assessment lecture.doc

Prof Ed 109 Assessment of Students Learning 1 Prof Ed 109 Assessment of Students Learning 1 Prof Ed 109 Assessment of Students Learning 1 Prof Ed 109 Assessment of Students Learning 1 Prof Ed 109 Assessment of Students Learning 1 Prof Ed 109 Assessment of Students Learning 1 Prof Ed 109 Assessment of Students Learning 1 Prof Ed 109 Assessment of Students Learning 1 Prof Ed 109 Assessment of Students Learning 1 Prof Ed 109 Assessment of Students Learning 1 Prof Ed 109 Assessment of Students Learning 1 Prof Ed 109 Assessment of Students Learning 1 Prof Ed 109 Assessment of Students Learning 1 Prof Ed 109 Assessment of Students Learning 1 Prof Ed 109

Republic of the PhilippinesPANGASINAN STATE UNIVERSITY

Asingan, Pangasinan

Lecture SeriesPROF EDUC 109- ASSESSMENT OF STUDENTS LEARNING 1

Prepared By:Elizabeth F. Episcope

1

TABLE OF CONTENTSPAGE

Certificate of Utilization 3Syllabus 4

A. Orientation 3hrs. 1. University, College and Institutional Vision, Mission, Goals and Objectives 2. Bases for Evaluation 3. Course Requirements and Grading System 4. Course Overview

B. Basic Concepts of Educational/Classroom Assessment 2 hrs. a. What is Classroom Assessment?

1. Purpose2. Measurement3. Evaluation4. Educational Evaluation5. Test6. Non-Test

C. Establishing High Quality Classroom Assessment1. Meaning of High Quality Classroom Assessment 1 hr.

2. Principles of High Quality Assessment 1 hr.

3. Clear and Appropriate Learning Targets 3 hrs. a. Types of Learning Targets 1. Knowledge Learning Targets 2. Reasoning Learning Targets

3. Skill Learning Targets 4. Product Learning Targets 5. Affective Learning Targets4. Sources of Learning Targets 5 hrs.

a. Bloom’s Taxonomy of Objectives b. Textbooks c. Existing List of Objectives d. National Standards

5. Criteria for Selecting Learning Targets 2 hrs.

6. Appropriateness of Assessment Methods 5 hrs. a. Objective Test b. Essay Test c. Performance Test d. Oral Questioning e. Observation

2

7. Validity 3 hrs. a. What is Valid Instrument? b. How is Validity Determined? 1. Content-Related Evidence 2. Criterion-Related Evidence 3. Construct-Related Evidence

8. Reliability 2 hrs. a. Test of Stability b. Test of Equivalence c. Test of Internal Consistency

9. Fairnesss 2 hrs. a. Student Knowledge of Learning Targets and Assessment b. Opportunity to Learn c. Prerequisite Knowledge and Skills d. Avoiding Teacher Stereotypes e. Avoiding Bias in Assessment Tasks and Procedures

10. Positive Consequences 3 hrs. a. Positive consequences of:

1. students2. teachers3. parents4. other stakeholders

11. Practicality and Efficiency 5 hrs. a. Teacher Familiarity with the Method b. Time Required c. Complexity of Administration d. Ease of Scoring e. Ease of Interpretation f. Cost

12. Assessment Standards and Concerns 3 hrs. a. Ethics in:

1. gathering data2. recording data3. reporting data

b. Legally Mandated Standards 2 hrs.1. Code of Fair Testing Practices in Education2 Standards for Teacher Competence in Educational Assessment of

Students3. Code of Professional Responsibilities in Educational Measurement

13. Roles of Assessment in Making Instructional Decisions 2 hrs.

3

a. Placement Purposes b. Formative Purposes c. Diagnostic Purposes d. Summative Purposes

14. Development of Classroom Assessment Tools for Measuring 5 hrs. Knowledge and Reasoning

a. Objective Tests 1. Planning

* Identifying test objectives * Preparing table of specifications * Selecting the test format * Selection type

* Supply type

2. Construction and Tryouts * Item Writing * Content Validation * Item Tryout * Item Analysis

b. Non-Objective Test 1. Constructing Restricted & Extended Essay Test 2. Developing Rubrics for Essay Test

a. Setting Criteria b. Setting Performance Levels

15. Utilization of Assessment Date 5 hrs. a. Norm- Referenced Interpretation

1. Tabular and Graphical Presentation of Data2. Descriptive Statistics

* Measures of Central Tendency* Measures of Variability’* Standard Scores

b. Criterion-Referenced Interpretations 2 hrs.1. Percentage Scores2. Setting Mastery Criterion

TOTAL 54 hrs.

Rerences 37

4

CERTIFICATE OF UTILIZATION

This is to certify that Elizabeth F. Episcope, Assistant Professor II of the Pangasina State

University Asingan Campus, prepared and used Lecture Series for her students in Prof Ed 110-

Assessment of Student Learning 1 for this School Year July 2007 to June 2010.

This certification is issued to Mrs. Elizabeth F. Episcope on July 5, 2010, for whatever

legal purpose she deems necessary.

PRISCILLA L. AGSALUD, Ed. D. Campus Executive Director

5


Asingan, Pangasinan

COURSE SYLLABUS

Course Code: Prof Ed 110Course Title: Assessment of Students Learning 1No. of lecture hours/week: 54 hoursNo. of units: 3 units

I VISION, MISSION, GOALS, AND OBJECTIVES

PSU Vision

The Pangasinan State University envisions to become the apex of academic excellence that produces globally competitive and morally upright professionals in Pangasinan and the Ilocos Region.

