Enhancing Test Questions Using KPUP Format
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The document outlines an agenda for a workshop on test construction. It includes times for discussion, breaks, preparation, and different activities like a test construction workshop, critiquing by groups, and presentations. It also includes concepts like the cognitive process dimensions, different levels of assessment and proficiency, and examples of knowledge, process and understanding test questions. The workshop aims to help participants design effective assessment tools that evaluate different cognitive levels based on revised Bloom's taxonomy.
Enhancing Test Questions Using KPUP Format
- 2. PROGRAMME 9:00-10:00 DISCUSSION 10:00-10:15 BREAK 10:15-10:30 PREPARATION FOR THE WORKSHOP 10:30-11:00 TEST CONSTRUCTION WORKSHOP 11:00-11:15 CRITIQUING BY GROUP 11:15-11:30 PRESENTATION OF THE FINAL OUTPUT BY GROUP 11:30-12:00 DEPED ORDER 8. 2015
- 10. Feeling POSITIVE
- 13. “The ULTIMATE Goal of education is to IMPROVE the Quality of LIFE.”
- 14. Levels of Proficiency Beginning (B) Developing (D) Approaching to Proficiency (AP) Proficient (P) Advanced (A) Levels of Assessment Knowledge (K) Process (P) Understanding (U) Product (P)
- 15. REVISED BLOOM’S TAXONOMY or THE COGNITIVE PROCESS DIMENSIONS OF ANDERSON AND KRATHWOHL 2001
- 19. “ ” USE OF MULTIPLE MEASURES KNOWLEDGE PROCESS UNDERSTANDING PRODUCT/PERFORMANCE
- 20. How do we want them to express or provide evidence of what they know?
- 21. KNOWLEDGE (Remembering and Understanding) The item is considered KNOWLEDGE when it refers to the following: • Identify/recall/name/list persons, places, things, situations, etc. • Interpret a statement or situation • Summarize a selection or story • Paraphrase a sentence to make it correct • Translate something from one form to another • Represent something to give ones own impressions and judgement of • Illustrate/draw a given event or situation • Describe a person, thing, place or situation
- 22. REMEMBERING • Who? • Where? • Which one? • What? • How? • Why? • How much? • How many? • When? •What does it mean? •What happened after? •What is the best one? •Can you name all the …? •Who spoke to …? •Which is true or false?
- 23. UNDERSTANDING •What does this mean? •Which are the facts? •Is this the same as …? •Select the best definition. •What expectations are there? •Read the graph (table). Which of the following is the best interpretation? •Which of the following represents what they are saying?
- 24. UNDERSTANDING •Which of the following is the valid reason? •Which of the following graphs explain the given data? •Which statements support …? •What restrictions would you add? •Which of the following clarifies the situation? •Which of the factors present why people are thinking in the same way?
- 25. What do we want students to do with what they know? How do we want them to provide evidence of what they can do with what they know?
- 26. PROCESS (Applying and Analyzing) The item is considered PROCESS when it refers to the following: • Use something to make it functional • Solve a problem • Draw an idea based on how the students learned to do it • Use table/graph to explain something • Compare and contrast statements or situations • Identifying errors • Predict for a possible outcome • Identify the cause and effect • Use a concept map to explain • Analyze a given set of _______ • Make an argument with a given situation • Generalize the given situation
- 27. APPLYING •Predict what would happen if ... •Choose the best statements that apply. •Judge the effects of … •What would result to …? •What would happen if … •How, when, where, why. •How much change there would be if …
- 28. APPLYING •Identify the results of … •Write in your own words … •How would you explain …? •What do you think could have happened next?
- 29. ANALYZING •What is the function of …? •What’s fact? Opinion? •What assumptions …? •What statement is relevant? • What motive is there? • What conclusions? • What does the author believe? • What does the author assume? • State the point of view of …
- 30. ANALYZING •What ideas apply? •What ideas justify the conclusion? •What’s the relationship between? •Which is the least essential statement? •What’s the main idea? • What literary form is used? • What persuasive technique is used? • Determine the point of view, bias, values, or intent underlying presented material. • Which events could not have happened?
