LET Review Assessment of Learning
-
Upload
angelo-aniag-unay -
Category
Documents
-
view
236 -
download
6
Transcript of LET Review Assessment of Learning
-
8/9/2019 LET Review Assessment of Learning
1/150
ASSESSMENT OF LEARNING
Mr. Angelo Unay*BEED, PNU-Manila (Cum Laude)
*PGDE-Math & English NTU-NIE, inga!"#e
LET Review
Professional
Education
-
8/9/2019 LET Review Assessment of Learning
2/150
-
8/9/2019 LET Review Assessment of Learning
3/150
Test An instrument designed to measure any quality,
ability, skill or knowledge.
Comprised of test items of the area it is designedto measure.
Measurement
A process of quantifying the degree to whichsomeone/something possesses a given trait (i.e.
quality, characteristics or features) A process by which traits, characteristics and
behaviors are differentiated.
BASIC CONCEPTS
-
8/9/2019 LET Review Assessment of Learning
4/150
BASIC CONCEPTS
Assessment
A process of gathering and
organiing data into an interpretableform to have basis for decision!making.
"t is a prerequisite to evaluation. "t
provides the information which enables
evaluation to take place.
-
8/9/2019 LET Review Assessment of Learning
5/150
BASIC CONCEPTS
Evaluation
A process of systematic analysis of
both qualitative and quantitative data in
order to make sound #udgment or
decision. "t involves #udgment about the
desirability of changes in students.
-
8/9/2019 LET Review Assessment of Learning
6/150
MODES OF ASSESSMENT
MODE DESCRIPTION EXAMPLES ADVANTAGES DISADVANTAGES
$he objectivepaper-and-pen testwhich
usuallyassesses low!level thinkingskills
%tandardied$ests$eacher!made
$ests
%coring isob#ectiveAdministration
is easybecausestudents cantake the test atthe same time
&reparation ofinstrument istime!consuming
&rone tocheating
T
RADITI
ONAL
-
8/9/2019 LET Review Assessment of Learning
7/150
uestion!
'hich is an advantage of teacher!made tests
over those of standardied tests
$eacher!made tests are
a. highly reliable
b. better adapted to the needs of the
pupils
c. more ob#ectively scored
d. highly valid
-
8/9/2019 LET Review Assessment of Learning
8/150
-
8/9/2019 LET Review Assessment of Learning
9/150
MODE DESCRIPTION EXAMPLES ADVANTAGES DISADVANTAGES
A mode of
assessment thatrequires actualdemonstrationof skills orcreation of
products of
learning
&ractical $est
*ral andAural $ests&ro#ects
&reparation of
the instrument isrelatively easy
+easuresbehaviours thatcannot be
deceived
%coring tends to
be sub#ectivewithout rubricsAdministrationis timeconsuming
P
ERF
OR
MANC
E
MODES OF ASSESSMENT
-
8/9/2019 LET Review Assessment of Learning
10/150
-
8/9/2019 LET Review Assessment of Learning
11/150
uestion!
'hich is the least authentic mode of
assessment
a. &aper!and!pencil test in vocabularyb. *ral performance to assess students-
spoken communication skills
c. 0periments in science to assess skillin the use of scientific methods
d. Artistic production for music or art
sub#ect
-
8/9/2019 LET Review Assessment of Learning
12/150
-
8/9/2019 LET Review Assessment of Learning
13/150
A COMPARISON OF T"E FO#R EVAL#ATION
PROCED#RES
done before instruction
determines masteryof prerequisite
skills
not graded
done after
instruction certifies
mastery of the
intended
learning
outcomes
graded
Pla$ement
EvaluationSummative
Evaluation
determines the e0tent of what the pupils have achieved or
mastered in the ob#ectives of the intended instruction determine the students- strengths and weaknesses
place the students in specific learning groups to facilitate
teaching and learning
serve as a pretest for the ne0t unit
serve as basis in planning for a relevant instruction
CO SO O O O
-
8/9/2019 LET Review Assessment of Learning
14/150
reinforces successful
learning
provides continuous
feedback to both
students and teachers
concerning learning
success and failures
not graded
determine recurring orpersistent difficulties
searches for the underlyingcauses of these problems
that do not respond to first
aid treatment
helps formulate a plan for adetailed remedial instruction
administered during instruction
designed to formulate a plan for remedial instruction
modify the teaching and learning process
not graded
Formative EvaluationDia%nosti$ Evaluation
A COMPARISON OF T"E FO#R EVAL#ATION
PROCED#RES
-
8/9/2019 LET Review Assessment of Learning
15/150
-
8/9/2019 LET Review Assessment of Learning
16/150
PRINCIPLES OF "IG" #ALIT&
ASSESSMENT
'(Clarit) o* Learnin% Tar%ets Clear and appropriate learning targets
include (1) what students know and can do
and (2) the criteria for #udging studentperformance.
+( A,,ro,riateness o* Assessment Met-o.s $he method of assessment to be used
should match the learning targets.
-
8/9/2019 LET Review Assessment of Learning
17/150
PRINCIPLES OF "IG" #ALIT&
ASSESSMENT
/( Vali.it) $his refers to the degree to which a score!
based inference is appropriate,
reasonable, and useful.
0( Relia1ilit)
$his refers to the degree of consistencywhen several items in a test measure the
same thing, and stability when the same
measures are given across time.
-
8/9/2019 LET Review Assessment of Learning
18/150
PRINCIPLES OF "IG" #ALIT&
ASSESSMENT
2( Fairness 3air assessment is unbiased and provides
students with opportunities to demonstrate what
they have learned.
3( Positive Conse4uen$es $he overall quality of assessment is enhanced
when it has a positive effect on student
motivation and study habits. 3or the teachers,
high!quality assessments lead to better
information and decision!making about students.
