Assessment of learning

Assessment of learning

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  Norhidaya S. Disomimba ASSESMENTOF LEARNING
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  Measurement Refers to thequantitative aspect of evaluation. It involves outcomes that can be qualified statistically. It can also be defined as the process of determining and differentiating the information about the attributes or characteristics of things. Evaluation Test Is the qualitative aspect of determining the outcomes of learning. It involves value judgment. Evaluation is more comprehensive than measurements. In Fact, measurement is one aspect of evaluation. Consist of questions or exercises or other devices for measuring the outcomes of learning.
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  CLASSIFICATION OF TESTS 1.According to manner of response A. Oral B. Written 2. According to method of preparation A. Subjective/essay B. Objective 3. According to the nature of answer A. Personality Tests B. Intelligence Test C. Aptitude Test D. Achievement or Summative Test E. Sociometric Test F. Diagnostic or Formative Test G. Trade or Vocational Test
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  Objective Tests Are testswhich have definite answers and therefore are not subject to perso nal bias. Diagnostic tests Teacher-made Tests Or educational tests are constructed by the teachers based on the contents of different subjects taught. Are used to measure a student’s strengths and weaknesses, usually to identify deficiencies in skills or performance. Formative and Summative Summative Test Are terms often used with evaluation, but they may also be used with testing. It is done to monitor student’s attainment of the instructional objectives. Is done at the conclusion of instruction and measure the extent to which students have attained the desired outcomes.
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  Standardized test Are alreadyvalid, reliable and objective. Standardized tests are for tests for which contents have been selected and for which norms or standards have been established. E.g. psychological tests and government national examinations. Standards or Norms Are the goals to be achieved expressed in terms of the average performance of the population tested. Standards or Norms Is a test that is scored on the basis of the norm or standard level o f accomplishment by the whole group taking the test. The grades of the students are based on the normal curve of distribution. Is a measuring device with a predetermine level of success or standard on the part of the test-takers. Norm-referenced measure
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  CRITERIA OF AGOOD EXAMINATION A good examination must pass the following criteria: Validity refers to the degree to which a test measures what it is intended to measure, it is the usefulness of the test for a given measure. A valid test is always reliable, it determine if it really measures what it intends to measure. Reliability pertains to the degree to which a test measures what it supposed to measure. Objectivity is the degree to which personal bias is eliminated in the scoring of the answers.
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  Nominal measurement are theleast sophisticated; they merely classify objects or events by assigning numbers to them. Nominal Scales Interval Measurement Ratio Measurement Ordinal Measurement the most sophisticated type of measurement includes all the preceding properties, but in a ratio scale, the zero point is not arbitrary; a score of zero includes the absence of what is being measured. In order to be able to add and subtract scores, we use interval sc ales, sometimes called equal interval or equal unit measurement. Ordinal scales classify, but they also assign rank order. An exa mple of ordinal measurement is ranking individuals in a class according to their test scores. Norm-referenced and Criterion Referenced Measurement Norm-Referenced Interpretation
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  •Norm-referenced and CriterionReferenced Measurement •Norm-Referenced Interpretation •Achievement test as an example •Criterion- Referenced Interpretation •Distinctions between Norm-Referenced and criterion Referenced test
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  STAGES IN TESTCONSTRUCTING 1. Planning the test A. Determining the objectives B. Preparing the table of specifications C. Selecting the Appropriate item format D. Writing the test items E. Editing the test Items 2. Trying Out the test A. Administering the first tryout-then item Analysis B. Administering the second tryout –then item Analysis C. Preparing the final form of the test 3. Establishing test validity 4. Establishing the test Reliability 5. Interpreting the test score
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  MAJOR CONSIDERATION INTEST CONSTRUCTION Type of test •TEST LENGTH •ITEM FORMATS TEST LENGTH A major decision in the test planning is how many items sho uld be included on the test. Most teachers want test scores to be determined by how mu ch the student understand rather than by how quickly he or she answ ers the questions. ITEM FORMATS Determining what kind of items to include on the test is a maj or decision . Should they be objectively scored formats such as multi ple choice or matching type?