PSU Mission

PSU provides quality and relevant academic programs in the arts, sciences, and pursues scientific and technological endeavors for the technical and holistic development of professionals to meet the local and global demands.

Campus Goals and Objectives

Campus Goals

1. To produce competent and globally competitive teachers, highly skilled technicians and entrepreneurs for small and medium scale business and industrial establishments;

2. To provide opportunities for the poor and the disadvantaged to acquire quality education and make them productive and versatile citizens committed towards improving themselves, their families and their communities;

3. To promote efficiency and effectiveness of operations through a continuing program of human resource development and evaluation of programs, projects, and activities.

Campus Objectives

1. Provide students with relevant and quality education in the field of teacher education, entrepreneurship, technological and other professional programs to ensure their productive employment for empowerment;

2. Conduct periodic review of existing curricula with the end view of enriching and updating them to keep abreast of modern technology;

6


Asingan, Pangasinan

3. Design and develop relevant and responsive curricular programs that will meet the needs of a developing community;

4. Continuously upgrade the competencies of the faculty and personnel through closer supervision and well-planned faculty-staff development program;

5. Democratize access of poor but deserving students to quality education through institutionally-funded and privately sponsored scholarship programs;

6. Conduct educational, socio-economic and appropriate technological researches to improve instructional effectiveness, develop new technologies, and enhance current work processes thereby increasing productivity;

7. Strengthen the extension services to enable the out-of-school youths, unemployed adults, potential entrepreneurs, and the women sector to acquire the necessary skills and attitudes for gainful employment in order to improve the quality of life in the countryside;

8. Establish and maintain functional linkages with the public and private agencies/ institutions to bring about the cooperative and fruitful realization of the campus programs, projects, and activities;

9. Conduct periodic evaluation and review of the management system and processes in the campus to promote efficiency and effectiveness in the overall operation of the institution; and

10. To produce graduates with the necessary skills desirable work habits and attitudes and acceptable interpersonal and critical skills that can help in the local, regional, and national development and are capable to be globally competitive.

a. Program Objectives

Teacher Education Program Goals

1. The main concern of teacher education is the preparation of teachers imbued with the ideals, aspirations and traditions of the Philippine life and culture and sufficiently equipped with knowledge of an effective delivery system.

Specifically, the teacher education program shall produce teachers who can assume the following major roles:

a. an effective agent of change to convey relevant and functional knowledge through mastery of the sciences, mathematics, language, through mastery of the sciences, mathematics, language, history, geography, literature, civics, and culture;

b. an efficient facilitator of learning to bring about opportunities for total human development, continuing education for life and promotion of education for all; and

c. a genuine and congruent persons who understand the needs for spiritual upliftment and the search for the true meaning of life and the quest for fulfillment.

2. The teacher education program shall develop teachers who possess the following traits and competencies:

7

a. awareness and involvement in local and global issues like socio-economic problems, environmental issues, and population control;

b. appreciation and preservation of the strengths/positive values unique to the Filipinos that contribute to desirable traits like integrity, work ethics, productivity, and smooth interpersonal relationships ;

c. cherish and nurture nationalism, deep love of country, faith in one’s fellowmen, respect for human rights, and upright citizenship; and

d. awareness of needs for community development and ability to correlate needs to institutional objectives and national development goals.

Bachelor in Elementary Education (BEEd) Objectives

The Bachelor of Elementary Education (BEEd) program aims to develop elementary school teachers who are physically, mentally, and morally prepared to enable them to teach as a) generalist in the different learning areas in the grade school; b) specialists in early childhood education; and c) facilitators in the special education program for local and global education. Provisions should be made to equip them with accurate knowledge, proper values and attitudes and competent skills as agents of change for the learner.

Specifically, it aims to develop teachers who

1. have a thorough and comprehensive knowledge of their subject matter in a higher level of literacy, communications and critical thinking suited to the level of the learners;

2. have a deep understanding of the learning process and relate these to the historical, social, cultural, and political processes ;

3. can apply a wide range of teaching skills (curriculum development, lesson planning, material development, educational assessment and teaching strategies) and enhance these through classroom observations, teaching assistance and practice teaching;

4. can cope and facilitate learning of various types of learners through creative, innovative alternative approaches ;

5. are willing to undergo continuous education and professional growth to constantly improve teaching, knowledge, skills, and practices; and

6. can demonstrate and practice in words and in deeds the Code of Ethics for Teachers to uphold teaching as a profession.

Bachelor in Secondary Education Objectives

The Bachelor of Secondary Education (BSEd) program aims to inculcate physical, mental and moral development of teachers who are capable to meet the needs of the secondary school

8

students. They should be equipped with the necessary knowledge, attitudes and skills in Communications Arts, Mathematics, Sciences, Information Technology, and Technology and Livelihood Education to be globally competitive as teachers in the current age of information and communication technology.