-
8/9/2019 LET Review Assessment of Learning
19/150
PRINCIPLES OF "IG" #ALIT&
ASSESSMENT
5( Pra$ti$alit) an. e**i$ien$)Assessments should consider the
teacher-s familiarity with the method, thetime required, the comple0ity of
administration, the ease of scoring and
interpretation, and cost.
-
8/9/2019 LET Review Assessment of Learning
20/150
-
8/9/2019 LET Review Assessment of Learning
21/150
-
8/9/2019 LET Review Assessment of Learning
22/150
TAXONOM& OF ED#CATIONAL
OB6ECTIVES
-
8/9/2019 LET Review Assessment of Learning
23/150
COGNITIVE O!"IN(Bloom, 1956)
7NO8LEDGEemembering of previously learned material
ecall of a wide range of material, but all
that is required is the bringing to mind of theappropriate information
epresents the lowest level of learning
outcomes in the cognitive domain
TAXONOM& OF ED#CATIONAL
OB6ECTIVES
-
8/9/2019 LET Review Assessment of Learning
24/150
COGNITIVE O!"IN(Bloom, 1956)
COMPRE"ENSION
Ability to grasp the meaning of material
%hown by translating material from one formto another, by interpreting material, and by
estimating future trends
TAXONOM& OF ED#CATIONAL
OB6ECTIVES
-
8/9/2019 LET Review Assessment of Learning
25/150
COGNITIVE O!"IN(Bloom, 1956)
APPLICATIONAbility to use learned material in new and
concrete situations
Application of rules, methods, concepts,principles, laws, and theories
TAXONOM& OF ED#CATIONAL
OB6ECTIVES
-
8/9/2019 LET Review Assessment of Learning
26/150
COGNITIVE O!"IN(Bloom, 1956)
ANAL&SISAbility to break down material into its
component parts so that its organiational
structure may be understood"nclude identification of parts, analysis of the
relationships between parts, and recognition
of the organiational principles involved
TAXONOM& OF ED#CATIONAL
OB6ECTIVES
-
8/9/2019 LET Review Assessment of Learning
27/150
COGNITIVE O!"IN(Bloom, 1956)
S&NT"ESISAbility to put parts together to form a new
whole
%tress creative behaviors, with ma#oremphasis on the formulation of newpatterns
or structures
TAXONOM& OF ED#CATIONAL
OB6ECTIVES
-
8/9/2019 LET Review Assessment of Learning
28/150
COGNITIVE O!"IN(Bloom, 1956)
EVAL#ATION
Ability to #udge the value of material for a
given purpose
4udgments are to be based on definite
criteria 5internal (organiation) or e0ternal
(relevance to the purpose)6
TAXONOM& OF ED#CATIONAL
OB6ECTIVES
-
8/9/2019 LET Review Assessment of Learning
29/150
-
8/9/2019 LET Review Assessment of Learning
30/150
-
8/9/2019 LET Review Assessment of Learning
31/150
COGNITIVE O!"IN(Bloom, 1956)
#E"INGK: Knows vocabulary
U: Reads with comrehension
!: Reads to obtain in"ormation to solve a roblem!n: !naly#es te$t and outlines ar%uments
&: 'nte%rates the main ideas across two or more assa%es
: riti*ues the conclusions in a te$t and o""ers alternatives
TAXONOM& OF ED#CATIONAL
OB6ECTIVES
-
8/9/2019 LET Review Assessment of Learning
32/150
-
8/9/2019 LET Review Assessment of Learning
33/150
COGNITIVE O!"IN(Bloom, 1956)
%CIENCE
K: Knows terms and "acts
U: Understands scienti"ic rinciles
!: !lies rinciles to new situations!n: !naly#es chemical reactions
&: onducts and reorts e$eriments
: riti*ues scienti"ic reorts
TAXONOM& OF ED#CATIONAL
OB6ECTIVES
-
8/9/2019 LET Review Assessment of Learning
34/150
-
8/9/2019 LET Review Assessment of Learning
35/150
-
8/9/2019 LET Review Assessment of Learning
36/150
uestion!
'ith %+A$ lesson ob#ectives in thesynthesis in mind, which one does
7*$ belong to the groupa. 3ormulate
b. 4udge
c. *rganie
d. 8uild
-
8/9/2019 LET Review Assessment of Learning
37/150
uestion!
'hich test item is in the highest level of8loom-s ta0onomy of ob#ectives
a. 0plain how a tree functions inrelation to the ecosystem.
b. 0plain how trees receive nutrients.
c. ate three different methods ofcontrolling tree growth.
d. 9ist the parts of a tree.
-
8/9/2019 LET Review Assessment of Learning
38/150
uestion!
'hich behavioral term describes alesson outcome in the highest level
of 8loom-s ta0onomya. Analye
b. Create
c. "nfer
d. valuate
-
8/9/2019 LET Review Assessment of Learning
39/150
MAIN POINTSFOR COMPA9
RISONT&PES OF TESTS
Pur,ose
Ps)$-olo%i$al E.u$ational
Aims to measurestudents intelligence or
mental ability in a largedegree without referenceto what the students haslearned
Aims to measurethe result ofinstructions andlearning (e.g.
