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EDUCATIONAL
MEASUREMENT,
ASSESSMENT AND
EVALUATION
A Study Guide Approach
CREATED FOR BY:
BOYET B. ALUAN
BASIC CONCEPTS AND PRINCIPLES
A.TEST-
B.MEASUREMENTS-
C.ASSESSMENT
D.EVALUATION-
TEST
--- most commonly used method of
making measurements in education. It
is also an instrument or systematic
procedures for measuring sample of
behavior by posing a set of questions
in a uniform manner. Designed to
measure any quality, ability, skill or
knowledge. There is right or wrong
answer.
MEASUREMENT
-- assignment of numbers
(quantity), uses variety of
instrument: test, rating scale. It is
the process of obtaining numerical
description of the degree of
individual possesses. Quantifying
of how much does learner learned.
ASSESSMENT
--- process by which evidence of
student achievement is obtained and
evaluated. Information is obtained
relative to objective it include testing,
interpreting and placing information in
context. It is the process of gathering
and organizing data—the basis for
decision making (evaluation). Methods
of measuring and evaluating the nature
of the learner/(what he learned, how he
learned)
EVALUATION
--it is a process because it includes a
series of steps (*establishing objective,
*classifying objective, *defining
objective, *selecting indicators, *and
comparing data with objectives). It is
concerned with making judgments on
the worth or value of a performance,
answer the question ―how good,
adequate, or desirable‖. It is also the
process of obtaining, analyzing and
interpreting information to determent the
extent to which students achieve
instructional objective.
HISTORY
DEVELOPMENT OF INTELLIGENCE TEST
GERMAN
1. Ebbinghaus—quantitative memory
2. Kroeplin and Sommer– association test
3. William Stern– mental quotient MQ= MA/CA
4. Terman– Intelligent quotient IQ= (MA/CA)*100
ENGLAND
1. Galton– questioning method and theory of eugenics
statistical and experimental method
2. Pearson– method of correlation(pearson- product-
moment coefficient of correlation)
3. Spearman– rank correlation or Spearman Rho
4. Spearman-brown formula—reliability of full test.
5. Split-half method—half of the odd and even
FRANCE
1. Esquirol– mental disabilitiy and insanity
2. Sequin– board for mentally defectiveness using ten
different sizes and shapes to be inserted in the
hole.
3. Binet– extensively used test for intelligence and
―whos‖ thinking were influence.
AMERICAN APPLIED PSYCHOLOGY
1. James Mckeen Cattel– father of mental testing.
2. Thorndike—father of educational measurement.
3. Wechsler– adult intelligent and deviation quotient
4. Raymond Cattel– advance statistical thecnique,
cuturre free or culture fair-intelligence test.
5. Safran– culture reduce intelligence test
DEVELOPMENT OF ACHIEVEMENT TEST
1. Horrace Man—written and oral examination
2. Fisher– first objective test
3. J.M. Rice– comparative test
4. Stone– first standardize test in arithmetic
5. Call– objective test which is extensively used today
6. Taylor– evaluative test
7. Gates– basic reading test for grade 3-8
DEVELOPMNET OF CHARACTER AND PERSONALITY
MEASUREMENT
1. Fernald– first to measure character by test
2. Voelker– some actual situations for testing
character
3. Symonds– scientific study of personality
4. Rorschach—personality test using ink blots
PURPOSE OF EDUCATIONAL TESTING AND MEASUREMENT
Instructional
---test is given to assess students’ progress in a subject
Curricular
---given when decision are to be made about school curricula.
Selection
---test is given to determine students ability/suitability to enter
school.(college entrance test)
Placement
--- test is given to group students (below average, geniuses,
morons or homogeneous or heterogeneous)
Personal
--- asisst individual to make wise decision for themselves
(personality inventory test, aptitude test and its all
standardize.)