Specifically, it aims to develop teachers who

1. posses mastery of the subject matter in specific fields/ learning areas like Communications Arts (English and Filipino), Mathematics, Physical Science, Information Technology, and Technology and Livelihood Education;

2. have a deep understanding of the educational processes applied to secondary students relative to historical, social, cultural, and political, and other present day issues ;

3. have a mastery of the subject matter, the appropriate teaching strategies and educational materials needed;

4. understand individual differences as applied to learners and can be creative and innovative in meeting their needs ;

5. undergo professional growth and continuous education to be aware of the latest trends in education; and

6. give prestige and integrity to the teaching profession through adherence to the Code of Ethics for Teachers.

II COURSE DESCRIPTION

This course deals on the basic understanding of concepts and principles of classroom assessment to improve teaching-learning process. Emphasis is given on the establishment of high quality classroom-assessment method.

III COURSE OBJECTIVES

a. General Objectives

At the end of the semester the students should be able to acquire basic knowledge and concepts assessing the students’ learning achievements using the different kinds of tests.

b. Specific Objectives

1. Show understanding of the basic concepts and principles of high quality assessment;2. Identify the role of assessment in making instructional decisions;3. Match the learning targets and their appropriate assessment techniques;4. Construct classroom assessment tools in measuring knowledge and thinking skills;5. Interpret test results;6. Demonstrate skills in reporting students' learning progress; and

9

7. Apply statistical procedures in standardizing teacher-made test.

IV COURSE REQUIREMENTSa. Regular Attendanceb. Passing the Quizzes, Midterm and Final Examinationsc. Active Participation in Class Discussiond. Others

V COURSE OUTLINE

Topics No. of Hours

A. Orientation 1. University, College and Institutional Vision, Mission, Goals and Objectives 1 hr. 2. Bases for Evaluation 3. Course Requirements and Grading System 4. Course Overview

B. Basic Concepts of Educational/Classroom Assessment 2 hrs. a. What is Classroom Assessment?

1. Purpose2. Measurement3. Evaluation4. Educational Evaluation5. Test6. Non-Test




3. Skill Learning Targets 4. Product Learning Targets 5. Affective Learning Targets

4. Sources of Learning Targets 5 hrs. a. Bloom’s Taxonomy of Objectives b. Textbooks c. Existing List of Objectives d. National Standards


10




9. Fairnesss 2 hrs. a. Student Knowledge of Learning Targets and Assessment b. Opportunity to Learn c. Prerequisite Knowledge and Skills d. Avoiding Teacher Stereotypes e. Avoiding Bias in Assessment Tasks and Procedures






b. Legally Mandated Standards 2 hrs.

11

1. Code of Fair Testing Practices in Education2 Standards for Teacher Competence in Educational Assessment of






* Identifying test objectives * Preparing table of specifications * Selecting the test format * Selection type

* Supply type


b. Non-Objective Test

1. Constructing Restricted & Extended Essay Test 2. Developing Rubrics for Essay Test






12

TOTAL 54 hrs.

VI TEACHING-LEARNING STRATEGIES

a. Lecture/Discussionb. Others

VII BASES FOR EVALUATION

a. Midterm and Final Examination 40%b. Quizzes 30%c. Participation (others) 30%

TOTAL 100%

VIII INSTRUCTIONAL MATERIALS

IX REFERENCES

Aerasian, Peter W. Classroom Assessment. 2nd ed. McGraw-Hill Book Co., 1994.Gronlund, Norman E. Assessment of Student Achievement. 7 ed. Boston, New York: Pearson

Education, Inc., 2003.Kobiszyn, Tom et. al. Educational Testing and Measurement Classroom Application and

Practices. 6th edition. Jemma Inc., 2000.McMillan, James H. Classroom Assessment Principles and Practice for Effective Instruction.

Boston: Allyn and Bacon, 1997.Nitko, Anthony. Educational Assessment of Students. 2nd Edition. Englewood Cliffs: Prentice-

Hall Inc., 1996.Oosterhop, Albert. Developing and Using Classroom Assessments. 3rd edition. Columbos, Ohio:

Upper Saddle River, New Jersey: 2003.Payne, David Allen. Applied Educational Assessment. 2nd edition. Wadsworth Group, Thomson

Learning Canada: 2003.Puckett, Margaret B. et. al. Authentic Assessment of the Young Child-Celebrating Development

and Learning. Merrill, 2000.

The University Committee

Chair: Dr. Fe P. Fernandez PSU BayambangMembers: Dr. Rosie Abalos PSU Binmaley

Dr. Fe Soriano PSU LingayenDr. Edna Rosario PSU San CarlosDr. Cecilia Junio PSU BayambangDr. Ofelia Fernandez PSU BayambangDr. Elizabeth Episcope PSU AsinganDr. Armando Junio PSU BayambangDr. Rosario B. Miguel PSU Sta. MariaMrs. Rochelle Palaming PSU BayambangDr. Amado Ramos PSU BayambangDr. Luzviminda Ramos PSU Bayambang

13

Prof. Perla delos Santos PSU BayambangProf. Belinda Velasquez

Dr. Merlita Q. SantosDirector, Curriculum, Instruction, and Accreditation

Dr. Manolito C. ManuelVice President, Academic Affairs

Adopted by:

ELIZABETH F. EPISCOPEAssistant Professor II

Contents Noted:

ELIZABETH F. EPISCOPEChairman, Teacher Education Department

Recommending Approval:

ELIZABETH F. EPISCOPEAssociate Dean

Approved:

PRISCILLA L. AGSALUD, Ed.D.Campus Executive Director

14

CHAPTER 1ORIENTATION

Objectives:

At the end of the chapter the student should be able to:

