Act 4-10.Docx

University of

San Jose-Recoletos

DPE Class
Name:

______________________________

Activity No.

4

Directions:

Learning Domain

Learning Outcomes

Learning
Assessment

Cognitive

The students will be able to recall polite The students will have
expressions and know the time of
flashcard exercises showing
usage.
pictures of polite actions and
the certain situations when to
use these expressions.

Affective

The students will be able to appreciate
these expressions especially in their
day-to-day conversation.

The students will be asked to
maintain a diary stating their
daily experience when they
have used these expressions; in
what situation and how they
were able to apply these in a
normal setting.

Psychomotor

The students will match the polite
expressions from the jumbled pictures.
Let them identify the events and time
when to use these.

The students will be provided
with picture puzzles and hints
to assess their ability in
matching these expressions.

Directions:

Define, describe and compare the following types of tests using a table.

Educational test
Purpose: An educational test in the context of

Psychological test
Purpose: These tests are used to gather


University of

San Jose-Recoletos

DPE Class
Name:

______________________________

Activity No.
education is a systematic and organized
assessment designed to measure a student's
knowledge, skills, abilities, or other
characteristics related to a specific educational
objective or outcome.
Teacher-made test
Purpose: It refers to an assessment that is
developed by an individual teacher for use in
their own classroom.
Examples: Unit Tests, Quizzes, Homework
Assignments, etc.
Ability test

Purpose: A type of psychological assessment
designed to measure an individual's innate or
learned capacity to perform specific tasks or
acquire certain skills.
Examples: Intelligence Tests, Aptitude Tests,
Spatial Ability Tests, etc.
Criterion-referenced test
Purpose: To assess whether students have
achieved specific learning objectives or criteria.
Examples: Rubric-based assessments,
objective-based exams.
Prognostic test
Purpose: It is also known as a predictive test or
predictive assessment, is a type of assessment
designed to predict or forecast future outcomes
or performance.
Examples: Early Literacy Assessments,
Objective Measurement, Longitudinal
Perspective, etc.
Verbal
Purpose: It is commonly used in educational
settings to measure a student's proficiency in
using language, understanding written and
spoken information, and demonstrating verbal
reasoning skills.
Examples: Vocabulary Tests, Reading
Comprehension Tests, Listening Comprehension
tests, etc.
Power test

5

information about students' cognitive abilities,
personality traits, emotional well-being, and
other psychological factors that may influence
their academic performance and overall wellbeing.
Standardized test
Purpose: It is created by external entities and
administered across various schools.
Examples: Such as the SAT (Scholastic
Assessment Test) or ACT (American College
Testing) used for college admissions.
Aptitude test
Purpose: It measures an individual's potential
to develop skills in specific areas. Examples
include the SAT (Scholastic Assessment Test) or
ACT (American College Testing) for college
admissions.
Norm-referenced test
Purpose: To compare a student's performance
to the performance of a larger group (norming
group).
Examples: Standardized tests with percentile
rankings.
Performance test
Purpose: To evaluate students' ability to apply
knowledge and skills in real-world contexts.
Examples: Presentations, projects, portfolios.

Non-Verbal test

Purpose: It is an assessment tool that focuses
on evaluating cognitive abilities, problemsolving skills, and reasoning without relying on
language-based components such as written or
spoken words.
Examples: Analogies, Pattern Recognition and
Spatial Reasoning Tests.
Speed test


University of

San Jose-Recoletos

DPE Class
Name:

______________________________

Activity No.
Purpose: It is a type of psychological or
educational assessment designed to measure
an individual's maximum performance in a
specific area, without placing a strict time limit
on the test-taker.
Examples: Comprehensive final exams,
Research papers or essays and Comprehensive
final exams.
Personality test
Purpose: Like the Myers-Briggs Type Indicator
(MBTI) or the Minnesota Multiphasic

Personality Inventory (MMPI), which assess
personality traits, preferences, and tendencies.

Objective test
Purpose: To assess specific, measurable
learning objectives with clear, correct answers.
Examples: Multiple-choice tests, true/false
questions, matching exercises.
Mastery test
Purpose: The primary focus of a mastery test is
to evaluate whether a student has mastered a
particular subject or skill by demonstrating a
high level of proficiency in the assessed
material.
Examples: End-of-Chapter Tests, Project-Based
Assessments, Performance Assessments, etc.
Summative test
Purpose: To evaluate students' overall learning
and understanding at the end of a unit or
course.
Examples: Final exams, standardized tests, endof-term projects.
Placement test
Purpose: It is an assessment administered to
determine a student's current level of
knowledge, skills, or proficiency in a particular
subject or academic area.

6

Purpose: It is designed to measure how quickly

individuals can complete tasks or answer
questions within a specific time limit.

Intelligence test
Purpose: Its aim to provide a quantitative
measure of an individual's general cognitive
abilities and are often used to assess various
aspects of intellectual functioning, such as
memory, reasoning, problem-solving, and
verbal comprehension.
Subjective test
Purpose: To evaluate understanding through
open-ended responses that require
interpretation.
Examples: Essays, short-answer questions,
open-ended problem-solving.
Preference test
Purpose: The goal is to understand how
students prefer to receive and process
information, engage in learning activities, and
interact with the learning environment.