ASSESSMENT PRINCIPLES
1. ADDRESS LEARNING TARGETS/CURRICULAR GOALS
*cognitive*psychomotor*affective
2. PROVIDE EFFICIENT FEEDBACK ON INSTRUCTION
*satisfactory(proceed to next) *unsatisfactory(reteach)
3. USE A VARIETY OF ASSESSMENT PROCEDURES
*knowledge * skills *attitudes
4. ENSURE THAT ASSESSMENTS ARE VALID, RELIABLE, FAIR
AND USABLE,
Valid- reflects PURPOSE of the test
Reliability- yields CONSISTENCE on the results
Fair- fee from BIASES
Usability- PRACTICABILITY, coverage, convenience,
economical
5. KEEP RECORD OF ASSESSMENT
*allow student to documents their performance (portfolio)
6. INTERPRET/COMMUNICATE THE RESULTS OF ASSESSMANT
MEANINGFULLY
*test with correct meaning, student can make correct decision,
falling scores can motivate, passing can inspire
CHARACTERISTICS OF MODERN ASSESSMENT
•Objectives
•Reliable
•Multidimensional in structure
• Measures knowledge, skills and values
•Value-laden
FOUR KINDS OF STANDARD (ZAIS,
1976)
ABSOLUTE MAXIMUM STANDARD (AMXS)
-- attain by few students(95/100)
ABSOLUTE MINIMUM STANDARD(ABMNS)
-- attain by majority to 75/100 guarantee
promotion)
RELATIVE STANDARD (RS)
--- competence compared to other
MULTIPLE STANDARD
--- level of performance or competencies,
RANK. Combination of AmxS and AmnS and RS
employ to determine growth and pattern
INSTRUCTIONAL OBJECTIVES/LEARNING
OUTCOMES
-- COMPOSED OF TWO ESSENTIALS
1.Learning outcomes
-- ends results of instruction
2.Learning activities
-- means to an ends
Component:
*behavioral- observables(include blooms taxonomy) and non-
observables (know, appreciate, understand, value: to develop
which are so general)
•Content– specify the topic expected to learn.
•* condition– words such, given, using, etc…
•* criterion level– examples 75/100 acceptable level of
performance
TAXONOMY OF INSTRUCTIONAL OBJECTIVES
COGNITIVE DOMAIN (KCAPANSE)
1. Recall of facts
2. Understanding
3. Use previously
learned information in
new setting
4. Breaking down facts
of a whole
5. Combining or putting
facts to gather to
create new scheme
6. Making judgments.
1.
evaluation
2. synthesis
3. analysis
4. application
5. comprehension
6. knowledge
REVISED TAXONOMY OF EDUCATIONAL OBJECTIVE
1. Remembering—retrieve info..
memory
2. Understanding– construct
summarizing, explaining
3. Apply-- executions,
implementing
4. Analyze– differentiate,
integrate, attributing,
deconstructing, dissecting
5. Evaluate– judgments,
checking, testing, critiquing
6. Create – hypothesizing,
designing, planning,
constructing
1. Factual
knowledge
2. Conceptual
knowledge
3. Procedural
knowledge
4. metacognitive
5. comprehension
6. knowledge
Knowledge (product) Process
AFFECTIVE DOMAIN
1. Receiving
----willingness to receive(your teacher ask you to
come in school early) then you accept
2. Responding
----active participation, response in satisfaction
(you comply to your teacher.)
3. Valuing
----acceptance of value: preference and
commitment (you believe the value of getting a
head of time)
4. Organization
-----conceptualization of value and organizing of a
value system
5. Characterization
----- value system internalize value. Then the value
became the character of the person.
