Download - Evaluation and Test Construction
-
8/2/2019 Evaluation and Test Construction
1/51
Evaluation and TestConstruction
By:Katrina M. Gonzalez, RN, CRN
-
8/2/2019 Evaluation and Test Construction
2/51
What is Evaluation?
A systematic process of collecting andanalyzing data in order to determine thecurrent status of the subject of evaluation.
To compare the status with a set of
criteria and to select an alternativesolution from among two or more in orderto arrive at a sound decision.
-
8/2/2019 Evaluation and Test Construction
3/51
Is a continuous process of inquiryabout the study, assessment andimprovement of all variables of theeducational enterprise
-
8/2/2019 Evaluation and Test Construction
4/51
IMPORTANCE OF EVALUATION
To determine the effectiveness ofinstruction to the:
Pupils/students
School administratorParents
End view -> IMPROVEMENT
-
8/2/2019 Evaluation and Test Construction
5/51
PRINCIPLES OF EVALUATION1. Evaluation should be within the
parameter to which the learners haveattained the objectives of education
2. Objectives should be defined in termsof learner behavior.
-
8/2/2019 Evaluation and Test Construction
6/51
3.Evaluation is an integral part ofthe educative process.
4.The evaluation program should becooperative.
5. Evaluation should be comprehensive.
6. Evaluation utilizes a variety ofmeasurement instruments and
techniques.
-
8/2/2019 Evaluation and Test Construction
7/51
7. Records should be utilized to give acomplete and clear picture of the
learners.8. Diagnosis and remedial teaching arephases of the evaluative process.
-
8/2/2019 Evaluation and Test Construction
8/51
TYPES OF EVALUATION1. DIAGNOSTIC EVALUATION
Starts at the beginning of the
course to determine the levels interms of learning experience ofchildren.
-
8/2/2019 Evaluation and Test Construction
9/51
2. FORMATIVE EVALUATION The teacher performs the learning
activities To find out how well he is doing andwhat is needed during the next
learning experience by the learners.
-
8/2/2019 Evaluation and Test Construction
10/51
3. SUMMATIVE EVALUATION To grade the learners and make hisown personal judgment on theeffectivity of his methods of
teaching Basis in deciding for promotion orretention of the learner
-
8/2/2019 Evaluation and Test Construction
11/51
INSTRUMENTS OF MEASUREMENTAND EVALUATION Measurement refers to the process ofgathering information in relation tothe presence or absence of a student
behavior. Evaluation process where we put avalue on or assign worth to something.
Essential characteristic judgment
-
8/2/2019 Evaluation and Test Construction
12/51
Measurement quantitative anddescribes something in terms of
specific numbers or percentage. In evaluation a judgment is made inattaching a value or a qualitative
description in a measurement derivedfrom a test.
-
8/2/2019 Evaluation and Test Construction
13/51
1. Observation and work samples
2.Rating scale
3.Checklist
4.Themes, notebooks, Recitations,
Reports, Experiments andHomework.
5.Tests
-
8/2/2019 Evaluation and Test Construction
14/51
Primary Purpose of Tests To determine the extent to which
the learning objectives havebeen attained
To evaluate the effectivity
of instructional outcomes
-
8/2/2019 Evaluation and Test Construction
15/51
CRITERIA FOR SELECTING TESTS1. RELIABILITY similar results when itis repeated over a short period of time
Consistent , dependable and stable
Can be improved by: Increased number of tests items
Heterogeneity of the learner group
-
8/2/2019 Evaluation and Test Construction
16/51
Moderate item difficulty
Objective scoring
Limited time
-
8/2/2019 Evaluation and Test Construction
17/51
2. VALIDITY measures what needsto be measured
Types of Validity:
Content Validity items shouldadequately reflect the specificcontent of a given subject
-
8/2/2019 Evaluation and Test Construction
18/51
Curricular validity reflects theknowledge and skills in a particular
schools curriculum. The itemsadequately sample the content of thecurriculum the pupils have beenstudying.
Criterion Validity a particular testcorrelates with some acceptable andvalid test or measure of performanceof the learners
-
8/2/2019 Evaluation and Test Construction
19/51
3. Usability easy to understand, easyto administer and score, within budget
limitations and appropriate in the degreeof difficulty
Factors Affecting Usability
Unclear directions Reading vocabulary and sentence
structure too difficult
-
8/2/2019 Evaluation and Test Construction
20/51
Poorly constructed test items
Ambiguity
Test items inappropriate for theoutcomes being measured
Test too short
improper arrangement of items
-
8/2/2019 Evaluation and Test Construction
21/51
TYPES OF TESTSI. Standard Survey Tests aimed tomeasure the progress or status of thestudents or the school.
