Beruflich Dokumente
Kultur Dokumente
What to Evaluate?
1. Students academic performance based on the specific objectives explicitly stated in the
syllabi.
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2. Learning outcomes achieved by the students that are the products of teaching.
3. Learning outcomes achieved by the students that can be categorized as cognitive,
affective, and psychomotor.
How to Evaluate?
A. By Giving Tests
1. Pencil and Paper Tests for Cognitive Learning Outcomes
Classification of Test
a. Educational Test
Primary function is the measurement of results or effect of instruction.
e.g. Periodic Examination, Achievement Test
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Tests are useful for making selection decisions. They provide information that would be
accepted in particular programs. They are necessary in determining whether a
particular innovative program or teaching strategy or medium of instruction is more
effective in attaining educational goals.
3. Guidance Uses
Test results are useful in predicting an individuals success in a field of study and thus
aid him in choosing an appropriate course of study.
What are the Steps in Test Construction?
1.
2.
3.
4.
5.
6.
7.
8.
9.
Determine the purpose of the tests Unit Test, Chapter test, MidTerm Exam
Prepare a table of specifications or test blueprint
Select the appropriate test items
Construct relevant test
Assemble the test
Administer the test
Appraise the test results
Use the test results for the purposes it was intended
Review the test items for improvement and future use
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Objectives
Content
Objective Level
Knowledg
e
1. Similar
and
Dissimilar
Fractions
2. Least
Common
Multiple
3.
Changing
Dissimilar
Fractions
to Similar
Fractions
4. Adding
Dissimilar
Fractions
Total
Comprehensio
n
Applicatio
n
No. of
Hours
Synthesi
s
Total No.
of Items
11
10
To define, to distinguish,
to acquire, to identify, to
recall, to recognize
1.12 Knowledge of
specific facts
To recall, to recognize, to
acquire, to identify
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To recall, to identify, to
recognize, to acquire
To recall, to recognize, to
acquire, to identify
To recall, to recognize, to
acquire, to identify
To recall, to recognize, to
acquire, to identify
To recall, to recognize, to
acquire, to identify
To recall, to recognize, to
acquire, to identify
Principle(s), generalization(s),
proposition(s), fundamentals, laws,
principal elements, implication(s)
To recall, to recognize, to
acquire, to identify
2.10 Translation
To translate, to transform,
to give in own words, to
illustrate, to prepare, to
read, to represent, to
change, to rephrase, to
restate
2.20 Interpretation
To interpret, to reorder, to
rearrange, to differentiate,
to distinguish, to make, to
draw, to explain, to
Relevancies, relationships,
essentials, aspects, new view(s),
qualification, conclusions, methods,
theories, abstraction
1.23 Knowledge of
classifications
and categories
1.24 Knowledge of criteria
1.25 Knowledge of
methodology
1.30 Knowledge of universals
and
abstractions in a field
1.31 Knowledge of
principles,
generalizations
1.32 Knowledge of theories
and
structures
2.00 COMPREHENSION
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demonstrate
2.30 Extrapolation
To estimate, to infer, to
conclude, to predict, to
differentiate, to
determine, to interpolate,
to extrapolate, to fill in, to
draw
Consequences, implications,
conclusions, factors, ramifications,
meanings, corollaries, effects,
probabilities
3.00 APPLICATION
To apply, to generalize, to
relate, to choose, to
develop, to organize, to
use, to employ, to
transfer, to restructure, to
classify
4.00 ANALYSIS
To distinguish, to detect,
to identify, to classify, to
discriminate, to recognize,
to categorize, to deduce
4.10 Analysis of
relationships
To analyze, to contrast, to
compare, to distinguish, to
deduce
Relationships, interrelations,
relevance / relevancies, themes,
evidence, fallacies, arguments,
cause effect(s) consistency /
consistencies, parts, ideas,
assumptions
To analyze, to distinguish,
to detect, to deduce
5.10 Production of a
unique work
5.20 Production of a
plan, or
proposed set of
operations
To propose, to plan, to
produce, to design, to
modify, to specify
To produce, to derive, to
develop, to combine, to
organize, to synthesize, to
classify, to deduce, to
develop, to formulate, to
modify
Phenomena, taxonomies,
concept(s), scheme(s), theories,
relationships, abstraction,
generalizations, hypothesis /
hypotheses, perceptions, ways,
discoveries
4.20
Analysis of
organizational
principles
5.00 Synthesis
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6.00 Evaluation
6.10 Judgments in terms
of internal
evidence
To judge, to argue, to
validate, to assess, to
decide
To judge, to argue, to
consider, to compare, to
contrast, to standardize,
to appraise
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
The test items should be selected carefully. Only important facts should be
considered.
The test should have extensive sampling items
The test items should be carefully expressed in simple clear, definite, and
meaningful sentences.
There should be only one possible correct response for each test item.
Each item should be independent of the other items as much as possible.
Lifting sentences from books should not be done to encourage thinking and
understanding.
The first person I and We should not be used.
Various types of tests should be used to avoid monotony.
Majority of the test items should be of moderate difficulty. Few difficult and few easy
items should be included. The test items should be arranged in ascending order of
difficulty. Easy items should be at the beginning and the most difficult items at the
end. This will encourage the examinee to pursue the test. Up to the end.
Clear, concise, and complete direction should precede all types of test. Sample test
items may be provided for expected responses.
Items that can be answered by previous experience alone without knowledge of the
subject matter should
not be included.
Catchy words should not be used in the test items.