PSYCHOMOTOR DOMAIN (RBPSN)
•Reflex
•*basic
•*perceptual
•* skilled
•*non-discursive (non-verbal)
• ----- gestures, sign
language,
pantomimes, body
languages
•----walking ,
running, jumping
•----- dance, sports
etc…
CLASSIFICATION OF TEST
A. According to purpose,/Uses
1.Instructional
2. Guidance
3.administrative
B. Format
1. Standardize
2. Teacher made test
C. language mode.
1. Verbal test
2. Non-verbal test
GENERAL CLASSIFICATION OF TEST ITEMS
1. Supply-typed items (students requires to supply
answer)
----- essay, short answer
1. Selection-typed item (student requires to select
answer)
--- multiple choices, true or false, matching type
KINDS OF TEST
1. Intelligence test–
2. Personality test
3. Aptitude test
4. Achievement test
5. Prognostic test
6. Performance test
7. Diagnostic test
8. Preference test
9. Accomplishment test
10. Scale test
11. Speed test
12. Power test
13. Objective test
14. Teacher-made test
15. Formative test
16. Summative test
17. Placement test
18. Standardize test
19. Nor-reference test
20. Criterion-reference test
INTELLIGENCE TEST
MEASURES I.Q
1. Stanford-Binet Int. test—
measures human ability, personality,
characteristics, attitudes and interest.
2. Wechsler-AdultIntelligence scale—(WAIS)
verbal and non-verbal intelligence for adult
3. Wechsler Intelligence Scale for children (WISC)–
used for 5-15 years
4. Safran Cultures-Reduce Intelligence Test—
36 items for children
5. Culture free or Cultured Fair Intellingence Test– non-
verbal intelligence test with two forms A and B
consists of 50 items.
6. Sequin Form-Board Test—
sensorimotor skill of mental defectiveness
PERSONALITY TEST
MEASURES INDIVIDUAL INTEREST COMPARE TO
OTHERS
1. Rorschach Test
test with series of 10 ink blots
2. Sixteen Personality Factor
scorable test for getting the insight of
person’s personality
APTITUDE TEST
-- PREDICTS WHERE THE STUDENT WILL
LIKELY SUCCEED
1. Differential Aptitude test(DAT) -measures which field
does student excel
2. House-tree Person Test(HTP) – determines which of
the tree an individual test
ACHIEVEMENT TEST
--MEASURES WHAT HAS BEEN LEARNED
BY THE STUDENT OF THE SUBJECT
TAUGHT IN SCHOOL
PROGNOSTIC TEST
-- PREDICT HOW WELL A STUDENT IS
LIKELY TO DO IN A CERTAIN SCHOOL
SUBJECT OR TASK
1. IOWA Placement Examination
--fortells which of the subjects in the curriculum an
examinee is doing good
PERFORMANCE TEST
-- MAKES USE OF MANIPULATIVE
MATERIALS WHICH INVOLVE MINIMUM
VERBAL INSTRUCTIONS
1. Field demonstration/internships/ etc…..
2. Army beta
3. Koh Block design
DIAGNOSTIC TEST
--IDENTIFIES THE WEAKNESS AND
STRENGTH OF AN INDIVIDUAL
--it is usually give before instructions
PREFERENCE TEST
--MEASURES VOCATIONAL
INTEREST OR AESTHETIC JUDGMENT
1. Kuder-reference record
ACCOMPLISHMENT TEST
-- MEASURE OF ACHIEVEMENT
USUALLY FOR INDIVIDUAL SUBJECT IN
THE CURRICULUM
SCALE TEST
-- SERIES OF ITEMS ARRANGED
IN ORDER OF DIFFICULTY
1. Binet- Simond Scale test
this test was constructed from easiest to most
difficult.
SPEED TEST
-- MEASURES SPEED AND
ACCURACY OF THE EXAMINEE WITHIN
THE TIME LIMIT IMPOSED
POWER TEST
--SERIES OF ITEM GRADED IN
DIFFICULTY
OBJECTIVE TEST
-- TEST WITH DIFINITE ANSWER
1. Multiple choices
2. Completion
3. Enumeration
4. Matching type
5. True or false
TEACHER-MADE TEST
-- CONSTRUCTED BY A
TEACHER
Can you give example……..!!!!!!
FORMATIVE TEST
--USED TO MONITOR STUDENT
ATTAINMENT OF THE INSTRUCTIONAL
OBJECTVE.
