Final Output for Assessment in Learning 1

Members:
Abuda, Cris Ladie
Andilan, Ryan Mark
Basona, John Cramuel
Veran, Rico
Zapanta, Joshua Daniel

Task 1
Construct a 3-part written test exam (3 different test formats) of your choice for a summative exam.
Select the right assessment objectives for this written test exam for one quarter competencies in
the Most Essential Learning Competencies (MELCs) of any grade level in Math. Use the template
below as your guide.

Grade Level 8 Subject Area Math

Quarter 4th Quarter
Covered
Domains Algebra and Geometry
Covered
Content • Demonstrates understanding of solid geometry (surface
Standards area and volume).
• Demonstrates understanding of linear functions and
graphs
Performance Able to solve problems involving surface area, volume, and
Standards interpret graphs of linear functions in real-life contexts.
Competencies Selected
Test Format
Competency Code Topic Test Objective
Targeted
Solves M8GE-IVa-1 Geometry – Calculate the Multiple Choice
problems Surface Area surface area of
involving prisms and
surface area of cylinders
solid figures

Identifies parts M8AL-IVb-2 Algebra – Recognize and Identification

and Linear name
characteristics Functions components of
of linear a linear function
functions (slope,
intercept, etc.)

Solves real-life M8GE-IVc-3 Geometry – Apply formulas Word Problem

problems Volume to find volume
involving in real-world
volume problems
involving
cylinders/prisms
 Task 2
Design a Table of Specifications (TOS) for a written test based on the competencies identified in
Task 1. Your TOS should clearly align with the selected learning competencies and include the
appropriate levels of cognitive skills (e.g., remembering, understanding, applying, analyzing,
evaluating, creating) to effectively assess the intended learning outcomes.

The written test must:

❖ consist of 20 items in total.

❖ incorporate three different test formats (e.g., multiple choice, problem solving, identification,
etc.).
❖ reflect a balanced distribution of items across the selected competencies and cognitive skill
levels.

Be sure to organize your TOS in a clear and structured format, showing how each item aligns with
the competencies, test objectives, and cognitive domains.

CONTENT/COMPETENCIES Time No. Level

Spent of R U AP AN E C
(hours) Items
1. Solves problems 6 7 1 2 3 1
involving surface area (A: 1) (A: 2- (A: 4- (A: 7)
of solids 3) 6)
2. Identifies parts and 5 6 2 3 1
characteristics of linear (B: 8- (B: 10- (B: 13)
functions 9) 12)
3. Solves real-life 7 7 1 3 2 1 0
problems involving (C: 14) (C: 15- (C: (C:
volume 17) 18-19) 20)
TOTAL 18 20 3 6 7 3 1 0
items (15%) (30%) (35%) (30%) (5%) (0%)
Legend: A: Multiple Choice B: Identification C: Word Problem
 Task 3
Construct a 3-part test based on TOS you prepared in Task 2.

Part I: Multiple Choice

Directions: Choose the correct answer and write the letter of your choice.
1. A tent is shaped like a triangular prism. The triangular base has sides of 6 cm, 8 cm, and
10 cm. The prism is 12 cm long. What is the total surface area of the tent?
A. 336 cm² B. 348 cm² C. 324 cm² D. 342 cm²
2. A rectangular prism has dimensions 4 cm × 3 cm × 2 cm. What is its surface area?
A. 52 cm² B. 48 cm² C. 36 cm² D. 94 cm²
3. You are making a label for a can with a radius of 5 cm and height of 10 cm. Use π ≈ 3.14.
What is the total surface area of the can?
A. 471 cm² B. 502 cm² C. 490 cm² D. 450 cm²
4. A cylinder has a radius of 5 cm and a height of 10 cm. What is its total surface area?
A. 150𝜋 cm² B. 250𝜋 cm² C. 200𝜋 cm² D. 300𝜋 cm²
5. A gift box measures 7 cm × 5 cm × 4 cm. How much wrapping paper is needed to cover
the surface?
A. 174 cm² B. 184 cm² C. 166 cm² D. 176 cm²
6. A wooden box has a length of 10 cm, width of 4 cm, and height of 6 cm. What is the
surface area of the box?
A. 260 cm² B. 240 cm² C. 248 cm² D. 264 cm²
7. A cement block has dimensions 9 cm × 6 cm × 3 cm. What is the surface area?
A. 202 cm² B. 216 cm² C. 198 cm² D. 210 cm²

Part II: Identification

Directions: Identify the part of the linear function described.
8. In the equation 𝑦 = 3𝑥 + 4, what is the slope?
9. In the equation 𝑦 = −2𝑥 + 5, what is the y-intercept?
10. What is the standard form of a linear equation?
11. What kind of graph represents a linear function?
12. What variable is dependent in a function rule?
13. What is the slope of a horizontal line?

