Testing, Measurement and Evaluation Assessment the systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students' learning and development.
Test / testing is formal and systematic instrument, usually paper and pencil also refers to the administration, scoring, and interpretation of the procedures designed to get information about the extent of the performance of the students. EXAMPLES : Oral questionings, Observations Projects , Performances Portfolio
Measurement is a process of quantifying or assigning number to the individual’s intelligence, personality, attitudes and values, and achievement of the students. It express the assessment data in terms of numerical values and answer the question, “how much?” EXAMPLE: numerical values are used to represent the performance of the students in different subjects.
Evaluation the process of judging the quality of what is good and what is desirable. It is the comparison of data to a set of standard or learning criteria for the purpose of judging the worth or quality.
Role of Assessment in Classroom
Instruction “Teaching and Learning are reciprocal processes that depend on and affect one another.” Four roles of assessment used in the instructional process:
1. Beginning of Instruction - placement Assessment according to is concerned with the entry performance and typically focuses on the questions.
2. During Instruction - monitor the learning progress of the students. If the students achieved the planned learning outcomes, the teacher s provide a feedback to reinforce learning. Formative Assessment type of assessment used to monitor the learning process of the students during instruction.
Diagnostic Assessment type of assessment given at the beginning of instruction or during instruction. It aims to identify the strengths and weaknesses of the students regarding the topics t be discussed. 3. End of Instruction -Summative Assessment is type of assessment usually given at the end of a course or unit.
Methods of Interpreting the Results
1. Norm-referenced Interpretation - It is used to describe student performance according to relative position in some known group. 2. Criterion-referenced Interpretation - used to describe students’ performance according to a specified domain of clearly defined learning tasks.
OTHER TYPES OF TEST
Non-standardized Test vs. Standardized Test Non-standardized test is a type of test developed by the classroom teachers. Standardized test is a type of test developed by test specialists. It is administered, scored and interpreted using a certain standard condition.
Objective Test versus Subjective Test
Objective test us a type of test in which two or more evaluators give an exameneers the same score. Subjective test is a type of test in which the scores are influenced by the judgment of the evaluators, meaning there is no one correct answer.
Objective Test versus Subjective Test
Objective items include multiple-choice, true-false, matching and completion. while subjective items include short-answer essay, extended-response essay, problem solving and performance test items. Individual Test versus Group Test Individual test is a type of test administered to student on a one-on-one basis using oral questioning. Group test is a type of test administered to a group of individuals or group of students.
Mastery Test versus Survey Test
is a type of achievement test that measures the degree of mastery of a limited set of learning outcomes using criterion-reference to interpret the result. Survey test is a type of test that measurers students’ general achievement over a broad range of learning outcomes using norm-reference to interpret the result.
Speed Test versus Power Test
Speed test is designed to measure number of items an individual van complete over a certain period of time. Power test is designed to measure the level of performance rather than speed of response. It contains test items that are arranged according to increasing degree of difficulty. Chapter 2 Goals a broad statement of very general educational outcomes that do not include specific level of performance.
General Educational Program Objectives more narrowly defined statements of educational outcomes that apply to specific educational program; formulated on the annual basis; developed by program coordinators, principals, and other school administrators.
Instructional Objectives specific statement of the learners behavior or outcomes that are expected to be exhibited by the students after completing a unit of instruction. Types of Educational Objectives
1. Specific or Behavioral Objectives
Precise statement of behavioral to be exhibited by the students; the criterion by which mastery of the objectives will be judged; the statement of the conditions under which behavior must be demonstrated.
2. General or Expressive Objectives.
the behaviors are not usually specified and the criterion of the performance level is not stated. It only describes the experience or educational activity to be done. “teacher developed instructional objectives, he must include an action verb that specifies learning outcomes.”
. TYPES OF LEARNING OUTCOMES
stated as a measurable and (a) Observable behavior or (b)non-measurable.
TAXONOMY OF EDUCATIONAL OBJECTIVES The three domains of educational activities were:
Cognitive Domain outcomes of mental activity
such as memorizing, reading problem solving, analyzing, synthesizing and drawing conclusions.
