JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS
Unit 1: Introduction to Assessment and Evaluation in Mathematics
Lesson 1: Basic Concepts and Principles in Assessing Learning in Mathematics
A. EXPLANATION
Answer the following questions.
1. Differentiate the different types of assessment?
ANSWER:
There are six (6) different types of assessment: formative, summative, diagnostic, placement,
traditional, and authentic assessment.
Formative assessments provide information to both teachers and learners on how they can improve the
teaching-learning process.
Summative assessments are assessment activities that aim to determine learners’ mastery of content or
attainment of learning outcomes.
Diagnostic assessment aims to detect the learning problems or difficulties of the learners’ so that
corrective measures or interventions are done to ensure learning.
Placement assessment is usually done at the beginning of the school year to determine what the
learners already know or what the needs that could inform design of instruction.
Traditional assessment use conventional strategies or tools to provide information about the learning of
students.
Authentic assessment use assessment strategies or tools that allow the learners to perform or create a
product that are meaningful to the learners, as they are based on real-world context.
2. Why does an assessment need to be holistic?
ANSWER:
An assessment need to be holistic because it helps to ensure that curriculum is designed to manifest
real world tasks and provide challenging situations that stimulates the students.
JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS
B. TABLE COMPLETION
Based on the lessons on the basic concepts and principles in assessment in learning, select five
core principles in assessing learning and explain them in relation to your experience with your previous
MATH teacher. (An example is presented below.)
Name: Jellen L. Goco
Course & Year:
School:
Date:
PRINCIPLE
ILLUSTRATION OF PRACTICE
Assessment is learner-centered.
In our Math class in Ninth Grade, our teacher taught us the
lesson about Geometry by letting us find the word/s that
is/are connected with the word “Geometry” and he let us
discuss it in class individually. In my case, I use the word
“line”.
Assessment should have a clear purpose.
In our Math class in Seventh Grade, our teacher taught us
the lesson about Integers by showing us the purpose of the
lesson and giving us some preview about the problems that
we will be solving after the lesson.
Assessment is both process-and productoriented.
In our Math class in Eight Grade, our teacher taught us the
lesson about Algebra, specifically about factoring binomials.
She shows us the method on how to factor binomials and
give us different equations to solve on the board. After the
discussion and practices, she gives us a 5-item test to know
if we really understand the lesson very well.
Assessment is an on-going, continuous
process.
In our Math class in Eight Grade, our teacher taught us the
lesson about Algebra, specifically about factoring binomials.
After knowing the test results, and realizes that some of us
haven’t fully understood the lesson she provides some
easiest method possible and evaluate our progress.
Assessment should be as authentic as
possible.
In our Math class in First year college, our teacher taught us
the lesson about Mathematics in the Modern World by
letting us solve routine and non-routine problems using
different methods and strategies. Also, before the class
discussion he provide us some knowledge that are
inspirational using logical problems that are relatable and
can be used in our everyday problems
JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS
After learning this lesson:
1.
I realized that assessment is an integral part of instruction, as it determines whether or not the
goals of education are being met. It also helps students develop critical thinking and analysis
skills. Students who assess themselves are learning and improving their cognitive skills while
assessment is happening. I also realized that assessment should integrate grading, learning, and
motivation for the students. Well-designed assessment methods provide valuable information
about student learning. They tell us what students learned, how well they learned it, and where
they struggled. We can also use the different types of assessment in learning such as formative
assessment, summative assessment, diagnostic assessment, placement assessment, traditional
assessment, and authentic assessment.
2. As a future teacher, I can apply the concepts I learned through creating new learning
arrangements and selecting appropriate learning materials to meet student’s individual needs.
By using the different types of assessment in learning I would be able to identify the student’s
level of knowledge and their special needs, identify their skills, and I can also design a lesson
plan that can be suitable to every kind of learners and come up with the goals of learning.
JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS
Assessment Planning
Prepare a plan on how you will conduct assessment based on the core principles you have
learned. Choose form the given learning competencies which is based on the K-12 BEC Curriculum Guide
in Mathematics and discuss on how you intend to assess your future students while following the
principles in assessing learning. Use the matrix below. (Note: You may use the given competencies as
many times as possible.)
