COLLEGE OF EDUCATION

University of the Philippines

Diliman, Quezon City

EDRE 146
Educational Testing and Assessment

Instructor: Prof. Marlon Ebaeguin Consultation: M 1 – 4

Rm 212 TTh 12 – 2.30
mcebaeguin@up.edu.ph F 2.30 – 5.30

A. Course Catalogue Description

1. Course Description: Principles and functions of educational assessment, types of
tests, their construction, administration and interpretation
2. Course Credit: 3 units
3. Meeting type and
Number of Hours: Lecture (3 hours/week)
4. Course Goal: To provide students with the experience of designing and
conducting classroom assessment as an integral part of the teaching-learning
process.

B. Rationale
The course addresses the Assessment and Reporting Domain of the Philippine Professional Standards for
Teachers (DO 42, s. 2017) which expects teachers to be able to “apply a variety of assessment tools and strategies
in monitoring, evaluating, documenting and reporting learners’ needs, progress and achievement.”

C. Course Outline
1. Course Outcomes (CO)
Upon completion of the course, students should be able to:
CO 1. Explain the role of assessment in the teaching-learning process;
CO2. Explain issues surrounding educational assessment;
CO 3. Demonstrate working knowledge of basic concepts in psychometrics through a combination of
study and analysis of test item data;
CO 4. Construct a valid and reliable classroom test;
CO 5. Use computer software to analyze assessment data;
CO 6. Utilize test results to inform instruction.

2. Course Content
Lecture Topics
I. Introduction to Educational Testing and Assessment
- History, role, principles, functions, limitations, and issues surrounding it
II. Different types of tests and what they measure
- Achievement Test
* Table of Specifications
* Revised Bloom’s Taxonomy
- Aptitude Test
- Diagnostic Test
- Intelligence Test
- Career Test
- Personality Test
III. Classical test theory and Item Response Theory
IV. Reliability and its importance
- Types of reliability
 V. Validity and its importance
- Types of validity
- Guidelines for administering tests
VI. Different types of test items and how they are constructed
- Selected item response (Multiple Choice, Matching Type, True-False)
- Constructed item response (Short-answer and completion, Essay items
(restricted and extended))
VII. Other forms of assessment
- Portfolio
- Performance-based
- Rubric construction
VIII. Levels of Measurement and its importance
IX. Basic descriptive statistics
- Measure of central tendency and dispersion
- Frequency tables and graphical representations of data
X. Item analysis and distracter analysis
XI. Norms and percentiles
- Norm-referenced scores
- Criterion-referenced scores
- Quantiles
- Normal distribution
XII. Differential Item Functioning and Test bias
XIII. The law, testing, and ethics
- Issues on testing

3. Course Schedule

Week Date Learning Topics Essential/ Teaching and Readings/

Outcomes Key Questions Learning Learning
Activities Resources
1 7 Aug Be familiar with Course overview Assignment 1 https://uvle.upd.
the structure and Get your UP edu.ph
requirements of email account and
the course enroll in the 146
class in UVLE

9 Aug Discuss the Introduction to How did testing Lecture- R21. pp 1-22
history of educational testing start? discussion
educational and assessment
testing and (history, role, Why do
assessment, what principles, testing?
and why we functions,
assess, and some limitations, and
What are the
issues issues surrounding
different issues
surrounding it)
assessment surrounding
testing?
Discuss the
different
legislations and
policies that
affect the use of
tests in society.
Week Date Learning Topics Essential/ Teaching and Readings/
Outcomes Key Questions Learning Learning
Activities Resources
2 14 Aug Discuss the Introduction to How did testing Lecture- R21. pp 1-22
history of educational testing start? discussion
educational and assessment
testing and (history, role, Why do
assessment, what principles, testing?
and why we functions,
assess, and some limitations, and
What are the
issues issues surrounding
different issues
surrounding it)
assessment surrounding
testing?
Discuss the
different
legislations and
policies that
affect the use of
tests in society.
16 Aug Compare teacher Different types of What are the Lecture- R21 pp 199-316
made with tests and what advantages and discussion
standardized tests they measure disadvantages
of a teacher- Reporting (3)
Construct a table -Achievement made test as
of specifications Tests opposed to a
(TOS) *Table of
standardized
specifications
test?
Discuss other *Revised
types of test and Bloom’s
what they Taxonomy How do you
measure. construct a
table of
specifications?