Affective Domain describes learning objectives
that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection.
Psycho motor Domain characterized by the
progressive levels of behaviors from observation to mastery of physical skills. This includes physical movements, coordination, and use of the motor-skill areas. CHAPTER 3 DEVELOPMENT OF CLASSROOM ASSESSMENT TOOLS PRINCIPLES OF HIGH QUALITY ASSESSMENT assessing the performance of every student is a very critical task for classroom teacher. It is very important that a classroom teacher should prepare the assessment tool appropriately.
Clarity of the Learning Target
should be clearly stated and must be focused on student learning objectives rather than teacher activity. The learning outcomes must be; Specific, Measurable, Attainable, Realistic and Time-bound (SMART) 1.Objective Test a type of test that requires students to select the correct response from several alternatives or to supply a word or short phrase to answer a question or complete a statement, only one answer.(true-false, matching type, and multiple-choice questions) 2. Subjective Test It includes either short answer questions or long general questions. This type of test has no specific answer. 3. Performance Assessment students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.
4. Portfolio Assessment based on the systematic, longitudinal collection of student work created in response to specific known instructional objectives and evaluated in relation to the same criteria.
5. Oral Questioning. assessment data by asking oral questions. This is also a form of formative assessment.
6. Observation Technique Another method of collecting assessment data is through observation 7. Self-report response of the students may be used to evaluate both performance and attitude. Assessment tools could include sentence completion, likert scales, checklists, or holistic scales. Different Qualities of Assessment Tools Validity the appropriateness of score-based inferences; or decisions made based on the students’ test results
Reliability the consistency of measurement; that is, how consistent test results or other assessment results from one measurement to another. Fairness the test item should not have any biases. It should not be offensive to any examinee subgroup. A test can only be good if it is fair to all the examinees. Administrability the test should be administered uniformly to all students so that the scores obtained will not very due to factors other than differences of the students’ knowledge and skills.
Practicality and Efficiency
the teacher’s familiarity with the method used, time required for the assessment, complexity of the administration, ease of scoring, ease of interpretation of the test results and the materials used must be at the lowest cost. Kinds of Objective Type Test a. Multiple-choice Test is used to measure knowledge outcomes and other types of learning outcomes such as comprehension and applications. b . Matching Type Test provides a way for learners to connect a word, sentence or phrase in one column to a corresponding word. c . True or False Type this type of test, the examinees determine whether the statement presented true or false. . Kinds of subjective types test items a. Completion type of short answer test the examinee needs to supply or to create the appropriate word(s), symbol(s) or number(s) to answer the question or complete a statement rather than selecting the answer from the given options. b. Essay Items It is appropriate when assessing students’ ability to organize and present their original ideas. It consists of a few number of questions. CHAPTER 4 Administering, Analyzing, and Improving Test PACKAGING AND REPRODUCING TEST ITEMS
1. Put the items with the same format together.
2. Arrange the test items from easy to difficult. 3. Give proper spacing for each item for easy reading. 4. Keep questions and options in the same page. 5. Place the illustrations near the options. 6. Check the key answer. 7. Check the direction of the test. 8. Provide space for name, date and score. 9. Proofread the test. 10. Reproduce the test.
Item Analysis Item analysis is a process of examining the student’ response to individual item in the test. We can identify which of the given are good and defective test items. Good items are to be retained and defective items are to be improved, to be revised or to be rejected. Types of Quantitative Item Analysis 1. Difficulty Index the proportion of the number of students in the upper and lower groups who answered an item correctly 2. Discrimination Index the power of the item to discriminate the students between those who scored high and those who scored low in the overall test. (3) kinds of Discrimination Index: (a) Positive discrimination happens when more students in the upper group got the item correctly than those students in the lower group. (b) Negative Discrimination occurs when more students in the lower group got the item correctly than the students in the upper group.
(c) Zero Discrimination
happens when a number of students in the upper group and lower who answer the test correctly are equal.