1. Cite the university vision and mission2. Familiarize with the campus mission, goals and objectives3. Enumerate the goals and objectives of the BSE program4. Cite the basis for evaluation in this subject5. State the requirements of this subject6. Describe the features of this subject

Lesson Proper: Refer to the Syllabus

Guide Questions:

1. What are the key words in the PSU Vision? Explain these terms in the vision.________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. How can the campus mission be realized?________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Do you consider the campus goals and objectives attainable? Explain.________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What are the basis for the grading system in this subject? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Give the overview of this subject________________________________________________________________________________________________________________________________________________________________________________________________________________________

15

CHAPTER 1ORIENTATION

BASIC CONCEPTS OF EDUCATIONAL/CLASSROOM ASSESSMENT

Lesson 1 Basic Concepts of Educational/Classroom Assessment

What is Classroom Assessment?

Assessment for learning’ is categorized as meaning: monitoring pupils' performance against targets or objectives; using assessment to inform next steps in teaching and learning; teachers giving feedback for improvement; (teachers) learning about children's learning; children taking some control of their own learning and assessment; and turning assessment into a learning event.

Conceptions of assessment include assessment‐as‐measurement and assessment‐as‐inquiry. These conceptions are related to two conceptions of learning: learning‐as‐attaining‐objectives and learning‐as‐the‐construction‐of‐knowledge. The conceptions of assessment‐as‐measurement and learning‐as‐attaining‐objectives are dominant in English educational policy today. The article suggests that these conceptions need to be challenged and expanded, since conceptions held by those who have power in education determine what sort of assessment and learning happen in the classroom, and therefore the quality of the student's learning processes and products.

1. Purpose

Purpose of Classroom Assessment

Assessment is used to:

inform and guide teaching and learning A good classroom assessment plan gathers evidence of student learning that informs teachers' instructional decisions. It provides teachers with information about what students know and can do. To plan effective instruction, teachers also need to know what the student misunderstands and where the misconceptions lie. In addition to helping teachers formulate the next teaching steps, a good classroom assessment plan provides a road map for students. Students should, at all times, have access to the assessment so they can use it to inform and guide their learning.

help students set learning goals Students need frequent opportunities to reflect on where their learning is at and what needs to be done to achieve their learning goals. When students are actively involved in assessing their own next learning steps and creating goals to accomplish them, they make major advances in directing their learning and what they understand about themselves as learners.

assign report card grades Grades provide parents, employers, other schools, governments, post-secondary institutions and others with summary information about student learning.

16

motivate students Research (Davies 2004; Stiggins et al. 2004) has shown that students will be motivated and confident learners when they experience progress and achievement, rather than the failure and defeat associated with being compared to more successful peers.

2. Measurement

Educational measurement refers to the use of educational assessments and the analysis of data such as scores obtained from educational assessments to infer the abilities and proficiencies of students. The approaches overlap with those in psychometrics.

The aim of theory and practice in educational measurement is typically to measure abilities and levels of attainment by students in areas such as reading, writing, mathematics, science and so forth. Traditionally, attention focuses on whether assessments are reliable and valid. In practice, educational measurement is largely concerned with the analysis of data from educational assessments or tests. Typically, this means using total scores on assessments, whether they are multiple choice or open-ended and marked using marking rubrics or guides.

In technical terms, the pattern of scores by individual students to individual items is used to infer so-called scale locations of students, the "measurements". This process is one form of scaling. Essentially, higher total scores give higher scale locations, consistent with the traditional and everyday use of total scores.[1] If certain theory is used, though, there is not a strict correspondence between the ordering of total scores and the ordering of scale locations. The Rasch model provides a strict correspondence provided all students attempt the same test items, or their performances are marked using the same marking rubrics.

In terms of the broad body of purely mathematical theory drawn on, there is substantial overlap between educational measurement and psychometrics. However, certain approaches considered to be a part of psychometrics, including Classical test theory, Item Response Theory and the Rasch model, were originally developed more specifically for the analysis of data from educational assessments.[2][3]

One of the aims of applying theory and techniques in educational measurement is to try to place the results of different tests administered to different groups of students on a single or common scale through processes known as test equating. The rationale is that because different assessments usually have different difficulties, the total scores cannot be directly compared. The aim of trying to place results on a common scale is to allow comparison of the scale locations inferred from the totals via scaling processes.

3. Evaluation

4. Educational Evaluation

17

http://en.wikipedia.org/wiki/Test_equating

http://en.wikipedia.org/wiki/Educational_measurement#cite_note-3


http://en.wikipedia.org/wiki/Rasch_model

http://en.wikipedia.org/wiki/Item_Response_Theory

http://en.wikipedia.org/wiki/Classical_test_theory

http://en.wikipedia.org/wiki/Classical_test_theory


http://en.wikipedia.org/wiki/Psychometrics

5. Test

6. Non-Test




3. Skill Learning Targets 4. Product Learning Targets 5. Affective Learning Targets

4. Sources of Learning Targets 5 hrs. a. Bloom’s Taxonomy of Objectives b. Textbooks c. Existing List of Objectives d. National Standards





9. Fairnesss 2 hrs.

18

a. Student Knowledge of Learning Targets and Assessment b. Opportunity to Learn c. Prerequisite Knowledge and Skills d. Avoiding Teacher Stereotypes e. Avoiding Bias in Assessment Tasks and Procedures






b. Legally Mandated Standards 2 hrs.1. Code of Fair Testing Practices in Education2 Standards for Teacher Competence in Educational Assessment of