How are the

different types
of tests used
and how can
they be utilized
to maximize
student
learning?
3 21 Aug Holiday
23 Aug Compare teacher Different types of What are the Lecture- R21 pp 199-316
made with tests and what advantages and discussion
standardized tests they measure Disadvantages
of a teacher- Reporting (3)
Construct a table -Achievement made test as
of specifications Tests opposed to a
(TOS) *Table of
standardized
specifications
test?
Discuss other *Revised
types of test and Bloom’s
what they Taxonomy How do you
measure. construct a
table of
specifications?
Week Date Learning Topics Essential/ Teaching and Readings/
Outcomes Key Questions Learning Learning
Activities Resources
4 28 Aug Compare teacher Different types of What are the Critiquing table of R21 pp 199-316
made with tests and what advantages and specifications of
standardized tests they measure disadvantages some tests
of a teacher-
Construct a table -Achievement made test as
of specifications Tests opposed to a
(TOS) *Table of
standardized
specifications
test?
Discuss other *Revised
types of test and Bloom’s
what they Taxonomy How do you
measure. construct a
table of
specifications?
30 Aug Discuss other -Aptitude Test How are the Lecture- R21 pp 199-316
types of test and -Diagnostic Test different types discussion
what they -Intelligence Test of tests used
measure. and how can Reporting (3)
they be utilized
to maximize
student
learning?
5 4 Sept Discuss other -Career Test How are the Lecture- R21 pp 199-316
types of test and -Personality Test different types discussion
what they of tests used
measure. and how can Reporting (2)
they be utilized
to maximize
student
learning?
5 6 Sept Differentiate Classical test What is IRT, Lecture- R21 pp 111-124
classical test theory and Item and what discussion
theory from Item Response Theory advantages
Response Theory, does it have
over classical
test theory?
6 11 Sept Discuss the Reliability and its Why should a Lecture- R21 pp 39-64
importance of importance test be reliable? discussion
reliability -Types of
reliability Reporting (4)
Identify the
different types of
reliability

Compute for the

reliability of
instruments
13 Sept Discuss the Reliability and its Why should a Lecture- R21 pp 39-64
importance of importance test be reliable? discussion
reliability -Types of
reliability Reporting (4)
Identify the
different types of
reliability
Week Date Learning Topics Essential/ Teaching and Readings/
Outcomes Key Questions Learning Learning
Activities Resources
Compute for the
reliability of
instruments
7 18 Sept Discuss the Validity and its How do Lecture- R21 pp 65-82
importance of importance reliability and discussion
validity -Types of validity validity
interplay? Reporting (3)
Identify the -Guidelines for
different types of administering
validity tests

Explain how the

administration of
a test affects the
validity of the test
20 Sept Discuss the Validity and its How do Lecture- R21 pp 65-82
importance of importance reliability and discussion
validity -Types of validity validity
interplay?
Identify the -Guidelines for
different types of administering
validity tests

Explain how the

administration of
a test affects the
validity of the test
8 25 Sept Construct Different types of How do you Lecture- R21 pp 125-224
different types of test items and how construct discussion
test items they are different types
constructed of test items? Reporting (3)
-Selected item
response
(Multiple
Choice,
Matching Type,
True-False
27 Sept Construct -Constructed How do you Lecture- R21 pp 125-224
different types of item response construct discussion
test items (Short-answer different types
and completion, of test items? Reporting (3)
Essay items
(restricted and
extended))
9 2 Oct How do you Critiquing of R21 pp 125-224
construct previous tests
different types
of test items? Workshop on test-
item writing
4 Oct Finalise Project 1

No meeting but
will be available
for consultation.
10 9 Oct Midterm Exam
11 Oct Discuss other Other forms of How do you Lecture-
Week Date Learning Topics Essential/ Teaching and Readings/
Outcomes Key Questions Learning Learning
Activities Resources
types of assessment construct discussion
assessment and -Portfolio rubrics for
what they -Performance- alternative Reporting (3)
measure based assessment?
-Rubrics
Discuss the
(dis)advantages
of these
alternative
assessments

