Testing and Evaluation For Workshop
Testing and Evaluation For Workshop
Introduction
The education process is the process of modifying the behavior and attitudes of the
students. This process is a circular routine that comprises three important stages which
any teacher must go through every day to effect the changes in the behavior and attitudes
of the students. The three stages include the followings:
A. Planning – Planning involves the anticipated inputs, processes and outputs that
establish the educational goals and objectives’
B. Teaching – teaching is the actual input, processes and outputs which consists of
utilizing the learning experience designed to promote the attainment of the
educational goals and objectives.
C. Evaluation – This involves the comparison of the anticipated and the actual
conducted to determine the extent to which the goals and objectives have been
attained.
In this course, we shall deal with the last stage of the education process which is
evaluation.
Assessment is the collection of all necessary information that will lead to making sound
judgment concerning the performance of the student. Assessment looks at the broadest
form of evaluation. It includes data obtained from class activities such as seat work,
assignment, quiz, test and observation.
Evaluation is the process of making judgment regarding the performance of student.
Measurement provides the data for making such judgment. But the data can be obtained
from test results. Testing therefore is the procedure used in measuring student’s
behavior. It is the systematic procedure for measuring student’s output.
The difference between evaluation and test is that, test answers the question “how much
(quantity)”. It is done with the use of assigned values. E.g. 90%, 85%, 50%, etc.
Evaluation answers the questions “how well” (quality). E.g. Excellent, very good, fair,
poor, etc.
Phases of Evaluation
There are three main phases of evaluation which include 1. Planning or diagnostic phase,
2. Formative evaluation and 3. Product or summative evaluation.
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A. Planning process phase – examples –entrance and diagnostic test. This phase has
two objectives: 1. It helps us to know the entry behavior of the child (how well the child
knows) , his strengths and weaknesses. 2. It helps us to plan for educational adjustment.
It is done at the beginning of the unit, program or course.
B. Formative Evaluation --- The child is now in the school and the teacher is teaching
him and testing him and testing his abilities. Formative evaluation is done to determine
whether the instructional objectives are achieved or not. It helps us to adjust our
instructional methods. It is done through assignments, quizzes, tests, etc.
Functions of tests.
A test serves as one of the basic measuring instruments used by educators and evaluators.
The purposes or functions of tests as classified under three interrelated categories as
follows: Instructional, Administrative and Guidance Functions.
Instructional Functions
Administrative Functions
1. Tests provide a mechanism for quality control for a school or system. National or
local norms can provide basis for assessing certain curriculum strengths and
weaknesses.
2. Tests are useful for programs and research.
3. Tests enable administrators to reach better decisions on classification and
replacement on personnel/students.
4. Tests are the primary criteria for identifying gifted or retarded students/personnel.
Guidance Functions
Types of Test
Generally, there are two types of test: standardized test and teacher made test.
Standardized Tests
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Mehrens and Lehmann (1975) define a standardized test as a test that samples behavior
under uniform procedures. Uniform procedures mean that the same questions are
administered to students with same direction, the time for taking the test is the same for
everyone, and the results are scored using a detailed procedure.
Standardized tests are drawn by specialists who try the tests to representative groups in
the country at the same grade level. These items are revised and saved for future use.
Standardized tests come in several forms. Some are used to measure knowledge in
specific areas such as arithmetic, reading, English, social studies, chemistry, etc.
Examples of standardized tests are scholastic aptitude tests, general ability test and
intelligent tests.
The major reason for using standardized test achievement test in the classroom is to
supplement teacher evaluation. The test can give valuable information on how well your
students are doing in comparison with other local and national student groups
2. Achievement test --- It is intended to prove that one has achieved something. It is the
test to give someone job.
It is so called because it is intended to find out whether the objectives that you set are
achieved. It is restricted to what you have taught.
A. A teacher made test must be valid (bearing) --- validity can be divided into three
classes:
1. Content validity --- only what you taught is what must come.
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2. Process validity --- the method used in the class must be applied on the test. A teacher
must not keep any secret.
3. Predictive validity --- the results of the test must be consistent even if you administer
it to a later date.
