Aurora F. Fernandez, Ed. D.
National Education Testing and Research Center
Department of Education
Defining a Standard (Webster, 1994)
 basis of comparison in measuring or
judging capacity, quality, etc.
 a measure of adequacy; if meeting the
requirements of, a standard or role model
2
Assessment
 It is the gathering of information and evidence about the
performance of individuals in tests and other measures.
 It facilitates broad communication and dialogue focused
on outcomes or qualitative and quantitative data.
 On the national scale, results of assessment are means to
assess fulfillment of goals and serve as bases for
formulating and implementing policies that lead to
upgrading performance standards of education in general.
3
Broadly, the objectives of assessment in education are to:
1.
assess readiness of learners for subsequent grade/year levels in the education
ladder
2.
ensure that quality learning is being effected by the system
3.
assess the appropriateness, adequacy and timeliness of inputs and processes at
each stage/phase of the system
4.
continuously monitor progress or positive change and improvement in a program
5.
identify strengths and weaknesses of a program, with focus on its components –
inputs, processes and transactions
6.
identify gaps and/or duplications in processes, activities and efforts toward
attaining the program goals
6.
reduce duplication of efforts and investments in material and human resource
inputs and processes in the implementation of the program
7.
provide basis for decisions and policy toward sustenance and/or improvement to
adapt to emerging needs of the program
8.
provide basis for feedback to all the stakeholders – policy makers, educators,
teachers, et. al.
4
Post Grade 12 – University Admission Exam, COC-TESDA
End of Stage 4 Assessment:
National Basic Education Competency Assessment (NBECA);
Senior High School Diploma
SY 2017 - 2018
Grade 12
End of Stage 3 Assessment:
National Achievement Test (NAT);
Junior High School Certificate
SY 2015 - 2016
Grade 10
Proposed
Assessment
Framework
for K to 12
National
Level
Senior Level
Junior Level
National Career Assessment Examination
(NCAE)
Grade 9
End of Stage 2 Assessment:
National Achievement Test (NAT);
Elementary School Certificate
(will commence on SY 2017 – 2018)
Grade 6
End of Stage 1 Assessment:
Grade 3
National Achievement Test (NAT)
(will commence on SY 2014 – 2015)
Elementary
Level
Grade 1
Kindergarten
Placement / Diagnostic Test Assessment
FLO*
Formal
Delivery
System
Philippine Educational Placement Test (PEPT)/
Philippine Validating Test (PVT)
Alternative
Delivery
System
(ALS)
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*FLO is the acronym for Flexible Learning Options
Post Grade 12 – University Admission Exam, COC-TESDA
Grade 12
Senior Level
Grade 10
Junior Level
Proposed
Assessment
Framework
for K to 12
Grade 9
Grade 6
School-Based
Level
Grade 3
End of Stage 1 Assessment:
Early Grade Reading Assessment (EGRA) in Filipino &English
and Early Grade Math Assessment (EGMA);
(will commence on SY 2014 – 2015)
Grade 1
Early Grade Reading Assessment (EGRA)
in the Mother Tongue
Kindergarten
School Readiness Yearend Assessment (SReYA)
in the Mother Tongue
Elementary
Level
Placement / Diagnostic Test Assessment
Formal
Delivery
System
Philippine Educational Placement Test (PEPT)/
Philippine Validating Test (PVT)
Alternative
Delivery
System
(ALS)
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Planning the Test
Developing the Table of Test Specifications
Item Writing
Test Assembly and Review of Test Items
Pilot Testing or Try Out of the Test
(at least 2 forms of the final test)
Item Analysis
Validity/Reliability
Reject
No
Items
Useful
Yes
Organize final form of the Test
Norming
Preparation of the Test Manual
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An example of a Table of Specifications for Grade III – Science
Knowledge
of Specific
Fact
Understanding
of Basic
Concepts and
Principles
Observing
and
Describing
Objects
Comparing,
Classifying
Objects based on
Observable
Characteristics
Making
Inferences
from
Observation
Total
Number
of Items
Item
Placement
Percent
of
Items
People
2
3
3
3
2
13
1 – 13
32.5%
Animals
2
3
3
3
3
14
14 – 27
35%
Plants
2
3
3
3
2
13
28 – 40
32.5%
Number
of Items
6
9
