evaluation used in classroom instruction
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Evaluation Used in
Classroom Instruction
1. Placement Evaluation – evaluation which defines student’s
entry behaviors. It determines the
knowledge and skills he possesses which are
necessary at the beginning of instruction in a given subject area
2. Formative Evaluation – evaluation which provides the
student with feedback regarding his performance in attaining
instructional objectives. It identifies learning errors that need to be corrected and provides equally
reinforcement for successful performance. For teachers
formative evaluation provides information for making instruction
more effective
3. Diagnostic Evaluation –
evaluations used to detect pupils learning difficulties which somehow are not revealed by formative
tests. It is more comprehensive and
specified
4. Summative Evaluation –
evaluation which determines the extent to
which objectives of instruction have been
attained and is used for assigning grades/marks
GENERAL CLASSIFICATIO
N OF TESTS
1.Purposes / Uses of tests
1.1 Instructional Uses of Tests grouping learners for
instruction within a class identifying learners who need
corrective and enrichment experiences
measuring class progress for any given period
assigning grades/marks guiding activities for specific
learners (the slow, average, fast)
1.2 Guidance Uses of Tests assisting learners to set
educational and vocational goals
improving teacher, counselor and parents understanding of children with problems
preparing information data to guide conferences with parents about their children
Determining interests in types of occupations not previously
considered or known by the pupils
predicting success in future educational endeavor
1.3 Administrative Uses of Tests determining emphasis to be
given to the different learning areas in the curriculum
measuring the school progress from year to year
determining how well student are attaining worthwhile educational goals
determining appropriates of the school curriculum for students
of different levels of ability developing adequate basis for
pupil promotion or retention
2. Format of Test
2.1 Standardized Tests – tests that have been carefully constructed by experts in the light of accepted objectives
KINDS1. Ability Tests – combine verbal and numerical ability, reasoning
and computations. Ex. OLSAT Otis Lemon Standardized Ability Test
2. Aptitude Tests – test which measure potential in a specific field or area, predict the degree to which an individual will succeed in any given area such as art, music, mechanical task or academic studies. Ex. DAT Differential Aptitude Test
and computations. Ex. OLSAT Otis Lemon Standardized Ability Test
2. Aptitude Tests – test which measure potential in a specific field or area, predict the degree to which an individual will succeed in any given area such as art, music, mechanical task or academic studies. Ex. DAT Differential Aptitude Test
3. Achievement Tests – test which measure the students accomplishment or what has been taught and learned in school.Ex. Stanford Achievement Test in Reading for elementary grade.
4. Intelligence Tests – measures the intelligence quotient (I.Q.) of an individualEx. Stanford-Binet Intelligence Test
5. Diagnostic Tests – identifies the weaknesses of an individual’s achievement in any given field and which serves as basis to remedial instruction
2.2 Teacher-Made Tests – tests which measure and appraise student progress in terms of specific classroom objectives.
2.2.1 Classification of Teacher-Made Tests
2.2.1.1 Objective Test•Short-Answer•Completion
2.2.1.1 Objective Test•Short-Answer•Completion
2.2.1.2 Selective Test•True-False or Alternative Response Test – each test item is a declarative statement that the examinee is asked to mark true or false, right or wrong, yes or no and the like
•Matching Type – consist of two parallel columns with each word or number or symbol in one column being matched to a word, sentence, or phrase in the other column
•Multiple Choice Type – each item consists of a problem and a list of options or alternative or choices. The correct option is called answer and the remaining options are called distracters.
2.2.1.2 Essay Test•Restricted Essay•Non-Restricted Essay
3. Language Mode Test
3.1 Verbal Test – ordinary paper and pencil tests which require the use of word as response to items administered to students who have adequate vocabulary and reading skills.
3.2 Non-Verbal Tests – tests that do not necessarily require the use of words, administered to learners whose reading skills and vocabulary are inadequate.
OTHER CLASSIFICATIO
N OF TESTS
1. Educational Tests – primary function is the measurement
results/effects of instruction
2. Psychological Tests - test which
measure the intangible aspects of behavior
such as attitude, interests, intelligence,
aptitude and personality.
3. Mastery Test - achievement test which measure the degree to
which a pupil has mastered certain
instructional objectives or specific learning
outcomes
4. Speed Tests - test which measure
the number of items a pupil can
complete at a given time
5. Power Tests - measure the pupils
ability to answer more and more
difficult item within a given field
6. Criterion-Referenced Tests - described what a pupil
can do without reference to the
performance of others.Ex. Stelled 60
English words out of 80 words
7. Norm-Referenced Tests - determine
how a pupils performance compares
with that of others.Ex. Spelled better than
75% of the class
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