NOTE:
The relationship between the teacher made test and the lesson plan is that the test
items should be based on the objectives from the lesson plan.
Psychologist that says if you draw a test, leave it after some time and do it yourself. The
time it will take you to finish must be multiplied by three to be the time that you will allot
for your students to do the same test.
In planning the test, the teacher should have a table of topics covered and objectives
achieved. To give a test, think on the following points: 1. planning the test 2.
Constructing the test 3. Administering the test and 4. Grading the test.
Planning a good test determines how well the topics were covered and objectives
achieved. Consider the followings:
1. Draw a sample test and use as a review prior to giving the test.
2. Give enough time for students to study.
3. Give the test on time and only on materials that you have taught.
4. Do not give test on materials that you did not teach but only gave as assignment.
5. If you want to postpone the test, leave time ahead and inform the students.
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1. All test scores must go through refining or scaling process. This is done through
statistical means which you should practice in this work.
2. Do not hold back a child’s grade for any disciplinary reason.
3. Do not give marks to students that will retard their progress ( grades below 50%
or 40%).
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Note: Reference should be made on the levels of the cognitive domain from the
lesson planning training manual with respect to test issues.
1. Free response type -- The person taking this test is free to answer the questions the
way he wishes. It is so called because it is subjective in nature. E.g. Essay type
questions.
2. Structure response type --- It restricts the child. It is so called because there is
confinement of answers. Examples:. Multiple choice, matching, true/false, fill in the
blank, short answer, etc.
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The most important thing in writing a test is the test direction. Before you write a test,
the first thing to look at is the objectives. The screening of the test items is done by
considering the six classes of the cognitive domain: knowledge, comprehension,
application, analysis, synthesis and evaluation.
Test direction is divided into two classes: general direction and specific direction.
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This section consists of ten questions and each question is worth 2 points. Select
the letter of the correct answer in column B and place it against the blank space(s)
of the correct number in column A,
There are three questions in this section. Discuss each section fully. (l0 points
for each)
A. Essay Test
Guidelines
Good: Analyze the political situation in the country that led to the start of the
civil war.
B. Multiple-Choice Test
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Guidelines
1. Each item should be stated with the central issue or problem in the stem.
2. Avoid poor layout such as having the beginning of the question at the end
of the page and continuation of it on the next page. Write all questions on
one page.
3. Do not provide grammatical or contextual clues to the correct answer. For
example: the use of ‘an’ before the choices indicates that the answer
begins with a vowel. Use the form ‘a (n) ‘to mean a or an.
4. Write concise items and precise choices. Don’t use words that confuse the
students.
5. Avoid using items directly from the textbook. This will encourage
memorization. Test for understanding.
Example:
Poor: The most serious disease in the word is:
A. mental illness
B. AIDS
C. Heart disease
D. Cancer
A. mental illness
B. AIDS
C. Heart disease
D. Cancer
Guidelines
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Examples:
Poor: Normal human body temperature is 98.6.
D. Matching
A common problem associated with matching items is the tendency for one
part of the exercise to give away the answer to another part.
Guidelines:
1. Give clear directions that indicate the basis for matching the premises with
the responses.
2. Be sure the entire matching exercise is on one page. Do not put the
premise on one page and the response on another page.
3. Avoid including too many premises on one matching item.
4. Put premises and responses in a systematic order. Be sure that premises
and responses are easy to find.
5. Minimize the reading time.
6. Make the responses more that the premises.
7. Use numbers for premises and alphabet for the responses.
Examples:
Poor:
Good:
Guidelines
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1. Use only one blank in a completion item and it should be placed near or at
the end of the sentence.
2. Be definite enough in the incomplete statement so that only one correct
answer is possible.
3. Avoid the use of direct statements from the textbook with a word or two
missing. Such usage encourages students to memorize the text.
4. If more than one blank is used, make sure that all the blanks for all the
items are of equal length and they are long enough to accommodate the
longest response.