!chievement ests,-er"ormance ests)
+easures the intangiblecharacteristics of an
individual (e.g.!titudeests, -ersonality ests,'ntelli%ence ests)
-
8/9/2019 LET Review Assessment of Learning
40/150
MAIN POINTS
FORCOMPARISON T&PES OF TESTS
S$o,e o*Content
Surve) Master)
Covers a broadrange of ob#ectives
Covers aspecificob#ective
+easures generalachievement incertain sub#ects
+easuresfundamentalskills andabilities
-
8/9/2019 LET Review Assessment of Learning
41/150
MAIN POINTSFOR
COMPARISONT&PES OF TESTS
Lan%ua%eMo.e
Ver1al Non9Ver1al
'ords are used bystudents in attachingmeaning to or
responding to test items
%tudents do notuse words inattaching meaningto or in respondingto test items (e.g.graphs, numbers,:! sub#ects)
-
8/9/2019 LET Review Assessment of Learning
42/150
MAIN POINTSFOR
COMPARISON
T&PES OF TESTS
Constru$tion
Stan.ar.i:e. In*ormal
Constructed by aprofessional item writer
Constructed by aclassroom teacher
Covers a broad range ofcontent covered in a sub#ectarea
Covers a narrowrange of content
;ses mainly multiple choice
-
8/9/2019 LET Review Assessment of Learning
43/150
MAIN POINTS
FORCOMPARISON T&PES OF TESTS
Constru$tion
Stan.ar.i:e. In*ormal
Can be scored by amachine
%coredmanually by theteacher
"nterpretation of
results is usuallynorm!referenced
"nterpretation
is usuallycriterion!referenced
-
8/9/2019 LET Review Assessment of Learning
44/150
MAIN POINTSFOR
COMPARISONT&PES OF TESTS
Manner o*A.ministration
In.ivi.ual Grou,+ostly given orally orrequires actualdemonstration of skill
$his is a paper!and!pen test
*ne!on!one situations,thus, many opportunitiesfor clinical observation
9oss of rapport,insight andknowledge abouteach e0aminee
Chance to follow!upe0aminee-s response inorder to clarify orcomprehend it moreclearly
%ame amount oftime needed togather informationfrom one student
-
8/9/2019 LET Review Assessment of Learning
45/150
MAIN POINTSFOR
COMPARISON
T&PES OF TESTS
E**e$t o*Biases
O1;e$tive Su1;e$tive
%corer-s personal
#udgment does notaffect the scoring
Affected byscorer-s personalopinions, biasesand #udgments
'orded that only oneanswer is acceptable
%everal answersare possible
9ittle or nodisagreement on whatis the correct answer
&ossible todisagreement onwhat is the correctanswer
-
8/9/2019 LET Review Assessment of Learning
46/150
MAIN POINTSFOR
COMPARISON T&PES OFTESTS
Time Limit an.Level o*Di**i$ult)
Po
-
8/9/2019 LET Review Assessment of Learning
47/150
-
8/9/2019 LET Review Assessment of Learning
48/150
MAIN POINTSFOR COMPA9
RISONT&PES OF TESTS
Natureo*
Assess
ment
Ma=imumPer*orman$e
T),i$alPer*orman$e
etermines what
individuals can dowhen performing attheir best
etermines what
individuals will dounder naturalconditions
Aptitude tests,achievement tests
Attitude, interest, andpersonality inventories=observationtechniques= peerappraisal
-
8/9/2019 LET Review Assessment of Learning
49/150
MAIN POINTSFOR
COMPARISONT&PES OF TESTS
Inter,retation
Norm9Re*eren$e. Criterion9Re*eren$e.
esult is interpretedby comparing one
student-sperformance withother students-performance
esult is interpreted
by comparingstudent-s performancebased on a predefinedstandard/criteria
%ome will reallypass
All or none may pass
Constructed bytrained professional
$ypically constructedby the teacher
-
8/9/2019 LET Review Assessment of Learning
50/150
-
8/9/2019 LET Review Assessment of Learning
51/150
MAIN POINTSFOR
COMPARISONT&PES OF TESTS
Inter,retation
Norm9Re*eren$e. Criterion9Re*eren$e.
3avors items ofaverage difficulty
and typically omitsvery easy and veryhard items
+atches itemdifficulty to learningtasks, without alteringitem difficulty oromitting easy or harditems
"nterpretationrequires a clearlydefined group
"nterpretationrequires a clearlydefined and delimitedachievement domain
-
8/9/2019 LET Review Assessment of Learning
52/150
Similarities Bet
-
8/9/2019 LET Review Assessment of Learning
53/150
Similarities Bet. 8oth use the same rules for item writing
(e0cept for item difficulty).
?. 8oth are #udged by the same qualities of
goodness (validity and reliability).
@. 8oth are useful in educational
assessment.
-
8/9/2019 LET Review Assessment of Learning
54/150
uestion!
A test consists of a graph showing therelationship between age and population.
3ollowing it is a series of true!false items
based on the graph. 'hich type of test doesthis illustrate
a. 9aboratory e0ercise
b. &roblem solvingc. &erformance
d. "nterpretive
T),es o* Test A$$or.in% to FORMAT
-
8/9/2019 LET Review Assessment of Learning
55/150
T),es o* Test A$$or.in% to FORMAT
%elective T&pe provides choices for the answer
a. Multi,le C-oi$e consists of a stem whichdescribes the problem and : or more alternatives which
give the suggested solutions. $he incorrect alternatives
are the distractors.
b. True9False or Alternative Res,onseconsists of declarative statement that one has to mark
true or false, right or wrong, correct or incorrect, yes or
no, fact or opinion, and the like.
c. Mat$-in% T),e consists of two parallel columnsColumn A, the column of premises from which a match is
sought= Column 8, the column of responses from which
the selection is made.
T),es o* Test A$$or.in% to FORMAT
-
8/9/2019 LET Review Assessment of Learning
56/150
%uppl& Test
a( S-ort Ans
-
8/9/2019 LET Review Assessment of Learning
57/150
-
8/9/2019 LET Review Assessment of Learning
58/150
-
8/9/2019 LET Review Assessment of Learning
59/150
i
-
8/9/2019 LET Review Assessment of Learning
60/150
uestion!
