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Purposes of Educational Assessment, Measurement and

Evaluation:

Improvement of Student Learning


Identification of Students Strengths and Weaknesses
Assessment of the Effectiveness of a Particular Teaching Strategy
Appraisal of the Effectiveness of the Curriculum
Assessment and Improvement of Teaching Effectiveness
Communication with and Involvement of Parents in their Childrens Learning

Types of Classroom Assessment:

Official Assessment
Sizing Assessment
Instructional Assessment

Methods of Collecting Assessment Data:


Paper-and-Pencil Technique
Supply Type The Students requires constructing or producing an answer to
question.
Selection Type The Students requires choosing the correct answer from a list
of choices.
Observation The Students involves watching as they perform certain learning
Tasks like Reading, Speaking and Participating in Group Activities.

Sources of Evaluating Information:


Cumulative Record It holds all the information collected on Students over the
years.
Personal Contact It refers to the Teachers daily interactions with his/her
Students.
Analysis Through a teachers analysis of the errors committed by Students.
Open-ended Themes and Diaries - One technique can be used to provide
information about students is by asking them to write about their lives in and out of
the school.
Conferences Conferences with Parents and Students previous teachers can also
provide
evaluative information.
Testing Teachers can measure students cognitive achievement, as well their
attitudes, values, feeling and motor skills.

Types of Evaluation:

Diagnostic Evaluation also called (pre-assessment)


Formative Evaluation
Summative Evaluation

Approaches to evaluation:

Norm-referenced Evaluation
Criterion-referenced Evaluation

Basic Guidelines in Educational Assessment, Measurement and


Evaluation:
1. Teachers need to know how much they are doing;
2. Students need to know how much they are doing;
3. Evidence, feedback and input data for knowing how well the students and teachers
are doing should come from a variety of sources;
4. Evaluation is a continuing process to check on programs and modify/adopt
strategies to promote desired behaviour.
5. A Teachers responsibility is to facilitate student learning and is accountable for it.

Types of Test
1. Oral Test
2. Written Test
3. Performance Test

Ease of quantification of response


1. Objective Test
2. Subjective Test

Mode of administration
1. Individual Test
2. Group Test

Test Constructor
1. Standardized Test
2. Unstandardized Test

Mode of interpreting results


1. Norm-referenced Test
2. Criterion-referenced Test

Nature of the answer


1. Personality Test
2. Intelligence Test
3. Aptitude Test
4. Achievement Test
5. Summative Test
6. Diagnostic Test
7. Formative Test
8. Socio-metric Test
9. Trade Test

Behaviours Measured and Assessed in the Cognitive


Domain:
1.
2.
3.
4.
5.
6.

Knowledge Level
Comprehension Level
Application Level
Analysis Level
Synthesis Level
Evaluation Level

Types of Objectives Tests


Supply Types of Objective Tests.

Completion Drawing Type


Correction Type
Identification Type
Simple Recall Type
Short Explanation Type

Selection Types of Objective Test.


Arrangement Type
Matching type
Alternate Response Type
Key List Test
Interpretative Exercise
Essay Test.
Brief or Restricted Essay Test
Extended Essay Test

Attributes of A Good Test as an Assessment Tool:

Validity
Reliability
Objectivity
Scorability
Administrability
Relevance
Balance
Efficiency
Difficulty
Discrimination
Fairness

Steps in Constructing Classroom Tests:

Identification of instructional objectives and learning outcomes.


Listing of the Topics to be covered by the Test.
Preparation of the Table of Specification (TOS)
Selection of the appropriate Types of Tests.

Writing of Test Items.


Sequencing the Items.
Writing the Directions or Instructions.
Preparation of the Answer Sheet and Scoring Key.

Preparing the Table of Specification (TOS)


1.
2.
3.
4.
5.
6.

List down the topics covered for inclusion in the test.


Determine the objectives to be assessed by the test.
Specify the number of days/hours spent for teaching a particular topic.
Determine the percentage allocation of test items for each of the topics covered.
Determine the number of items to construct for each topic.
Distribute the number of items to the objectives to be tested.

Purposes of Grading Test Scores


Informational

To communicate students subject matter achievement

Administrative

To make decisions regarding students class standing

Motivational
Guidance

To encourage students to exert academic effort


To identify students who need special services like tutoring and
remedial instruction

Methods of Determining Grades


1. Absolute Grading Grading based on the normal curve.
2. Relative Grading also called (Criterion-referenced Grading) assigning grades, scores
are transmuted to percentage rating based on minimum requirements for passing.

Organizing Test Scores by Ordering

Ascending Order are arranged from lowest to highest.


Descending Order are arranged from highest to lowest.

The Mean:
Mean for Ungrouped Test Scores
Sx

Where:

M=
N
M=
mean
Sx = sum of test scores

N = total number of test scores or cases

Mean for Group Test Scores


Sfc
m

Where:

M =
f =
cm =
N =
Sfcm =

M=

the mean
frequency of a class
class mark or midpoint of a class
total number of scores or cases
sum of the cross products of the frequency and class mark.

The Median:
Median for Ungrouped Test Scores Arrange the scores from highest to lowest,
then
get the middlemost score.
Median for Grouped Test Scores Can be calculated by using either the lower or
upper limit of a class.

Median Via the Lower Limit

Where:

L
N
2
N
CF
f
i

= exact lower limit of the median class


= locator of the median class
= total number of scores
= cumulative frequency before the median class
=
frequency of the median class
=
class size

Median Via the Upper Limit

Where:

U
N
2
N
CF
f
i

= exact upper limit of the median class


= locator of the median class
= total number of scores
= cumulative frequency before the median class
=
frequency of the median class
=
class size

The Mode:
Two (2) kinds of Mode
1. Crude Mode
2. True Mode
Mo = 3Md 2M
Where :

Mo = mode
Md = median

M = mean

The Range:
Range for Ungrouped Test Scores.
AR = HS LS
Where:

AR = absolute range
HS = highest score

LS = lowest score

The Variance:

Where:

S = variance
Sx = sum of squared test score
(Sx) = sum of test scores squared
N = total number of test sores

The Standard Deviation:

Where:

S = standard deviation
S = variance

Quartile (Q) is a point measure that divides a distribution into a four equal parts.

Where:

L
N
4
N
CF
f
i

= exact lower limit of the Q class


= locator of the Q class
=
=
=
=

total number of scores


cumulative frequency before the Q class
frequency of the Q class
class size

Decile (D) - is a point measure that divides a distribution of test scores into 10 equal parts
with about10% of scores into each part.

Where:

L =
7N =
10
N =
CF =
f
=
i
=

exact lower limit of the D class


locator of the D class
total number of scores
cumulative frequency before the D class
frequency of the D class
class size

Percentile (P) is point measure that divides a distribution of scores into 100 equal parts.

Where:

L
65N
10
N
CF
f
i

= exact lower limit of the P class


= locator of the P class
=
=
=
=

total number of scores


cumulative frequency before the P class
frequency of the P class
class size

My Goal is to make
Someone Smile.
-

Sir Subia

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