* Identifying test objectives * Preparing table of specifications * Selecting the test format

19

* Selection type * Supply type


b. Non-Objective Test

1. Constructing Restricted & Extended Essay Test 2. Developing Rubrics for Essay Test






20

A. TEST DEVELOPMENT

TYPES OF TEST AND THEIR STRENGTHS AND WEAKNESSES

Two Big Groups of Tests: Standardized Tests and the Teacher-Made Tests

CLASSIFICATION OF STANDARD TESTS

I. According to Function

1. Psychological Test- measures individual’s ability or personalitya. Intelligence Test- also known as the I.Q. test; measures mental abilityb. Aptitude Test- measures the potential ability to performs an activityc. Personality Test- measures some aspects of individual’s personality

1. Rating Scale- uses suggestive points for checking2. Personality Inventory- determines personal characteristics such as

emotional adjustment, tendencies toward introversion or extroversion, etc

3. Projective Test- measures individual responses reflecting the person’s individuality e.g. Rorshach Test (Ink-Blot Test), TAT (Thematic Apperception Test)

d. Vocational and Professional Interest Inventory-determines the extent to which a person’s likes and dislikes relating to a given vocation and profession

II. According to Construction

1. Structured Test-requires examinees to respond within given framework or design of test and correct responses are expected e.g. objective test whether standard or teacher-made test; also called restricted test because there are restrictions imposed

2. Unstructured Test- examinee is free to respond in any way he likes, thinks, feels, or has experienced and there are no correct answers; e.g. projective test; also called unrestricted test because there are no restrictions imposed

III. According to No. of Persons To Whom the Test is Administered

1. Individual Test- given to only one person at a time2. Group Test- given to a group of persons at a time

IV. According to the Degree to which Words are Used

1. Verbal Test- paper and pencil test; questions maybe presented orally or in written form; responses requires words

21

2. Nonverbal Test- test is composed of symbols; instructions maybe given orally or in written form but answers are given solely in numbers, graphical representations, or three-dimensional objects, or materials

3. Performance Test- also nonverbal, does not require the use of paper and pencil for responding; the manipulation of physical objects or materials; e.g. arrangement of blocks; used to person with language difficulty

V. According to Difficulty

1. Speed Test- measures speed and accuracy2. Power Test- have different degrees of difficulty arranged in ascending order of

difficulty

VI. According to Arrangement

1. No Arrangement- arrangement of items is not important2. Scaled Test- items are arranged in definite order or position usually in ascending

order of difficulty or quality

VII. According to Amount of to be Performed

1. Maximum-Performance Test- examinee is urged to accomplish as much as he can to show his ability, capacity, etc. e.g. intelligence test, aptitude test, achievement test

2. Typical Performance Test

CLASSIFICATIONS OF TEACHER-MADE TESTS

I. Oral Examination-answers are given in spoken language

a. According to No. of Persons Who Will Take the Test1. Individual Oral Examination- one student answers questions in presence of his

classmates or other persons e.g. class recitation, oral defense of thesis, etc.2. Group Oral Examination- two or more students are asked to answer a question in

concert or in group e.g. choral speaking, choral renditions

b. According to the Objective of Measurement1. Questions for Marking- graded according to the quality of answers e.g. graded

recitation, oral defense2. Questions for Selection- purpose of questioning is to fill up a vacant position for honor,

scholarship, employment, and other competitive positions

II. Written Examinations

a. Essay- answers by discussion, enumeration, comparison, explanation, analysis, statements, criticisms

1. Classification according to Brevity of Responses

22

a. Simple-Recall Question- demands short responses such as a sentence or two e.g. answer to questions who, what, when and where

b. Short-Answer Question- answered by a statement, a phrase or a sentence e.g. define, identify, list, find, state etc.

c. Discussion Type Question- answered by discussion e.g. explain, describe, interpret, compare, contrast, outline, etc.

2. According to Scope of Responses

a. Unrestricted or Uncontrolled Type- have very wide latitude; wider freedom of organizing ideas in any way; hard to score, not so valid and nor so reliable e.g. Describe the economic problems of our country.

b. Restricted or Controlled Type- limited in organizing response; there are guides in making a response; more valid and reliable e.g. Give and discuss the causes of Phil. Revolution starting with the remote causes followed by the immediate ones.

3. Other Types of Essay

a. Enumeration- a completion test with two or more responses1. Complete Enumeration2. Selective Enumeration

b. Descriptionc. Comparison

1. General 2. With Given Basis

d. Contrast1. General2. With Given Basis

CLASSIFICATIONS OF OBJECTIVE TEST

1. Recall Type

a. Simple Recall- a direct question; response is a single word, number, letter, or symbol

b. Completion- asked to supply the omitted important words e.g. Fill-in-the-Blankc. Identification- defined, explained, or indicated by a picture, diagram, symbol,

objectd. Labeling- labeling the parts indicated by arrows; can be a matching typee. Enumeration- completion test where there are two or more responses

2. Recognition Type

a. Alternative-Response- one of only two possible responses e.g. true or false, right or wrong, yes or no

