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1

Measurement & Evaluation

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“ Students can, with difficulty,

escape from the effects of poor teaching

BUT

They cannot escape from the effects of

poor assessment”

Boud , 1995

Evaluation• Measurement + Judgment

3

Measurement, Assessment and Evaluation

� What are the differences?

� What do the terms have in common?

Evaluation is…Evaluation is…

� a a continuouscontinuous processprocess

�� based upon based upon criteriacriteria

�� cooperativelycooperatively developeddeveloped

�� concerned with measurement of the concerned with measurement of the

performance of performance of learnerslearners , ,

the effectiveness of the effectiveness of teachersteachers

and the quality of the and the quality of the programprogram

4

Commonly Used Assessment Terms

Determine to which individual have achieved the intended outcome. Includes written and performance assessments plus judgments

A procedure that requires individual to perform tasks andthe process or product of the

performance is judged using prespecified criteria.

Achievement Assessment

Performance Assessment

NE. Gronlund. 6 th.edition.1998

Commonly Used Assessment Terms

Authentic Assessment

Alternative Assessment

An assessment procedure that

emphasizes the use of tasks and

contextual settings like those in

the “real world”

An assessment procedure

provides an alternative to

paper-and-pencil testing

NE. Gronlund. 6 th.edition.1998

5

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Sir William Osler (Sir William Osler (Sir William Osler (Sir William Osler (1913191319131913 ))))

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“The primary purpose of assessment and evaluation is

to improve learning.”

“Program Planning and Assessment, 2000” p. 13

6

Assessment

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Assessment should be...• Meaningful

� valued; relates to objectives• Performance based

� application• Relevant

� real life • Motivating

� gives future direction• Reinforce learning• Instructive

7

Two Types of AssessmentFormative Summative

• Did learning occur?

• At the end

• Follows instruction

• Is learning taking place?

• Continuous

• Throughout

• Provides feedback

• Informs instruction

“ When the cook tastes the

soup, that’s formative

When the guests taste the

soup, that’s summative”

- Robert Stake

8

How to Evaluate?

Assessment/Evaluation

• Formative (ongoing)

Feedback

Evaluation

• Summative (end of rotation)

Student Teacher Program

9

Sole emphasis on outcome Assessing of process

Recent Trends in Assessment

Mc. Millan JH. Classroom Assessment. 2 nd.ed.2001

To

Isolated skills Integrated skills

Isolated facts Application of knowledge

Paper and pencil Authentic tasks

From

Mc. Millan JH. Classroom Assessment. 2 nd.ed.2001

Individuals Groups

After instruction During instruction

“Objective ” test Performance- based test

Single assessment Multiple assessments

Sporadic Continual

Recent Trends in Assessment

ToFrom

10

Model of An Instructional System

ResourcesResourcesResourcesResources

Broad educational goalsBroad educational goalsBroad educational goalsBroad educational goals

Community needs / OutcomeCommunity needs / OutcomeCommunity needs / OutcomeCommunity needs / Outcome

LearningLearningLearningLearningExperiencesExperiencesExperiencesExperiencesEvaluationEvaluationEvaluationEvaluation

Specific objectivesSpecific objectivesSpecific objectivesSpecific objectives

Methods Methods Methods Methods & & & &

InstrumentsInstrumentsInstrumentsInstruments

LearnerLearnerLearnerLearnerneedsneedsneedsneeds

E L

O

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� -��������A&�#����ก�� ( Cognitive & Meta - cognitive )

�����ก������ !"�#�������ก������ !"�#�������ก������ !"�#�������ก������ !"�#��

� ��ก����ก��� !"���#$%��&'(() ( Communication, IT )

��0�1��2)�#�34��5676849�#"1 ( Act independently )

� ก��#�34��562)��0�1�� �?8@ก�� (Team work )

� (8�@��@��D��!8EF��18GH�ก�� ( Critical thinking, analysis, synthesis )

� ก��FKG&�9G��H38G9L�G1 ( Authentic)

� 8'MGN�8���1"��@OP ( Emotional maturity)

� (8�@��@��D��1��1(@ (Social )

� (8�@F��%S9G ('OT��@ L�G4�T��@

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Steps in Designing Assessment

12

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1. ก(�%����"A�����#-�/�#ก��������2. ���.��% -��,-����) �%�"����"A�����#-�3. �� �# Table of Specification

4. �)�ก��>�ก�����.�- Paper Pencil Test, Performances,

- Authentics, Alternative.