'hich does 7*$ belong to thegroup
a. %hort Answerb. Completion
c. +ultiple Choiced. estricted!response essay
ALTERNATIVE ASSESSMENT
-
8/9/2019 LET Review Assessment of Learning
61/150
ALTERNATIVE ASSESSMENT
'E#(O#!"NCE ) "*T$ENTIC "%%E%%!ENT%
8-en To#se
%pecific behaviors are to beobserved
&ossibility of #udging theappropriateness of students- actions
A process or outcome cannot bedirectly measured by paper!and!pencil test
ALTERNATIVE ASSESSMENT
-
8/9/2019 LET Review Assessment of Learning
62/150
ALTERNATIVE ASSESSMENT
'E#(O#!"NCE ) "*T$ENTIC "%%E%%!ENT%
A.vanta%es
Allow evaluation of comple0 skillswhich are difficult to assess using
written tests
&ositive effect on instruction andlearning
Can be used to evaluate both theprocess and the product
-
8/9/2019 LET Review Assessment of Learning
63/150
ALTERNATIVE ASSESSMENT
-
8/9/2019 LET Review Assessment of Learning
64/150
ALTERNATIVE ASSESSMENT
'O#T(O+IO "%%E%%!ENT
C"ARACTERISTICS!
1) Adaptable to individualied instructional goals
2) 3ocus on assessment of products
:) "dentify students- strengths rather than
weaknesses
>) Actively involve students in the evaluation
process?) Communicate student achievement to others
@) $ime!consuming
B) 7eed of a scoring plan to increase reliability
-
8/9/2019 LET Review Assessment of Learning
65/150
T),es o* NON9COGNITIVE TEST
-
8/9/2019 LET Review Assessment of Learning
66/150
T),es o* NON9COGNITIVE TEST.1Closed-Item or (orced-choice Instruments
ask for one or specific answer
a1 Checklist measures students preferences,
hobbies, attitudes, feelings, beliefs, interests, etc.
by marking a set of possible responses
b1 %cales these instruments that indicate the
e0tent or degree of one-s response
'> Ratin% S$ale measures the degree or
e0tent of one-s attitudes, feelings, and
perception about ideas, ob#ects and people
by marking a point along :! or ?! point scale
T),es o* NON9COGNITIVE TEST
-
8/9/2019 LET Review Assessment of Learning
67/150
+(> Semanti$ Di**erential S$ale measures the
degree of one-s attitudes, feelings and perceptionsabout ideas, ob#ects and people by marking a point
along ?! or B! or 11! point scale of semantic
ad#ectives
0
+ath is
easy difficult important trivial
useful useless
T),es o* NON COGNITIVE TEST
-
8/9/2019 LET Review Assessment of Learning
68/150
T),es o* NON9COGNITIVE TEST
-
8/9/2019 LET Review Assessment of Learning
69/150
c1 "lternative #esponse measures students
preferences, hobbies, attitudes, feelings, beliefs,interests, etc. by choosing between two possible
responses
0
$ 3 1. eading is the best way of spending leisure time.
d1 #anking measures students preferences or
priorities by ranking a set of responses0 ank the following sub#ects according to its importance. %cience %ocial %tudies
+ath Arts
nglish
T),es o* NON COGNITIVE TEST
T),es o* NON9COGNITIVE TEST
-
8/9/2019 LET Review Assessment of Learning
70/150
01 Open-Ended Instruments
open to more than one answer
%entence Completion measures students preferences
over a variety of attitudes and allows students to
answer by completing an unfinished statement whichmay vary in length
%urve&s measures the values held by an individual by
writing one or many responses to a given question
Essa&s allows the students to reveal and clarify theirpreferences, hobbies, attitudes, feelings, beliefs, and
interests by writing their reactions or opinions to a
given question
T),es o* NON COGNITIVE TEST
ti
-
8/9/2019 LET Review Assessment of Learning
71/150
uestion!
$o evaluate teaching skills, which isthe most authentic tool
a. *bservationb. 7on!restricted essay test
c. %hort answer testd. ssay test
GENERAL S#GGESTIONS
-
8/9/2019 LET Review Assessment of Learning
72/150
GENERAL S#GGESTIONS
IN 8RITING TESTS
1. ;se your test specifications as guide toitem writing.
2. 'rite more test items than needed.
:. 'rite the test items well in advance of thetesting date.
>. 'rite each test item so that the task to be
performed is clearly defined.?. 'rite each test item in appropriate reading
level.
-
8/9/2019 LET Review Assessment of Learning
73/150
-
8/9/2019 LET Review Assessment of Learning
74/150
SPECIFIC S#GGESTIONS
-
8/9/2019 LET Review Assessment of Learning
75/150
SPECIFIC S#GGESTIONS
?. 8lanks should be equal in length.
@. Answers should be written before the item
number for easy checking.
B. 'hen completion items are to be used, donot have too many blanks. 8lanks should
be at the center of the sentence and not at
the beginning.
Su,,l) T),e
SPECIFIC S#GGESTIONS
-
8/9/2019 LET Review Assessment of Learning
76/150
SPECIFIC S#GGESTIONS
1. Avoid broad statements.
2. Avoid trivial statements.
:. Avoid the use of negative statementsespecially double negatives.
>. Avoid long and comple0 sentences.
?. Avoid including two ideas in one sentenceunless cause and effect relationship is
being measured.
Sele$tive T),e
"lternative-#esponse
SPECIFIC S#GGESTIONS
-
8/9/2019 LET Review Assessment of Learning
77/150
S C C S#GG S O S
@."f opinion is used, attribute it to some source
unless the ability to identify opinion is being
specifically measured.
B. $rue statements and false statements should beappro0imately equal in length.
D. $he number of true statements and false
statements should be appro0imately equal.E. %tart with a false statement since it is a common
observation that the first statement in this type is
always positive.
Sele$tive T),e
"lternative-#esponse
SPECIFIC S#GGESTIONS
-
8/9/2019 LET Review Assessment of Learning
78/150
1. ;se only homogeneous materials in a
single matching e0ercise.
2. "nclude an unequal number of responsesand premises, and instruct the pupils that
response may be used once, more than
once, or not at all.
:. Feep the list of items to be matched brief,
and place the shorter responses at the
right.
