educatoinal measurement,Assessment and evaluation

7/30/2019 educatoinal measurement,Assessment and evaluation

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A Study Guide Approach


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A.TEST-

B.MEASUREMENTS-

C.ASSESSMENT

D.EVALUATION-


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--- most commonly used method of

making measurements in education. It

is also an instrument or systematicprocedures formeasuring sample of

behavior by posing a set of questions

in a uniform manner. Designed to

measure any quality, ability, skill orknowledge. There is right or wrong

answer.


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-- assignment of numbers

(quantity), uses variety of

instrument: test, rating scale. It isthe process of obtaining

numerical description of the

degree of individual possesses.

Quantifying of how much doeslearner learned.


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--- process by which evidence ofstudent achievement is obtained and

evaluated. Information is obtained

relative to objective it include testing,

interpreting and placing information incontext. It is the process of gathering

and organizing datathe basis fordecision making (evaluation).

Methods of measuring and evaluatingthe nature of the learner/(what he

learned, how he learned)


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--it is a process because it includes aseries of steps (*establishing objective,*classifying objective, *definingobjective, *selecting indicators, *andcomparing data with objectives). It isconcerned with makingjudgmentsonthe worth or value of a performance,answer the question how good,adequate, or desirable. It is also the

process of obtaining, analyzing andinterpreting information to determentthe extent to which students achieveinstructional objective.


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DEVELOPMENT OF INTELLIGENCE TEST

GERMAN

1. Ebbinghausquantitative memory

2. Kroeplin and Sommerassociation test

3. William Sternmental quotient MQ= MA/CA4. TermanIntelligent quotient IQ= (MA/CA)*100

ENGLAND

1. Galtonquestioning method and theory ofeugenics statistical and experimental method

2. Pearsonmethod of correlation(pearson-product-moment coefficient of correlation)

3. Spearmanrank correlation or Spearman Rho

4. Spearman-brown formulareliability of full test.

5. Split-half methodhalf of the odd and even


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FRANCE

1. Esquirolmental disabilitiy and insanity

2. Sequinboard for mentally defectiveness

using ten different sizes and shapes to beinserted in the hole.

3. Binetextensively used test for intelligenceand whos thinking were influence.

AMERICAN APPLIED PSYCHOLOGY

1. James Mckeen Cattelfather of mentaltesting.

2. Thorndikefather of educationalmeasurement.

3. Wechsleradult intelligent and deviationquotient

4. Raymond Catteladvance statisticalthecnique, cuturre free or culture fair-intelligence test.

5. Safranculture reduce intelligence test


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DEVELOPMENT OF ACHIEVEMENT TEST

1. Horrace Manwritten and oral examination

2. Fisherfirst objective test

3. J.M. Ricecomparative test4. Stonefirst standardize test in arithmetic

5. Callobjective test which is extensively usedtoday

6. Taylorevaluative test

7. Gatesbasic reading test for grade 3-8

DEVELOPMNET OF CHARACTER ANDPERSONALITY MEASUREMENT

1. Fernaldfirst to measure character by test

2. Voelkersome actual situations for testingcharacter

3. Symondsscientific study of personality

4. Rorschachpersonality test using ink blots


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1. ADDRESS LEARNING TARGETS/CURRICULAR GOALS

*cognitive*psychomotor*affective2. PROVIDE EFFICIENT FEEDBACK ON INSTRUCTION

*satisfactory(proceed to next) *unsatisfactory(reteach)

3. USE A VARIETY OF ASSESSMENT PROCEDURES*knowledge * skills *attitudes

4. ENSURE THAT ASSESSMENTS ARE VALID, RELIABLE, FAIRAND USABLE,

Valid- reflects PURPOSE of the testReliability- yields CONSISTENCE on the resultsFair- fee from BIASESUsability- PRACTICABILITY, coverage, convenience,

economical

5. KEEP RECORD OF ASSESSMENT

*allow student to documents their performance(portfolio)

6. INTERPRET/COMMUNICATE THE RESULTS OFASSESSMANT MEANINGFULLY

*test with correct meaning, student can make correctdecision, falling scores can motivate, passing caninspire


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Objectives

Reliable

Multidimensional in structure Measures knowledge, skills and values

Value-laden


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ABSOLUTE MAXIMUM STANDARD (AMXS)

-- attain by few students(95/100)ABSOLUTE MINIMUM STANDARD(ABMNS)

-- attain by majority to 75/100 guaranteepromotion)

RELATIVE STANDARD (RS)

--- competence compared to otherMULTIPLE STANDARD

--- level of performance or competencies,RANK. Combination of AmxS and AmnS and RSemploy to determine growth and pattern


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1.Learning outcomes

-- ends results of instruction

2.Learning activities

-- means to an ends

Component:

*behavioral- observables(include blooms taxonomy) andnon-observables (know, appreciate, understand, value: todevelop which are so general)

Contentspecify the topic expected to learn.

* conditionwords such, given, using, etc

* criterion levelexamples 75/100 acceptable level ofperformance


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1. Recall of facts

2. Understanding

3. Use previouslylearned information innew setting

4. Breaking down facts

of a whole5. Combining or putting

facts to gather tocreate new scheme

6. Making judgments.

1.evaluation

2. synthesis

3. analysis

4. application

5. comprehension

6. knowledge


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1. Rememberingretrieveinfo.. memory

2. Understandingconstruct

summarizing, explaining3. Apply-- executions,

implementing

4. Analyzedifferentiate,integrate, attributing,deconstructing, dissecting

5. Evaluatejudgments,checking, testing, critiquing

6. Createhypothesizing,designing, planning,constructing

1. Factualknowledge

2. Conceptualknowledge

3. Procedural knowledge

4. metacognitive

5. comprehension

6. knowledge

Knowledge (product) Process


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1. Receiving

----willingness to receive(your teacher ask you

to come in school early) then you accept

2. Responding

----active participation, response insatisfaction (you comply to your teacher.)