---test usually given after instruction…..note do not be
conscious between formative and summative (see next
slide)……..
SUMMATIVE
-- DONE AT THE CONCLUSION OF
INSTRUCTION AND MEASURES THE
EXTENT TO WHICH STUDENTS HAS
ATTAINED THE DESIRES OUTCOMES
It is usually given or taken monthly….so what is the
difference between formative and summative???/ will
you please save it……it is very useful.
One more thing to remember this concepts is when
you paying you tuition fee and do hair cut for boys
they will going to take a summative test……. Isn’t it?
PLACEMENT TEST
-- TEST USED TO DETERMINED THE
GRADE OR YEAR LEVEL THE PUPIL OR
STUDENT SHOULD BE ENROLLED
Grade one should take this examination……
STANDARDIZE TEST
--ARE VALID, RELIABLE AND
OBJECTIVE, IT WAS MADE BY EXPERT
Example: L.E.T.
now it’s your turn to give at least 5!!!!!! Think
of an expert made and valid test…..
NORM-REFERENCE TEST
--IS A TEST THAT IS SCORED ON
THE BASIS OF STANDARD LEVEL OF
ACCOMPLISHMENT BY THE WHOLE GROUP
TAKING THE TEST
It is all test taken national, regional, division
Most student and teachers ask the difference between
norm and criterion……
You should aware of those..
CRITERION-REFERENCE TEST
-- A MEASURING DEVICE WITH A
PREDETERMINED LEVEL OF SUCCESS OR
STANDARD ON THE PART OF THE TEST
TAKERS
It was taken periodically
SURVEY TEST
-- SERVES A BROAD RANGE OF
TEST
Commonly used in thesis,,
MASTERY TEST
-- SCORES SPECIFIC LEARNING
OBJECTIVES
SUBJECTIVE
-- OPPOSITE OF OBJECTIVE
It is scored affected by bias…and it is common in the
form of essay…
Note: essay test can be objective…
VERBAL TEST
-- TEST USED WORDS
Dictation, puzzles
NON-VERBAL TEST
-- TEST USE PICTURES OR
SYMBOLS
STEPS IN DEVELOPMENT AND
VALIDATION OF TEST (OTFWE)
PHASE I
1. Determining the objectives
2. Preparing the TOS
3. Selecting the appropriate test
format
4. Writing the test
5. Editing the test item
PHASE II
Test construction stage
PHASE III
1. Administering the first try out then do ITEM ANALYSIS
2. Administering the second tryout do ITEM ANALYSIS
3. Preparing the final form of the test then establish validity
PHASE IV
Evaluation stage
Establishing test reliability
Interpreting test scores
TABLE OF SPECIFICATION (TOS)
-Blue print of the test
-Represent learning outcomes to be tested, percentage
of items, item placement, type of test, number of item,
and number of recitation.
-BEHAVIOR-
CONTENT
---learning outcome
to be tested
-No. of days
--- no. of teacher
taught particular
topic
-BEHAVIOR-
CONTENT
--- is equals to the
number of recitation
over total no. of
recitation day for the
whole quarter times
total no. of items
-Percentage of item
--- no. of item per
objective over total
no. of item
-Item placement
--- reference of
particular entry item
TYPES OF TOS
ONE-WAY GRID
Obj.. No. of
recitation
No. of items percentage Item
placement
Obj. K Co Ap An Sy Ev No. of
rec.
No. of
item
Perc. Item
placem
ent
Type total
1.
2.
Total no
of item
perc.
TWO-WAY GRID
WRITING TEST ITEMS
1. Multiple Choice
2. True or False
3. Matching Type
4. Restricted response Item
or completion Test
5. Essay
Click on the underline words to see links
CHARACTERISTICS OF A GOOD TEST
a. Valid
b. Reliability
a. It is presented in a new slide for fast and to refresh
both mind and computer……!!!!!!!!
THANK YOU!
