Assessing InstructionalOutcomes

To explain the meaningful nature

of evaluation To enumerate and explain the

purpose of evaluation To describe how appropriate

evaluation procedures may be selected to assess pupil’s/student’s mastery of set instructional objectives

Objectives

To identify an effective evaluation

program toa. Explain the principles underlying

the evaluation processb. State the characteristics of an

effective evaluation program To compare norm-referenced with

criterion-referenced tests.

MEANING

andNATURE

ofEVALUATION

A continuous process of inquiry

concerned with the study, appraisal, and improvement of all aspects of the educational program.

Process of determining the changes in the child as a result of teaching and of his experiences.

EVALUATION

IMPORTANCEof

EVALUATION

Evaluation is important to the teacher, the child, the parent, the administrator, and the profession as a whole.

The teacher continuously evaluates the effectiveness of his teaching to improve procedures and techniques and to understand his pupils better.

The child who goes to school has

the right to know what progress he is making.

The administrator is eager to determine the effectiveness as well as the inadequacies of the educational program he has endeavored to set.

SCOPEof

EVALUATION

Evaluation involves the determination of the goals toward which educational efforts are directed and the determination of instruments and techniques to be used in appraising the degree of progress toward these goals.

More specifically evaluation is concerned with:

1.The scope and quality of

goals, purposes, and functions of the total educational programs and the extent to which these meet the needs of the various individuals and the community as a whole.

2. Evaluation is concerned with the progress being made in the achievement of these goals as measured not only by the characteristics and behavior of the learners, but primarily by the growth that they have made in attaining socially desirable objectives both as individuals and as members of the larger social groups.

The process of evaluation

includes the appraisal of all elements of the total teaching-learning situation that contribute to effective and economical learning with a view to improvement.

This embraces (a) the organization and administration of the school, (b) the school curriculum, (c) the teaching-learning process, (d) the instructional materials, equipment, and facilities, and (e) the community life and social community relations.

GENERALPRINCIPLES

1. Evaluation should be in terms of the extent

to which the pupils have attained the objectives of education

2. Objectives should be defined in terms of pupils behavior

3. Evaluation is an integral part of the educative process

4. The evaluation program should be cooperative

5. Records should give a complete picture of each child

6. Evaluation should be comprehensive7. Evaluation uses a variety of

instruments, tools, and techniques8. Objective measurement and subjective

judgment are both essential in evaluation

9. Diagnosis and remedial work are phrases of the evaluative process

10.Evaluation should be descriptive

DIFFERENT ASPECTS

ofGROWTH

to beEVALUATED

The different major aspects of growth:

1. Mental and physical health2. Social adjustment3. Purposes and activities4. Intelligence and readiness5. Quality of thinking6. Integrative knowledge and skill7. Inherent in many fields of knowledge

and endeavor8. Individual aptitudes and creative art

CHARACTERISTICSof an

EVALUATIONPROGRAM

An evaluation program should be

designed to cover as many important outcomes as possible.

Tests still provide more concrete and detailed evidence.

Both the learning activities and the appraisal procedures should be based on clearly defined outcomes.

EVALUATIONDEVICES

1.Self-evaluation Techniques2.Teacher Evaluation3.Observational Procedures4.Anecdotal Records5.Checklists

Children can be encouraged to keep

diaries, preserve samples of their work, and keep records. They can compare recent achievement with records of earlier achievement. They may also rate themselves on an appropriate checklist at intervals of time. Self-evaluation develops in the child self-control, self-direction, and wise judgment.

1. Self-evaluation Techniques

Evaluation includes a variety of methods for

securing and recording the evidence needed to provide information on pupil progress. The teacher who is completely aware of what he is looking for collects evidence from practically all learning activities. He continually collects information on the child’s progress. To do these, he utilizes observational procedures, teacher-made-tests, standardized achievement tests, and achievement test batteries.

2. Teacher Evaluation

The teacher, in his daily contacts with pupils,

collects information as revealed in discussions and other situations. Such information is very valuable. However, there is the possibility that records may not be available when the teacher needs them and important behavior may be overlooked. Standard procedures have been adapted to guard against these possibilities. The most commonly used of these are: anecdotal records, checklists, and rating scales.

3. Observational Procedures

Teachers find it convenient

to keep a pad on their table ready for note taking. This pad is designed for 2 kinds of entries: what happened and what it probably means.

Anecdotal Records

Example: What happened: In a discussion of how

carpenters use instruments to make linear measurements, Jose offered to bring his father’s rule that is calibrated to tenths of an inch.

Interpretation: This indication of interest is encouraging, because Jose had not been cooperative in the past.

Anecdotal Records

A checklist is a list of the

kinds of behavior to look for. A teacher usually makes use of a checklists if he feels he may be neglecting certain outcomes, or if he has any pupil who exhibits the desired behavior.

Checklists

Example:Are pupils willing to do work beyond

what is required?Do pupils voluntarily bring items of

mathematical interest to others?Do pupils demonstrate pleasure in

their own or other’s mathematical activities?

Checklists

In order to record an

appraisal along with his behavioral observations, a teacher may make use of a rating scale instead of a checklist.

Rating Scales

Example:

Or it may look like this:

Rating Scales

NEVER OCCASSIONALLY FREQUENTLY

Does work beyond requirements

Does not turn in assignments

Turns in assignments if argued

Does work beyond assignments

Turns in assignments of his own accord

① Teacher-madeTests

This type of question comes in a variety of forms and is known by a variety of names. There is an incomplete sentence form: “A garden is 72 sq.m. If it is 9 m.long, then it is __ m.wide.” Then there is the question form: “What is the difference in stopping distance between a car going 40km per hour and a car going 50km per hour?”

