Chapter 5:

EVALUATION OF
LEARNING
A teacher who teaches without testing
for results is in much the same situation
as a person who prepares a meal and
serve it without tasting it beforehand.

“The test of the pudding is in the

eating”

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WHAT IS 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.” (Benjamin Bloom)
 Quantitative – the gathering of data on student
learning in terms of scores in a test.
 Qualitative – the judgment as to the
acceptability of the learning level based on
present standard.

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 EVALUATION
Measurement Aspect Valuation Aspect

 Quantitative  Qualitative
 Use test and other measuring  Utilizes “standards,” e.g.
devices criterion or norm
 For obtaining data on learning  For judging whether such gains
outcomes or gains are on acceptable level or not

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TYPES OF EVALUATION
o Formative
o Summative

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 Formative – refers to the type of evaluation
that is given in the process of instruction
while the students are being formed.
 Summative – used for evaluation that is
done at the end of the process to sum up
the learning outcomes in a predetermined
terminal behavior.

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 Criterion-referenced – meant to determine whether
or not a learner can independently perform a clearly
defined set of behaviour samples.
“referencing” or comparing the change in learner
behaviour resulting from instruction as revealed by his
performance in a test with the terminal behaviour and
the degree id specified in the objective.

 Norm-referenced – designed to gauge the learner’s

level of performance in “reference” to a group of
learners who have undergone the same set of
learning experiences and the same test.

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CHARACTERISTICS OF EVALUATION INSTRUMENT

 Validity
 Reliability
 Objectivity

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 Validity – a characteristic of an evaluation instrument
or test whereby it measures what is supposed to
measure.

 Reliability – refers to the level of “consistency” or

“dependability” of the measuring device.

 Objectivity – the degree of freedom a test has from

factors that could unduly influence the outcomes of
the test. ( internal and external factor)

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RATIONALE FOR EVALUATION
1. From the learner’s perspective.

2. From the teacher’s perspective.

3. From the supervisor’s perspective.

4. From the perspective of the curriculum

task force.

5. From the parent’s perspective.

6. From the administrators’ perspective.

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PROCESS OF EVALUATION OF INSTRUCTIONAL OUTCOMES

Three stages of the process:

 Preparation of test instrument (before)
 Administration of the instrument (during)
 Utilization of test results (after)

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 Making a Table of Specifications

What is Table of Specification???

The design or blueprint that serves as a guide to the test
constructor in ensuring a valid, reliable and objective test.

For purposes of testing cognitive skills can be categorized into

the following:

 Remembering
 Comprehending
 Thinking

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Remembering - the ability to simply recall
previously learned information, facts, ideas and
principles.

Comprehending - the ability to restate or interpret

previously learned information. (classification,
application, and translation, in verbal or graphic
forms)

Thinking - defined as a more or less complex

intellectual activity involving analysis, synthesis, and
judgment.

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 Selecting Test Item Types
Non-essay or Objective Type Essay Type

Generally requires a succinct Calls for more extended response

answer and leads itself to the lower and may be preferred in certain
cognitive level objectives. instances.

1. It allows for a broader, albeit 1. Although somewhat limited in

superficial, coverage of subject coverage, it allows deeper
matter treatment of subject matter.
2. It is appropriate for checking 2. It is useful for testing the higher
knowledge of a factual of levels of thinking and reasoning.
informational nature. 3. It can be used to check the
3. It is less prone to subjective student’s ability to organize and
interpretation of the response. express his ideas.
4. It is easier to correct although it 4. It is easier to construct although
may be time-intensive in its the checking of responses may
preparation. be tedious and time consuming.

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Objective Type Essay Type

Supply Type Unrestricted Type

+ Short Answer
+ Completion or Fill in Blanks

Selection Type Restricted Type

+ Alternative Response
+ Matching Test
+ Multiple Choice

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The Objective Item Type

Short answer Type – uses a direct question to which a response

in one or two sentences is expected.

Example: What are the characteristics of solid matter?

Completion Type, a.k.a. Filling Blanks – a statement that has to

be completed with an appropriate word or phrase.

Example: Gen. Aguinaldo proclaimed Philippine Independence in

the year---------.

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

Example: The square of 4 is 8. True or False

Matching Type – the student is to match each item in the first

column with an appropriate item in the second. The second
column would normally include “distractors” or items that are
not among the correct choices to be made.

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Multiple Choice Type – It consist of a “stem” or an incomplete
statement and a set of “options” on of which is the appropriate
response. Although guessing is not completely eliminated, it is at
least minimized.

Preferred and used in standardized

test Requires a certain amount of skill
Both educationally efficient in terms and practice to come up with a
of teacher preparation time. good multiple choice test item.
It lends itself to item analysis and To determine the number of options
useful in setting up a test item per “stem”.
bank. Thinking of good “distractors”
A great way to test knowledge on
all levels from simple memory to
complex problem solving.

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The Essay Type – involves a certain degree of thought and
requires the student to organize and present these ideas in a
coherent way.
Examples:
 What is the importance of U.S military base in the Philippines?
 What do you think will happen if the U.S. military bases are
removed from the Philippines?
 What are the two advantages and two disadvantages of the
presence of U.S. military bases in the Philippines? Explain each
advantage or disadvantage briefly.

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Which Type to Use?

Level Objective Type Items Essay Type Items

Grades 1-2 100% 10%

Grades 3-4 90% 20%
Grades 5-6 80% 20%
Year 1-2 70% 30%
Year 3 60% 40%
Year 4 50% 50%

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Writing Test Items
Norman Groundlund ( Measurement and Evaluation in Teaching 4th
Ed.), gives many useful tips in writing different item types. He sums it
up by reminding the test writer that the preparation of a relevant test
item involves the following:
1. Matching the items with the learning outcomes as directly as
possible.
2. Obtaining a representative sample of all intended outcomes.
3. Selecting the proper level of item difficulty.
4. Eliminating irrelevant barriers to effective item writing such as
ambiguous statements, excessive wordings, difficult vocabulary ,
complex sentences, and unclear directions.

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Writing Test Items
5. Avoiding unintended clues to correct responses such as
verbal associations, grammatical inconsistencies, use of
specific determiners and revealing patterns of correct
responses.

6. Focusing on the ultimate purpose of testing, that is,

improving teaching and learning.

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THANKS!
Any questions?

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