PREPARED BY:
MR. BOYET B. ALUAN

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Educational Measurement Guide

  • 1. EDUCATIONAL MEASUREMENT, ASSESSMENT AND EVALUATION A Study Guide Approach CREATED FOR BY: BOYET B. ALUAN
  • 2. BASIC CONCEPTS AND PRINCIPLES A.TEST- B.MEASUREMENTS- C.ASSESSMENT D.EVALUATION-
  • 3. TEST --- most commonly used method of making measurements in education. It is also an instrument or systematic procedures for measuring sample of behavior by posing a set of questions in a uniform manner. Designed to measure any quality, ability, skill or knowledge. There is right or wrong answer.
  • 4. MEASUREMENT -- assignment of numbers (quantity), uses variety of instrument: test, rating scale. It is the process of obtaining numerical description of the degree of individual possesses. Quantifying of how much does learner learned.
  • 5. ASSESSMENT --- process by which evidence of student achievement is obtained and evaluated. Information is obtained relative to objective it include testing, interpreting and placing information in context. It is the process of gathering and organizing data—the basis for decision making (evaluation). Methods of measuring and evaluating the nature of the learner/(what he learned, how he learned)
  • 6. EVALUATION --it is a process because it includes a series of steps (*establishing objective, *classifying objective, *defining objective, *selecting indicators, *and comparing data with objectives). It is concerned with making judgments on the worth or value of a performance, answer the question ―how good, adequate, or desirable‖. It is also the process of obtaining, analyzing and interpreting information to determent the extent to which students achieve instructional objective.
  • 7. HISTORY DEVELOPMENT OF INTELLIGENCE TEST GERMAN 1. Ebbinghaus—quantitative memory 2. Kroeplin and Sommer– association test 3. William Stern– mental quotient MQ= MA/CA 4. Terman– Intelligent quotient IQ= (MA/CA)*100 ENGLAND 1. Galton– questioning method and theory of eugenics statistical and experimental method 2. Pearson– method of correlation(pearson- product- moment coefficient of correlation) 3. Spearman– rank correlation or Spearman Rho 4. Spearman-brown formula—reliability of full test. 5. Split-half method—half of the odd and even
  • 8. FRANCE 1. Esquirol– mental disabilitiy and insanity 2. Sequin– board for mentally defectiveness using ten different sizes and shapes to be inserted in the hole. 3. Binet– extensively used test for intelligence and ―whos‖ thinking were influence. AMERICAN APPLIED PSYCHOLOGY 1. James Mckeen Cattel– father of mental testing. 2. Thorndike—father of educational measurement. 3. Wechsler– adult intelligent and deviation quotient 4. Raymond Cattel– advance statistical thecnique, cuturre free or culture fair-intelligence test. 5. Safran– culture reduce intelligence test
  • 9. DEVELOPMENT OF ACHIEVEMENT TEST 1. Horrace Man—written and oral examination 2. Fisher– first objective test 3. J.M. Rice– comparative test 4. Stone– first standardize test in arithmetic 5. Call– objective test which is extensively used today 6. Taylor– evaluative test 7. Gates– basic reading test for grade 3-8 DEVELOPMNET OF CHARACTER AND PERSONALITY MEASUREMENT 1. Fernald– first to measure character by test 2. Voelker– some actual situations for testing character 3. Symonds– scientific study of personality 4. Rorschach—personality test using ink blots
  • 10. PURPOSE OF EDUCATIONAL TESTING AND MEASUREMENT Instructional ---test is given to assess students’ progress in a subject Curricular ---given when decision are to be made about school curricula. Selection ---test is given to determine students ability/suitability to enter school.(college entrance test) Placement --- test is given to group students (below average, geniuses, morons or homogeneous or heterogeneous) Personal --- asisst individual to make wise decision for themselves (personality inventory test, aptitude test and its all standardize.)