1. Yes-No2. True-False3. Right-Wrong

23

b. Multiple Choice- one is the correct answer from the given responsesc. Scaled Multiple Choice- choose option from the list of orderable categories,

degrees or gradations e.g. Do you agree that the current government is better than the past government? a. agree b. uncertain c. disagree d. strongly disagree

d. Matching Type- with two or more columns; match the items of the columns

3. Rearrangement of Items- ask to assemble, order on some basis e.g. chronological order, geographical order, magnitude, alphabetical, importance, quality etc.

a. Rearrangement of Symbolsb. Rearrangement of Words

4. According to Responsea. Multiple Choiceb. Matching Typec. Alternate Response

1. Yes-No2. True-False3. Right-Wrong

5. Supply Type or Restricted Responsea. Simple Recallb. Fill-in-the-Blanksc. Answer the ffd. Essay for Short Answer

6. Extended Responsea. Comprehensive Examinationb. Essay for Term Paper

EDUCATIONAL TEST VS PSYCHOLOGICAL TEST- measures the results and effects of instruc- - measures a sample of behavior tion in learning e.g. good traits

- measures intangible aspects of behavior

e.g. attitudes, interests, intelligence

MASTERY TEST VS SURVEY TEST- level of mastery of a specific - batteries of achievement test; objective they cover wide areas of learning content;

designed to measure the total performance

individual in a given field of knowledge;

also the general achievement of the students in a certain subject

INDIVIDUAL TEST VS GROUP TEST

24

- given to one person; one-to-one - given to group of persons; economical Basis

SPEED TEST VS POWER TEST- measures the no. of items an in- - items are arranged in increasing dividual can complete at a given order of difficulty; measures the ability to time answer more and more difficult items

within a given field

VERBAL TEST VS NON-VERBAL TEST- paper and pencil test ; - maybe pencil and paper test but words oral test; words are necessary for are not used in giving meaning or the examinee to understand and respond responding to the test items; may involve to test items numbers, drawings, or physical objects

FORMATIVE TEST VS SUMMATIVE TEST- brief; gives idea on what had been - assesses students learning achievement; learned and suggest corrective measures longer and broader; gives ideas on how for mastery; e.g. daily quizzes students change; grades are based on it;

e.g. departmental test

SUPPLY TEST VS SELECTION TEST- requires the examinee to recall - requires the examinee to recognize and supply the naswer; e.g. and select the correct reposnses; e.g. completion test, fill-in-the-blanks, multiple choice, matching type essay test

CRITERION-REFERENCED TEST VS NORM-REFERENCED TEST- describes he performance of the - how an individual’s performance compares students in terms of what an indi- with others; presence of norms/standards duals can do without reference to the performance of others; based from a criteria/objective e.g. spell 60 words out of 100 words

INFORMAL TEST VS STANDARD TEST- also called the teacher-made test; - with norms, validity, and reliability; aims to measure achievement, prepared by curriculum experts; progress, weakness, or defects

25

STANDARD TEST VS TEACHER-MADE TEST- prepared by specialists/experts who know - prepared by classroom teachers who well the principles of test construction; may not know well the principles

of test construction- prepared very carefully following - prepared haphazardly to meet the accepted principles of test construction the deadline for administration- given to a large portion of population - given to small group e.g. to a class- with norms, validity, reliability and - no norms or statistical treatment statistical treatment- highly objective - maybe essay which case scoring is

subjective- have norms for comparison - no norms unless teacher computes

for the mean, median, and SD for comparison and interpretation

- measures innate capacities, characteristics, - measures subject achievement and achievement- used for long period of time - used for short period- accompanied by manuals of instructions - no manuals, only directions- copyrighted - not copyrighted

TRUE OR FALSE TEST

a. Advantages:1. applicability2. adaptability3. objectivity in scoring4. ease in scoring5. ease in administration6. wide sampling of knowledge

b. Disadvantages:1. suggestion effect of incorrect statements2. guessing factor3. not reliable due to chance factor4. difficulty of framing and absolutely true or false statements5. seldom applicable to measure complex understanding

c. Rules:1. Avoid specific determiners.

e.g all. Always, never, none, no, nothing – falsemay, some, oftentimes, sometimes, frequently, generally, most - true

2. Avoid disproportionate number of either true or false statement; make half of the items true and the other half false.

3. Avoid exact wording from the testbook.4. Avoid trick statements.5. Limit each statement to exact point to be tested.6. Avoid double negatives.7. Avoid ambiguous statements.

26

8. Avoid unfamiliar, figurative, or literary language.9. Avoid long statements especially those involving complex sentence structure.10. Avoid qualitative language whenever possible.11. Commands cannot be true or false.12. If the statement is to test for truth or falsity or reason, the main clause should be true and

the reason either true or false13. Do not establish pattern.14. Require the simplest possible method of indicating response.15. Arrange the statement in groups; follow the correct format.16. Use the true or false only for points that lend themselves unambiguously to this kind of

item.17. Inform students if a correction for guessing will be applied.

c. Directions: Clear - How to respond

- Where they will write the answers- Whether correction for guessing will be applied

d. Scoring- Each correct answer should be given one point- For modified true or false, you may give two points

MULTIPLE CHOICE

a. Advantages/Strengths:1. Most flexible and versatile2. Adaptable3. Large number of items can be answered during normal examination period4. Can be scored rapidly and objectively even by individuals who are unqualified to teach the

subject

b. Disadvantages/Weaknesses:1. Needs - Thorough knowledge of the course content

- Awareness of the methodology of item- writing- Skill in the use of language- Level of students’ development

2. Not advisable for examining small groups of students on only one occasion3. Can not be used to measure the ability to organize or to clearly express answers to

acceptable language

c. Methods of Designing the Multiple Choice Type:1. Best Answer Type- choices are all correct but there is one that is decidedly the best2. Correct answer Type- there is only one correct answer.