3. Valuing----acceptance of value: preference andcommitment (you believe the value ofgetting a head of time)

4. Organization

-----conceptualization of value andorganizing of a value system

5. Characterization

----- value system internalize value. Then thevalue became the character of the person.


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Reflex

*basic

*perceptual

* skilled

*non-discursive (non-verbal)

----- gestures,

sign language,pantomimes,body languages

----walking ,running, jumping

----- dance, sports

etc


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A. According to purpose,/Uses1.Instructional

2. Guidance

3.administrativeB. Format

1. Standardize

2. Teacher made test

C. language mode.

1. Verbal test

2. Non-verbal test


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1. Supply-typed items (students requires tosupply answer)

----- essay, short answer

1. Selection-typed item (student requires to selectanswer)

--- multiple choices, true or false, matching type


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1. Intelligence test2. Personality test

3. Aptitude test4. Achievement test

5. Prognostic test6. Performance test

7. Diagnostic test8. Preference test

9. Accomplishment test10. Scale test

11. Speed test12. Power test

13. Objective test14. Teacher-made test

15. Formative test16. Summative test17. Placement test

18. Standardize test19. Nor-reference test

20. Criterion-reference test


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1. Stanford-Binet Int. test

measures human ability, personality,characteristics, attitudes and interest.

2. Wechsler-AdultIntelligence scale(WAIS)

verbal and non-verbal intelligence foradult3. Wechsler Intelligence Scale for children (WISC)

used for 5-15 years

4. Safran Cultures-Reduce Intelligence Test

36 items for children

5. Culture free or Cultured Fair Intellingence Testnon-verbal intelligence test with two forms

A and B consists of 50 items.

6. Sequin Form-Board Test

sensorimotor skill of mental defectiveness


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1. Rorschach Testtest with series of 10 ink blots

2. Sixteen Personality Factor

scorable test for getting the insight ofpersons personality


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1. Differential Aptitude test(DAT) -measureswhich field does student excel

2. House-tree Person Test(HTP) determineswhich of the tree an individual test


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1. IOWA Placement Examination

--fortells which of the subjects in the curriculuman examinee is doing good


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1. Field demonstration/internships/ etc..

2. Army beta

3. Koh Block design


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--it is usually give before instructions


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1. Kuder-reference record


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1. Binet- Simond Scale test

this test was constructed from easiest tomost difficult.


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1. Multiple choices

2. Completion

3. Enumeration

4. Matching type

5. True or false


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Can you give example..!!!!!!


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---test usually given after instruction..note donot be conscious between formative and

summative (see next slide)..


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It is usually given or taken monthly.so what isthe difference between formative andsummative???/ will you please save itit isvery useful.

One more thing to remember this concepts iswhen you paying you tuition fee and do haircut for boys they will going to take a summativetest. Isnt it?


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Grade one should take this examination


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Example: L.E.T.

now its your turn to give at least 5!!!!!!

Think of an expert made and valid test..


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It is all test taken national, regional, division

Most student and teachers ask the differencebetween norm and criterion

You should aware of those..


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It was taken periodically


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Commonly used in thesis,,


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It is scored affected by biasand it is commonin the form of essay

Note: essay test can be objective


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Dictation, puzzles


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PHASE I

1. Determining the objectives

2. Preparing the TOS

3. Selecting the appropriate test

format

4. Writing the test

5. Editing the test item


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Test construction stage

PHASE III1. Administering the first try out then do ITEM ANALYSIS2. Administering the second tryout do ITEM ANALYSIS

3. Preparing the final form of the test then establishvalidity

PHASE IVEvaluation stage

Establishing test reliability

Interpreting test scores


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-Blue print of the test

-Represent learning outcomes to be tested,percentage of items, item placement, type oftest, number of item, and number of recitation.

-BEHAVIOR-CONTENT

---learning outcometo be tested

-No. of days

--- no. of teachertaught particulartopic

-BEHAVIOR-CONTENT

--- is equals to thenumber of recitationover total no. ofrecitation day for the

whole quarter timestotal no. of items-Percentage of item

--- no. of item perobjective over totalno. of item

-Item placement

--- reference ofparticular entry item


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ONE-WAY GRID

Obj.. No. ofrecitation

No. of items percentage Itemplacement

Obj. K Co Ap An Sy Ev No. ofrec.

No. ofitem

Perc. Itemplacement

Type total

1.

2.

Totalno ofitem

perc.

TWO-WAY GRID


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1.Multiple Choice

2.True or False

3.Matching Type

4.Restricted response Item

or completion Test5.Essay

Click on the underline words to see links
http://localhost/var/www/apps/conversion/tmp/scratch_8/WRITING%20MULTIPLE%20CHOICE.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_8/WRITING%20TRUE%20OR%20FALSE.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_8/WRITING%20MATCHING%20TYPE%20ITEMS.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_8/WRITING%20RESTRICTED.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_8/WRITING%20RESTRICTED.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_8/WRITING%20ESSAY%20QUESTIONS.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_8/WRITING%20ESSAY%20QUESTIONS.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_8/WRITING%20RESTRICTED.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_8/WRITING%20RESTRICTED.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_8/WRITING%20MATCHING%20TYPE%20ITEMS.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_8/WRITING%20TRUE%20OR%20FALSE.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_8/WRITING%20MULTIPLE%20CHOICE.docx


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a. Valid

b. Reliability

a. It is presented in a new slide for fast and to refreshboth mind and computer!!!!!!!!


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educatoinal measurement,Assessment and evaluation