Test items must be based upon the objectives of the course and upon the course
content.
The test should measure the degree of achievements or determine the difficulties of
the learners.
The test should emphasize the ability to apply and use facts as well as knowledge of
facts.
The teacher should answer /perform the test her/himself (to come up with an answer
key) to determine its approximate time allotment (in the case of the midterm / final
exams, when the time allotted is 1 hours) The teacher must do the test in an hour
or less depending upon the subject / course, type of tests included, and target
objectives /performance the teacher purports /intends her/his students must
achieve.
The test should be of such length that within the time allotted it could be completed
by all or nearly all of the students.
Rules governing good language expression, grammar, spelling, punctuation and
capitalization should be observed in all items.
Information on how the scoring should be done should be provided.
Scoring keys in correcting and scoring the test should be provided.
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RECALL TYPES
1. Simple Recall Type
This type consists of questions calling for a single word or expression as an
answer.
Items in question form usually begin with who, where, when, and what.
Scoring: One point for each correct answer.
2. Completion Type
Only important words should be omitted.
Blanks should be of equal lengths. The blank as much as possible is placed
near or at the end.
Articles a /an / the should not be provided before the omitted word or phrase
to avoid clues for answers.
Scoring: One point for each correct answer.
3. Identification Type
The items should make the examinee think of a word / number / formula, or
group words/ expression / numbers that would complete the statement or
answer the question / problem.
Scoring: One point for each correct answer.
4. Enumeration Type
The exact number of expected answers should be stated.
Blanks should be of equal lengths
Scoring: One point for each correct answer.
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Examples:
1)
Faulty:
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B.
RECOGNITION TYPE
1. True-False or Alternative Response Type
Declarative sentence should be used.
The number of true and false items should be more or less equal.
The truth or falsity of the statement should not be too obvious /evident.
Avoid negative statements.
The modified true-false is more preferable than the plain true-false
In arranging the items avoid the regular recurrence of true and false
statements.
Avoid using specific determiners like
all
always
never
none
nothing
often
some
most
Avoid weak statements such as
many
sometimes
as a rule
in general
Minimize the use of qualitative terms like
Few
great
many
more
Avoid leading clues to answers in all items.
Scoring: modified true-false
: number of correct answers
plain true-false
: number of correct answers
minus number of wrong answers
Examples:
1)
Faulty:
Improved:
Faulty:
result of
SU4G.
picture-no sound.
2)
oxidation.
Improved:
2. Yes-No Type
The items should be in interrogative sentences.
The same rules as in true-false are applied.
3. Multiple-Choice Type
There should be 3 to 5 choices. The number of choices used in the first item
should be the same number of choices in all the items od this type of test.
The choices should be numbered or lettered so that only the number or letter
can be written on the blank provided.
If the choices are figures, they should be arranged in ascending order.
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Avoid the use of a or an as the last word prior to the listing of the choices.
Random occurrence of the responses should be employed.
The choices, as much as possible, should be at the end of the statements.
The choices should be related in some way or should belong to the same
class / set.
Avoid the use of none of these as one of the choices.
Avoid the use of all of the above. It is usually the correct answer and makes
the item too easy for students with partial information.
Scoring: One point for each correct answer.
B.
heating it to a
D.
heating it to a
Improved:
The minimum temperature that can pasteurize Milk at home is
A.
1300
B.
1450
C.
1600
D.
1750
Faulty:
None of the following cities is a state capital except
A.
Bangor B.
Los Angeles
C. Denver
D.
New Haven
D.
New Haven
Improved:
Which of the following cities is a state capital?
A.
Bangor
B.
Los Angeles
C.
Denver
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5. Matching Type
There should be two columns. Under Column A are the stimuli which should be
longer and more descriptive than the responses under Column B. The
responses may be a word, a phrase, a number, or a formula.
The stimuli under Column A should be numbered and the responses under
Column B should be lettered.
The answers will be indicated by letters only on lines provided in Column A.
The number of pairs should be between ten to twenty. Less than ten introduces
chance elements. More than twenty is decidedly a waste of time.
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Examples:
Faulty;
Directions:Match Column A with Column B. You will be given one point for each
correct match.
a.
b.
c.
d.
e.
A
cotton gin
reaper
wheel
TU54J tube
steamboat
B.
a. Eli Whitney
b. Alexander Graham Bell
c. David Brinkley
d. Louisa May Alcott
e. None of these
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B
Inventors
12
_____
1.
Cotton gin
a.
_____
2.
Reaper
_____
3.
Sewing machine
_____
4.
b.
Steamboat
Cyrus McCormick
c.
Eli Whitney
d.
Elias Howe
e.
Robert Fulton
f.
None of these
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C.
ESSAY TYPE
Complex Learning Outcomes That Can Be Measured Effectively With Essay Type
Tests/Examinations
1. Explain cause-effect relationship.
2. Describe application of principles
3. Present relevant arguments
4. Formulate tenable hypothesis
5. Formulate valid conclusions
6. State necessary conclusions
7. Describe the limitations of data.
8. Explain methods and procedures
9. Produce, organize, and separate ideas
10. Integrate learnings in different areas
11. Create original forms( e.g. designing an experiment)
12. Evaluate the worth of ideas.
How to Construct Essay Examinations
Determine the objectives or essentials for each question to be evaluated
Phrase question in simple, clear and concise language
Suit the length of the questions to the time available for answering the essay.
Avoid the use of optional question.
SCORING OF ESSAY ITEMS:
1.
2.
3.
4.
5.
6.
7.
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