Subject Matter Expert/Author: Assoc. Prof. Dr Rashid Johar (OUM) Faculty of Science and Foundation...

Copyright © ODL Jan 2005 Open University MalaysiaSubject Matter Expert/Author: Assoc. Prof. Dr Rashid Johar (OUM)

Faculty of Science and FoundationStudies

MEASUREMENT AND EVALUATION IN SCIENCETUTORIAL 1

Assoc. Prof. Dr Abdul Rashid JoharSBSC4103 Measurement and Evaluation In ScienceJan 2005

Subject Matter Expert/Author: Assoc. Prof. Dr Rashid Johar (OUM)


Copyright © ODL Jan 2005 Open University Malaysia

COVERAGE OF FIRST TUTORIAL

TUTORIAL ONE COVERS:

OVERVIEW OF THE WHOLE COURSECHAPTER 1 pg 1- 21 CHAPTER 2 pg 22- 44SUMMARY pg 21SUMMARY pg 44




OVERVIEW OF THE WHOLE COURSE

Click to:Powerpoint presentationSBSC4103 (OVERVIEW) Measurement and Evaluation in Science

There are 24 slides and the tutor can discuss briefly theoutline of the course with the students. This will take about 30 minutes.




UNIT 1: INTRODUCTION TO MEASUREMENT and EVALUATION in SCIENCE

•Chapter one exposes learners to the key terms and definitions.

•Chapter two discusses about the selection and writing of instructional objectives as platform to construct test blueprint.

•Chapter three discusses the concepts of validity and reliability as criteria for good measuring instruments.




Terms and definitions

• TESTING refers to the procedure or use of any device to evaluate the behaviour or performance of a person.

• Many aspects of behaviour can be tested: cognitive, affective and psychomotor.

• A part of the whole behaviour is tested.

• What type of test to use would depend on the purpose of testing. It should be planned before administering the test.




MEASUREMENT

• Measurement refers to the process of quantifying assessment data. It is the process of collecting and gathering information.

• It is a quantifying procedure for determining or indexing the amount or quantity of some construct or entity.

• It also refers to the assignment of numbers to objects or events.

• It is used to describe student performance and characteristics.

• It provides information for decision making.

• Measurement scales: nominal, ordinal, interval and ratio.




EVALUATION OR ASSESSMENT

• EVALUATION refers to the process of making judgment of the merit or value of a person, object or programmme from a composite of test scores, observations and reports.

• It is the process of data gathering to make judgment and decision making about students performance and programme.

• It is a process of comparing students’ performance or characteristics against a predetermined standard or criterion thought to indicate mastery.

• Evaluation can de conducted as formative or summative depending on the phase and purpose of evaluation.




EVALUATION OR ASSESSMENT

ASSESSMENT refers to those activities that are designed to measure learner achievement brought about as a result of an instructional programme of some sort. It is a procedure used to evaluate an individual so that one can describe the person in terms of current functioning and can also predict future functioning.




Criterion referenced evaluation

• This type of evaluation compares the performances of pupils to a standard criterion of performance.

• The individual pupil is compared to a predetermined standard.Or

• to the criterion of a certain standard of performances of other groups of similar age, background and experience.




Norm referenced evaluation

• This type of evaluation compares the relative performances of pupils.

The individual pupil is compared to:the performances of pupils within the group being testedOr

the performances of other pupils of similar age, background and experience.




Formative evaluation

• This type of evaluation is carried out during a programme of instruction.

• It provides the learners with feedback on how they are doing in class so far.

• It provides the teachers with information on the suitability of learning activities and materials.

Discussion: students are required to read the research literature on this topic for their assignment.




SUMMATIVE EVALUATION

• Summative evaluation This type of evaluation is carried out at the end of

a programme of instruction.

It is used to evaluate or make judgment of the merit or value of the programmme.

Discussion: students are required to read the research literature on this topic for their assignment.




Why we evaluate our science students• PRIMARY REASONS:

• To provide information regarding how effective the teaching procedures, learning activities and materials so that teacher can modify and plan instruction best for the pupils.

• To identify pupils who are lacking in prerequisite knowledge and skills so that proper materials and activities can be provided to improve student learning.

Discussion: use examples of science lesson, activities and materials.




Further Primary Reasons:

• To provide feedback to pupils on their learning progress to determine if and when they have mastered the subject matter.

• To assess pupils’ understanding towards the learning programme and relate the next plan of teaching with the pupils’ acquired knowledge and skills.

Discussion: use examples of science/chemistry/ biology/physics lessons, activities and

materials.




SECONDARY REASONS:

• To grade students

• To place students

• To conduct research

Discussion: use examples of science/chemistry/ biology/physics lessons, activities and materials.




QUICK CHECK ON YOUR UNDERSTANDING

Which of the following would you considered measurement rather than evaluation?

A. Ali got 70 out 80 in Science.B. Maria is poor in Chemistry.C. She got grade B for Physics.D. He got 65% correct in Biology test.




Measuring Learning Outcomes

•Distinguish between educational goals, educational objectives and learning objectives in science.

•Differentiate between behavioural objectives and expressive objectives.

• Instructional objectives or learning objectives of science lessons. Pg 22-23




What are instructional objectives ?

• Specific

• Outcome-based

• Measurable

• Describe Student Behaviour

OR

- the ABCD instructional objectives




Taxonomy of Instructional Objectives(Cognitive)• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

EXERCISE: Writing of Instructional Objectives for Science Lessons pg 34-37




Validity of Measuring Instrument

• Preparation of Test Blueprint

What objectives to be tested ?

What types of items to be included ?

How long the test will be ?

What is the weightage of each item ?

• A Test Blueprint is the plan of the specific test. Example of it is given in page 42.




Validity of Measuring Instrument (Affective)

•Affective Domain

• Receiving observe, listen and attend

• Responding respond willingly

• Valuing accept, participate and initiate

• Organization adapt to value system

• Characterization complete integration




Factors Affecting Reliability

•Length of test

•Test item difficulty

•Testing Conditions

•Subjectivity in scoring




Constructing Subjective Test Items

• Short Answer Items

• Essay Items

• Suggestions for Writing Essay Items

• Scoring Essay Response

EXERCISE: Use examples of Science/Chemistry/ Biology/Physics Items




Summary of Chapter 1 and 2

1. Tutors should summarize these two chapters briefly.

2. Tutors should encourage students to do exercises on their own and also in groups.

3. Tutors should encourage all students to use on-line discussion. All questions can be asked and everyone should be involved.

4. Remind students of the ASSIGNMENT and they must produce some work in the coming tutorial.

5. Remind students that Test 1 will be held in Tutorial 2.




THANK YOUTerima Kasih

Subject Matter Expert/Author: Assoc. Prof. Dr Rashid Johar (OUM) Faculty of Science and Foundation...

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