9
9
7
40
Percent
of Items
15%
22.5%
22.5%
22.5%
17.5%
Behavior
Content
100%
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TAXONOMY OF
THINKING SKILLS
DEFINITION
1. Knowledge
 Remember or recall facts, concepts, method, procedures
2. Comprehension
 Understand facts and principles
 Interpret charts and graphs and verbal materials
 Translate verbal materials to mathematical formula
 Estimate future consequences implied in the data
3. Application
 Use of materials learned in actual context
 Apply concepts/principles to new situation
 Solve mathematical problems
 Demonstrate correct usage of a method or process
4. Analysis
 Understand different elements and how they fit together
 Divide whole into different component elements
 Distinguish facts from inference
 Identify organizational structure of work (art, music,
writing)
5. Synthesis
 Combine separate knowledge into one whole
 Putting bits of information together
 Relate and integrate information
6. Evaluation
 Judge the worth of an event, object or idea of a given
principle using definite criteria
 Express and defend a point of view
TEST # &
TEST
ITEM #
% RANK
OF USE
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ENGLISH
1. Use verbs in the simple present tense
2. Use reflexive pronouns
Grammar/
Language
Skills
3. Predict outcome based on the selection
4. Sequence events in the selection
5. Determine cause and effect relationship
Reading
Comprehension
Skills
in a given selection
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SCIENCE
1.
2.
3.
4.
5.
Differentiate physical from chemical
changes/processes by giving examples
Identify major parts of the circulatory system/and their
functions
Illustrate the interdependence of plants and animals
for gases through the oxygen-carbon dioxide cycle
Explain the effects of change in materials on health
and the environment
Describe characteristics of stars and how group of stars
are useful to people
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1.
Congruency of the item with the competency/skill tested is of prime importance.
2.
The applicability of the variety of multiple choice test type in item writing should always be
considered.
3.
Textbooks are used as refreshers for concepts, principles, etc., but a good item is free from textbook
jargon. Any item, even nicely stated concept/examples and illustrations but obviously taken from
the book is categorized as a knowledge item.
4.
Cite the source of the text when lifting a paragraph or even capturing an essential part from a story.
5.
In choosing your selection material, pick topics which can impart great virtues or higher values in
both levels: Elementary and Secondary levels. Values education is integrated into the curriculum.
6.
Adapt your vocabulary or the phrasing of stem to the level of the group you will test.
7.
Avoid changing the names and places in an old item because this does not create a new item.
8.
Maximize the use of graphs, illustrations, tables used in the stem by developing two or three items
out of it.
9.
Avoid unnecessary words/sentences in the stem. A simple and direct question is preferable.
10.
Formulate the distracters skillfully where homogeneity of options is seen.
11.
Always avoid irrelevant clues to the correct answer such as:
a. Repeating clue words found in both the stem and in the options
b. The longest option that explains the answer
12.
When an item calls for the BEST answer, see to it that the wrong options are partially correct.
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1.
Raw Scores
The pupils’ raw scores are transformed into mean raw scores. For
instance, for standard setting purposes, measures of central
tendencies are used in computing the NAT performance:
Mean Raw Score (MRS). This refers to the average number of
items correctly answered by pupils in each school structure using the
formula:
X =∑X
N
Where:
X
= this refers to the Mean (Average)
∑X
= it is the summation of individual scores
N
= the total number of examinees
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2.
Mean Percentage Score (MPS)
The pupils’ raw scores are transformed into Mean Percentage
Scores (MPS). This indicates the ratio between the number of
correctly answered items in a test and the total number of items.
a.
b.