Formative test
Purpose: To monitor and provide ongoing
feedback during the learning process.
Examples: Classroom discussions, quizzes,
homework assignments, exit tickets.
Diagnostic test
Purpose: To identify students' strengths,
weaknesses, and prior knowledge before

instruction.
Examples: Pre-tests, diagnostic quizzes, concept
mapping.


University of

San Jose-Recoletos

DPE Class
Name:

______________________________

Activity No.

Directions:
From
descriptions
following

the
Activity 5,
after
of
the
different
questions.
Please click

researching
types of
the
link

7

the
definitions
test,
answer the
below:

and


University of

San Jose-Recoletos

DPE Class
Name:

______________________________

Activity No.

Directions:

Evaluatethe

A. Acceptable
B. Acceptable
C. Unacceptable
D. Unacceptable

stem
stem
stem
stem

following

and
but
but
and

CHOOSE THE
LETTER ONLY OF
ABOVE OPTIONS.
PROVIDE
1.

Luis
a. 12
b. 30
c. 52

is

the

twelve years
earth made

items.

acceptable
unacceptable
acceptable
unacceptable

Indicate whether

8

each

item

has

FROM
EACH

THE
ANSWER.

options
options

options
options

THE
A

CORRECT
ANSWER
SHORT EXPLANATION OF

old.
since

How
he

many
was

orbits
born?

around the

sun

has


University of

San Jose-Recoletos

DPE Class
Name:

______________________________

Activity No.
d.
2.

A
a.
b.
c.
d.

365

has
has
has
has

standardized
norms
objectivity
scorability
reliability

3.

Generally,
the
a. validity
b. reliability*
c. usability
d. interpretability

4.

A

5.

9

test

longer

the

test

to
find
on
the

a. diagnostic

b.
c.
d.

reading teacher wants
ready to
move
should she
give?
formative*
placement
summative

A
a.
b.
c.
d.

gumamela
is
incomplete flower
complete
flower*
pistillate
flower
staminate flower

a

the

higher

is

out
next

if
the
lesson. What

its

pupils
kind

are
of

test


University of

San Jose-Recoletos

DPE Class
Test

II

Directions:
of
the
the
rules
GOOD ITEM.

Review the
item, make
in
item

items below. If
anything
is
a
comment
and
revise the
writing. If
nothing is
wrong with

1.

Pineapples
become seedless because of
a. hybrid
b. mutation
c. self-pollination
d. cross-pollination*

2.

The
b.
c.
d.

3.

dark
_____

side
of
moon. a. full

the

moon

is

seen

on

wrong with
any
item
following
the
item, write

the

earth

during

true
force*

about

pulley?

of

the

two

half

new*
gibbous

Which
a. a
b. a
c. a

of
the
fixed
pulley
movable pulley
block and
kinds of

4.

Metamorphic
a. breaking
b. cooling*
c. melting
d. layering

rocks

5.

Which of
the

a. seesaw
b. shovel
c. knife
d. wheelbarrow

following
statements
changes the
direction
gives
a
gain
in
tackle machine is
a
pulley

is
not
of
a
force
combination

change to

igneous rocks

by

following

is

second class

a

lever?


University of

San Jose-Recoletos

DPE Class

Name: Lyle Rey G. Rabsano

Activity No. 8
Directions: Analyze
the
below.
Cite the
items.Then, rewrite
Write your answers

following
principle(s)
the test

on
the

True or
False statements
violated
by
the following
items to
make it
acceptable.
space provided.

1. True-false items provide
for adequate sampling of
objectives and can be
scored
rapidly.
_____________________________________________________________
_____________________________________________________________

2. True-false items are not prone to
guessing.
_____________________________________________________________
_____________________________________________________________

3. True-false items cannot
be
scored
by

an
untrained
person.
_____________________________________________________________
_____________________________________________________________


University of

San Jose-Recoletos

DPE Class
4. Pneumonia is
one of
the leading
causes
of
death.
_____________________________________________________________
_____________________________________________________________

5. Formative Assessment focused
on
learning
process
and
learning
progress
while summative Assessment focused
on

the products
of
learning.
_____________________________________________________________
_____________________________________________________________

Name:

______________________________

Activity No.
Directions: Construct
categories
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.

a
following

five- item test
the guidelines

Multiple ChoiceType of
Test
True
or
False
Modified True or
False
Matching Type
Identification
Fill-in
the blanks
Labeling
Enumeration
Clozed
Type of
Test
Essay

of
in

the
test

9
following
test
constructions.

University of

San Jose-Recoletos

DPE Class
Format
Multiple

Choice Type of

Learning Competencies:

Test

_______________________________

Learning Content:________________________
Grade Level: _____________

Directions:

1.
2.
3.
4.
5.

Name:

______________________________

Activity No.
Directions: Construct

10

a
50- item quarterly
assessment in
own field of
specialization.
Then, administer it
to
least 10
students
for
item analysis.

your
at