13

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Always look at the way you assess and ask

“How will this benefit my students ?”

(S. Mc. Aleer : 2001)

14

1.ก(�%��3�����#%���/�#ก��������

������ ����������ก����ก��

-����� C ognitive

&�ก�� P sychomotor

3"-"� A ttitudes

15

Determine a Cognitive LevelHigher level learning

Organize concepts

Assess concepts

Relate two or more principles

Clarify information

Apply principles and predict outcomes

Itemize information1. Remembering

2. Understanding

3. Applying

4. Analyzing

5. Evaluating

6. Creating

Bloom’s Classification 2003

Apply knowledge and / or judgment

to a realistic situation

Thinking, Reasoning, Understanding

Application of Knowledge Item

16

Application of Knowledge?Application of Knowledge?

1.1. What is the mode of action of thyroid hormone? What is the mode of action of thyroid hormone?

( In other words, how does it control gene expressi on?) ( In other words, how does it control gene expressi on?)

In what ways it is similar to the mode of action of retinoic In what ways it is similar to the mode of action of retinoic

andand 11,,2525--dihydroxyvitamin D?dihydroxyvitamin D? ( ½ pages or less)( ½ pages or less)

2. a) What are the basic components of the gas chromatograph? (3 marks)

b) In the analysis of lipid composition of foods by GC, explain the esterification of fatty acids and give reasons for conducting this step.(4 marks)

c) What is the P/M/S ratio?

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2. Table of Specification(Blueprint )

17

Domain of InterestDomain of InterestDomain of InterestDomain of Interest

Test SampleTest SampleTest SampleTest Sample

SamplingSamplingSamplingSampling

Test SampleTest SampleTest SampleTest Sample

Test Blue Print Test Blue Print Test Blue Print Test Blue Print 012�ก�����3��012�ก�����3��012�ก�����3��012�ก�����3��

012�012�012�012� �4��0��!��4��0��!��4��0��!��4��0��!�

�5�1ก����#6�!��ก��0� �5�1ก����#6�!��ก��0� �5�1ก����#6�!��ก��0� �5�1ก����#6�!��ก��0�

"�!�7�"�!�7�"�!�7�"�!�7��4�8972!�4�8972!�4�8972!�4�8972!////�ก!9;<��ก!9;<��ก!9;<��ก!9;<�

//// 01"=��>�01"=��>�01"=��>�01"=��>�

1111 ....ก�����3��� !7<@� ����Aก�����3��� !7<@� ����Aก�����3��� !7<@� ����Aก�����3��� !7<@� ����A 38383838 13131313 25252525

2222. . . . ก�����3��" Eก��>0���A@�ก�����3��" Eก��>0���A@�ก�����3��" Eก��>0���A@�ก�����3��" Eก��>0���A@� 18181818 8888 10101010

3333 �A�����1���>ก�����3���1�"02�A�����1���>ก�����3���1�"02�A�����1���>ก�����3���1�"02�A�����1���>ก�����3���1�"02 19191919 8888 11111111

4444. . . . ก�����3����� ����ก��>� A�=����ก�����3����� ����ก��>� A�=����ก�����3����� ����ก��>� A�=����ก�����3����� ����ก��>� A�=���� 30303030 11111111 19191919

5555. . . . ก�����3��������2A�2� ก�����3��������2A�2� ก�����3��������2A�2� ก�����3��������2A�2� / / / / ก����ก��ก����ก��ก����ก��ก����ก��

���3����H��!����3����H��!����3����H��!����3����H��!�30303030 11111111 19191919

6666. . . . 3�1��ก�����3�� 3�1��ก�����3�� 3�1��ก�����3�� 3�1��ก�����3�� / / / / กJ�����>�����กJ�����>�����กJ�����>�����กJ�����>�����

