evaluation and test construction

8/2/2019 Evaluation and Test Construction

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Evaluation and TestConstruction

By:Katrina M. Gonzalez, RN, CRN


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What is Evaluation?

A systematic process of collecting andanalyzing data in order to determine thecurrent status of the subject of evaluation.

To compare the status with a set of

criteria and to select an alternativesolution from among two or more in orderto arrive at a sound decision.


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Is a continuous process of inquiryabout the study, assessment andimprovement of all variables of theeducational enterprise


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IMPORTANCE OF EVALUATION

To determine the effectiveness ofinstruction to the:

Pupils/students

School administratorParents

End view -> IMPROVEMENT


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PRINCIPLES OF EVALUATION1. Evaluation should be within the

parameter to which the learners haveattained the objectives of education

2. Objectives should be defined in termsof learner behavior.


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3.Evaluation is an integral part ofthe educative process.

4.The evaluation program should becooperative.

5. Evaluation should be comprehensive.

6. Evaluation utilizes a variety ofmeasurement instruments and

techniques.


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7. Records should be utilized to give acomplete and clear picture of the

learners.8. Diagnosis and remedial teaching arephases of the evaluative process.


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TYPES OF EVALUATION1. DIAGNOSTIC EVALUATION

Starts at the beginning of the

course to determine the levels interms of learning experience ofchildren.


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2. FORMATIVE EVALUATION The teacher performs the learning

activities To find out how well he is doing andwhat is needed during the next

learning experience by the learners.


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3. SUMMATIVE EVALUATION To grade the learners and make hisown personal judgment on theeffectivity of his methods of

teaching Basis in deciding for promotion orretention of the learner


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INSTRUMENTS OF MEASUREMENTAND EVALUATION Measurement refers to the process ofgathering information in relation tothe presence or absence of a student

behavior. Evaluation process where we put avalue on or assign worth to something.

Essential characteristic judgment


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Measurement quantitative anddescribes something in terms of

specific numbers or percentage. In evaluation a judgment is made inattaching a value or a qualitative

description in a measurement derivedfrom a test.


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1. Observation and work samples

2.Rating scale

3.Checklist

4.Themes, notebooks, Recitations,

Reports, Experiments andHomework.

5.Tests


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Primary Purpose of Tests To determine the extent to which

the learning objectives havebeen attained

To evaluate the effectivity

of instructional outcomes


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CRITERIA FOR SELECTING TESTS1. RELIABILITY similar results when itis repeated over a short period of time

Consistent , dependable and stable

Can be improved by: Increased number of tests items

Heterogeneity of the learner group


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Moderate item difficulty

Objective scoring

Limited time


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2. VALIDITY measures what needsto be measured

Types of Validity:

Content Validity items shouldadequately reflect the specificcontent of a given subject


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Curricular validity reflects theknowledge and skills in a particular

schools curriculum. The itemsadequately sample the content of thecurriculum the pupils have beenstudying.

Criterion Validity a particular testcorrelates with some acceptable andvalid test or measure of performanceof the learners


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3. Usability easy to understand, easyto administer and score, within budget

limitations and appropriate in the degreeof difficulty

Factors Affecting Usability

Unclear directions Reading vocabulary and sentence

structure too difficult


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Poorly constructed test items

Ambiguity

Test items inappropriate for theoutcomes being measured

Test too short

improper arrangement of items


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TYPES OF TESTSI. Standard Survey Tests aimed tomeasure the progress or status of thestudents or the school.


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II. Standard Achievement Tests aimedto measure the students achievement as

a result of instruction in a given subject The performance of an individual iscompared with that of a larger

population Has a uniform scoring standards

Has a high reliability and good validity


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Parts of a Standardized Test1. Norm-referenced Tests (NRT)evaluate a students performance ofsome other well defined group of learnerson the same test.

Compares it with the scores obtainedby others

It has a raw score and a percentile

rank


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2. Criterion-reference Tests (CRT)measures the students performance

against some agreed upon level ofperformance or criterion

Focus on what the individual can do

and what he knows


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Principles in Test Construction Measure all instructional objectives

Cover all learning tasks

Use appropriate test items

Make test valid and reliable Use tests to improve learning


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Types of Standardized Testsi. Intelligence Tests: Two commonly usedare the Standford-Binet (SB) andWechsler Intelligence Scale for Children(WISC).

ii. Achievement Tests: sampling of skillsor abilities on a specified area ofknowledge.


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ypes o Ac ievement ests: Survey or General Achievement Testsuse to measure the knowledge andskills of students in subject areas likeMath and Science.

Diagnostic Tests: To identify thestrengths and weaknesses for purposesof placement and formulating anappropriate instructional program

Competency Tests: learners degree ofcompetence.


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iii. Aptitude Tests: screening devicefor students who wish to enroll in aspecial school

iv. Personality Tests: For specialplacement of students with learningproblems.


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v. Inventory Tests: To measure thedegree of mastery before the teaching ofthe subjects. To determine what thelearners already know and what they donot know yet in connection with thesubject matter to be learned.

vi. Teacher Made Tests: It is measurethe achievements, progress, weakness, ordefects of each learner.