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  POINTS TO BECONSIDERED IN PREPARING TEST 1.Are the instructional objectives clearly defined? 2.What knowledge, skills and attitudes do you want to measure ? 3.Did you prepare a table of specification 4.Did you formulate well defined and clear test items? 5. Did you employ correct English in writing the items? 6.Did you avoid giving clues to the correct answer? 7.Did you test the important ideas rather than the trivial? 8.Did you adapt the test’s difficulty to your student’s ability? 9.Did you avoid using textbook jargons? 10.Did you cast the items in positive form? 11. Did you prepare a scoring key? 12.Does each item have a single correct answer? 13. Did you review your items?
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  GENERAL PRINCIPLES INCONSTRUCTING DIFFERENT TYPES OF TEST 1.The test items should be selected very carefully. 2.The test should have extensive sampling of items. 3.The test items should be carefully expressed in simple, clear, definite, and meaningful sentences 4.There should be only one possible correct r esponse for each test items. 5.Each item should be independent. Leading clues to other items should be avoided. 6.Lifting sentences from books should not be done to encourage thinkin g and understanding. 7.The first person personal pronouns/ and we should not be used. 8.Various types of test items should be made to avoid monotony 9.Majority of the test items should be of moderate difficulty. 10.The test items should be arranged in an ascending order of difficulty. 11.Clear, concise and complete directions should precede all types of te st. 12.Items which can be answered by previous experience alone without k nowledge of the subject matter should not be included.
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  13.Catchy words shouldnot be used in the test items. 14.Test items must be based upon the objectives of the course and upon the course content. 15.The test should measure the degree of achievement or dete rmine the difficulties of the learners. 16.The test should emphasize ability to apply and use facts as well as knowledge of facts. 17.The test should be of such length that it can be completed w ithin the time allowed by all or nearly all of the pupils. 18.Rules governing good language expression, grammar, spelli ng, punctuation and capitalization should be observed in all ite ms. 19.Information on how scoring will be done should be provided. 20.Scoring keys in correcting and scoring tests should be provi ded.
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  POINTERS TO BEOBSERVED IN CONSTRUCTING AND SCORING THE DIFFERENT TYPES OF TESTS A.RECALL TYPES 1.Simple recall type 2.Completion type 3.Enumaration type 4.Identifacation type B.RECOGNATION TYPES 1.True-false or alternative-response type 2.Yes-No-Yes 3.Multiple-response type 4.Best answer type 5.Matching type
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  C.ESSAY TYPE EXAMINATIONCOMMON TYPES OF ESSAY QUESTION 1.Comparison of two things 2.Explanation of the use or meaning of a statement or passage 3.Analysis 4.Decisions for or against 5.Discussion HOW TO CONSTRUCT ESSAY EXAMINATION 1. Determine the objectives or essentials for each question to be evaluated 2. Phrase question in simple ,clear and concise language 3. Suit the length of the question to the time available for an swering the essay examination 4. Scoring: a. Have a model answer in advance b. Indicate the number of points for each question c. Score a point for each essential
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  ADVANTAGE AND DISADVANTAGESOF THE OBJECTIVE TYPE OF TEST ADVANTAGE a. the objective test is free from personal bias in scoring b. it easy to score c. It has high validity d. It is less time- consuming e. It is fair to students DISADVANTAGES a. It is difficult to construct and requires more time to prepare b. It does not afford the students the opportunity in training for self- and thought organization c. It cannot be used to test ability in theme writing or journalis tic writing.
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  ADVANTAGE AND DISADVANTAGESOF THE ESSA Y TYPE OF TEST ADVANTAGE a. The essay examination can be used in practically a ll subjects of the school curriculum. b. It trains students for thought organization and sel f expression. c. It afford students opportunities to express their or iginality and independence of thinking. d. Only the essay test can be used in some subjects like composition writing and journalistic writing w hich cannot be tested by the objective type test. e. Essay examination measures higher mental abilitie s like comparison, interpretation, criticism, defense of opinion and decision f. The essay test is easily prepared g. It is inexpensiv e
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  DISADVANTAGES a. The limitedsampling of items makes the test unreliable measure of a chievements or abilities. b. Questions usually are not well prepared. c. Scoring is highly subjective due to the influence of the corrector’s per sonal judgment. d. Grading of the essay test is inaccurate measure of pupil’s achieveme nts due to subjectivity of scoring. STATISTICAL MEASURES OR TOOLS USED IN INTERPR ETING NUMERICAL DATA Frequency Distributions A simple, common sense technique for describin g a set of test scores is through the use of a frequency distribution.