- 31. ANALYZING •If … happened, what might the ending have been? •How is … similar to …? •What do you see as other possible outcomes? •Why did … changes occur? •Can you explain what must have happened when …? • What were some of the motives behind …? • What was the turning point? • What are some of the problems of …? • What is the difference between …?
- 32. EXAMPLES OF PROCESS TYPE OF TEST 1. How is grouped object differ from ungrouped object? A. Grouped objects stick together while ungrouped objects merge. Example:
- 33. EXAMPLES OF PROCESS TYPE OF TEST 1. Which of the following statements are both true? A. Molecular oxygen is diatomic. Thus, if we are to convert mass to convert mass to mole, the given mass must be divided by 32 g. divided by 32 g. B. Molecular oxygen is monoatomic. Thus, if we are to convert to convert mass to mole, the given mass must be divided by 16 g. divided by 16 g. C. Molecular oxygen is diatomic. Thus, if we are to convert mass to convert mass to mole, the given mass of oxygen must be divided must be divided by 32 g and multiplied to 1 mole. mole. D. Molecular oxygen has a constant number of mole which is 1. Example:
- 34. EXAMPLES OF PROCESS TYPE OF TEST Example:
- 35. EXAMPLES OF PROCESS TYPE OF TEST
- 36. EXAMPLES OF PROCESS TYPE OF TEST
- 37. EXAMPLES OF PROCESS TYPE OF TEST
- 38. EXAMPLES OF PROCESS TYPE OF TEST
- 39. EXAMPLES OF PROCESS TYPE OF TEST
- 40. EXAMPLES OF PROCESS TYPE OF TEST Example:
- 41. EXAMPLES OF PROCESS TYPE OF TEST 1. What do you think could have happened if too much leavening agent was put into the baked product? A. It will make the product lighter with greater volume. B. It will make the product coarse and dry. C. It will make the product tender. . D. It will make the product chewy.
- 42. EXAMPLES OF PROCESS TYPE OF TEST
- 43. What do we want students to understand? How do we want them to provide evidence of their understanding?
- 44. UNDERSTANDING (Evaluating and Creating) The item is considered PROCESS when it refers to the following: • Give the pros and cons of a situation • Give your judgement based on the given situation • Detect the possible problem from arising issues • Weigh two situations before coming up to a solution • Critique an idea • Recommend for a possible solution • Write a persuasive essay • Write a critical essay • Design something as a product • Devise a plan for next action
- 45. EVALUATING •What fallacies, consistencies, inconsistencies appear? •Which is more important, moral, better, logical, valid, appropriate? •Find the errors. Is there a better solution to …? •Judge the value of … • What do you think about …? • Can you defend your position about …? • Do you think … is a good or bad thing? • How would you have handled …? • What changes to … would you recommend?
- 46. EVALUATING •Do you believe …? •How would you feel if …? •How effective are …? •What are the consequences of …? •What influence will … have on our lives? • What are the pros and cons of …? • Why is … of value? • What are the alternatives? • Who will gain and who will lose?
- 47. CREATING •Can you design a … to …? •Can you see a possible solution to …? •If you had access to all resources, how would you deal with …? •Why don’t you devise your own way to …? •How many ways can you …?
- 48. CREATING • Can you create new and unusual uses for …? •Can you develop a proposal which would …? •How would you test …? •Propose an alternative. •How else would you …? •State a rule.
- 49. EXAMPLES OF UNDERSTANDING TYPE OF TEST
- 50. EXAMPLES OF UNDERSTANDING TYPE OF TEST Recall all the food you ate yesterday from breakfast to dinner. Then, write them in the proper food group inside the food pyramid.
- 51. EXAMPLES OF UNDERSTANDING TYPE OF TEST Piliin at isulat sa patlang ang titik ng tamang sagot na hinihingi sa bawat bilang. 1. Ano ang ibig ipahiwatig ni rizal sa paglalahad sa kanyang nobela ng kalagayan Ng mga mangangalakal na tsino sa bansa? A. Matagumpay talaga sa larangan ng pagnenegosyo ang mga intsik. B. Nakararanas din ng mga pang-aabusong sosyal at politikal ang mga intsik sa kamay ng mga kastila. C. May magandang pagkakaibigan na ang mga Tsino at Pilipino noon pa man. D. Kahit sino ay pinauutang ng mga tsino.