Construct a set of
rubrics
11 16 Oct Discuss other Other forms of How do you Collaborative
types of assessment construct work
assessment and -Portfolio rubrics for
what they -Performance- alternative Critiquing of
measure based assessment? rubrics
-Rubrics
Discuss the
Constructing
(dis)advantages
rubrics for
of these
alternative critiquing rubrics
assessments and TOS

Construct a set of
rubrics
18 Oct Perform some Levels of How do use Lecture
basic statistics measurement and descriptive
computations its importance statistics to Peer tutorial
(measures of interpret test
centre, variability, results?
and correlation)
12 23, 25 Perform some Basic descriptive How do use Lecture
Oct basic statistics statistics descriptive
13 30 Oct computations -Measure of statistics to Peer tutorial
(measures of central tendency interpret test
centre, variability, and dispersion results?
and correlation) -Frequency tables
and graphical
representations
of data
1 Nov Holiday
14 6 Nov Prepare
achievement
test results for
Project 2
8 Nov Compute for Item Analysis and What are the Lecture R21 pp 151-176
15 13, 15 discrimination distracter analysis characteristics
Nov index and index of a good test Workshop on
of difficulty item? using spreadsheet

Interpret the
indices for test
development and
item-writing
16 20 Nov No formal Project (item
Week Date Learning Topics Essential/ Teaching and Readings/
Outcomes Key Questions Learning Learning
Activities Resources
meeting but analysis report)
will be
available for
consultation
22 Nov Interpret Norms and How do you Workshop on R21 pp 83-110
17 27, 29 performance on a percentiles interpret using spreadsheet
Nov test using raw -Norm- performance on
scores and using referenced a test?
the reliability of a scores
test -Criterion-
referenced
Utilize test results scores
to inform -Quantiles
instruction -Normal
distribution
18 4 Dec Discuss the Differential Item How do you Lecture- R21 pp 319-
different models Functioning and make a test that discussion 356
of test bias Test bias is bias-free?

Utilize test results

to inform
instruction
6 Dec Discuss the The law, testing, What are the Reporting (1)
different and ethics ethical
legislations and considerations Debate
policies that -Issues on testing when it comes
affect the use of to testing?
tests in society.
What do you
think about
national
testing?
19 11 Dec Final Exam

4. Course Requirements
Class Participation and Attendance 10%
Exercises and Assignments 10%
Reporting 15%
Midterm Exam 15%
Final Exam 20%
Project 1 (Achievement test) 15%
Project 2 (Item analysis report) 15%

5. Classroom policies
5.1 All requirements shall be submitted online via UVLE. Late submissions will incur a 5% deduction per
day late (including weekends and holidays).
5.2 Anticipated absences must be communicated asap. You will be dropped from the roll if you incur at
least 7 absences. ATTENDANCE (Revised UP Code: Art. 346)
“When the number of hours lost by absence of a student reaches 20% of the hours of recitation,
lecture, laboratory, or any other scheduled work in one (1) subject, s/he shall be dropped from the
subject; provided, a faculty member may prescribe a longer attendance requirement to meet special
needs. If the majority of the absences is excused, a student shall not be given a grade of 5.00 upon
being thus dropped (often referred to as “forced drop”); but if the majority of the absences are not
 excused, the student shall be given a grade of 5.00 upon being thus dropped. Time lost by late
enrolment shall be considered as time lost by absence.”
5.3 Come to class on time. Grace period of 10mins will be given, after which you will be marked as late. 3
lates = 1 unexcused absence.