Sele$tive T),e
!atching T&pe
SPECIFIC S#GGESTIONS
-
8/9/2019 LET Review Assessment of Learning
79/150
>. Arrange the list of responses in logical
order.
?. "ndicate in the directions the basis for
matching the responses and premises.
@. &lace all the items for one matching
e0ercise on the same page.
Sele$tive T),e
!atching T&pe
SPECIFIC S#GGESTIONS
-
8/9/2019 LET Review Assessment of Learning
80/150
1. $he stem of the item should be meaningful
by itself and should present a definite
problem.
2. $he item should include as much of the
item as possible and should be free of
irrelevant information.
:. ;se a negatively stated item stem only
when a significant learning outcome
requires it.
Sele$tive T),e
!ultiple Choice
SPECIFIC S#GGESTIONS
-
8/9/2019 LET Review Assessment of Learning
81/150
>. Gighlight negative words in the stem for
emphasis.
?. All the alternatives should be grammaticallyconsistent with the stem of the item.
@. An item should only have one correct or
clearly best answer.
B. "tems used to measure understanding
should contain novelty, but beware of too
much.
Sele$tive T),e
!ultiple Choice
SPECIFIC S#GGESTIONS
-
8/9/2019 LET Review Assessment of Learning
82/150
D. All distractors should be plausible.
E.
-
8/9/2019 LET Review Assessment of Learning
83/150
1:. ;se of special alternatives (e.g. 7one of
the above= all of the above) should be done
sparingly.
1>. o not use multiple choice items when
other types are more appropriate.
1?. Always have the stem and alternatives on
the same page.
1@. 8reak any of these rules when you have a
good reason for doing so.
Sele$tive T),e
!ultiple Choice
uestion!
-
8/9/2019 LET Review Assessment of Learning
84/150
uestion!
"n preparing a multiple!choice test,how many options would be ideal
a. 3iveb. $hree
c. Anyd. 3our
SPECIFIC S#GGESTIONS
-
8/9/2019 LET Review Assessment of Learning
85/150
1. estrict the use of essay questions tothose learning outcomes that cannot be
satisfactorily measured by ob#ective items.
2. 3ormulate questions that will bring forth thebehavior specified in the learning outcome.
:. &hrase each question so that the pupils-
task is clearly defined.>. "ndicate an appro0imate time limit for each
question.
?. Avoid the use of optional questions.
Essa) T),e
uestion!
-
8/9/2019 LET Review Assessment of Learning
86/150
uestion!
'hat should a teacher do beforeconstructing items for a particular test
a. &repare the table of specifications.b. eview the previous lessons.
c. etermine the length of time for
answering it.d. Announce to students the scope of
the test.
CRITERIA TO CONSIDER INCONSTR#CTING GOOD TESTS
-
8/9/2019 LET Review Assessment of Learning
87/150
CONSTR#CTING GOOD TESTS
V"+IIT29 is the degree to which a test measures
what is intended to be measured. "t is theusefulness of the test for a given purpose. "t is the
most important criteria of a good e0amination.
.!/R& in"luencin% the validity o" tests in %eneral"ppropriateness of testirections#eading Vocabular& and %entence %tructure
ifficult& of ItemsConstruction of Items+ength of Test"rrangement of Items'atterns of "ns3ers
4"2% f E t bli hi V lidit
-
8/9/2019 LET Review Assessment of Learning
88/150
4"2% of Establishing Validit&
(ace Validit& is done by e0amining thephysical appearance of the test
Content Validit& is done through a carefuland critical e0amination of the ob#ectives of the
test so that it reflects the curricular ob#ectives
4"2% of Establishing Validit&
-
8/9/2019 LET Review Assessment of Learning
89/150
g &Criterion-related validit& is established statisticallysuch that a set of scores revealed by a test is correlated
with scores obtained in another e0ternal predictor or
measure.
Gas two purposes
a1 Concurrent Validit& describes the present status ofthe individual by correlating the sets of scores obtained
from two measures given concurrently
b1 'redictive Validit& describes the future performance
of an individual by correlating the sets of scores obtained
from two measures given at a longer time interval
4"2% of Establishing Validit&
-
8/9/2019 LET Review Assessment of Learning
90/150
Construct Validit& is established statistically by
comparing psychological traits or factors that influencescores in a test, e.g. verbal, numerical, spatial, etc.
a1 Convergent Validit& is established if the instrument
defines another similar trait other than what it intendedto measure (e.g. Critical $hinking $est may be
correlated with Creative $hinking $est)
b1 ivergent Validit& is established if an instrument candescribe only the intended trait and not other traits (e.g.
Critical $hinking $est may not be correlated with
eading Comprehension $est)
g &
#E+I",I+IT2 it refers to the consistency of
-
8/9/2019 LET Review Assessment of Learning
91/150
#E+I",I+IT2 9 it refers to the consistency ofscores obtained by the same person when retested
using the same instrument or one that is parallel toit.
.!/R& a""ectin% Reliability
+ength of the testifficult& of the testObjectivit&"dministrabilit&
%corabilit&Econom&"de5uac&
!ethodT&pe of
#eliabilit& 'rocedure%tatistical!easure
-
8/9/2019 LET Review Assessment of Learning
92/150
!easure !easure
Test9Retest
+easure of
stability
Iive a test twice to the samegroup with any time interval
between sets from severalminutes to several years
&earson r
E4uivalentForms
+easure ofequivalence
Iive parallel forms of test atthe same time between forms
&earson r
Test9Retest
-
8/9/2019 LET Review Assessment of Learning
93/150
uestion!
%etting up criteria for scoring essaytests is meant to increase their
a. *b#ectivityb. eliability
c.
-
8/9/2019 LET Review Assessment of Learning
94/150
uestion!
$he same test is administered to differentgroups at different places at different
times. $his process is done in testing
the
a. *b#ectivity
b.