ASSESSMENT PLAN IN MATHEMATICS
Principle
Competency
Plan for Applying the Principle in your Assessment
Assessment should
have a clear purpose.
solves problems
involving factors of
polynomials
I will ensure that the students know exactly what the
learning target is. Let them know why they are doing
a particular task and where they are going with that. I
think this is a great point as I find myself ‘assuming’
that my students just know why we are doing certain
tasks and what the end results are supposed to be.
Assessment is not an
end in itself.
solves problems
involving factors of
polynomials
I will engage the students in self-reflection, and let
them keep track of and share their learning. This is
basically empowering students to monitor their own
learning and creating a classroom environment of
student-lead learning. So that, assessment will not
become an end of their understanding and learning.
Assessment is
learner centered.
solves problems
involving factors of
polynomials
I will choose assessment methods that are elicit from
my students the kind of learning that I want to
measure. A combination of careful forethought,
knowledge of my own students and analysis of their
work. For example, solving problems involving factors
of polynomials, I want my students to demonstrate
their ability to solve problems and explain the
process.
JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS
Assessment is both
process and productoriented.
solves problems
involving factors of
polynomials
Through a Group work, I will let my students solve a
certain problem involving factors of polynomials and I
will give them time to solve the problem. After that,
they should be able to discuss and show their answers
clearly.
Assessment must be
comprehensive and
holistic.
illustrates a relation
and a function
Show clear examples and models of strong and weak
work: This allows the students to have a vision of
where they are going and what they are aiming for. I
will show them the type of problem they will be able
to solve by the end of the lesson and they should be
able to illustrate a relation and a function.
Assessment requires
the use of
appropriate
measures.
Solves a system of
linear equations in two
variables by (a)
graphing; (b)
substitution; (c)
elimination.
In this competency I will let my student to solve
individually a system of linear equations in two
variables by (a) graphing; (b) substitution; (c)
elimination. And let them compare their answers to
their classmate.
Assessment should
be as authentic as
possible.
finds the probability of
a simple event
I will ask my students to calculate or explain how they
are able to find the probability of a simple event.
These are generally 60- to-90 minute tasks for an
individual (or group projects) on which to work
independently, writing answers to questions and then
interviewed separately.
JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS
Lesson 2: Different Classifications of Assessment
A. EXPLANATION
Answer the following questions.
1. How does the knowledge of the classifications of assessment help improve teaching
specifically in Math?
ANSWER:
The knowledge of the classifications of assessment helps improve teaching specifically in
Math in a way that the teachers are able to identify areas of understanding and
misunderstanding. It also provides helpful feedback to students on their learning and adjusts
their teaching to address students’ needs.
2. How does the knowledge of the classifications of assessment help improve learning
specifically in Math?
ANSWER:
The knowledge of the classifications of assessment helps improve learning specifically in
Math in a way that it indicate to students what they should learn. It specifies and gives
concrete meaning to valued learning goals. For example, if students need to learn to
perform mathematical operation, they should be assessed on mathematical operations.
3. Which classification of assessment is commonly used in the Mathematics classroom setting
and why?
ANSWER:
I think the classification of assessment that is commonly used in the Mathematics
classroom setting is the formative assessment because it monitor student learning that
provide on-going feedback and can be used by instructors to improve their teaching and by
students to improve their learning. More specifically, formative assessments help students
identify their strengths and weaknesses, and target areas that need work.
JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS
B. ANALYSIS AND IDENTIFICATION
Read and analyse each case then identify the kind of assessment involved.
TYPE OF ASSESSMENT
SITUATIONS
Paper-and-Pencil
The Math teacher give a 10-item multiple choice test on factoring
polynomials.
Achievement Test
The teacher in Mathematics wanted to determine how well the
learners have learned about Mathematics curriculum at the end of
the school year. The Iowa test for basic skills on Math was
administered. What kind of assessment was administered?
Speed Test
Teacher Mitch gave a numeracy test using the windows learning
card to the grade 7 students. This was given to identify how many
items could the students answer in 2 minutes.
Power Test Assessment
Teacher Thon, a Math teacher gave a test on rational algebraic
expressions. The test was designed in a way that items were
arranged from simple to complex, given at a specific time frame.
Performance-based Assessment
The Math teacher allowed students to go out and investigate on
how to solve for the height of the trees using the concept of Angle
of elevation and depression.
JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS
C. LISTING
Give five learning tasks in Mathematics that can be measured using the paper-and-pencil test and
another five learning tasks that can be measured using a performance-based assessment. A sample is
presented below.
