Thoughts on the Art of Teaching

and the meaning of Education

 A teacher is a very special person
who uses his or her creativity and
loving, inquiring mind to develop
the rare talent of encouraging
others to think, to dream, to learn,
to try, to do!
- Beverly Conklin
It is noble to teach oneself; it is still
nobler to teach others.
- Mark Twain

I touch the future, I teach.

- Christa McAuliffe
 EDUN07E/PTCN05E
Test and Measurement
(Assessment of Student Learning)

Daniel L. Matangga, Faculty/Lecturer

Education Department
College of Arts and Sciences
Lyceum of the Philippines University Cavite
 Course Title

Course Prefix and Number: PTCN05E

Credit Hours: 3
Course Title: Educational Test and
Measurement (Assessment of Student
Learning)
Course Prerequisites: None
Professor: Daniel L. Matangga
Office: College of Arts and Sciences
Consultation Hours: TBA
E-mail: dlmatangga@gmail.com
Contact #: 0977 275 8962
 Course Rationale
Knowledge of measurement principles and
procedures is essential in the monitoring of student
academic progress, in the evaluation of the
adequacy of educational programs, and in the
development of appropriate instructional
interventions. Teachers, administrators, and support
staff are responsible for operationalizing
assessment data, a process which requires a basic
understanding of measurement theory, test
development, test selection, and test interpretation.
 Course Description
Introduction to the concepts of measurement,
testing, assessment, and evaluation related to
education and/or instruction.The course will
cover the concepts, principles and roles of
assessment; test construction and
interpretation of results; authentic/ alternative
and performance-based assessment; portfolio
assessment; affective competencies; grading
and marking; utilization of assessment data;
and basic educational statistics.
 Course Intended
Learning Outcome (ILO)
At the end of the course, the students
are expected to apply principles in
constructing quality classroom-based
assessment tools and interpret learners’
performance to improve teaching and
learning.
Class Format/Activities

1. Lecture
2. Collaborative Learning
3. Interactive Lecture
4. Learner Communication/Presentations
6. Group Discussion/Dialog
7. Self-study
8. Self-assessment/Reflection
 Course Outline
Topic 1: Nature and Roles of Assessment
 Lesson 1: Concepts and Relevance of
Assessment
 Lesson 2: Roles of Assessment
Topic 2: Principles of High Quality
Assessment
 Lesson 3: Appropriateness and Alignment of
Assessment Methods to Learning Outcomes
 Lesson 4: Validity and Reliability
 Lesson 5: Practicality and Efficiency
 Lesson 6: Ethics
Topic 3: Development of Tools for
Classroom-Based Assessment
 Lesson 7: Planning the Test
 Lesson 8: Selecting and Constructing Test Items
and Tasks
 Lesson 9: Improving a Classroom-Based
Assessment Test
Topic 4: Interpretation of Assessment
Results
 Lesson 10: Utilization of Assessment Data
 Lesson 11: Grading and Reporting of Assessment
Results
(Topics from Assessment 2)
PTCN05E Only
Topic 1: Nature of Performance-Based Assessment
Topic 2: Developing Meaningful Performance-Based
Assessment
Topic 3: Affective Learning Competencies
Topic 4: Development of Affective Assessment Tools
Topic 5: Nature of Portfolio Assessment
Topic 6: Designing and Evaluating Portfolio
Assessment in the Classroom
Topic 7: Educational Statistics
 Course Requirements
Creative Academic Performance (60% per grading
period)
 Activities/Seatworks (individual/group)
 Recitation/Participation
 Quizzes
 Assignments/Reflections
 Projects/Research
 Attendance and Punctuality
Major Examinations (40% per grading period)
 Preliminary
 Midterm
 Final
Final Grade: (G1 + G2 + G3) ÷ 3
 University Policies and
Regulations
Plagiarism and cheating
Absences
Medical Excuses
Completion procedures
Uniform Guidelines
Absences and Tardiness
5S enforcement
 Assignment 1
Develop a Teacher-Made Assessment Tool

Develop a test blueprint (Table of

Specifications – ToS) for a unit that you
would teach. Using the blueprint, create a
test (50 items) using all item formats
discussed in class (performance-based,
selected-response, and constructed-
response). Provide scoring criteria/ rubric
for performance-based and essay formats.
Due: Before the Midterm Exam
 Assignment 2
Write a Reaction Paper based on a Journal Article

What is a reaction paper?

A reaction or response paper requires the writer
to analyze a text, then develop commentary
related to it. It is a popular academic
assignment because it requires thoughtful
reading, research, and writing.
 Assignment 2
Write a Reaction Paper based on a Journal Article

The article must be recent and should come

from a professional journal.
The article must be related to assessment.
Reaction Paper is to be typed (double-spaced),
follow APA style of academic writing (citations
and references), and may not exceed three
pages.
A legible photocopy of the article must
accompany your reaction paper.
Due: Before the Final Exam
The following sub-headings should
appear in sequential order:
 Reference
 Purpose

 Overview (for discussant article) or

Methodology (for a research article)
 Conclusion

 Personal Reaction (Introduction, Body, and

Conclusion)
 Evaluation Criteria

4 = exceptional development (90-100)

3 = good development (80-89)
2 = satisfactory development (75 – 79)
1 = unsatisfactory development (70 – 74)
0 = no effort made ( 0 )
Reference is written in APA style.
Purpose is clearly defined.
Overview gives scope of article’s discussion or
Methodology describes subjects, design, and
procedures.
Conclusion summarizes main points or findings
Reaction reflects a personal analysis of the
article in relation to strengths and weaknesses,
practical and/or theoretical contributions and
recommendations.
 Assignment #3
Individual Report and Presentation
(Collaborative Learning/Microteaching)
Select a controversial topic in
educational measurement. Write at
least a 3-page paper discussing both
sides of the issue. Present topic to the
class and entertain questions from the
group. OR
Student Presentation of Lesson Topics
Presentation date:
Paper/Report DUE:
 GTK (The Learners)
Brief Introduction:
 Tell us about yourself
 Why do you want to become a teacher?

 What are your expectations of this course?

 GTK (About Me)
Questions from the learners
My teaching experiences
High School Teacher, GTMHS
U.S. Navy Instructor, School Head and
Program Director, Clinical Nuclear
Medicine, NSHS, Maryland, USA
Assistant Professor, Cavite State
University, CVMBS
Lecturer/Assistant Professor, LPU
Cavite
Coordinator, Education, Languages &
Literature Department (2013-2016)
 My Academic Studies
Studied B.S. Industrial Education (3 years)
U.S. Navy Basic Medical Assistant Course
A.S. Nuclear Medicine Technology, George Washington
University (GWU), Washington, DC, USA
A.A. Foreign Language (Spanish), San Diego City
College, San Diego, California, USA
B.S. Health Science (Clinical Sciences/ Undersea
Medicine), GWU
M.A. Ed/Counseling Psychology (45 units), Bowie State
University, Bowie, Maryland, USA
M.A. Healthcare Management, Webster University, St.
Louis, Missouri, USA
PhD Education (Educational Management), CvSU Main
Campus (48 units, dissertation on eternal hold!)
PhD Language Education (DLSU-D) – also put on hold!
 References
Buendicho, F.C. (2013). Assessment of
Student Learning 1. Manila, PH: Rex
Book Store
Guzman, E. S. & Adamos, J. L. (2015),
Assessment of Learning 1. Manila, PH:
Adriana Publishing CO., INC. (Primary
Reference)
Navarro, R. L. & Santos, R.G. (2012).
Assessment of Learning Outcomes
(Assessment 1). Quezon City, PH:
Lorimar Publishing Inc.