-
8/9/2019 LET Review Assessment of Learning
95/150
ITE! "N"+2%I%
-
8/9/2019 LET Review Assessment of Learning
96/150
%TE'%
1. %core the test. Arrange from lowest to
highest.
2. Iet the top 2BK ($2B) and below 2BK (82B)
of the e0aminees.
:. Iet the proportion of the $op and 8elow who
got each item correct. (&$) J (&8)
>. Compute for the ifficulty "nde0.
f L (&$ M &8) / 7
?. Compute for the iscrimination "nde0.
s L (&$ ! &8) / n
ITE! "N"+2%I%
-
8/9/2019 LET Review Assessment of Learning
97/150
INTE#'#ET"TION
+i""iculty 'nde$ (+")H.B@ 1.HH L easy (revise)
H.2? H.B? L average (accept)
H.HH H.2> L very difficult (re#ect)
+iscrimination 'nde$ (+s)
H.>H above L very good (accept)
H.:H H.:EL good (accept) H.2H H.2EL moderate (revise)
H.1E and below L poor (re#ect)
ITE! "N"+2%I%
-
8/9/2019 LET Review Assessment of Learning
98/150
E6ample
0 o" students: 2
3o comute the +":+ivide the number o" students who choose the
correct answer by the total number o" students4
uestion A B C D D*
1 H : 2>N :
2 12N 1: : 2
ITE! "N"+2%I%
-
8/9/2019 LET Review Assessment of Learning
99/150
E6ample
0 o" students: 2
3o comute the +":+ivide the number o" students who choose the
correct answer by the total number o" students4
uestion A B C D D*
1 H : 2>N : 7187
2 12N 1: : 2
ITE! "N"+2%I%
-
8/9/2019 LET Review Assessment of Learning
100/150
E6ample
0 o" students: 2
3o comute the +":+ivide the number o" students who choose the
correct answer by the total number o" students4
uestion A B C D D*
1 H : 2>N : 7187
2 12N 1: : 2 7197
E6ampleITE! "N"+2%I%
-
8/9/2019 LET Review Assessment of Learning
101/150
E6ample
: ;.< =corrrect> ;7< - incorrect
Stu.ent S$ore @> ' + /
4oe EH 1 H 1ave EH 1 H 1
%u#ie DH H H 1
arrell DH 1 H 1
lia BH 1 H 1
Ooe @H 1 H H
Irace @H 1 H 1
Gannah ?H 1 1 H
icky ?H 1 1 H
Anita >H H 1 H
ITE! "N"+2%I%
-
8/9/2019 LET Review Assessment of Learning
102/150
E6ample
uestion PT PB D* Ds
1
2:
ITE! "N"+2%I%
-
8/9/2019 LET Review Assessment of Learning
103/150
E6ample
uestion PT PB D* Ds
1 > >
2 H :: ? 1
ITE! "N"+2%I%
-
8/9/2019 LET Review Assessment of Learning
104/150
E6ample
uestion PT PB D* Ds
1 > > 7187
2 H :: ? 1
ITE! "N"+2%I%
-
8/9/2019 LET Review Assessment of Learning
105/150
E6ample
uestion PT PB D* Ds
1 > > 7187
2 H : 71?7: ? 1
ITE! "N"+2%I%
-
8/9/2019 LET Review Assessment of Learning
106/150
E6ample
uestion PT PB D* Ds
1 > > 7187
2 H : 71?7: ? 1 71@7
ITE! "N"+2%I%
-
8/9/2019 LET Review Assessment of Learning
107/150
E6ample
uestion PT PB D* Ds
1 > > 7187 7
2 H : 71?7: ? 1 71@7
ITE! "N"+2%I%
-
8/9/2019 LET Review Assessment of Learning
108/150
E6ample
uestion PT PB D* Ds
1 > > 7187 7
2 H : 71?7 - 71@: ? 1 71@7
ITE! "N"+2%I%
-
8/9/2019 LET Review Assessment of Learning
109/150
E6ample
1. 'hich question was the easiest
2. 'hich question was the most difficult:. 'hich item has the poorest discrimination
>. 'hich question would you eliminate (if any)
'hy
uestion PT PB D* Ds
1 > > 7187 7
2 H : 71?7 - 71@: ? 1 71@7 718
uestion!
-
8/9/2019 LET Review Assessment of Learning
110/150
A negative discrimination inde0 means that
a. +ore from the lower group answered
the test items correctly.
b. $he items could not discriminate
between the lower and upper group.
c. +ore from the upper group answered
the test item correctly.
d. 9ess from the lower group got the test
item correctly.
uestion!
-
8/9/2019 LET Review Assessment of Learning
111/150
A test item has a difficulty inde0 of H.DE
and a discrimination inde0 of H.>>. 'hatshould the teacher do
a. e#ect the item.
b. etain the item.
c. +ake it a bonus item.
d. +ake it a bonus item and re#ect it.
-
8/9/2019 LET Review Assessment of Learning
112/150
-
8/9/2019 LET Review Assessment of Learning
113/150
SCALES OF MEAS#REMENT
-
8/9/2019 LET Review Assessment of Learning
114/150
NOMINAL
ORDINAL
INTERVAL
RATIO
T&PES OF DISTRIB#TION
-
8/9/2019 LET Review Assessment of Learning
115/150
7ormal istribution%ymmetrical
8ell Curve
*re4uen$)
s$oreslo< s$ores -i%- s$ores
T&PES OF DISTRIB#TION
-
8/9/2019 LET Review Assessment of Learning
116/150
*re4uen$)
s$oreslo< s$ores -i%- s$ores
ectangular istribution
T&PES OF DISTRIB#TION
-
8/9/2019 LET Review Assessment of Learning
117/150
;nimodal istribution
8imodal istribution
+ultimodal / &olymodal
istribution
-i%- s$ores
T&PES OF DISTRIB#TION
-
8/9/2019 LET Review Assessment of Learning
118/150
lo< s$ores-i%- s$ores
*r
e4uen$)
Positivel) S?e
-
8/9/2019 LET Review Assessment of Learning
119/150
lo< s$ores-i%- s$ores
*r
e4uen$)
Ne%ativel) S?e
-
8/9/2019 LET Review Assessment of Learning
120/150
+eptokurtic
distributions are tall andpeaked. 8ecause the scores
are clustered around the
mean, the standard deviation
will be smaller.
