PROCESS OF CLASSROOM EVALUATION

8/12/2019 PROCESS OF CLASSROOM EVALUATION

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PROCESS OF

CLASSROOMEVALUATION


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Establishing a Framework for

Evaluation1. Identify reasons for assessing

student performance.

Judging student mastery

Ranking pupils

Diagnosing difficulties

2. Plan to gather information for bothformative and summative evaluation


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3. Identify course content that is to

be evaluated.

4. Relate the evaluation to the

prestated objectives5. Include evaluation measures in

all three domains


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Cognitive domain

Teacher made testsAchievement tests

Standardized tests and scales

Psychomotor domainPerformance and products tests

Affective domain

Attitude scales, checklists, observations,anecdotal records, interviews etc


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6. Use multiple approaches when

gathering assessment information.

7. Devise an evaluation plan beforeinstruction


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Performance Based Assessment

1. Product Assessment

Portfolio

Work Sample Project or Report

Log or Journal

Model Media Products


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Performance Based Assessment

2. Performance Assessment

Oral presentation

Presentation with mediaScience lab demonstration

Athletic demonstration

Musical, dance, drama presentation

Debate

Participation in an event


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Ways to Rate Student Products or

PerformanceSelecting Rating Criteria

1. Select the performance or product to be

assessed and either perform it yourself orimagine performing it.

2. List the important aspects of the performance

or product.

3. Try to limit the number of criteria to be

observed


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4. If possible, have groups of teachers think

through the criteria as a group5. Express the criteria in terms of observable

student behavior or product characteristic

6. Avoid vague and ambiguous words.

7. Check for existing performance criteria

before constructing your own


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Rating Approaches

Rating Scales

- Allows a teacher to judge student

performance along a continuum

- Maybe numerical ( 1 through 4),

descriptive (range of qwords) or a

combination of the 2.


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Rubric

Type of rating scale which is more

thorough in judging student performance

than simple rating scale.It provides more guidance for students as

they prepare their products or

performances


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Checklists

- Written list of performance criteria.- Enables one to note quickly whether a

characteristic is present.

Anecdotal Records- Written account of events and behavior

that the teacher has observed

concerning students product orperformance.


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Participation Chart

- Indicates the degree of involvement

and the type of involvement in

classroom discussion or activities.


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Teacher Made Tests

1. Planning the classroom test

2. Selecting and Preparing Test Questions

3. Assembling the Test

4. Formatting and Reproducing the Test

5.

Administering the Test6. Scoring the Test


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Planning the classroom test1. Decide on the purpose of the test

2. Decide on what is to be tested

3. Prepare a table of specifications showing thecontent and objectives to be tested.

4. Decide on when to test5. Decide on what kinds of questions to use.

6. Decide how many questions to include.

7. Decide the level of difficulty of questions.

8. Decide on the format of the test.


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Selecting and Preparing Test

QuestionsTwo categories of Test Questions

1. Essay

- Short answer or restricted response- Discussion or extended responses

2. Objective

- Multiple choice, matching type, true-false, short answer


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Assembling the Test

Mechanical features of the test

- how the questions are grouped and

arranged.

- What directions are given

- How the test was formatted


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Grouping and Arranging Items

Test items can be arranged according to:

- Type of items used

- Learning outcomes measured

- Difficulty of items

-

Subject matter measured.


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Sequence of Item Formats

1. True or false

2. Matching Items

3. Short Answer items

4. Multiple choice

5. Interpretive exercises

6. Essay questions


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Writing Test Directions

1. Provide specific set of written directions foeeach item format

2. Indicate the basis for the student answering

the question3. Indicate how the student is to record the

answers

4. Indicate the point value of each item.

5. Indicate the purpose of the test, the length oftime and whether students should guess.


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Formatting and Reproducing the

Test1. Space items so they are easily read,

answered and scored.

2. Items should be numberedconsecutively.

3. Keep all stems and options on one page.

4. For matching questions, have list of

premises and choices on one page.


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5. Most convenient method in true-false,

multiple choice is circling the correct

answer.6. Avoid definite response pattern.

7. See to it that the test is printed in the most

legible quality print.


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Administering the Test1. Provide comfortable testing conditions2. Do not promote test anxiety

3. Avoid giving test after long vacation or during

some important school event.

4. During the test, remind the time.

5. Do not talk unnecessarily before the test.

6. Keep interruptions to the minimum

7. Avoid giving hints about any test item.

8. Discourage cheating through careful proctoring


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Scoring the Test

By machine scanning, manual

Regardless of the scoring method, the

answer key should be prepared andchecked well in advance of the

administration of the test.

Each item should have equal weight.

Documents

PROCESS OF CLASSROOM EVALUATION