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The document provides a comprehensive overview of measurement and evaluation in education, detailing the definitions, instruments, results, and difficulties associated with these processes. It discusses the characteristics of effective measuring instruments, the differences between standardized and teacher-made tests, and the rules for constructing various types of examinations. Additionally, it outlines the uses of tests in schools, including achievement, diagnostic, and aptitude assessments.

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Abigail Faith Pretesto
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8 views4 pages

Text

The document provides a comprehensive overview of measurement and evaluation in education, detailing the definitions, instruments, results, and difficulties associated with these processes. It discusses the characteristics of effective measuring instruments, the differences between standardized and teacher-made tests, and the rules for constructing various types of examinations. Additionally, it outlines the uses of tests in schools, including achievement, diagnostic, and aptitude assessments.

Uploaded by

Abigail Faith Pretesto
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as TXT, PDF, TXT or read online on Scribd
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Comprehensive Reviewer on Measurement and Evaluation

(Aligned with the Table of Contents)

Chapter 2: Meaning of Measurement and Evaluation

• Measurement: Process of determining the quantity of achievement using


appropriate tools (e.g., intelligence, aptitude, values).
• Evaluation: Process of determining the quality or worth of achievement
using set standards; improves knowledge, skills, and habits.
• Educational Measurement & Evaluation: Work together to assess and
enhance learning outcomes.

Instruments Used in Measurement

• Measuring Instrument: Any device used to determine achievement (e.g.,


quizzes, exams, term papers).
• Examination: Appraisal of ability or achievement.
• Test: Requires responses that indicate skill, knowledge, or attitude
(e.g., multiple-choice, essay).
• Quiz: Short test on recent material.
• Item: A single question or task in a test.

Results of Measurement

• Score: Number indicating achievement (raw score).


• Achievement: Level of knowledge or proficiency in a subject.

Difficulties in Educational Measurement

• Abstract Nature: Intelligence, personality, and knowledge are indirect


measures.
• Overlapping Terms: Skill, ability, and talent may refer to the same
thing.
• Lack of Zero Point: No absolute starting point in educational
measurement.
• Subjectivity: Test conditions, examiner biases, and student factors
affect results.
• Scarcity of Suitable Instruments: Some tests are culturally
inappropriate or outdated.

Functions of Measurement

Instructional Functions

• Principal Functions:
• Determine acquired knowledge, skills, and attitudes.
• Assess progress.
• Identify strengths, weaknesses, and needs.
• Secondary Functions:
• Develop study habits.
• Encourage motivation.
• Aid in guidance, counseling, and career planning.

Administrative and Supervisory Functions

• Maintaining Standards: Admission tests, promotions, licensing exams.


• Classifying Students: Grouping by ability, identifying special needs,
scholarship selection.
• Assessing Teacher Efficiency: Evaluating effectiveness based on student
performance.
• Curriculum Development: Using test results to modify school programs.
• Educational Planning: Setting performance norms and improving
instruction.

Chapter 3: Characteristics and Classifications of Educational Measuring Instruments

Characteristics of a Good Test

1. Validity – Measures what it is supposed to measure.


• Content Validity – Alignment with subject matter.
• Concurrent Validity – Correlation with another valid test.
• Predictive Validity – Accuracy in forecasting performance.
• Construct Validity – Agreement with theoretical expectations.
2. Reliability – Consistency of results.
• Factors Affecting Reliability: Test length, objectivity, test
conditions, administration procedures.
3. Usability – Practicality in administration, scoring, and
interpretation.

Classification of Measuring Instruments

1. Standardized Tests – Professionally designed with norms and reliability


checks.
2. Teacher-Made Tests – Created by teachers for classroom evaluation.

Differences Between Standardized and Teacher-Made Tests

• Standardized: Objective, norm-referenced, reliable.


• Teacher-Made: More subjective, varies in quality.

Types of Standardized Tests

• Psychological Tests: Intelligence, aptitude, personality, vocational


interest.
• Educational Tests: Achievement tests in school subjects.

Other Classifications

• By Administration: Individual vs. Group Tests.


• By Content: Verbal vs. Nonverbal.
• By Difficulty: Speed vs. Power Tests.

Chapter 5: Teacher-Made Examinations

Types of Examinations

1. Oral Examinations – Responses given verbally.


• Individual vs. Group Oral Tests
• Purpose: Marking vs. Selection.
• Advantages: Adaptable, diagnostic, interactive.
• Disadvantages: Subjective, time-consuming, difficult to standardize.
2. Written Examinations – Responses given in writing.
• Essay Examinations:
• Types: Recall, discussion, unrestricted, restricted.
• Advantages: Measures reasoning, organization, expression.
• Disadvantages: Subjectivity in scoring, time-consuming.
• Objective Examinations:
• Advantages: Reliable, easy to score, comprehensive.
• Disadvantages: Encourages rote memorization, harder to prepare.

Types of Objective Tests

1. Recall Types: Simple recall, completion, identification, labeling,


enumeration.
2. Recognition Types: True-false, multiple-choice, matching.
3. Rearrangement Types: Ordering words, sentences, symbols.

Rules in Making Examinations

General Rules for Writing Test Items

1. Ensure Clear Wording – Avoid ambiguity, vague wording, or double


meanings.
2. Avoid Clues in Questions – No grammatical hints that reveal the answer.
3. Use Appropriate Difficulty Level – Items should match student knowledge
and abilities.
4. Avoid Tricky or Misleading Questions – Ensure fairness and focus on
learning objectives.
5. Ensure Objectivity – The test should measure knowledge, not personal
opinions.

Rules for Objective Tests

True-False Test Construction

• Avoid absolute words (“always,” “never”).


• Use vague qualifiers (“some,” “many”) only when necessary.
• Equal distribution of true and false statements.
• Randomize answer patterns to prevent guessing strategies.

Multiple-Choice Test Construction

• Stem (question part) should be clear and concise.


• Distractors (wrong choices) should be plausible.
• Avoid “all of the above” or “none of the above” unless necessary.
• Keep options roughly equal in length.

Matching Test Construction

• Ensure items have logical relationships.


• Have more response choices than questions.
• Keep lists short (10-15 items max).

Completion (Fill-in-the-Blank) Test Construction

• Use direct and specific phrasing.


• Avoid too many blanks in a single sentence.
• Ensure only one correct answer fits the blank.

Rules for Essay Tests

1. Specify the Scope of the Answer – Indicate expected length and depth.
2. Use Clear, Unambiguous Prompts – Avoid vague or overly broad questions.
3. Encourage Organization – Require logical structure and coherent
argumentation.
4. Provide a Scoring Rubric – Use predetermined criteria to ensure fair
grading.

Chapter 6: Uses of Tests in Schools

• Achievement Tests: Assess students’ learning outcomes.


• Diagnostic Tests: Identify strengths and weaknesses.
• Aptitude Tests: Predict future academic performance.
• Personality and Interest Inventories: Aid in guidance and counseling.

This reviewer includes all key topics from your Table of Contents, including the
rules for making examinations. Let me know if you need any adjustments!

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