D. References and Resources

R1. Addressing achievement gaps (2009). Policy notes: News from the ETS Policy Information Center.
17(1), Winter. Retrieved January 12 at http://www.ets.org/Media/Research/pdf/PICPN171.pdf.
R2. American Association of School Administrators. (1997). Competency standards in student assessment
for educational administrators. Retrieved January 21, 2007 at
http://www.unl.edu/buros/bimm/html/article4.html.
R3. American Federation of Teachers, National Council on Measurement in Education & National
Education Association. (1990). Standards for teacher competence in educational assessment of
students. Retrieved January 21, 2007 at: http://www.unl.edu/buros/bimm/html/article3.html.
R4. American Psychological Association. (2002). Publication manual of the American Psychological
Association. (5th Ed.). Washington, DC: Author.
R5. Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives, handbook I: Cognitive domain. New
York: McKay.
R6. Busick, H. & Stone, E. (2011). Recommendations for conducting differential item functioning (DIF).
Analyses for students with disabilities based on previous DIF studies. ETS RR-11-34.
R7. Coaley, K. (2014). An introduction to psychological assessment and psychometrics. Los Angeles, CA:
SAGE.
R8. Cumming, J. J. (2008). Legal and educational perspectives of equity in assessment. Assessment in
Education: Principles, Policy & Practice, 15(2), 123-135.
R9. Diederich, P. B. (1973). Short-cut statistics for teacher-made tests. Retrieved January 20, 2007 at
http://www.unl.edu/buros/biaco/pdf/teachermade.pdf.
R10. Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J.B. Baron and J. J.
Sternsberg (Eds.) Teaching thinking skills: Theory and practice. New York: W. H. Freeman.
R11. Griffin, P. (2018). Assessment for teaching. Cambridge, United Kingdom: Cambridge University
Press.
R12. Kirpes, A. L. & Price, C. (2009). Demystifying assessments: Understanding the test development
process in large-scale assessments. Edge, January/February, 4(3), 3-19.
R13. Koelsch, N., Estrin, E., & Farr, B. (1995). Guide to developing equitable performance assessments.
San Francisco, CA: WestEd.
R14. Koretz, D. M. (2008). Measuring up : what educational testing really tells us. Cambridge, Mass.:
Harvard University Press.
R15. Magno, C. (2010). A brief history of educational assessment in the Philippines. Educational
measurement and evaluation review. 1, 140-149. Retrieved from
http://nespap.unescobkk.org/wp-content/uploads/2015/12/A-Brief-History-of-Educational-
Assessment-in-the-Philippines.pdf.
R16. Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing student outcomes. Performance
assessment using the dimensions of learning model. Alexandria, VA: Association for
Supervision and Curriculum Development.
R17. Nitko, A.J. (2007). Using Mental Measurement Yearbook Review and other materials to evaluate a
test. Retrieved January 21, 2007 at: http://www.unl.edu/buros/bimm/html/lesson02.html.
R18. Nitko, A.J. & Brookhart, S. (2011). Educational assessment of students. Boston: Pearson.
R19. Plake, B. S., Buckendahl C. W. & Impara, J. C. ( 2004). Classroom-based assessment system for
science: A model. Washington, DC: National Academy of Sciences.
R20. Quellmalz, E. S. (1987). Developing reasoning skills. In J.B. Baron and J. J. Sternsberg (Eds.)
Teaching thinking skills: Theory and practice. New York: W. H. Freeman.
R21. *Salkind, N. (2013). Tests and measurement for people who (think they) hate tests and measurement.
Thousand Oaks, California : SAGE Publications.
R22. Salkind, N. (2014). Statistics for people who (think they) hate statistics. Thousand Oaks, Calif. :
SAGE Publications.
R23. Southwest Regional Development Laboratory. Reading assessment database-overview. Retrieved
January 13, 2011 at http://www.sedl.org/reading/rad/.
R24. Stiggins, R. (2008). Assessment For learning. The achievement gap and truly effective schools.
Portland: ETS Assessment Training Institute. Retrieved January 16, 2012 at
http://www.ets.org/Media/Conferences_and_Events/pdf/stiggins.pdf.
R25. Thomas, C.L. (2002). AvalioanoeducacionalnosEstadosUnidos: um impeto para areforma da Escola
Pablica (Educational assessment in the U.S.A.: An impetus for public school reform). In
Associao de Professores de Portuguese (Ed.), Portugue Association de Professores de
Professorespropostas para o futuro 3. Lisboa, Portugal: Associao de Professores de Portuguese.
R26. Wren, S. (2001). The cognitive foundations of learning to read: A framework. Austin, TX. Southwest
Educational Development Laboratory.
R27. Wren, S. (2011). Methods of assessing cognitive aspects of early reading development. Retrieved
January 13, 2011 at The Southwest Educational Development Laboratory • www.sedl.org.