  • 11. ASSESSMENT PRINCIPLES 1. ADDRESS LEARNING TARGETS/CURRICULAR GOALS *cognitive*psychomotor*affective 2. PROVIDE EFFICIENT FEEDBACK ON INSTRUCTION *satisfactory(proceed to next) *unsatisfactory(reteach) 3. USE A VARIETY OF ASSESSMENT PROCEDURES *knowledge * skills *attitudes 4. ENSURE THAT ASSESSMENTS ARE VALID, RELIABLE, FAIR AND USABLE, Valid- reflects PURPOSE of the test Reliability- yields CONSISTENCE on the results Fair- fee from BIASES Usability- PRACTICABILITY, coverage, convenience, economical 5. KEEP RECORD OF ASSESSMENT *allow student to documents their performance (portfolio) 6. INTERPRET/COMMUNICATE THE RESULTS OF ASSESSMANT MEANINGFULLY *test with correct meaning, student can make correct decision, falling scores can motivate, passing can inspire
  • 12. CHARACTERISTICS OF MODERN ASSESSMENT •Objectives •Reliable •Multidimensional in structure • Measures knowledge, skills and values •Value-laden
  • 13. FOUR KINDS OF STANDARD (ZAIS, 1976) ABSOLUTE MAXIMUM STANDARD (AMXS) -- attain by few students(95/100) ABSOLUTE MINIMUM STANDARD(ABMNS) -- attain by majority to 75/100 guarantee promotion) RELATIVE STANDARD (RS) --- competence compared to other MULTIPLE STANDARD --- level of performance or competencies, RANK. Combination of AmxS and AmnS and RS employ to determine growth and pattern
  • 14. INSTRUCTIONAL OBJECTIVES/LEARNING OUTCOMES -- COMPOSED OF TWO ESSENTIALS 1.Learning outcomes -- ends results of instruction 2.Learning activities -- means to an ends Component: *behavioral- observables(include blooms taxonomy) and non- observables (know, appreciate, understand, value: to develop which are so general) •Content– specify the topic expected to learn. •* condition– words such, given, using, etc… •* criterion level– examples 75/100 acceptable level of performance
  • 15. TAXONOMY OF INSTRUCTIONAL OBJECTIVES COGNITIVE DOMAIN (KCAPANSE) 1. Recall of facts 2. Understanding 3. Use previously learned information in new setting 4. Breaking down facts of a whole 5. Combining or putting facts to gather to create new scheme 6. Making judgments. 1. evaluation 2. synthesis 3. analysis 4. application 5. comprehension 6. knowledge
  • 16. REVISED TAXONOMY OF EDUCATIONAL OBJECTIVE 1. Remembering—retrieve info.. memory 2. Understanding– construct summarizing, explaining 3. Apply-- executions, implementing 4. Analyze– differentiate, integrate, attributing, deconstructing, dissecting 5. Evaluate– judgments, checking, testing, critiquing 6. Create – hypothesizing, designing, planning, constructing 1. Factual knowledge 2. Conceptual knowledge 3. Procedural knowledge 4. metacognitive 5. comprehension 6. knowledge Knowledge (product) Process
  • 17. AFFECTIVE DOMAIN 1. Receiving ----willingness to receive(your teacher ask you to come in school early) then you accept 2. Responding ----active participation, response in satisfaction (you comply to your teacher.) 3. Valuing ----acceptance of value: preference and commitment (you believe the value of getting a head of time) 4. Organization -----conceptualization of value and organizing of a value system 5. Characterization ----- value system internalize value. Then the value became the character of the person.