Part III: Word Problems

Directions: Solve the following problems. Show your solutions.
 14. A cylindrical water tank has a radius of 3 meters and a height of 6 meters. Explain what the formula
𝑉 = 𝜋𝑟 2 ℎ means in finding the tank’s volume.
15. A prism has a base area of 25 cm² and a height of 10 cm. Why do you multiply the base
area by the height to find the volume?
16. A cylindrical can has a diameter of 10 cm and a height of 12 cm. What must you calculate first
before finding the volume?
17. A rectangular box is 5 m long, 4 m wide, and 2 m high. What does multiplying these
dimensions represent?
18. A cone has a radius of 4 cm and a height of 9 cm. What does the “one-third” factor in the
cone volume formula mean?
19. A cylindrical drum holds 100 liters of oil and is 1 meter tall. How can you use the volume
formula to find its radius?
20. A juice box measures 6 cm by 4 cm by 10 cm. Why does multiplying the length, width, and
height give the volume?

Answer key:
1. A
2. D
3. A
4. C
5. C
6. C
7. C
8. 3
9. 5
10. 𝐴𝑥 + 𝐵𝑦 = 𝐶
11. Straight line
12. y
13. 0
14. The formula calculates the volume by finding the area of the circular base (𝜋𝑟 2 ) and
multiplying it by the height, which gives the total space inside the tank.
15. Because the volume is like stacking the base area repeatedly along the height, so
multiplying gives the total space occupied.
16. You need to find the radius first by dividing the diameter by 2, since the formula uses
radius.
17. Multiplying length, width, and height gives the total volume, or the amount of space inside
the box.
18. The “one-third” means the cone’s volume is one-third the volume of a cylinder with the
same base and height.
19. You use the formula 𝑉 = 𝜋𝑟 2 ℎ, plug in the volume and height, then solve for 𝑟 by
rearranging the formula.
20. Because the juice box is a rectangular prism, multiplying length × width × height gives the
total space inside it.
 Task 4
Using the items of the exam you prepared in Task 3, report its validity and reliability.

1. Report Validity
• The test was validated by a Grade 8 mathematics teacher to ensure alignment with the
selected MELCs:
o Solves problems involving surface area of solids (M8GE-IVa-1)
o Identifies parts and characteristics of linear functions (M8AL-IVb-2)
o Solves real-life problems involving volume (M8GE-IVc-3)

• Content Validity: After expert review, items were confirmed to assess the intended
learning objectives.
• Revisions Based on Teacher Feedback:
o Added and corrected missing or incomplete choices in multiple-choice questions.
o Clarified identification items by inserting actual sample equations and definitions.
o Simplified phrasing of word problems and aligned them better with surface area and
volume focus.

2. Rewrite Items Based on Suggestions

• Multiple choice items were corrected to include valid options (e.g., surface area of cube and
cylinder).
• Identification items were given equations and clearer phrasing.
• Word problems were reviewed for clarity, realism, and alignment with the competency.

3. Lay-Out of Test and Administration

• Test was formatted into three parts:

o Part I – Multiple Choice (7 items)
o Part II – Identification (6 items)
o Part III – Word Problems (7 items)
• The test was administered to 20 Grade 8 students under test conditions in a classroom
setting.

4. a.) Determine Split-Half Reliability

• The 20-item test was split into two halves (odd vs. even-numbered items).
 • Pearson correlation coefficient between halves: r = 0.933
• Spearman-Brown prophecy formula applied:

2𝑟 2(0.93)
𝑟𝑐𝑜𝑟𝑟𝑒𝑐𝑡𝑒𝑑 = = ≈ 0.97
1 + 𝑟 1 + 0.93

• Interpretation: Excellent internal consistency of the test.

4. b.) Cronbach’s Alpha

• Computed using student responses and item variance via SPSS.

 • Result: 𝛼 = 0.828
• Interpretation: Strongly correlated; the items are consistent in measuring mathematical
understanding.

4. c.) Construct Validity of Items with Underlying Factors

• Exploratory Factor Analysis (EFA) revealed three underlying constructs:
o Factor 1: Surface area and volume (Geometry)
o Factor 2: Identification of linear function components (Algebra)
o Factor 3: Real-life application via word problems
Geometry (Items 1–7):

• Result: Since there is no variation in the response of the students, the Cronbach’s
alpha for items 1-7 is zero. Thus, the items 1-7 are poor or less reliable.
Algebra (Items 8–13):
 • Result: Since the Cronbach’s alpha is 0.631, items 8-13 are moderately reliable.

Word Problems (Items 14–20):

Result: Since the Cronbach’s alpha is 0.866, items 14-20 are very reliable.
4. d.) Construct Validity of the Domain
• Geometry: The Cronbach’s alpha is zero. This implies that the items are not internally
consistent since there is no variation in the responses of the students.
Implication: Geometry items do not show construct validity. It could also show poor
construct validity.

• Algebra: The Cronbach’s alpha is 0.631. This implies that the items show moderate
internal consistency, but not strong enough to confidently claim they measure a single
construct.
Implication: The Algebra domain has a moderate construct validity.

• Problem Solving: The Cronbach’s alpha is 0.866. This implies that the items show high
internal consistency among the items.
Implication: The Problem-solving domain has a very good construct validity.