Learning Tasks that require paper-and-pencil test
Learning tasks that require performance-based
assessment
Identify the parts of a Cartesian plane.
Formulate a problem involving Cartesian plane.
Adding of integers
Create a problem involving adding of integers and
discuss it in the class.
Determine the area of a circle.
Solve the area of a circle using the objects found
outside the classroom.
Determine if the equation shows a relation or a
function.
Illustrates a relation and a function in a creative
way.
Determines dependent and independent
variables.
Write and solve a problem involving dependent
and independent variables.
JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS
After learning this lesson:
1. I realized that in order to plan, create, and select the appropriate kind of assessment, I need to
know the characteristics of the different types of assessment according to purpose, function,
and the kind of information needed about the learners.
2. As a future teacher, I can apply the concepts I learned through assessing students in
meaningful ways that can help them be more motivated and empowered to grow as they
become agents of their own learning. By using the different classification of assessment
according to purpose, function, and the kind of information needed about the learner, I would
be able to plan, create, and select the appropriate kind of assessment.
JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS
SITUATION ANALYSIS THROUGH TABULAR PRESENTATION
Evaluate the given case and complete the table by answering the given questions.
Situation: A teacher in Math wanted to determine how well the learners have learned their lesson on
fractions. After 2 weeks of drills and exercises, the teacher wanted to record how well the learners have
learned about fractions. The specific learning competencies taught by the teacher are (1) adding similar
fractions and (2) solving word problems involving the addition of similar fractions. The school has an
available standardized test on Mathematics, but it covers many topics aside from fraction.
What information does the Math teacher want to
determine among the learners?
The Math teacher wanted to determine how well the
learners have learned their lesson on fractions.
What is the specific learning target that the Math
teacher wants to assess?
The specific learning competences taught by the
teacher are:
(1) Adding similar fractions; and
(2) Solving word problems involving the addition
of similar fractions.
Is the math teacher assessing learning progress or
what the learners have learned?
The Math teacher is assessing learning progress.
Which form of assessment is available that the Math
teacher can use?
The form of assessment that is available and the
Math teacher can use is the Standardized Test on
Mathematics.
How will the Math teacher interpret the results if the
learners have learned?
The Math teacher interprets the results if the learners
have learned through a scoring criteria or the specific
standard.
If you are the Math teachers, do you think using the
standardized test is appropriate? Why?
If I were the Math teacher, I think using the
standardized test is not appropriate because I believe
that scores don’t provide a true picture of a students’
ability. Using this type of test cannot really determine
the learning progress of the students.
JELLEN L. GOCO BSED-MATHEMATICS 3A
What do you think is the most appropriate
assessment to use? Why?
ASSESSMENT AND EVALUATION IN MATHEMATICS
I think the most appropriate assessment to use is the
teacher-made test because this type of assessment is
intended to measure behavior (such as learning) in
line with the objectives of the course or lesson.
JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS
Unit 2: Development of Test in Mathematics
Lesson 1: Planning a Written Test
A. EXPLANATION
Answer the following questions.
1. Why is there a need to have a clear articulation of learning outcomes in making a written
test?
ANSWER:
There is a need to have a clear articulation of learning outcomes in making a written test
because it serves as the foundation to evaluating the effectiveness of the teaching and learning
process.
2. Why is it important to give a test?
ANSWER:
It is important to give a test because it determines whether the students have learned what
they were expected to learn and also it can be used to measure learning progress and achievement
and to evaluate the effectiveness of educational programs.
3. One of the purpose of giving a test is it encourage improvement. Discuss in what way does a
test can encourage improvement?
ANSWER:
A test can encourage improvement in a way that it evaluate and grade students to verify
their learning. The result of a test can motivate the students to study and improve their
understanding. As for the teachers, it can help them to identify the weaknesses and strengths of
their students and through that they will be motivated to create strategies that can help them
improve their teaching.
JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS
After learning this lesson:
1. I realized that in designing a well-planned written test, first I need to identify the intended
learning outcomes in a course, where a written test is an appropriate method to use. These
learning outcomes are knowledge, comprehension, application, analysis, synthesis, and
evaluation. I also realized that test is important in teaching and learning process because It
inform the learners and teachers of the strength and weaknesses of the process, motivate
learners to review or consolidate specific material, it guide the planning or the development of
the on-going teaching, create a sense of accomplishments, determine if the objectives have
been achieved and it also encourage improvement.