  • 18. PSYCHOMOTOR DOMAIN (RBPSN) •Reflex •*basic •*perceptual •* skilled •*non-discursive (non-verbal) • ----- gestures, sign language, pantomimes, body languages •----walking , running, jumping •----- dance, sports etc…
  • 19. CLASSIFICATION OF TEST A. According to purpose,/Uses 1.Instructional 2. Guidance 3.administrative B. Format 1. Standardize 2. Teacher made test C. language mode. 1. Verbal test 2. Non-verbal test
  • 20. GENERAL CLASSIFICATION OF TEST ITEMS 1. Supply-typed items (students requires to supply answer) ----- essay, short answer 1. Selection-typed item (student requires to select answer) --- multiple choices, true or false, matching type
  • 21. KINDS OF TEST 1. Intelligence test– 2. Personality test 3. Aptitude test 4. Achievement test 5. Prognostic test 6. Performance test 7. Diagnostic test 8. Preference test 9. Accomplishment test 10. Scale test 11. Speed test 12. Power test 13. Objective test 14. Teacher-made test 15. Formative test 16. Summative test 17. Placement test 18. Standardize test 19. Nor-reference test 20. Criterion-reference test
  • 22. INTELLIGENCE TEST MEASURES I.Q 1. Stanford-Binet Int. test— measures human ability, personality, characteristics, attitudes and interest. 2. Wechsler-AdultIntelligence scale—(WAIS) verbal and non-verbal intelligence for adult 3. Wechsler Intelligence Scale for children (WISC)– used for 5-15 years 4. Safran Cultures-Reduce Intelligence Test— 36 items for children 5. Culture free or Cultured Fair Intellingence Test– non- verbal intelligence test with two forms A and B consists of 50 items. 6. Sequin Form-Board Test— sensorimotor skill of mental defectiveness
  • 23. PERSONALITY TEST MEASURES INDIVIDUAL INTEREST COMPARE TO OTHERS 1. Rorschach Test test with series of 10 ink blots 2. Sixteen Personality Factor scorable test for getting the insight of person’s personality
  • 24. APTITUDE TEST -- PREDICTS WHERE THE STUDENT WILL LIKELY SUCCEED 1. Differential Aptitude test(DAT) -measures which field does student excel 2. House-tree Person Test(HTP) – determines which of the tree an individual test
  • 25. ACHIEVEMENT TEST --MEASURES WHAT HAS BEEN LEARNED BY THE STUDENT OF THE SUBJECT TAUGHT IN SCHOOL
  • 26. PROGNOSTIC TEST -- PREDICT HOW WELL A STUDENT IS LIKELY TO DO IN A CERTAIN SCHOOL SUBJECT OR TASK 1. IOWA Placement Examination --fortells which of the subjects in the curriculum an examinee is doing good
  • 27. PERFORMANCE TEST -- MAKES USE OF MANIPULATIVE MATERIALS WHICH INVOLVE MINIMUM VERBAL INSTRUCTIONS 1. Field demonstration/internships/ etc….. 2. Army beta 3. Koh Block design
  • 28. DIAGNOSTIC TEST --IDENTIFIES THE WEAKNESS AND STRENGTH OF AN INDIVIDUAL --it is usually give before instructions
  • 29. PREFERENCE TEST --MEASURES VOCATIONAL INTEREST OR AESTHETIC JUDGMENT 1. Kuder-reference record
  • 30. ACCOMPLISHMENT TEST -- MEASURE OF ACHIEVEMENT USUALLY FOR INDIVIDUAL SUBJECT IN THE CURRICULUM
  • 31. SCALE TEST -- SERIES OF ITEMS ARRANGED IN ORDER OF DIFFICULTY 1. Binet- Simond Scale test this test was constructed from easiest to most difficult.
  • 32. SPEED TEST -- MEASURES SPEED AND ACCURACY OF THE EXAMINEE WITHIN THE TIME LIMIT IMPOSED
  • 33. POWER TEST --SERIES OF ITEM GRADED IN DIFFICULTY
  • 34. OBJECTIVE TEST -- TEST WITH DIFINITE ANSWER 1. Multiple choices 2. Completion 3. Enumeration 4. Matching type 5. True or false
  • 35. TEACHER-MADE TEST -- CONSTRUCTED BY A TEACHER Can you give example……..!!!!!!
  • 36. FORMATIVE TEST --USED TO MONITOR STUDENT ATTAINMENT OF THE INSTRUCTIONAL OBJECTVE. ---test usually given after instruction…..note do not be conscious between formative and summative (see next slide)……..