-
8/2/2019 Evaluation and Test Construction
22/51
II. Standard Achievement Tests aimedto measure the students achievement as
a result of instruction in a given subject The performance of an individual iscompared with that of a larger
population Has a uniform scoring standards
Has a high reliability and good validity
-
8/2/2019 Evaluation and Test Construction
23/51
Parts of a Standardized Test1. Norm-referenced Tests (NRT)evaluate a students performance ofsome other well defined group of learnerson the same test.
Compares it with the scores obtainedby others
It has a raw score and a percentile
rank
-
8/2/2019 Evaluation and Test Construction
24/51
2. Criterion-reference Tests (CRT)measures the students performance
against some agreed upon level ofperformance or criterion
Focus on what the individual can do
and what he knows
-
8/2/2019 Evaluation and Test Construction
25/51
Principles in Test Construction Measure all instructional objectives
Cover all learning tasks
Use appropriate test items
Make test valid and reliable Use tests to improve learning
-
8/2/2019 Evaluation and Test Construction
26/51
Types of Standardized Testsi. Intelligence Tests: Two commonly usedare the Standford-Binet (SB) andWechsler Intelligence Scale for Children(WISC).
ii. Achievement Tests: sampling of skillsor abilities on a specified area ofknowledge.
-
8/2/2019 Evaluation and Test Construction
27/51
ypes o Ac ievement ests: Survey or General Achievement Testsuse to measure the knowledge andskills of students in subject areas likeMath and Science.
Diagnostic Tests: To identify thestrengths and weaknesses for purposesof placement and formulating anappropriate instructional program
Competency Tests: learners degree ofcompetence.
-
8/2/2019 Evaluation and Test Construction
28/51
iii. Aptitude Tests: screening devicefor students who wish to enroll in aspecial school
iv. Personality Tests: For specialplacement of students with learningproblems.
-
8/2/2019 Evaluation and Test Construction
29/51
v. Inventory Tests: To measure thedegree of mastery before the teaching ofthe subjects. To determine what thelearners already know and what they donot know yet in connection with thesubject matter to be learned.
vi. Teacher Made Tests: It is measurethe achievements, progress, weakness, ordefects of each learner.
It is eitherESSAY TYPE OROBJECTIVE TYPE
-
8/2/2019 Evaluation and Test Construction
30/51
ESSAY test items are best used inmeasuring thinking at the higher level
like application, analysis, synthesis andevaluation.
It can be used effectively for
determining how well a learner cananalyze, synthesize, evaluate, thinklogically, solve problems andhypothesize.
-
8/2/2019 Evaluation and Test Construction
31/51
OBJECTIVE TYPE TESTS1. Completion Questions. Useful inevaluating the learners thinking at thelower cognitive levels of knowledge andcomprehension
-
8/2/2019 Evaluation and Test Construction
32/51
Guidelines for writing CompletionQuestions The directions Fill in the Blanks isusually sufficient, but the studentshould be informed about how detailed
the answer should be. Do not use statements that are copiedfrom the textbook
It should be clearly worded
Th l h ld b
-
8/2/2019 Evaluation and Test Construction
33/51
The completion part should be nearthe end of the item.
It is simpler and clearer to write thecompletion item as question than as astatement.
There should only be one possiblecorrect answer.
Use one blank, or certainly no morethan two, in any item.
-
8/2/2019 Evaluation and Test Construction
34/51
2. True- False Questions. Used toassess knowledge level thinking
Weakness tendency of guessingPurpose: To measure what learnersknow not how lucky they are.
G id li f iti T F l
-
8/2/2019 Evaluation and Test Construction
35/51
Guidelines for writing True-FalseQuestions
Each item should test an importantconcept or piece of information. Itshould be significant
It should be completely true or false,without exception.
The intended correct answer should be
clear only to a knowledgeable person.
-
8/2/2019 Evaluation and Test Construction
36/51
Avoid specific determiners and absolutestatements (never, only, none,
always), since they are unintentional clues.Do not use them in statements you want tobe considered TRUE.
