TEST TEST CONSTRUCTIONCONSTRUCTION

EVALUATIONEVALUATION

systematic collection of evidence systematic collection of evidence to determine whether in fact certain to determine whether in fact certain changes are taking place in the changes are taking place in the learner as well as to determine the learner as well as to determine the amount or degree of change in an amount or degree of change in an individual trainee.individual trainee.

TYPES OF EVALUATIONTYPES OF EVALUATION

1.Diagnostic1.Diagnostic

2.2. FormativeFormative

3.3. SummativeSummative

CHARACTERISTICS OF CHARACTERISTICS OF INSTRUMENTINSTRUMENT

1.1. PracticabilityPracticability2.2. UsefulnessUsefulness3.3. ValidityValidity4.4. ReliabilityReliability

PROCESS OF EVALUATION OF PROCESS OF EVALUATION OF INSTRUCTIONINSTRUCTION

1.      Preparation Phase1.      Preparation Phase

                Table of SpecificationsTable of Specifications

  

ADVANTAGES:ADVANTAGES:

A.     Ensures an adequate coverage of A.     Ensures an adequate coverage of objectives.objectives.

B.     Helps in attaining an equitable B.     Helps in attaining an equitable distribution of skills measurement.distribution of skills measurement.

    Categories of Cognitive SkillsCategories of Cognitive Skillsa.Remembering – simply recall of factsa.Remembering – simply recall of facts

b.Comprehending – interpret b.Comprehending – interpret previously learned informationpreviously learned information

c.Thinking – more or less complex c.Thinking – more or less complex intellectual activity such as analysis, intellectual activity such as analysis, synthesis and judgmentsynthesis and judgment

                  Selecting Test Item TypesSelecting Test Item TypesA.     Objective TypeA.     Objective Type

1. Supply Type (Short answer, Fill in the blanks)1. Supply Type (Short answer, Fill in the blanks)

TIPS:TIPS:

1. Prepare the table of specifications.1. Prepare the table of specifications.

2.  Write items in a straightforward 2.  Write items in a straightforward manner.manner.

3.  Be brief as possible.3.  Be brief as possible.

4.  Avoid too many easy items.4.  Avoid too many easy items.

5.  Randomize correct responses5.  Randomize correct responses

6.  Ask a colleague to read items for 6.  Ask a colleague to read items for clarity.clarity.

2.    Selection Type 2.    Selection Type

a.    Constant alternatives a.    Constant alternatives

b.    Analogiesb.    Analogies

c.    Rearrangements (Chronological, c.    Rearrangements (Chronological, ranking)ranking)

d.    Matching Testd.    Matching Test

e. Multiple Choicee. Multiple Choice TIPSTIPS1.1. Provide only one or best answer.Provide only one or best answer.2.2. Write four to five alternative responses.Write four to five alternative responses.3.3. Relate ideas for the stem and responses within Relate ideas for the stem and responses within

the stem.the stem.4.4. make responses brief and clear and of equal make responses brief and clear and of equal

length.length.5.5. Make sure that statements proceed Make sure that statements proceed

grammatically from stem to responses.grammatically from stem to responses.6.6. Underline the word all or except.Underline the word all or except.7.7. Scatter correct responses in random orders.Scatter correct responses in random orders.

B.B. Essay TypeEssay Type TIPS: TIPS: 1.      Shld. be used when telling why, criticize, 1.      Shld. be used when telling why, criticize,

contrast, summarize, compare, explain why, contrast, summarize, compare, explain why, trace development, evaluate…trace development, evaluate…

2.      Should be stated unambiguously. (Use 2.      Should be stated unambiguously. (Use language economically, thinking of likely language economically, thinking of likely responses of students.). responses of students.).

3.      Should call for structured responses of 3.      Should call for structured responses of somewhat limited scope.somewhat limited scope.

4.      Decide for an absolute or relative scale of 4.      Decide for an absolute or relative scale of scoring.scoring.

5.      Don’t give too much essay test.5.      Don’t give too much essay test.

2. Administrative Phase2. Administrative Phase

                Test scheduleTest schedule

                Test conditionsTest conditions

  

3.Utilization Phase3.Utilization Phase

                Checking Test ResultsChecking Test Results

                Interpreting the TestInterpreting the Test

  

4.Reporting Phase4.Reporting Phase

B.B. Essay TypeEssay Type TIPS: TIPS: 1.      Shld. be used when telling why, criticize, 1.      Shld. be used when telling why, criticize,

contrast, summarize, compare, explain why, contrast, summarize, compare, explain why, trace development, evaluate…trace development, evaluate…

2.      Should be stated unambiguously. (Use 2.      Should be stated unambiguously. (Use language economically, thinking of likely language economically, thinking of likely responses of students.). responses of students.).

3.      Should call for structured responses of 3.      Should call for structured responses of somewhat limited scope.somewhat limited scope.

4.      Decide for an absolute or relative scale of 4.      Decide for an absolute or relative scale of scoring.scoring.

5.      Don’t give too much essay test.5.      Don’t give too much essay test.