Assessment in

Secondary Social
Studies

Michael P. Vale
CATEGORIES OF ASSESSMENT
INSTRUMENTS
• BY MODE- based on the manner or method of
assessing students
• TRADITIONAL- Most pervasive and done in paper and
pencil test.
• Students are given less freedom in responding to
questions and the responses are dependent on the given
options/parameters
• AUTHENTIC- Assessment that allows freedom to the
learners in making responses and employs methods
beyond pencil and paper test to measure variety of
student learning outcomes, individual or group.
CATEGORIES OF ASSESSMENT
INSTRUMENTS
• BY CONSTRUCTION-
• STANDARDIZED- Tools prepared by experts.
• Requires a uniform procedure of administering and
interpreting results based on it’s well-established
“standards”
• NON-STANDARDIZED- Prepared by the teacher which
is also known as the “teacher-made” test.
• This test is exclusive of a teacher, organization of entity
for specific purpose on the “norm” set according to those
clear criteria
CATEGORIES OF ASSESSMENT
INSTRUMENTS
• BY VALUE JUDGEMENT
• NORM REFERENCED- Comparing students
performance to others
• CRITERION REFERENCED- To determine how the
learners achieve set of criteria in a required
performance
• IPSATIVE ASSESSMENT- The learner determines
how high or low his present performance to the
previous in a similar or different forms of instrument
but with a same purpose. Known also as self-
reference assessment.
TABLE OF
SPECIFICATION
BASIC ELEMENTS
 TABLE OF SPECIFICATION
• A plan prepared by the classroom teacher
as a basis for test construction, specially a
periodic test.
• A two way chart which describes the
topics to be covered by a test and the
number of items or points which will be
associated with each topic.
TABLE OF SPECIFICATION- ELEMENTS

• CONTENT
– TOPICS/LESSON- Topics and subtopics
covered in the teaching-learning process
– LEARNING DOMAINS- Developmental
learning components in the child or learner
– LEARNING OBJECTIVES- Learning
outcomes that a teacher desired students to
learn.
TABLE OF SPECIFICATION- ELEMENTS

• TIME
– INSTRUCTIONAL TIME- The length of time,
in minutes or hours, allotted to finish the entire
topic or lesson
– ASSESSMENT TIME- The duration or time
allotted for the entire assessment period.
Considered as the length of time that an
“average” learner is able to finish answering
the item.
TABLE OF SPECIFICATION- ELEMENTS

• ITEM/SCORE
– TOTAL ITEMS/SCORE- The perfect score in
the entire assessment in all domains
– NO. OF ITEM- The number of items given to
contact hours of each topic.
– DOMAIN ITEM DISTRIBUTION- Specific
items given to each domain.
 BEHAVIORAL KEYWORDS FOR
COGNITIVE LEARNING OBJECTIVES
STEPS IN CREATING THE TABLE
OF SPECIFICATION
• Identify the topics discussed
• List down objectives for each topic
• Identify the contact hours given for each
topic/objective
• Compute for the number of items to be
given to each topic/objective
– The formula is:
(No.of Hours/Total No. of hours) x Total number
of items.
STEPS IN CREATING THE TABLE
OF SPECIFICATION
• Distribute the items to the different
domains and assessment type (as
proportionally as possible)
• Create the questions/ assessment task
• NOTE: The last two steps may be done
altogether
MARAMING SALAMAT PO!
“WHEN YOU ARE
TIRED WITH WHAT
YOU’RE DOING,
ALWAYS GO BACK
TO YOUR REASON
WHY.”
BREAK THE
ODDS,
CONQUER YOUR
FEARS,
BE THE NEXT LET
TOPNOTCHER!

-MICHAEL P. VALE
Licensed Professional
Teacher (LPT)
September 2016 LET,
4th National Placer