Stem - questions form- declarative statement- incomplete statement

d. Rules:1. The stem should contain the problem, the essential issue of the item, or the frame f

reference when selecting the correct answer.

27

2. Arrange choices in chronological order, in a series of magnitudes, alphabetically etc.3. Make all the destructors plausible and attractive response to the stem.4. Do not make the correct answer obvious by making it unnecessarily different from therest

of the choices.5. All the alternatives for a given item should be approximately homogeneous in content,

form and grammatical structure.6. Write at least four choices per item or maybe ffive.7. The use of the alternatives “none of these” or “ all of these” should be used only with

care.8. In a best answer type, make sure that one and only one is clearly the best answer.9. Express the responses to a multiple choice test item so that grammatical consistency is

maintained.10. Avoid double negative. This creates artificial difficulty in the test.11. Make sure that the complete item is on the same page.

MATCHING TYPE

a. Strength:1. Often used to measure lower levels of the cognitive domain- who, what, when, where

situations2. Scored rapidly, accurately, and objectively3. Maybe used to measure higher levels of the cognitive domain, but it is not easy to develop

such items

b. Weaknesses:1. Difficult to develop a matching type item to measure higher levels of the cognitive domain2. Premises must be homogeneous; it is hard to find enough important and homogeneous

ideas to the premises of the items3. Homogeneity of items places overemphasized rather than small portion of content area to

be tested; hard to conform with the table of specifications; biased in sampling

Rules:a. Direction must include:

1. Set a general frame of reference for responding to the items of the cluster2. How to proceed in selecting responses3. Where to record his responses4. Inform whether or not answer could be used more than once

b. Premises:1. Specify a detail of frame of sequence suggested in the introductory statement2. Present specific problem to be solved3. Expressed clearly and concisely4. Errors of language must be avoided5. Superfluous and unnecessarily difficult words should be avoided6. Highly technical terms should be excluded unless essential to the concept being measured7. Homogeneity of the premises should be strictly followed

c. The Alternates:

28

1. Must be grammatically appropriate to each premise of the cluster2. Equally appealing, homogeneous3. Greater than the number of premises4. The list of alternates must be somewhat limited since the examinee must read a list of

alternates each time he responds to a premise; the use of more than 10 alternates will result in loss of testing efficiency

d. Varieties of Matching Type1. Imperfect Matching Type- an alternate response could be used more than once2. Multi Matching Variety- has 3 or more columns; the first column is matched with the

second column and the second column is matched with the third column

SIMPLE-RECALL TYPE OF TEST ITEM

a. Advantages:1. It minimizes guessing2. It measures retention of specific points and demands accurate information3. It can measure high levels of cognitive skills

b. Limitations:1. Excessive use may lead students to focus on memorization of facts and unrelated bit of

information2. Students may give a partially correct answer3. It takes time because if the student does not readily know the answer, he has to pause to

think in an effort to recall the word/answer.

c. Rules:1. Avoid indefinite statements; indefinite questions are open to several answers.2. Do not over mutilate your statements; over mutilated is worst than skeleton.3. Omit only the key words or phrases rather than trivial ones.4. Make blanks uniform in length.5. Place the blanks near the end of the statement rather than at the beginning.6. Avoid the use of extraneous hints designed to help the student identify the correct

answer.7. Always the units in which the answer is to be expressed for those supply test items that

could have several answers depending upon the unit chosen.8. Avoid directly lifting from the textbook.9. Avoid grammatical clues to the correct answer.10. If the answers are to be written on the test booklet or question sheet, provide sufficient

space for students’ answers; the correct answer should be unnecessarily long.

ESSAY TEST ITEMS

a. Characteristics:1. It is considered a supply test.2. Student composes his responses in more than one sentence.3. Quality and accuracy is judged subjectively only by someone skilled and informed in the

subject.

29

4. Important feature- freedom of response.5. Variation in response:

Extended Response- can be extremely challenging to the examinee; shows how well a student achieved higher level of educational goals; measures their ability to organize, evaluate, write clearly with precision and creativity

Restricted Response- measures achievement rather than the ability to write; to respond correctly the student needs to recall the proper information, organize it in suitable manner, arrive at logical and defensible conclusion, and express it in his own words

d. General Considerations in Preparing Good Essay Tests:1. Give adequate time and thought to the preparation of essay questions.2. The question should be written so that it will elicit the type behavior you want to

measure.3. Establish a framework within which the student will operate when he answers the

question.4. Decide in advance what factors will be included in an essay response.5. Do not provide optional questions in an essay test.6. Adapt the length of the responses and complexity of the question and answer to the

maturity of the students.7. Prepare a scoring key.

Rules in Constructing Essay Test Items:1. Don’t begin the essay question with discuss when the question fails to provide a basis

for or limitation of the focus of discussion.2. Don’t ask for an expression of opinion when you intent is to measure the student

learning or the ability to present evidence for or against.3. Don’t introduce essay questions with “Write all you know about…” , “In you opinion…”,

“What do you think..” , and so on.4. Don’t ask for comparison without clearly specifying the basis or bases on which the

comparison will be made.

