wrong answers.
Example:
Which event is most important in Philippine history?
A. The capture of Aguinaldo
B. The execution of Jose Rizal
C. EDSA Revolution I
D. Assassination of Ninoy Aquino
Rules of Thumb in Constructing MULTIPLE CHOICE
TEST
7. Use three to five options to avoid guessing
Example:
Method of test reliability which includes the procedure of getting the even-
numbered and odd-numbered test items.
A. Kuder-Richardson Formula 20 and 21
B. Split Half (Poor)

Method of test reliability which includes the procedure of getting the even-
numbered and odd-numbered test items.
C. Kuder-Richardson Formula 20 and 21
D. Split Half
C. Pearson r
D. Test-retest (Better)
 Rules of Thumb in Constructing MULTIPLE CHOICE TEST
8. All options should be grammatically consistent with the stem
Example:
A test is valid when ___________.
A. it measures what it purports to measure
B. covers a broad scope of subject matter
C. reliability of score
D. easy to administer.

9. List options in horizontal and logical manner. Use capital

letters to indicate each option
Example: (poor)
Q1 is the 25th percentile while median is the
a. 40th percentile b. 70th percentile c. 50th percentile d. 75th percentile
Q1 is the 25th percentile while median is the
A. 40th percentile
B. 50th percentile
C. 70th percentile
D. 75th percentile
 Rules of Thumb in Constructing MULTIPLE CHOICE TEST
10. The length, explicitness, or degree of technicality of
alternatives should not the determinants of the correctness of
the answer.
Example:
If the three angles of two triangles are congruent, then the triangles are:
A. congruent whenever one of the sides of the triangles are congruent
B. similar
C. equiangular and therefore must be congruent
D. equilateral if they are equiangular.

11. Avoid alternatives that are synonymous with others or those

that, include or overlap others

Example:
What causes ice to transform from solid state to liquid state?
A. Change in temperature
B. Changes in pressure
C. Changes in the chemical composition
D. Change in heat levels
 Rules of Thumb in Constructing MULTIPLE CHOICE TEST
12. Increase the difficulty of test item by increasing the degree
of similarity of responses. The more homogeneous, the more
the difficult the item. .
Example: (Poor) (Less Homogeneous)
Thailand is located in:
A. Southeast Asia
B. Eastern Europe
C. East Africa
D. Central America
E. Antarctica

Example: (Better) (More Homogeneous)

Thailand is located next to:
A. Laos and Kampuchea
B. India and China
C. China and Malaya
D. Laos and China
E. India and Malaya
 Rules of Thumb in Constructing MULTIPLE CHOICE TEST
13. Avoid using “all of the above, none of the above and I don’t
know” as part of the options .

Example:
Which of the following activities are evaluated through rubric assessment?
A. Making a model
B. Answering an essay tests
C. Conducting a debate
D. All of the above

Example:
A test consists of a series of item where it admits only one correct
answer in each item from two or three constant options EXCEPT
A. Alternative Response
B. Multiple Choice
C. Matching Type
D. None of the above
 Rules of Thumb in Constructing MULTIPLE CHOICE TEST
13. Test comprehension and critical thinking not just recall
Example: (Poor)
Who was elected as the President of the Republic after Marcos?
A. Corazon A. Aquino
B. Corazon B. Aquino
C. Corazon C. Aquino
D. Corazon D. Aquino

14. Mix up the order of the correct answers

Keep correct answers in random positions and do not let the students fall into
a pattern that can be detected.