2. As a future teacher, I can apply the concepts I learned through practicing and keeping in mind
the way on how to create or plan an effective written test. I will create a test that have a clear
articulation of learning outcomes so that I can determine if my strategy in teaching is effective
or if there is something that I need to improve.
JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS
Lesson 2: Table of Specifications
Answer the following questions.
1. When do you we prepare a table of specifications? Why?
ANSWER:
A table of specifications (TOS) is prepared before the test to make sure that the coverage of the
test is something that is satisfactorily taught in class. It includes information such as what the
purpose of the test is, what will be covered by the test, how it well be tested, etc.
2. What are the importance of TOS?
ANSWER:
The importance of TOS are:
It ensures that the test developed assesses the content taught and the learning
experiences given to the students.
It helps align the test with learning objectives and their cognitive levels.
It makes sure that no important learning objective is left out of the assessment.
JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS
After learning this lesson:
1. I realized that table of specifications (TOS) is a chart that teachers and test developers use in
item writing. It ensures that the test developed assesses the content taught and the learning
experience given to the students. It also helps align the test with learning objectives and their
cognitive levels. I also learned the different formats of Test Table of Specifications. These are:
one-way TOS, two-way TOS, and the three-way TOS.
2. As a future teacher, I can apply the concepts I learned through improving the validity of
teacher-made tests and also I can used what I have learned in creating strategies on how can I
help my students improve their learning as well.
JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS
TOS Making
Design a sample two-way table of specifications in Mathematics. Select 4 consecutive learning
competencies in the Curriculum Guide provided below.
3
4
Poses problems that
can be solved using
Statistics
Formulates simple
statistical
instruments
Gathers statistical
data
4
40
20
2
20
10
2
20
10
2
20
10
10
100
50
10
5
5
5
5
5
5
5
20
TOTAL
DIFFICULT
10%
5
15
Placement of Items
2
Explains the
importance of
Statistic
Creating
1
AVERAGE
30%
Evaluating
EASY
60%
Analyzing
No.
of
Items
Applying
%
Understanding
No.
of
Hrs.
Remembering
No. OBJECTIVES/TOIPICS
1, 2, 3, 4, 5, 6, 7,
8, 9, 10, 11, 12,
13, 14, 15, 16,
17, 18, 19, 20
21, 22, 23, 24,
25, 26, 27, 28,
29, 30
31, 32, 33, 34,
35, 36, 37, 38,
39, 40
41, 42, 43, 44,
45, 46, 47, 48,
49, 50
15
50
50
JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS
Unit 3: Construction of Written Tests in Mathematics
Lesson 1: Construction of Written Test in Mathematics
Answer the following questions.
1. Why is it important to know the guidelines in test construction?
ANSWER:
It is important to know the guidelines in test construction in order to formulate a test that is
valid, reliable, understandable and effective especially to the learners.
2. Make 3 sample questions for each type of test. Take into consideration the guidelines in
constructing such.
a. Supply type test
SAMPLE QUESTION:
1. A branch of mathematics that studies the sizes, shapes, positions angles and dimensions of
things is called _________.( Geometry )
2. It is a flat surface that extends forever in two dimensions, but has no thickness. ( Plane)
b. True or False test
SAMPLE QUESTION:
1. A questionnaire may or may not be delivered in the form of a survey, but a survey always
consists of a questionnaire.
2. Examples of statistical instruments are questionnaire and survey samplings.
JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS
c. Matching Type Test
SAMPLE QUESTION:
Directions: The definition of a geometric term is in the left-hand column below. Place the
letter corresponding to the geometric term in the space next to the definition of the
geometric term. Each match is worth 1 point.
DEFINITION
GEOMETRIC TERM
1. A geometric figure that has for equal
sides.
A. Circle
2. A____________is all points in the
B. Square
same plane that lie at an equal
distance from a center point.
d. Multiple Choice Tests
SAMPLE QUESTION:
1. This type of statistics is used to describe the gathered information.
A. Descriptive
B. Interpretative
C. Inferential
D. Differential
2. What type of statistics will you use if you intend to summarize and describe the gathered
data?
A. Descriptive
B. Interpretative
C. Inferential
D. Differential
JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS
After learning this lesson:
1. I realized that construction of written tests in Mathematics is a serious and complicated matter
that involves many essential components, such as: outline of test development process, test
length, test instruction, test layout, plight of the student, classification of test items, and item
writing commandments.
