Evaluation of

Learning
 EVALUATION

"the systematic collection of evidence to

determine whether in fact certain changes
are taking place in the learner as well as to
determine the amount or degree of change
in individual students.“
 the gathering of data on
student learning in terms of QUANTITATIVE
scores in a test
MEASUREMENT
Aspects of Evaluation

the judgment as to the

QUALITATIVE acceptability or non-
acceptability of the learning
VALUATION level based on present
standards
 Evaluation Valuation Aspect
Measurement Qualitative
utilizes "standards,"
Aspect
Quantitative
Uses test and other For judging whether such
measuring devices gains are on acceptable level
For obtaining data or not
on learning
 Types of Evaluation
formative evaluation is given at the

Formative
end of a lesson (a quiz) or at the end
of the unit ( a unit test)

Summative
given at the end of a series of related units, midway or at the
end of an academic grading period, a quarter or semester
(quarterly or semestral examination)
 Further
Evaluatio
Classification
of n
comparing the change in learner
behavior resulting from instruction
"criterion- as revealed by his performance in a
criterion-
referenced" test with the terminal behavior and
referenced the degree specified in the
objective.

comparing the performance of the

"norm-
norm-
referenced."
learner with that of the class as a
whole to determine his relative
referenced position in the normal distribution
of scores
Characteristics of
Evaluation Instrument
Validity

Objectivity

Reliability
Results satisfy
objectives
 yields the same results when given to the same group at
some other time or to another comparable group under
more or less similar conditions.
 refers to the degree of 1 internal
freedom a test has from
factors that could unduly external
influence the outcomes of
the test

The reason is that we would like to be able to attribute the

outcomes of testing to one and only one factor, that is, the level of
mastery achievement of the learner, and nothing else.
Rationale for
Evaluation
What is the difference between a
dull student and a bright one?

the teacher dishes out facts

and information for memory
and treats the lesson as a
discrete independent bit of
knowledge
 In short, students students attempt to
learn what teachers learn what they
teach and teachers anticipate to see in
teach what will be the test and on
given in the test. which they will be
Teachers, judged
on the and graded
other hand, teach
according to
evaluation
Learners’ perspective
We would like to be assured
that the learner has mastered
the lesson or unit and that he is
ready to tackle the next one.
From the teacher's perspective.
Evaluation helps the teacher
makes a judgment whether he
has taught effectively or not.
If not, what has gone wrong?
Evaluation of learning
outcomes in school can
serve the following
purposes
Was the objective too much?
Did he use the appropriate
means in terms of methods and
or/materials of instruction?
What can be improved in the
future?
 Supervisor's From the perspective of
Perspective. the curriculum task
force.

From the parents'

perspective. administrators'
perspective.
 Evaluating the outcomes of
instruction requires careful planning
and execution.
Process of This is something that cannot be done
haphazardly or at the spur of the
Evaluation of moment.

Instructional Nothing in our instructional program can

be left to chance.
Outcomes We measure the outcomes scientifically
and use the data for further improvement

Paper and Pencil

Test
 Preparation PhaseAdvantages of Using TOS
it ensures an adequate coverage of
Making a Table of instructional objectives and content taken
Specifications up within a certain prescribed time frame,
say, one academic quarter
blueprint that serves as it ensures an adequate coverage of
a guide to the test instructional objectives and content taken
up within a certain prescribed time frame,
constructor in ensuring say, one academic quarter
a valid, reliable and it enables the test constructor to determine
objective test which of the different objectives covered
within the period need to be given emphasis
and which could be glossed over.
 cognitive skills can be
categorized into the following
Remembering
defined as the ability to simply recall previously
learned information, facts, ideas and principles.
These may include verbatim recall, routine
manipulation, or simple reproduction.
 Comprehending
defined as the ability to restate or interpret
previously learned information. This may include
classification, application, and translation, in verbal
or graphic forms.
 Thinking
defined as a more or less complex intellectual
activity involving analysis, synthesis, and
judgment.
Ttable of Specifications for a
Test in Science
Ttable of Specifications for a
Test in Math
 Selecting Test Item Types
In general, test
item types fall
The decision as to the under two broad
groups, the Non-
type to be used is
essay or Objective
based on the listing of Type and the
test objectives. Essay Type
1. It allows for a broader,
albeit superficial, coverage of
subject matter.
2. It is appropriate for The Non-essay or
checking knowledge of a Objective Type generally
factual or informational requires a succinct answer
nature.
3. It is less prone to subjective
and lends itself to the
interpretation of the lower cognitive level
response. objectives It has the
4. It is easier to correct following useful features:
although it may be time-
intensive in its preparation.
1. Although somewhat limited in
coverage, it allows a deeper
treatment of subject matter. The Essay Type calls for
2. It is useful for testing the more extended response
h1gher levels of thinking and
reasoning. and may be preferred in
3. It can be used to check the certain instances due to
student's ability to organize and the following
express his ideas.
4. It is easier to construct advantages::
although the checking of
responses may be tedious and
time consuming.
comparison
 This type uses a direct
The Objective question to which a
Item Type response in one or two
sentences is expected. This
variety lends itself to
Short Answer Type memory or comprehension
objectives but is rarely
used, if at all, for thinking
and problem solving.
Objective
Type
 In this type, there is a
statement that has to be
completed with an
Completion appropriate word or
Type, a.k.a. phrase. This is a relatively
straightforward kind of test
Filling Blanks which probes the student's
recall ability.

Filling
Blanks
 This type limits the
answer to only two
Alternative options in a forced-choice
situation. The options,
Answer usually opposites, may
Type either be true or false, yes
or no, agree or disagree

Yes or No
 In this type, there are
two columns. One
column has a list of
Matching descriptors or identifiers,
Test Type the other has a
corresponding list of
names, places, objects,
dates, ideas, etc.
Matching
Type
 It consists of a "stem" or
an incomplete statement
and a set of"options," one
Multiple of which is the
Choice Type appropriate response.
Although guessing is not
completely eliminated, it
is at least minimized
Multiple
Choice
 Essay Type
there are two chief
difficulties of this type of
test, namely, the great
amount of time required
to check the answers and
the difficulty of arriving at
a fair grade for responses
The Essay Type involves a
certain degree of
thought and requires the
student to organize and
present these ideas in a
coherent way.
Essay
Thank you.

Acosta, Rowena L.