!esokurticdistributions are the ideale0ample of the normal
distribution, somewhere
between the leptokurtic and
playtykurtic.
'lat&kurtic
distributions are broadand flat.
uestion!
-
8/9/2019 LET Review Assessment of Learning
121/150
uestion!
'hich statement applies when scoredistribution is negatively skewed
a. $he scores are evenly distributedfrom the left to the right.
b. +ost pupils are underachievers.
c. +ost of the scores are high.d. +ost of the scores are low.
uestion!
-
8/9/2019 LET Review Assessment of Learning
122/150
uestion!
"f the scores of your test follow apositively skewed score distribution,
what should you do 3ind out .
a. why your items are easy
b. why most of the scores are high
c. why some pupils scored lowd. why most of the scores are low
ASS#MPTIONS8"EN #SED
APPROPRIATE STATISTICAL TOOLS
-
8/9/2019 LET Review Assessment of Learning
123/150
MEAS#RES OFCENTRAL TENDENC&
(describes therepresentative value of aset of data)
MEAS#RES OFVARIABILIT&
(describes the degree ofspread or dispersion of aset of data)
'hen the frequencydistribution is regular orsymmetrical (normal)
;sually used when dataare numeric (interval orratio)
Mean the arithmeticaverage
Stan.ar. Deviation theroot!mean!square of thedeviations from the mean
'hen the frequencydistribution is irregular orskewed
;sually when the data isordinal
Me.ian the middle scorein a group of scores that areranked
uartile Deviation theaverage deviation of the 1st and:rdquartiles from the median
'hen the distribution ofscores is normal and quickanswer is needed;sually used when the
data are nominal
Mo.e the most frequentscore
Ran%e the differencebetween the highest and thelowest score in the distribution
uestion!
-
8/9/2019 LET Review Assessment of Learning
124/150
uestion!$eacher 8 is researching on a family
income distribution which is quite
symmetrical. 'hich measure/s of
central tendency will be mostinformative and appropriate
a. +ode
b. +eanc. +edian
d. +ean and median
uestion!
-
8/9/2019 LET Review Assessment of Learning
125/150
'hat measure/s of central tendency doesthe number 1@ represent in the following
score distribution
1>, 1?, 1B, 1@, 1E, 2H, 1@, 1>, 1@a. +ode only
b. +edian only
c. +ode and median
d. +ean and mode
INTERPRETING MEAS#RES OF VARIABILIT&
-
8/9/2019 LET Review Assessment of Learning
126/150
STANDARD DEVIATION @SD>
$he result will help you determine if the group is
homogeneous or not. $he result will also help you determine the number of
students that fall below and above the average performance.
!ain points to remember
&oints above +ean M 1% L range of above average
+ean M 1%+ean ! 1%
&oints below +ean 1% L range of belo3 average
L give the limits of an average abilit&
E=am,le!
A $lass o* +2 stu.ents
-
8/9/2019 LET Review Assessment of Learning
127/150
A $lass o* +2 stu.ents
-
8/9/2019 LET Review Assessment of Learning
128/150
Oero standard deviation means that
a. $he students- scores are the same.
b. ?HK of the scores obtained is ero.
c. +ore than ?HK of the scores
obtained is ero.d. 9ess than ?HK of the scores
obtained is ero.
uestion!
-
8/9/2019 LET Review Assessment of Learning
129/150
7ellie-s score is within 0
1 %. $o whichof the following groups does she belong
a. 8elow Average
b. Average
c. 7eeds "mprovement
d. Above Average
uestion!$he score distribution of %et A and %et 8 have
-
8/9/2019 LET Review Assessment of Learning
130/150
$he score distribution of %et A and %et 8 have
equal mean but with different %s. %et A has an
% of 1.B while %et 8 has an % of :.2. 'hichstatement is $; of the score distributions
a. $he scores of %et 8 has less variability than
the scores in %et A.
b. %cores in %et A are more widely scattered.
c. +a#ority of the scores in %et A are clustered
around the mean.
d. +a#ority of the scores in %et are clustered
around the mean.
INTERPRETING MEAS#RES OF VARIABILIT&
-
8/9/2019 LET Review Assessment of Learning
131/150
#ARTILE DEVIATION @D>
$he result will help you determine if the group is
homogeneous or not. $he result will also help you determine the number of
students that fall below and above the average performance.
!ain points to remember
&oints above +edian M 1Q L range of above average
+edian M 1Q+edian 1Q
&oints below +edian 1Q L range of belo3 average
L give the limits of an average abilit&
E=am,le!
A $lass o* / stu.ents
-
8/9/2019 LET Review Assessment of Learning
132/150
%
me.ian s$ore o* t-e $lass is +H( T-e D is /( Mi%uel
a stu.ent in t-e $lass %ot a s$ore o* //( Des$ri1e t-e,er*orman$e o* Mi%uel(
+H D / X //
D +H / /+
9 D +H / +3
All s$ores 1et
-
8/9/2019 LET Review Assessment of Learning
133/150
1 ----------- Perfect Positive Correlation
high positive correlation
0.5 ----------- Positive Correlation
low positive correlation
0 ----------- ero Correlation
low negative correlation
-0.5 ----------- Ne!ative Correlation
high negative correlation
-1 ----------- Perfect Ne!ative Correlation
41 142 7 very hi%h correlation
461 8 42 7 hi%h correlation
41 8 462 7 moderate correlation
41 8 42 7 low correlation
2 8 42 7 ne%li%ible correlation
*or Vali.it)!
computed rshould be at least(52to be significant
*or Relia1ilit)!
computed rshould be at least
(2to be significant
uestion!