2. As a future teacher, I can apply the concepts I learned through familiarizing the outline of test
development process, know the rules in test length, identify the guidelines in test direction and
test lay-out, determine the different classifications of tests, and apply the commandments in
making a test. I can also use it as a guide to construct a test items that are reliable, valid, and
understandable.
JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS
Test Construction
Design a two-way table of specifications in Mathematics (50-items test). Include at least 5
topics/competency. After which, make a 50-item multiple choice test based on the Table of
Specifications (TOS) you crafted. Make sure to be guided by the commandment in making a multiple
choice test.
4
TOTAL
40
20
2
20
10
2
20
10
2
20
10
10
100
50
10
5
DIFFICULT
10%
5
5
5
5
5
5
20
5
15
50
15
Placement of Items
3
Poses problems that
can be solved using
Statistics
Formulates simple
statistical
instruments
Gathers statistical
data
4
Creating
2
Explains the
importance of
Statistic
AVERAGE
30%
Evaluating
1
Analyzing
EASY
60%
Applying
%
Understanding
OBJECTIVES/TOPICS
No.
of
Items
Remembering
No.
No.
of
Hrs.
1, 2, 3, 4, 5, 6, 7,
8, 9, 10, 11, 12,
13, 14, 15, 16,
17, 18, 19, 20
21, 22, 23, 24,
25, 26, 27, 28,
29, 30
31, 32, 33, 34,
35, 36, 37, 38,
39, 40
41, 42, 43, 44,
45, 46, 47, 48,
49, 50
50
JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS
Directions: Choose the letter that corresponds to your answer. Write your answer on a separate sheet.
1. This type of statistics is used to describe the gathered information.
A. Descriptive
B. Interpretative
C. Inferential
D. Differential
2. What type of statistics will you use if you intend to summarize and describe the gathered data?
A. Descriptive
B. Interpretative
C. Inferential
D. Differential
3. Which of the following refers to the techniques by which data are collected, presented, organized,
analyzed and interpreted?
A. Statistical Instrument
B. Survey
C. Statistic
D. Questionnaire
4. The set of questions asked in a survey or interview is called ______.
A. Questionnaire
B. test questions
C. statistical instrument
D. survey
5. This field or agency uses Statistics to improve existing policies and procedures in the detachment.
A. Medicine
B. Education
C. Business
D. law enforcement
6. Statistics is used in this field or agency to assess academic performance in the class.
A. Medicine
B. Education
C. Business
D. law enforcement
JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS
7. The importance of Statistics in this field or agency is that it initializes plans and programs for the
Constituents of the City.
A. Research
B. Business
C. Government
D. Law enforcement
8. Statistics is used in this field or agency to assess patient’s improvement.
A. Medicine
B. Business
C. Education
D. Research
9. What device is used to gather or collect the needed data of a study?
A. Instrument
B. Statistic
C. Survey
D. Statistical Instrument
10. What form of a statistical instrument is used in investigating the opinions or experiences of (a group
of people) by asking them questions?
A. Instrument
B. Statistic
C. Survey
D. Statistical Instrument
11. Which of the following is NOT a technique or process that is involved in statistics?
A. Collecting
B. Interpreting
C. Designing
D. Describing
12. A certain school is conducting a survey on the proposal of DepEd Central Office for a face-to-face
mode of learning by the 2nd Quarter of SY 2020-2021. What process in statistics is involved in this
activity?
A. Summarizing
B. Interpreting
C. Describing
D. Collecting
JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS
13. If a researcher wishes to collect data regarding the number of beach goers at ONSE ISLA in
Zamboanga City for the year 2020, then which of the following instrument is best to use?
A. Questionnaire
B. test questions
C. statistical instrument
D. survey
14. Studying the best vaccine for Covid-19 is an activity that involves Statistics, particularly in the field
of_________.
A. Government
B. Research
C. law enforcement
D. business
15. Predicting the supply and demands of dressed chicken every Christmas season uses statistics,
particularly in the field of_________.
A. Government
B. Research
C. Business
D. law enforcement
For numbers 16-18, refer to the scenario below.
JELLEN L. GOCO BSED-MATHEMATICS 3A
ASSESSMENT AND EVALUATION IN MATHEMATICS