Qualitative Item Analysis
a process in which the teacher or expert carefully proofreads the test before it is administered, to check if there are typographical errors, to avoid grammatical clues that may lead to giving away the correct answer, and to ensure that the level of reading materials is appropriate. CHAPTER 5 Utilization of Assessment Data DEFINITION OF STATISTICS “Statistics is a branch of science, which deals with the collection, presentation, analysis and interpretation of quantitative data“
FREQUENCY DISTRIBUTION a tabular arrangement of data into appropriate categories showing the number of observation in each category or group. Parts of Frequency Table: 1. Class Limit the grouping or categories defined by the lower and upper limits.
2. Class size (c.i) is the width of each class interval.
3. Class boundariesthe numbers used to separate each category in the frequency distribution but without gaps create by the class limits.
4. Class marks are the midpoint of the lower and
upper class limits. Measure of Central Tendency MEAN the most commonly used measure of the center of data and it is also referred as the “arithmetic average.”
MEDIAN the middle value in a set of data.
MODE the value that has a higher frequency in a given
set of values. It is the value that appears the most number of times.
Quantiles a score distribution where the scores
are divided into different equal parts.
Measures of Variation Absolute Measures of Variation: Range Inter-quartile Range (IQR) or Quartile Deviation Mean Deviation Variance and Standard Deviation DESCRIBING RELATIONSHIPS Correlation types of correlation: (a) Positive Correlation (b) Negative Correlation (c) Zero Correlation Scattergram of Correlation (a)Scattergram of Positive Correlation. (b)Scattergram of Negative Correlation Spearman rho Coefficient CHAPTER 6 Establishing, Validity and Reliability of Test Validity of a Test CONTENT VALIDITY refers to the relationship between test and the instructional objectives, establishes content so that the test measurers what it is supposed to measure CRITERION - RELATED VALIDITY refers to the extent to which scores from a test relate to theoretically similar measures. CONSTRUCT VALIDATION refers to the measure of the exten to which a test measure a theoretical and unobservable variable qualities. Validity Coefficient “computed value of the rxy. In theory, the validity coefficient has values like the correlation that ranges from 0 to 1.” Reliability of a Test “ refers to the consistency with which it yields the same rank for individuals who take the test more than once.” Test - Retest Method a type of reliability determined by administering the same test twice to the same groups of students with any time interval between the tests. Equivalent Form type of reliability determined by administering two different but equivalent forms of the test (also called parallel or alternate forms) Sp[it - Half Method administer test once and score two equivalent halves of the test, the usual procedure is to score the even-numbered and the odd-numbered test item separately.
Reliability Coefficient a measure of the amount of error associated with the test scores. Scoring Rubrics fot Performance and Portfolio Assessment Scoring Rubrics “are descriptive scoring schemes that are developed by teachers or other evaluators to guide the analysis of the products or processes of students’ efforts.” Type of Rubrics;
a type of rubrics that requires the teacher to
score the overall process or product as a whole.
a type of rubric that provides information
regarding performance in each component part of a task, making it useful for diagnosing specific strengths and weaknesses of the learners. Performance - Based Assessment a direct and systematic observation of the actual performances of the students based from a predetermined performance criterion. “Implementing Performance Assessment in the Classroom,”
Paper and Pencil Test vs. Performance-
based Assessment measures learning indirectly. When measuring factual knowledge and when solving well structured mathematical problems, it is better to use paper and pencil test.
Portfolio Assessment is the systematic, longitudinal collection of student work created in response to specific, known instructional objectives and evaluated in relation to the same criteria. a purposeful collection of student work that exhibits the student’s effort, progress and achievements in one or more areas. Traditional Assessment Portfolio Assessment
Measures student’s Measures student’s ability
ability at one time. over time. Done but the teacher Done by the teacher and the alone, students are not students, the students are aware of the criteria. aware of the criteria. Conducted outside Embedded in instruction instruction Involves student in own Assigns student a grade assessment. Does not capture the Allows many expression of students language ability teachers knowledge of Does not give students student as a learner. ability Student learns how to take responsibility