It is eitherESSAY TYPE OROBJECTIVE TYPE


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ESSAY test items are best used inmeasuring thinking at the higher level

like application, analysis, synthesis andevaluation.

It can be used effectively for

determining how well a learner cananalyze, synthesize, evaluate, thinklogically, solve problems andhypothesize.


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OBJECTIVE TYPE TESTS1. Completion Questions. Useful inevaluating the learners thinking at thelower cognitive levels of knowledge andcomprehension


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Guidelines for writing CompletionQuestions The directions Fill in the Blanks isusually sufficient, but the studentshould be informed about how detailed

the answer should be. Do not use statements that are copiedfrom the textbook

It should be clearly worded

Th l h ld b


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The completion part should be nearthe end of the item.

It is simpler and clearer to write thecompletion item as question than as astatement.

There should only be one possiblecorrect answer.

Use one blank, or certainly no morethan two, in any item.


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2. True- False Questions. Used toassess knowledge level thinking

Weakness tendency of guessingPurpose: To measure what learnersknow not how lucky they are.

G id li f iti T F l


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Guidelines for writing True-FalseQuestions

Each item should test an importantconcept or piece of information. Itshould be significant

It should be completely true or false,without exception.

The intended correct answer should be

clear only to a knowledgeable person.


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Avoid specific determiners and absolutestatements (never, only, none,

always), since they are unintentional clues.Do not use them in statements you want tobe considered TRUE.

Avoid qualifying statements and words thatinvolve judgment and interpretation (few,most, usually). Do not use them instatements you want to be considered

FALSE.


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3. Matching Type Questions. Used tomeasure the learners thinking at the

lower levels of knowledge andcomprehension.

Problem: It often requires recall rather

than comprehension and moresophisticated levels of thinking.


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Guidelines for Writing MatchingQuestions Directions should be brief and clear The entire matching question shouldappear on a single page

Wording of items in Column A shouldbe shorter than those in column B

C l A h ld t i th 10


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Column A should contain no more than 10test items

Column A items should be numbered, asthey will be graded as individual questions,and column B items should be lettered

Items in both columns should be similar in

terms of content, form, grammar, andlength

Many multiple-choice questions can be

converted to a matching test


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4. Multiple-Choice Questions. Mostpopular objective test items. This type

of test has the capacity to test notonly knowledge and comprehension butalso some higher level thinking abilities.

Can be scored easily


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Guidelines for Writing MultipleChoice Questions The central issue or problem should bestated in the stem. It should be asingular statement, topic or problem.

In the stem a direct question is preferable

to an incomplete statement.

Include in the stem any words that mightotherwise be repeated in the alternative

responses.

Negative statements in the stem and


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Negative statements in the stem andalternatives should be avoided.

Use numbers to label stems and letters to

label alternatives. Avoid absolute terms (always, never,none), especially in the alternatives.

Avoid using items directly from thetextbook.

Arrange alternatives in some logical order.

The alternatives All of the above and

None of the above should be usedsparingly.

Sh


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5. Discussion Questions. Short essayquestion that requires a short

response.Discussion questions should be alignedwith the objectives of the course, and

focus on the most important content.


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Guidelines for writing Discussion Questions Give clear and concise directions, indicatingthe length of response and amount of detail

expected. Questions should focus on importantinstructional objectives and course content.

Allow sufficient time for students to answerthe questions.

Match questions and expected responseswith the age and abilities of students.

Use the same techniques and criteria forevaluating all the students responses.

P d l ti d t


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6. Essay Questions. Produces evaluation dataof considerable value.

Using of words like why, how, whatconsequences. This calls for a command ofessential knowledge and concepts and requirestudents to integrate the subject matter,

analyze data, and show cause-effectrelations.

Words such as discuss, examine, and

explain provides an opportunity to learnhow the students think.


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Guidelines for writing EssayQuestions

Make directions specific, indicating justwhat the student is to write about.

Word each question as simply and

clearly as possible. Prepare enough questions to cover thematerial of the course broadly.

d


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Allow sufficient time for students toanswer the questions.

Ask questions that require considerablethought.

Ask more than essay question.

Provide sample questions. Explain your scoring technique tostudents before the test.


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Be consistent in your scoring techniquefor all students.

Grade one question at a time, ratherthan one test paper at a time, toincrease reliability in scoring.

Write comments on the test paper forthe student, noting good points andexplaining how answers could beimproved.


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vii. Quizzes Short and informal exams

Excellent basis for checking homework Evaluates the progress of the learners

May be given unannounced and at regularintervals

Some teachers give regular, scheduledquizzes to assess learning over a shortperiod of time

Easy to develop, administer and check


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RETURNING TESTS AND FEEDBACK Tests should be returned to the

students as soon as they are correctedas quickly as possible.

The teacher should make some general

comments and observations to the classabout the group effort, level ofachievement and common problems.

Questions should be discussed in class.


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evaluation and test construction

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