-
8/9/2019 LET Review Assessment of Learning
134/150
$he computed r for scores in +ath and
%cience is H.E2. 'hat does this mean
a. +ath score is positively related to
%cience score.
b. %cience score is slightly related to +ath
score.
c. +ath score is not in any way related to%cience score.
d. $he higher the +ath score, the lower
the %cience score.
STANDARD SCORES
-
8/9/2019 LET Review Assessment of Learning
135/150
"ndicate the pupil-s relative position by showing
how far his raw score is above or belowaverage
0press the pupil-s performance in terms of
standard unit from the mean
epresented by the normal probability curve or
what is commonly called the normal curve
;sed to have a common unit to compare raw
scores from different tests
orres,on.in% Stan.ar. S$ores an. Per$entilesin a Normal Distri1ution
-
8/9/2019 LET Review Assessment of Learning
136/150
9S$ores 9/ 9+ 9' ' + /
T9S$ores + / 0 2 3 5
Per$entiles ' + '3 2 0 H HH(H
PERCENTILE
-
8/9/2019 LET Review Assessment of Learning
137/150
tells the percentage of e0aminees that lies below
one-s score
0ample
4ose-s score in the 9$ is BH and his percentile
rank is D?.
P2 5 ($his means 4ose, who scored BH,
performed better than D?K of all the e0aminees
)
9S$oretells the number of standard deviations equivalent
-
8/9/2019 LET Review Assessment of Learning
138/150
q
to a given raw score
3ormula
0ample
4enny got a score of B? in a 1HH!item test. $he mean
score of the class is @? and % is ?.
L B? @?
?
L 2 (4enny is 2 standard deviations above the mean)
'here
X individual-s raw score
mean of the normative group
SD standard deviation of the
normative group
P
SD
XXI
0ample+ean of a group in a test
L 2@ % L 2P
-
8/9/2019 LET Review Assessment of Learning
139/150
B 71D B -71D
osephAs %core ohnAs %core
F 0 F 0D
+
'
+
+3+5
SD
XXI
+
'
+
+3+2
SD
XXI
refers to any set of normally distributed standard deviation
T9S$ore
-
8/9/2019 LET Review Assessment of Learning
140/150
refers to any set of normally distributed standard deviation
score that has a mean of ?H and a standard deviation of 1H
computed after converting raw scores to !scores to get rid
of negative values
3ormula
0ample
4oseph-s $!score L ?H M 1H(H.?)
L ?H M ? L DD
4ohn-s $!score L ?H M 1H(!H.?)
L ?H ?
L 9D
>I@'G2Gs$oreT
ASSIGNING GRADES J MAR7S J RATINGS
-
8/9/2019 LET Review Assessment of Learning
141/150
+arking or Irading is the process of assigning value to a
performance
+arks / Irades / ating %S+8*9%
Could be in1. percent such as BHK, DDK or E2K
2. letters such as A, 8, C, or 3
:. numbers such as 1.H, 1.?, 2.B?, ?
>. descriptive e0pressions such as *utstanding
(*),
-
8/9/2019 LET Review Assessment of Learning
142/150
Could represent
1. how a student is performing in relationto other students (norm!referenced
grading)
2. the e0tent to which a student has
mastered a particular body of knowledge
(criterion!referenced grading)
:. how a student is performing in relation
to a teacher-s #udgment of his or herpotential
ASSIGNING GRADES J MAR7S J RATINGS
-
8/9/2019 LET Review Assessment of Learning
143/150
Could be for
Certification that gives assurance that a student has
mastered a specific content or achieved a certain level
of accomplishment
%election that provides basis in identifying or groupingstudents for certain educational paths or programs
irection that provides information for diagnosis and
planning
!otivation that emphasies specific material or skills to
be learned and helping students to understand and
improve their performance
ASSIGNING GRADES J MAR7S J RATINGS
-
8/9/2019 LET Review Assessment of Learning
144/150
Could be assigned by using
Criterion-#eferenced Grading or grading based on
fi0ed or absolute standards where grade is assigned
based on how a student has met the criteria or a well!
defined ob#ectives of a course that were spelled out in
advance. "t is then up to the student to earn the grade he
or she wants to receive regardless of how other students
in the class have performed. $his is done by transmuting
test scores into marks or ratings.
ASSIGNING GRADES J MAR7S J RATINGS
-
8/9/2019 LET Review Assessment of Learning
145/150
Norm!#eferenced Grading or grading based on
relative standards where a student-s grade reflects hisor her level of achievement relative to the performance
of other students in the class. "n this system, the grade
is assigned based on the average of test scores.
'oint or 'ercentage Grading %&stem whereby theteacher identifies points or percentages for various tests
and class activities depending on their importance. $he total
of these points will be the bases for the grade assigned to
the student.Contract Grading %&stem where each student agrees to
work for a particular grade according to agreed!upon
standards.
-
8/9/2019 LET Review Assessment of Learning
146/150
-
8/9/2019 LET Review Assessment of Learning
147/150
uestion!
-
8/9/2019 LET Review Assessment of Learning
148/150
+arking on a normative basis means that
.
a. the normal curve of distribution should
be followedb. $he symbols used in grading indicate
how a student achieved relative to
other studentsc. %ome get high marks
d. %ome are e0pected to fail
-
8/9/2019 LET Review Assessment of Learning
149/150
Gere is a set of scores for a class of 2> students
Stu.ent PT Stu.ent PT
-
8/9/2019 LET Review Assessment of Learning
150/150
! 8 ; @D
B @ D & 9D
? @D HD
' 8. U @0
@ D8 A 9