- 52. EXAMPLES OF UNDERSTANDING TYPE OF TEST Piliin at isulat sa patlang ang titik ng tamang sagot na hinihingi sa bawat bilang. Ano ang ipinakikita ng naging gawi at kilos ni Tadeo habang kasama ang Kababayan sa labas ng teatro? A. Kakilala niya lahat ng manonood na prominenteng tao sa teatro. B. Nanggaling sa mayamang pamilya si Tadeo. C. Nagkukunwari siyang kakilala lahat ng taong nakikita nila D. Pinuno ng kabataan si Tadeo dahil sa dami ng koneksyon sa pamahalaan.
- 53. EXAMPLES OF UNDERSTANDING TYPE OF TEST
- 54. Modified Multiple choice • Direction: choose the best answer from among the choices. The best answer will get 5 pts., The next with 4 pts. And so on with the least answer to get 1 pt. Question: What do you think is the reason why a boy was electrocuted when he inserted a part of his toy in the power socket? A.The toy is wet when the boy inserted the toy in the power socket. B.The boy’s hand is wet when he inserted the toy in the power socket. C.The toy is made of a conductor which caused the electricity to pass through it causing electrocution to the boy. D.Our body is a conductor that is why the electricity passed to it through the toy. E. The boy is not wearing a hand gloves when he inserted the toy to the power socket.
- 55. Modified Multiple choice • Direction: choose the best answer from among the choices. The best answer will get 5 pts., The next with 4 pts. And so on with the least answer to get 1 pt. Question: Why do you think should assessment activities in class be differentiated? A.Learning is more flexible and interactive if the activities are varied. B.Students have different learning preferences, interests and level of readiness. C.Students generally are not afraid to take intellectual risks if they are given choices/options. D.Differentiating the assessment activities allows all students to achieve the same target with common success criteria but through several modalities. E. We differentiate the students’ activities to respond to the learners’ strengths and needs.
- 56. “ ” ACTIVITY Identify the type of test used in the following :
- 57. PROCESS-ANALYZING 1. What problem is usually encountered when the object on the stage is ungrouped? A. It always separate from other objects. B. It cannot be edited using tools. C. It attaches with other ungrouped objects. D. It attaches with other grouped objects.
- 60. PROCESS-APPLYING
- 62. PROCESS-APPLYING What will most likely happen to a person who eats a balanced diet but is almost always stressed out because of work? A. the person will still be totally healthy since stress doesn’t have any effect on have any effect on health B. the person will instantly develop diseases related to the cardiovascular system cardiovascular system C. the person will have a strong immune system but may become susceptible to become susceptible to certain diseases D. the person may still develop complications in the cardiovascular system cardiovascular system
- 64. SAMPLE TABLE OF SPECIFICATION
- 66. GROUPINGS: • ENGLISH • SCIENCE • MATH • FILIPINO • ARALING PANLIPUNAN • TLE/HELE-COMPUTER • MAPEH • VALUES EDUCATION
- 67. DIRECTION: 1. Formulate one multiple choice question per level (knowledge, process, understanding). 2. Write your formulated questions in the given manila paper. 3. You will be given 30 mins. for this activity.
- 68. DIRECTION: 4. Each group will be given another group to critique. Check if all the questions fall properly in the correct category. Make some comment, commendation or suggestion. 5. Presentation of your critique and analysis. 6. You will be given only 3 mins for presentation.
- 70. The Cognitive Process Dimensions Remembering Understanding Applying Analyzing Evaluating Creating Quarterly Summative Assessment Written Work (WW) Performance Task (PT) Quarterly Assessment (QA)
- 76. “ ” THANK YOU VERY MUCH!!! JOSELINE MANUEL-SANTOS, PH.D. Email Add: joselinesantos@yahoo.com Fb Account: Lhen R Manuel