15. Keep all the options in the same length.

Most of the time, the longest answer is the correct answer

16. Place most of the words in the question stem

Placing more words in the question stem would make the options
short, making them less confusing and more legible.
 Rules of Thumb in Constructing MULTIPLE CHOICE TEST

16. Place most of the words in the question stem

Example: (poor)
Theorists of pluralism have asserted which of the following?
A. The maintenance of democracy requires a large middle class
B. The maintenance of democracy requires autonomous centres of
countervailing power.
C. The maintenance of democracy requires a predominantly urban
population.
D. The maintenance of democracy requires the separation of governmental
powers.
Example: (Better)
Theorists of pluralism have asserted that the maintenance of democracy
requires
A. a large middle class
B. autonomous centres of countervailing power.
C. a predominantly urban population.
D. the separation of governmental powers.
 Advantages of Multiple-Choice Type Tests
Measures learning outcomes from the knowledge to evaluation
level.
Scoring is highly objective, easy and reliable.
Scores are more reliable than subjective type of test.
Measures broad samples of content within a short span of
time.
Distracters can provide diagnostic information.
Item analysis can reveal the difficulty of an item and can
discriminate the good and poor performing students.
Disadvantages of Multiple-Choice Type Tests
Time-consuming in constructing good items.
Difficult to find effective and plausible distracters.
Scores may be influenced by the reading ability of the examinees.
There are sometimes more than one justifiable correct answer.
Ineffective in assessing problem solving skills of the students.
Not applicable when assessing the student’s ability to organize and
express ideas
Analyzing Test Items
 Very Easy and Needs Revision

At normal atmosphere, water will boil at ______.

A. 300OF
B. 100OC
C. 75OF
D. 5560

At normal atmosphere, water will boil at ______.

A. 112OF
B. 212OF
C. 271OF
D. 371OF
 Very Difficult and Needs Revision

What is termed as air which has been forced to rise or fall from
its initial level and tends to continue its upward or downward
movement?
A. Neutral air
B. Stable Air
C. Unstable Air
D. Turbulence

Air is said to be ______ when it is forced to raise (or fall) from its
initial level and returned to that level.
A. Neutral air
B. Stable Air
C. Unstable Air
D. Turbulence F
 Very Easy and Needs Revision

Which scientific instrument is used to measure atmospheric

pressure?
A. Anemometer
B. Stable Air
C. Unstable Air
D. Turbulence

Which instrument measures the atmospheric pressure

A. Aneroid Barometer
B. Mercurial Barometer
C. Vacuum Pump Oil Barometer
D. Water Based Barometer
 Very Difficult and Needs Revision

What is the standard unit of measurement for air pressure?

A. Parsecs
B. Millibars
C. Hectopascals
D. Newtons

Which instrument measures the atmospheric pressure

A. Parsecs
B. Joules
C. Hectopascals
D. Newtons
 Very Easy and Needs Revision

What is the scientific study of the atmosphere that focuses on

weather processes and forecasting?
A. Atmospheric analysis
B. Meteorology
C. Synoptic and prognostic charts
D. Weather analysis and forecasting

They are scientists who are experts in atmospheric phenomena

with focuses on describing and quantifying weather forecasting.
A. Climatologists
B. Meteorologists
C. Aerolithologists
D. Petrologists
 Very Difficult and Needs Revision

What law states that every floating body displaces its own mass of
the liquid in which it floats?
A. Law of Archimedes
B. Law of Floatation
C. Law of Inertia
D. Law of Gravity

What law states that every floating body displaces its own mass of
the liquid in which it floats?
A. Law of Young Modulus
B. Law of Archimedes
C. Law of Inertia
D. Law of Gravity
 Very Difficult and Needs Revision

The information voluntarily provided by vessels to AMVER is kept

strictly and is protected by the _________.
A. International Marine Organization
B. International Telecommunication Union
C. United States Coast Guard
D. Maritime Safety Committee

A global ship reporting system sponsored by United States Coast

Guard that is used by authorities to assist persons in distressed at
sea?
A. International Marine Organization
B. Automated Merchant Vessel Emergency System
C. Mandatory Ship Reporting System
D. Oceanic Global Reporting System
 Very Easy and Needs Revision