4. e.) Item Difficulty and Discrimination

• Item Difficulty (p): Ranged from 0.05 to 1.00

o The easiest item was answered correctly by 100% of the students (difficulty =
1.00).
o The hardest item was answered correctly by only 5% of the students (difficulty =
0.05).
Interpretation:
 o Items with difficulty close to 1.00 are very easy — almost all students got them
right.
o Items with difficulty close to 0.00 are very difficult — almost no students got them right.
o A wide range like 0.05 to 1.00 shows your test includes items varying from very easy to very
hard.
o Ideally, to best discriminate among students, you want most items to have difficulty around
0.3 to 0.7 (moderate difficulty).

• Item Discrimination (point-biserial correlation):

o Range: 0.00 – 0.783
o 0.783: This is a very good discrimination index. It means the item strongly
distinguishes between high-performing and low-performing students.
o 0.00: This indicates the items does not discriminate at all. It means that both high
and low scorers perform similarly on this item.
 Task 5
Using the test scores obtained in Task 4, do the following:

1. Prepare a Dataset of the Test Scores

Below is a sample dataset (raw scores out of 20):

Student Score Remarks

S1 18 Above average

S2 16 Above average

S3 12 Below average

S4 19 Excellent

S5 14 Slightly below average

S6 17 Above average

S7 13 Below average

S8 15 Average
S9 16 Above average

S10 10 Needs improvement

S11 11 Low

S12 18 Excellent

S13 12 Below average

S14 14 Slightly below average

S15 17 Above average

S16 20 Perfect Score

S17 15 Average

S18 16 Above average

S19 13 Below average

S20 17 Above average

2. Use Technology to Find the Mean, Median, and Mode

Using a spreadsheet or calculator, we obtain:

• Mean (Average):
 𝑆𝑢𝑚 𝑜𝑓 𝑠𝑐𝑜𝑟𝑒𝑠 309
𝑀𝑒𝑎𝑛 = = = 15.45
20 20

• Median (Middle value):

o Ordered scores: 10, 11, 12, 12, 13, 13, 14, 14, 15, 15, 16, 16, 16, 17, 17, 17, 18,
18, 19, 20
15 + 16
o Median = average of 10th and 11th values = = 15.5
2

• Mode (Most frequent score):

o 16 and 17 both appear 3 times
o Mode = 16 and 17 (bimodal distribution)

3. Describe the Type of Distribution of the Test Scores

The scores are fairly symmetrical and show a slightly left-skewed distribution, as a few students
scored below 13 but most scored around 15–17. The scores are moderately clustered toward the
higher end.

Shape: Slightly left-skewed but close to normal distribution

4. Most Appropriate Measure of Central Tendency

Median is the most appropriate measure for this dataset.

Why?

• The dataset is small (n = 20) and close to normal, but with a few outliers (e.g., score of 10).
• Median is less affected by outliers, giving a better reflection of central student performance.

5. Select 3 Students and Describe Their Performance

• Let’s examine students S4, S10, and S13:

Student S4 – Score: 19

• This student is in the top 10% of the class.

• Likely demonstrates strong mastery of surface area, volume, and linear function topics.
• May qualify as an advanced learner and could be given enrichment activities.

Student S10 – Score: 10

• This student is in the lowest 10%.

• May struggle with problem-solving or computation and could benefit from remediation in
key areas, especially word problems or geometry concepts.
Student S13 – Score: 12

• Performs slightly below average.

• Shows partial understanding but may have inconsistent accuracy in applying formulas or
interpreting functions.
• May need targeted practice or small group review.

Task 6
Develop a Grading and Reporting Scheme for a specific assessment conducted during the
quarter you selected in Task 1. Your scheme should clearly outline how student performance
will be evaluated and reported based on the assessment results.

Component Details

Purpose of This assessment aims to evaluate students' understanding and application of

Assessment key 4th quarter math competencies, specifically involving surface area and
volume of solids and linear functions, through a written summative test.
The results will help inform final grades and identify areas for remediation or
enrichment.

Desired At the end of the quarter, learners are expected to:

Learning - Accurately compute surface area and volume of solid figures (prisms and
Outcomes cylinders).
- Identify components of linear functions and interpret their graphs.
- Apply learned concepts to solve real-life mathematical problems.

Type of Summative Assessment (Written Test)

Assessment Test items include:
- Multiple choice questions on formulas and concepts
- Identification of linear function elements
- Word problems on volume and surface area

Grading Performance will be evaluated based on:

Criteria - Conceptual understanding (accuracy in identifying math terms and
properties)
- Procedural fluency (correct use of formulas and computations)
- Application and reasoning (solving real-world word problems)
Each test section will contribute to the overall grade:
- Multiple Choice (7 items): 35%
- Identification (6 items): 30%
- Word Problems (7 items): 35%

Scoring / - Each correct answer = 1 point

Grading - Total raw score = 20 points
Method - Score is converted to percentage (e.g., 16/20 = 80%)
- Performance is interpreted using a mastery level rubric

Type of Score - Raw score (total number of correct items)

- Percentage score (converted from raw score)
- Descriptive rating based on mastery level:
Mastery Levels:
▪ 90–100% = Advanced
▪ 85–89% = Proficient
▪ 75–84% = Approaching Proficiency
▪ Below 75% = Needs Improvement