Example:
Good: One-half the base times the height yields the area of a
______________.
Test Administration
-This is discussed under the five conce43rns of test ( Unit I: Topic D)
Scoring a Test
-This is also discussed under the five concerns of test
1. Arrange the raw scores either from highest to lowest or from lowest to highest.
2. Add all the raw scores and divide by the total number of students who took the test.
3. The quotient of the result above is called the mean(x). Subtract the mean from each
raw score and square the result.
4. Add the result of all numbers squared.
5. Divide the above by the total number of students who took the test and find the square
root of the quotient. Whatever result you get is called the standard deviation (S.D.)
6. Subtract the mean from 70% and add the result to the standard deviation. The sum of
the difference and the standard deviation is added to all grades. Hint: use your own
prescription if the number is approaching 100.
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R. G. = R. S. + (70 - ) + S. D.
R. S. = Raw score
S. D. = Standard Deviation
= Mean
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1267 2325
Means ( )= = = 63
S.D. = = = =11
Assessment of Students
Periodic Assessment
Students assessment is the process through which we are able to render final judgment
regarding the performance of the student during the marking period, midyear or end of
the year.
Periodic Assessment
Period test alone does not give proper assessment of the student. It may be based on
assignments, class works, quizzes, class participation, and attendance and period test.
Attendance and class participation could represent one mark while class works and
assignment represent another one mark. Quizzes and test grades stand alone. It should be
the responsibility of the school administration to design the assessment policy of a
school.
Participation----------------10%
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Assignment-----------------10%
Quizzes---------------------20%
Test--------------------------60%
Final grade-----------------100%
Computing the Participation Marks
Computing participation marks is a major problem for most teachers. Many teachers give
the points free to all students. Other teachers use it as a cover-up. But participation
marks should be given based on merit. Since its measurement is not so clear, to be fair in
your distribution, distribute the participation marks to all class activities. In doing this,
please leave room for incomplete works. For example, if a teacher give six activities
within a marking period, divide ten by five of the activities. This means that every
activity you give during the marking period, 2marks is there for participation. If a student
took part in five or six activities, he gets 10marks. If he did four, he gets 8marks and so.
Assignments/Class Works
How do you award marks for assignments?. Is it based on points or percent? If it is based
on points, then add the total assignment point and divide by the total number of
assignment. To avoid the problem of incomplete work, always select and add the highest
assignment marks and not all. For example, if you give three or four assignments, add
the two highest assignment marks.
On the other hand, if you are assessing based on percentages, do the same as above. But
your final grade must be multiplied by 10% or 0.1 to represent the assignment mark for
that period.
Quizzes
If you are awarding marks based on points or percentages, do exactly as you did with the
assignment grade. If in percent, multiply the result by 20% or 0.2. If you give three
quizzes, please consider the highest two; if only two quizzes for the period, consider the
only highest mark. In this way you will be avoiding the problem of incomplete work.
Test
Avoid awarding points for test such as 40points, 50points, etc. award the points based on
percent. This is to enable you carry on your refining process based on statistical means.
Your refined grade must be multiplied by 60% or whatever percentage you are awarding
for the period test.
The aggregate of the participation mark, assignment mark, quizzes mark and test mark
give the final mark for the period
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In a class where you are dealing with ID#s, the best way to show students their grades is
to put the grades up or call the grades in the class. In the case where you are dealing with
only names simply write the mark for each activity and the final grades on the students’
papers. It is not correct to call out students to come to your desk to see their grades. You
are not to even call the students by names to show their grades. This can create
psychological imbalance on the performance of some students.
Many schools compute their semester averages in a conflicting way. Some schools would
instruct their instructors to add the three period grades to the exam grade and divide by
four to represent the semester averages. This indicates that the exam grades and the
period grades are equal which is not true. . Others would add the three period grades,
divide by three, then add the exam grades and divide by two. This too cannot be the best
way. The exam grades cannot be equal to the aggregate of the three period grades. Here
in this case the exam grades can either be inflated or deflated to influence the promotion
or failure of the students.
Therefore, a good suggestion could be that you find the average of the three period
grades, multiply the result by two, then add the exam grades and divide by three.
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