  • 37. SUMMATIVE -- DONE AT THE CONCLUSION OF INSTRUCTION AND MEASURES THE EXTENT TO WHICH STUDENTS HAS ATTAINED THE DESIRES OUTCOMES It is usually given or taken monthly….so what is the difference between formative and summative???/ will you please save it……it is very useful. One more thing to remember this concepts is when you paying you tuition fee and do hair cut for boys they will going to take a summative test……. Isn’t it?
  • 38. PLACEMENT TEST -- TEST USED TO DETERMINED THE GRADE OR YEAR LEVEL THE PUPIL OR STUDENT SHOULD BE ENROLLED Grade one should take this examination……
  • 39. STANDARDIZE TEST --ARE VALID, RELIABLE AND OBJECTIVE, IT WAS MADE BY EXPERT Example: L.E.T. now it’s your turn to give at least 5!!!!!! Think of an expert made and valid test…..
  • 40. NORM-REFERENCE TEST --IS A TEST THAT IS SCORED ON THE BASIS OF STANDARD LEVEL OF ACCOMPLISHMENT BY THE WHOLE GROUP TAKING THE TEST It is all test taken national, regional, division Most student and teachers ask the difference between norm and criterion…… You should aware of those..
  • 41. CRITERION-REFERENCE TEST -- A MEASURING DEVICE WITH A PREDETERMINED LEVEL OF SUCCESS OR STANDARD ON THE PART OF THE TEST TAKERS It was taken periodically
  • 42. SURVEY TEST -- SERVES A BROAD RANGE OF TEST Commonly used in thesis,,
  • 43. MASTERY TEST -- SCORES SPECIFIC LEARNING OBJECTIVES
  • 44. SUBJECTIVE -- OPPOSITE OF OBJECTIVE It is scored affected by bias…and it is common in the form of essay… Note: essay test can be objective…
  • 45. VERBAL TEST -- TEST USED WORDS Dictation, puzzles
  • 46. NON-VERBAL TEST -- TEST USE PICTURES OR SYMBOLS
  • 47. STEPS IN DEVELOPMENT AND VALIDATION OF TEST (OTFWE) PHASE I 1. Determining the objectives 2. Preparing the TOS 3. Selecting the appropriate test format 4. Writing the test 5. Editing the test item
  • 48. PHASE II Test construction stage PHASE III 1. Administering the first try out then do ITEM ANALYSIS 2. Administering the second tryout do ITEM ANALYSIS 3. Preparing the final form of the test then establish validity PHASE IV Evaluation stage Establishing test reliability Interpreting test scores
  • 49. TABLE OF SPECIFICATION (TOS) -Blue print of the test -Represent learning outcomes to be tested, percentage of items, item placement, type of test, number of item, and number of recitation. -BEHAVIOR- CONTENT ---learning outcome to be tested -No. of days --- no. of teacher taught particular topic -BEHAVIOR- CONTENT --- is equals to the number of recitation over total no. of recitation day for the whole quarter times total no. of items -Percentage of item --- no. of item per objective over total no. of item -Item placement --- reference of particular entry item
  • 50. TYPES OF TOS ONE-WAY GRID Obj.. No. of recitation No. of items percentage Item placement Obj. K Co Ap An Sy Ev No. of rec. No. of item Perc. Item placem ent Type total 1. 2. Total no of item perc. TWO-WAY GRID
  • 51. WRITING TEST ITEMS 1. Multiple Choice 2. True or False 3. Matching Type 4. Restricted response Item or completion Test 5. Essay Click on the underline words to see links
  • 52. CHARACTERISTICS OF A GOOD TEST a. Valid b. Reliability a. It is presented in a new slide for fast and to refresh both mind and computer……!!!!!!!!
  • 53. THANK YOU! PREPARED BY: MR. BOYET B. ALUAN

Editor's Notes

  1. Be sure to read this materials very well. Reading it words by words will help you well in establishing full mastery of the concepts and skills