Avoid qualifying statements and words thatinvolve judgment and interpretation (few,most, usually). Do not use them instatements you want to be considered
FALSE.
-
8/2/2019 Evaluation and Test Construction
37/51
3. Matching Type Questions. Used tomeasure the learners thinking at the
lower levels of knowledge andcomprehension.
Problem: It often requires recall rather
than comprehension and moresophisticated levels of thinking.
-
8/2/2019 Evaluation and Test Construction
38/51
Guidelines for Writing MatchingQuestions Directions should be brief and clear The entire matching question shouldappear on a single page
Wording of items in Column A shouldbe shorter than those in column B
C l A h ld t i th 10
-
8/2/2019 Evaluation and Test Construction
39/51
Column A should contain no more than 10test items
Column A items should be numbered, asthey will be graded as individual questions,and column B items should be lettered
Items in both columns should be similar in
terms of content, form, grammar, andlength
Many multiple-choice questions can be
converted to a matching test
-
8/2/2019 Evaluation and Test Construction
40/51
4. Multiple-Choice Questions. Mostpopular objective test items. This type
of test has the capacity to test notonly knowledge and comprehension butalso some higher level thinking abilities.
Can be scored easily
-
8/2/2019 Evaluation and Test Construction
41/51
Guidelines for Writing MultipleChoice Questions The central issue or problem should bestated in the stem. It should be asingular statement, topic or problem.
In the stem a direct question is preferable
to an incomplete statement.
Include in the stem any words that mightotherwise be repeated in the alternative
responses.
Negative statements in the stem and
-
8/2/2019 Evaluation and Test Construction
42/51
Negative statements in the stem andalternatives should be avoided.
Use numbers to label stems and letters to
label alternatives. Avoid absolute terms (always, never,none), especially in the alternatives.
Avoid using items directly from thetextbook.
Arrange alternatives in some logical order.
The alternatives All of the above and
None of the above should be usedsparingly.
Sh
-
8/2/2019 Evaluation and Test Construction
43/51
5. Discussion Questions. Short essayquestion that requires a short
response.Discussion questions should be alignedwith the objectives of the course, and
focus on the most important content.
-
8/2/2019 Evaluation and Test Construction
44/51
Guidelines for writing Discussion Questions Give clear and concise directions, indicatingthe length of response and amount of detail
expected. Questions should focus on importantinstructional objectives and course content.
Allow sufficient time for students to answerthe questions.
Match questions and expected responseswith the age and abilities of students.
Use the same techniques and criteria forevaluating all the students responses.
P d l ti d t
-
8/2/2019 Evaluation and Test Construction
45/51
6. Essay Questions. Produces evaluation dataof considerable value.
Using of words like why, how, whatconsequences. This calls for a command ofessential knowledge and concepts and requirestudents to integrate the subject matter,
analyze data, and show cause-effectrelations.
Words such as discuss, examine, and
explain provides an opportunity to learnhow the students think.
-
8/2/2019 Evaluation and Test Construction
46/51
Guidelines for writing EssayQuestions
Make directions specific, indicating justwhat the student is to write about.
Word each question as simply and
clearly as possible. Prepare enough questions to cover thematerial of the course broadly.
d
-
8/2/2019 Evaluation and Test Construction
47/51
Allow sufficient time for students toanswer the questions.
Ask questions that require considerablethought.
Ask more than essay question.
Provide sample questions. Explain your scoring technique tostudents before the test.
-
8/2/2019 Evaluation and Test Construction
48/51
Be consistent in your scoring techniquefor all students.
Grade one question at a time, ratherthan one test paper at a time, toincrease reliability in scoring.
Write comments on the test paper forthe student, noting good points andexplaining how answers could beimproved.
-
8/2/2019 Evaluation and Test Construction
49/51
vii. Quizzes Short and informal exams
Excellent basis for checking homework Evaluates the progress of the learners
May be given unannounced and at regularintervals
Some teachers give regular, scheduledquizzes to assess learning over a shortperiod of time
Easy to develop, administer and check
-
8/2/2019 Evaluation and Test Construction
50/51
RETURNING TESTS AND FEEDBACK Tests should be returned to the
students as soon as they are correctedas quickly as possible.
The teacher should make some general
comments and observations to the classabout the group effort, level ofachievement and common problems.
Questions should be discussed in class.
-
8/2/2019 Evaluation and Test Construction
51/51