The closeness of agreement between test results is called

_______.
A. Accuracy
B. Precision
C. Deviation
D. Error

Group of students tries to identify the density of an unknown

substance. After three trials the following measures were noted:
0.70 g/mL; 0.73 g/mL and 0.72 g/mL. Provided that the actual
density of the substance is 0.52 g/mL, which is true about the
measures?
A. The measures are précise but not accurate
B. The measures are accurate.
C. The measures are accurate but not precise.
D. The measures are precise and accurate.
 LET US DO COLAB WORK
(Create 20-item multiple choice questions)
Recall Activities
(Leadership Theories)
1. Who of the following is a
leading writer on contingency
theory of leadership?
a) Vroom and Yetton
b) Robert Blake
c) Rensis Likert
d) Fred Fiedler
2. Which of these is not a
principle of great man theory?
a) Leaders are made not born.
b) Great men rise up in times of
crisis.
c) We can learn from the
biographies of great leaders.
d) Leadership is thought
primarily as a male quality
3. Contingency theory is based on the
assumption that the ideal leader:
a) Shapes their leadership style
depending on the situation.
b) Provides clear instructions to the
followers so that they know what they
are doing.
c) Knows what their strengths are and
makes the most out of them.
d) Spends time with their followers and
therefore listens and responds to their
needs.
4. According to the Fielder Contingency
Model, the job of the leader is to match
their style to the most appropriate
situation. The three critical contingency
factors are:
A) Task structure, position power,
leader-member relations.
B) Task structure, group membership,
position power.
C) Task structure, position power,
group-leader contingencies.
D) None of the above.
5. On which aspects of a leader’s
decision are Vroom and Yetton’s
contingency model of leadership based?
a. Decision quality
b. Decision acceptance
c. Both of the above
d. Neither of the above
6. According to the Hersey and Blanchard
Situational Leadership Model,
__________ style is best when the
followers' ability and willingness is low.
a. Telling
b. Selling
c. Participating
d. Delegating
7. According to Fiedler’s LPC scale what
will leaders with a high LPC score gain
satisfaction from?
a. Achieving objectives
b. Developing team relationships
c. Both of the above
d. Neither of the above
8. Which of the following results may be
resulted to having leaders with high
concern for people and low concern for
production (Country Club leadership style
by Blake and Mouton’s Managerial Grid
model of behavioural leadership?
a. Disorganization, dissatisfaction and
disharmony among people
b. people may be demotivated, unhappy
and less productive
c. high degree of participation and
teamwork
d. atmosphere is usually friendly but not
necessarily that productive
1. Who of the following is a
leading writer on contingency
theory of leadership?
a) Vroom and Yetton
b) Robert Blake
c) Rensis Likert
d) Fred Fiedler
2. Which of these is not a
principle of great man theory?
a) Leaders are made not born.
b) Great men rise up in times of
crisis.
c) We can learn from the
biographies of great leaders.
d) Leadership is thought
primarily as a male quality
3. Contingency theory is based on the
assumption that the ideal leader:
a) Shapes their leadership style
depending on the situation.
b) Provides clear instructions to the
followers so that they know what they
are doing.
c) Knows what their strengths are and
makes the most out of them.
d) Spends time with their followers and
therefore listens and responds to their
needs.
4. According to the Fielder Contingency
Model, the job of the leader is to match
their style to the most appropriate
situation. The three critical contingency
factors are:
A) Task structure, position power,
leader-member relations.
B) Task structure, group membership,
position power.
C) Task structure, position power,
group-leader contingencies.
D) None of the above.
5. On which aspects of a leader’s
decision are Vroom and Yetton’s
contingency model of leadership based?
a. Decision quality
b. Decision acceptance
c. Both of the above
d. Neither of the above
6. According to the Hersey and Blanchard
Situational Leadership Model,
__________ style is best when the
followers' ability and willingness is low.
a. Telling
b. Selling
c. Participating
d. Delegating
7. According to Fiedler’s LPC scale what
will leaders with a high LPC score gain
satisfaction from?
a. Achieving objectives
b. Developing team relationships
c. Both of the above
d. Neither of the above
*8. Which of the following results may be
resulted to having leaders with high
concern for people and low concern for
production (Country Club leadership style
by Blake and Mouton’s Managerial Grid
model of behavioural leadership?
a. Disorganization, dissatisfaction and
disharmony among people
b. people may be demotivated, unhappy
and less productive
c. high degree of participation and
teamwork
d. atmosphere is usually friendly but not
necessarily that productive