Subject Area MPS
Subject Mean Score Obtained
MPS =
Subject Total Number of Items
x 100
Aggregate or Total Score
Mean Aggregate or Total Test Score Obtained
MPS =
x 100
NAT Total of Items (G6) 200
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 A 50 MPS in one subject area, for instance, would mean that an
examinee correctly answered 20 of the 40 test items (NAT G6).
Further, a 60 MPS in the total test would mean that an examinee
correctly answered 6 out of 10 questions in the test.
 A mean percentage score of 75 in a 40-item test would mean that
30 items were answered correctly.
 The NAT scores are both Normative-Referenced type where the
performance is gauged against the average performance of a
group (e.g. national, regional and division levels); and as
Criterion-Referenced type when there is a prescribed
competency level which should be attained.
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1.
Normal Curve Distribution
This is a statistical distribution wherein the top 16
percent of the continuum is considered high; the
middle 68% as average and the extreme end 16
percent of the same continuum is taken into account
as low performance.
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NAT Standards
2.
The Mastery Level
Percentage
Descriptive Equivalent
96% - 100%
Mastered
86% - 95%
Closely Approximating Mastery
66% - 85%
Moving Towards Mastery
35% - 65%
Average
16% - 34%
Low
5% - 15%
Very Low
0% - 4%
Absolutely No Mastery
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3.
Quartile Distribution
This is a distribution of scores into four equal
percentage points. The 1st quarter or uppermost/superior
(25%); 2nd quarter, upper average (25%); 3rd quarter, lower
average (25%) and 4th quarter, poor (25%).
Quartile Distribution
76 – 100
51 – 75
26 – 50
0 – 25
Q1
Q2
Q3
Q4
Descriptive Equivalent
Superior
Upper Average
Lower Average
Poor
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4.
Proposed Standards of Achievement
Standards of
Achievement
Descriptive
Equivalent
90% - 100%
75% - 89%
Superior
Meeting the Standard
35% - 74%
0% - 34%
Below Standard
Poor
(DECS Order No. 46, s. 1983)
75 passing score/cut-off score set
by the Department of Education
Based on the Mastery Levels of
the NAT
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NCAE Standards
1.
Percentile Rank (PR)
PR
Standard Scores
Descriptive Rating
PR 99+
Excellent (E)
PR 98 – 99
Very High (VH)
PR 86 – 97
Above Average (AA)
PR 51 – 85
Average (A)
PR 15 – 50
Low Average (LA)
PR 3 – 14
Below Average (BA)
PR 1 – 2
Poor (P)
PR 0 - .99
Very Poor (VP)
Descriptive Rating
800
700
High
600
500
400
Average
300
200
Low
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OIISSS* Level
Levels of Preference for the Occupational Interest
76% - 100%
High Preference (HP)
51% - 75%
Moderate Preference (MP)
26% - 50%
Low Preference (LP)
0% - 25%
Very Low Preference (VLP)
* Occupational Interest Inventory for Secondary Schools Students
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The Normal
Curve as the
Point of
Reference for
the Standards
in Assessment
NAT
a. Mastery Level
0-4
b. Quartile
Distribution
5-15
35-65
66-85
86-95
96-100
0 – 25
26 – 50
51 - 75
76 – 100
Poor
Below
Average
Above
Average
Excellent/
Superior
0 – 34%
c. Standards of
Achievement
16-34
35 – 74%
Below
Average
Poor
75 – 89%
90 – 100%
Meeting
Standard
Superior
NCAE
NCAE
Percentile
Rank (PR)
0-2
3-14
15-50
51-85
86-97
98-99
99+
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 DepED Order No. 71, s. 2010
 DECS Order No. 46, s. 1983 Revised System of Rating and
Reporting of Pupil Progress
 NETRC – The NAT Performance of Grade 6 Pupils Over the
Years (2006-2012)
 Bloom, Benjamin (Editor), et. al. Taxonomy of Educational
Objectives, David Mckay Company, Inc. New York, 1956
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Thank You!
TDPU-pjdc-5/22/13
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