3��K012�2#�3��K012�2#�3��K012�2#�3��K012�2#�15151515 4444 11111111

�0��0��0��0� 75757575 26262626 49494949

18

Theories and Systems of Psychology

Content Content AreasAreas

Instructional ObjectivesInstructional Objectives

Total Total ItemsItems

Knows Knows Basic Basic

AntecedentsAntecedents

Knows Knows Founding Founding

PsychologistsPsychologists

Knows Knows Basic Basic TenetsTenets

Can CompareCan Compareand Contrast and Contrast

SystemsSystems

StructuralismStructuralism 22 22 22 22 88

FunctionalismFunctionalism 22 22 22 22 88

Modern Modern AssociationAssociation

22 22 33 33 1010

BehaviorismBehaviorism 22 33 33 44 1212

GestaltGestalt 33 22 33 22 1010

Existential Existential PsychologyPsychology

33 33 33 33 1212

Total ItemsTotal Items 1414 1414 1616 1616 6060

Topics Guide to the Preliminary Examination

Topic Approximate % in paperPaper 1 – Companion AnimalsClinical medicine 50

Surgery 40Reproduction 10

Paper 2 – Agricultural AnimalsClinical medicine 40

Surgery 10

Reproduction 20

Flock and herd 20

Epidemiology 10

Paper 3 – Public Health and PathologyPublic Health 15

Microbiology / parasitology / parasitic diseases 25

Pathology 40

Infectious diseases 20

19

4. ก(�%��-�)'�#�)�

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Evaluation Methodology According Evaluation Methodology According to Domains to be Evaluatedto Domains to be Evaluated

Practical Skills

IntellectualSkills

Communication Skills , Attitudes

IndirectMethods

DirectObservation

Carrying out of project

Practical Tests

MCQMCQ

EssayEssay

SAQSAQ

MEQMEQOral testsOral tests

QuestionnairesQuestionnaires

in Real situationsin Real situations

Anecdotal RecordAnecdotal Record

Global Rating Global Rating ScalesScales

in Simulated in Simulated ConditionsConditions

OSCEOSCEOSLEROSLER

ReportReport

Chart auditChart audit

Log bookLog book

PortfolioPortfolio

Written tests

CRQ

20

Educational Objective MCQ ?? Reason

Write complete sentences No Response must be supplied( Essay )

Identify error in punctuation Yes Response may be sel ectedResponse may be selected

Express own idea clearlyExpress own idea clearly No Response must be supplied Response must be supplied (Essay )(Essay )

Uses gestures appropriately in Uses gestures appropriately in giving speechgiving speech

No Response must be Response must be suppliedsupplied( performance)( performance)

Identify part of sentenceIdentify part of sentence Yes Response may be selecte dResponse may be selected

Deciding When MCQ Should Be Used (Examples)

Objective or Essay

analyze infer

apply interpret

compare predict

differentiate

Brigham Young U. 2002

Essay Questions

compose evaluate

create explain

defend generate

describe illustrate

design justify

develop propose

Objective items(MCQ)

classify

identify

list

recall

recognize

Directive Verbs for Question Types

21

5. �����

��!"�#$��%&���%�(Reviewing & Editing) (Reviewing & Editing) (Reviewing & Editing) (Reviewing & Editing)

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22

Why these assessment tools?

• Validity

• Reliability

• Objectivity

• Opportunity for feedback

• Educational effect

• FeasibilityTannehill Deborah, U of Idaho

Validity

�� "����"A�����#-� *��@-�#�� �#"����"A�����#-� *��@-�#�� �#

/�#%��ก��"�/�#%��ก��"�

�� "���) �%� ����"������#����!� "���) �%� ����"������#����!�

&�'�A�#&�'�A�#

�� "������,-��������A"������,-��������A(( level oflevel of

performance)performance)

23

Reliability

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�����%���-�� #!� .��ก� -��#ก�����%���-�� #!� .��ก� -��#ก��

��ก���% -�*���C���,, ก���% -�*���C���,,

�� .�ก��������3� �)'�A)�!� .�ก��������3� �)'�A)�!�

Valid, Reliablenot Valid,not Reliable

not Valid, Reliable

Validity v.s Reliability����

24

-����C������ (Objectivity)

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Summary

The assessment methods should :

– have validity

– be reliable

– provide the opportunity for feedback

– have a positive educational effect

– are feasible

Tannehill Deborah, U of Idaho

25

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