Scoring the Essay Test:1. Score only one question at a time for all papers.2. Try to score all the responses to a particular question without interruption.3. Score the paper anonymously.4. Score only on factors you decided will be considered.5. Decide on the scoring system and use it consistently.6. Score the papers yourself.

STAGES OF TEST DEVELOPMENT

I Planning the Testa. Determining Objectivesb. Preparing Tables of Specificationsc. Selecting the appropriate Item Formatd. Writing the test itemse. Editing the test items

II Trying the Test

30

a. Administering the 1st Try-Out Item Analysisb. Administering the 2nd Try-Out Item Analysisc. Preparing the final form of the test

III Establishing Test Validity

IV Establishing Test Reliability

V Interpreting Test Scores

PURPOSES OF TEST:1. Judging pupils mastery2. Measuring growth over time3. Ranking pupils based from their achievement4. Diagnosing pupils difficulties5. Evaluating the teacher’s instructional methods6. Ascertaining the effectiveness the effectiveness of the curriculum7. Motivating the students

PREPARING THE TEST ITEMS1. Know the subject matter thoroughly2. Know and understand the pupils being tested3. Be skilled in verbal expression4. Be thoroughly familiar with various test formats

GENERAL GUIDELINES FOR TESTCONSTRUCTION1. Avoid replication of textbook when writing test items2. The test item should be aimed at a specific objective3. Begin writing items well ahead of time when they will be used4. Consider the level of the item in relation to the purpose of testing5. Do not allow the items to be interdependent

B. IMPROVING TEST ITEMS

TABLE OF SPECFICATIONe.g. Course Content/ Objective

Time Spent(Hours)

Proportion of Time (%)

No. of Items Item Placement

Chapter I- The Web of Life

5 21 11 1-11

Chapter II- Diversity Among Living Things

10 42 21 12-32

Chapter III-Patterns Among the Biosphere

4 17 8 23-40

Chapter IV- Within the Organism

3 12 6 41-46

31

Chapter V-Adaptation 2 8 4 47-50Total 24 hrs 100 50

CHARACTERISTICS OF A GOOD TEST

1. Validity- degree to which a test measures what it intends to measure; provides truthful information about people with regards to a specified class of behavior

Factors Considered to Influence Validitya. Appropriateness of test itemsb. Directionsc. Reading vocabulary and sentence structured. Difficulty of itemse. Construction of test itemsf. Arrangement of itemsg. Patterns of answers

2. Reliability- consistent; it does not change; consistency of scores Reasons for Inconsistency:

a. Scorer reliabilityb. Poor samplingc. Instability of examinees performance

Various Ways of Establishing Reliabilitya. Length of testb. Difficultyc. Objectivity

3. Administrability- can be administered with ease, clarity, and uniformity; test procedures are standardized; directions are simple, clear, and concise

4. Scorability- ease in scoring; direction for scoring is clear; scoring key is simple; answer sheets provided; can be scored with the simplest and quickest possible time by providing answer keys

5. Interpretability- test scores are easily evaluated6. Objectivity- degree to which judgment is fair; 7. Economy- cheapest way of giving test8. Adequacy- fairly wide sampling of items to measure educational objective9. Utility- quality to meet the needs and purpose for the testing is constructed and

administered10. Comparability- results can be compared

ITEM ANALYSIS

a. Level of Difficulty- percentage of students who answer correctly each test itemNR Where: P= percentage of students who answered

P= (100) the item correctlyNT NR= no. of students who answered the item

CorrectlyNT= total no. of students who attempted to

32

Answer the itemInterpretation:

P Level of Difficulty0-20% Very Difficult (VD)21-80% Moderately Difficult (MD)81-100% Very Easy (VE)

e.g. (NT=50)Item No. NR P (%) Level of Difficulty1 15 50 MD2 12 83 VE3 29 97 VE4 10 33 MD5 20 67 MD

b. Discriminating Power- the ability of an item to differentiate between students who done well and who have done poorly

U-L Where: D = index of discrimination powerD = U = no. of students in the upper group who

N who answered the item correctlyL = no. of students in the lower group

who answered the item correctlyInterpretation:

D Interpretation+0.40 and above Very Good (VG)+.02 to 0.39 Satisfactory (S) 0 to 0.19 Poor (P)

Procedure:1. Arrange the scores from highest to lowest2. Separate the upper 27% and lower 27% of the scores

e.g. (N=50X 0.27= 13.5 or 14)Item No. U L D Interpretation1 14 12 0.14 P2 10 6 0.29 S3 11 7 0.29 S4 3 10 -0.50 P5 13 12 0.07 P

CHARACTERISTICS OF A GOOD TEST more than 50% has D= 0.40 and Above less than 40% has D= 0.40 to 0.20 less than 10% has D= 0.20 to 0

C. INTERPRETING TEST RESULTS

33

UNGROUP DATA

Mean X= EX N

Mode Mo= most frequent score

Median Mdn= the middle score

Standard Deviation SD= EX 2 - EX 2 N N

GROUPED DATA

Mean X= Am + Efd i N

Median Mdn= Ll + N/2-cf ifw

Mode Mo= 3X- 2Mdn

Standard Deviation SD= i Efd 2 - Efd 2 N N

D. GRADING AND REPORTING

34

Documents

assessment lecture.doc