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  TABLE 1.SCORE OF25 STUDENTS ON A 50-ITEM TEST STUDENTS SCORE STUDENT SCORE A 48 N 43 B 50 O 47 C 46 P 48 D 41 Q 42 E 37 R 44 F 48 S 38 G 38 T 49
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  STUDENT SCORE STUDENTSCORE H 47 U 34 I 49 V 35 J 44 W 47 K 48 X 40 L 49 Y 48 M 40
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  TABLE 2.FREQUENCY DISTRIBUTIONOF THE 25 SCORES OF TABLE 1 SCORE FREQUENCY SCORE FREQUENCY 50 1 41 1 49 3 40 2 48 5 39 0 47 3 38 2 46 1 37 1 45 0 36 0 44 2 35 1 43 1 34 1 42 1
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  TABLE 3.GROUPED FREQUENCYDISTRIBUTION SCORE INTERVAL FREQUENCY 48-50 9 45-47 4 42-44 4 39-41 3 36-38 3 33-35
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  MEASURES OF CENTRALTENDENCY Frequency distributions are helpful for indicating the shap e to describe a distribution of scores, but we need more informati on than the shape to describe a distribution adequately. THE MEAN The mean of a set of scores is the arithmetic mean. It i s found by summing the scores and dividing the sum by the n umber of scores. X=𝑥 𝑁 X is the mean, X is the symbol for score , the summatio n operator N is the number of scores For the set of scores in t able 1 X=1100 N=25 So then X=1100 25 =44
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  THE MEDIAN Another measureof central tendency is the median which is the point that divides the distribution in half. TABLE 4.FREQUENCY DISTRIBUTION,CUMULATIVE FREQUENCIES FOR THE SCORES OF TABLE 2 SCORE FREQUENCY COMMULATIVE FREQUENCY 50 1 25 49 3 24 48 5 21 47 3 16 46 1 13 45 0 12 44 2 12
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  SCORE FREQUENCY COMMULATIVE FREQUENCY 431 10 42 1 9 41 1 8 40 2 7 39 0 5 38 2 5 37 1 3 36 0 2 35 1 2 34 1 1
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  THE MODE The measureof central tendency that is the easiest to find is th e mode .The mode is its most frequently occurring score in the distributi on. MEASURES OF DISPERSION Measure of central tendency are useful for summarizing averag e performance, but the tell us nothing about how they scores are distrib uted or “spread out” around the averages. THE RANGE The range indicates the difference between the highest and low est scores in the distribution.
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  THE VARIANCE The variancemeasures how widely the scores in the distribution are spread about the mean. THE STANDARD DEVIATION Also indicates how spread out the scores are, but it i s experiment in the same units as the original scores.
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  TABLE 5. COMPUTATIONOF THE VARIANCE FOR THE SCOR ES OF TABLE STUDENTS SCORE X SCORE MEAN X-X (SCORE MEAN) (X-X) A 48 4 16 B 50 6 36 C 46 2 4 D 41 -3 9 E 37 -7 49 F 48 4 16 G 38 -6 36 H 47 3 9
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  STUDENTS SCORE X SCORE MEAN X-X (SCOREMEAN) (X-X) I 49 5 25 J 44 0 0 - - - - - - - - - - - - - - - - X 40 -4 16 Y 48 4 16 TOTALS 1100 0 570 TO DETERMINE MEAN: X=1100/25 = 44
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  GRAPHING DISTRIBUTIONS A graphof a distribution of test scores is often better underst ood than is the frequency distribution or a mere table of numbers. THANK YOU!!