The short-answer question

The multiple-choice question type is the best general-purpose question for testing outcomes. It is most widely used type of question in standardized tests, largely because of its flexibility and the fact that it can be scored objectively.

The multiple-choice question

An interesting variation of the

multiple-choice question, and one which the teacher can use for a umber of special purposes.

This type of question is widely used in pairing off such things as definitions and words defined, or measurements and formulas.

Three important points in constructing a matching-type question:

Matching-type questions

1. The list on the right, from which

selections are made, should contain more items than the list on the left.

2. To make it simpler for the pupil who knows the right answer to find it, possible answers should be arranged alphabetically, chronologically, or in some other systematic way, and each item should be short.

3. The question should be homogenous

True-false questions lend variety and interest to informal testing activities. It is easy to construct, interesting to the pupils, easily scored, and it arouses discussion. It is useful when performance of the pupil on any one item is not an important consideration.

True-false questions

② StandardizedAchievement

Tests

An achievement test is designed as a sampling of skills or abilities in an specified area.

A standardized test is one in which the performance of an individual, or the average of the class, may be compared with that of a larger population.

Standardized tests also share the limitations of teacher-made tests with respect to outcomes that cannot be measured in this way.

③ AchievementTest

Batteries

Achievement test batteries

are designed to determine the comparative performance of a pupil, class, or even a school system in practically all areas of the school program; performance in each area is compared with a national norm.

ADEQUACYof the

EVALUATIONPROGRAM

The adequacy of an

evaluation program is measured by its

effectiveness in the operational control of

classroom activities and the quality control product.

Important identifying marks of a good evaluation

program are the following:

Evaluation is an integral

part of the instructional program. Effective teaching is possible only if pupil’s progress is appraised in terms of such outcomes.

Integration with learning activities

Evaluation is so time

consuming that it would be impossible incorporate in an evaluation program a complete appraisal of all outcomes. Outcomes to be omitted, however, should be selected only after a careful consideration of priority and the purpose for evaluation.

Selectivity of outcomes evaluated

The term “comprehensive” is

often used to describe a program of evaluation which has considered all the desired outcomes and selected the most important points for evaluation.

Prerequisite Characteristics of a

Good Program

The term “balanced” is

frequently used to describe a program in which all of the priority objectives are evaluated, and the emphasis is distributed among them.

Selectivity of outcomes evaluated

Observational procedures are continuous and are made a part of the learning activities. Pupil progress, however, may be systematically measured by more formal testing which should take place at regular intervals. To do this, a schedule for the more formal testing should be set up in advance and vigorously adhered to.

Systematic administration

A properly designed evaluation

program should be provided for an effective system of records and reports. Pupils and parents should be continuously and fully informed with regard to pupil progress. The records that should accompany pupils when they transfer to another school should be comprehensive and adequate. This would be impossible without a good evaluation program.

Provision of information for effective records and reports

CIRTERION-REFERENCEDMEASURES

The emphasis in education

on changed behavior in the students implies that there is a greater emphasis on content usage and on content application rather than on content recall.

Criterion-referenced

MeasurementDistinctions Between

Criterion-referenced and Norm-referenced Tests

Steps in the Preparation of Criterion-referenced Tests

Is a test that measure whether a learner has mastered an instructional objective which is specific, observable, achievable, verifiable, and interpretable.

Is deliberately constructed to yield measurements that are directly interpretable in terms of specific performance standards.

Is constructed to provide measure that is interpreted in terms of a specific performance level.

Criterion-referenced Measurement

Distinctions Between Criterion-referenced and Norm-referenced

Tests

Purpose for which a test is

constructed Manner in which test is

constructed Specificity of information

yielded Generality of test performance

information Use to be made of tests results

State the general instructional objectives and define each objective I terms of a specific type of behavior which learners are expected to demonstrate at the end of the instruction. The instructional objectives have these four basic characteristics:

1. description of the learner2. description of the behavior3. specification of the conditions of

learning4. performance level

Steps in the Preparation of Criterion-referenced

Tests

Make an outline of the content

covered during instruction. Prepare a table specifications that

describes the nature of the test sample.

Construct test items that measure the sample of the learner’s behavior specified in the table specification.

THE USEof the

TABLE ofSPECIFICATIONS

It is a two-way or one-way table

with one axis to represent the subject matter content and another the type of behavior or mental ability the test intends to elicit.

Table of Specifications

SampleTables of

Specifications

A. One-way table of specifications in elementary

agriculture, grade five, indicating areas of instructions

and number of recitations

Area of Contents

Number of

Recitations

Number of Items

Test Placemen

t

1. Definitions of terms

7 8 1-8

2. Fertilizationa.Natural

fertilizers

b.Commercial fertilizers

c.Compost pits

3

4

3

3

5

3

9-11

12-16

17-19

Area of Contents

Number of

Recitations

Number of Items

Test Placemen

t

3. Kinds of cropsa.Leafy

vegetables

b.Vince crops

5

5

6

6

20-25

26-31

4. Garden characteristics ideal to plantinga.Topograp

hyb.Fencingc.Water

supply

436

437

32-3536-3839-35

40 45 1-45

To get the placement, study the formula below:

Note:

B. Two-way table of specifications in elementary

agriculture, grade five, indicating objectives to be tested and the contents

Educational Objectives

Disposal of

Garden Product

s

Care and

Fertilization

Related Activiti

es

Total Test Placem

ent

15 10 15 40

A.Cognitive1.Knowledge2.Comprehensi

on3.Application4.Analysis and

synthesisB. Affective Change in attitudes Appreciation or valuing

4343

5

3222

2

4344

4

118109

12

1-1112-1920-2930-38

1-50

Total 19 12 19 50 39-40

Computation: