ASSESSMENT OF LEARNING I Definition of Terms Measurement Process of obtaining a numerical description of the degree to which an individual possesses a particular

r characteristic. It is more on quantification appraisal of observable phenomena The assignment of numerals to objects or events according to rules. Process of assigning symbols to dimension of phenomena. Evaluation A process of systematic collection and analysis of both qualitative and quantitative data in order to make some judgment or decision. It is a process of summing up the results of measurements or tests, giving them some meaning based on value judgment. The systematic process of collecting, analyzing of and interpreting information to determine the extent to which pupils/ students are achieving instructional objectives. Test An instrument design to measure any quality, ability, skill or knowledge. Comprised of test items of the area it is designed to measure. Assessment Is a collection, evaluation, and use of information to help teachers make better decisions Includes tasks such as making a test, administering it, and scoring the results in large context that includes interpretation and use of the results. Is more than testing or measurement since it comprises 4 essential components which are: purpose, measurement, evaluation, and use. Relationship of components of Classroom Assessment: PURPOSE Why am I doing this assessment? MEASUREMENT What techniques should I use to gather information? EVALUATION How will I interpret the results? What performance standards and criteria will I use? USE How will I use the result?

Purpose of Educational Assessment, Measurement and Evaluation( Kellough, et al, 1993): 1. Improve of Student Learning knowing how well students are performing in class can lead to devise ways and means of improving students learning. 2. Identification of Students Strengths and Weaknesses teacher can able to single out their students strengths and weaknesses. 3. Assessment of the Effectiveness of a particular Teaching Strategy 4. Assessment and improvement of Teaching Effectiveness 5. Communication with and involvement of Parents in their Childrens Learning

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Types of Classroom Assessment (Airisian, 1994): 1. Official Assessment is undertaken by teachers to carry out the bureaucratic aspect of teaching, such as giving students grades at the end of each marking period. 2. Sizing Up Assessment is done to provide the teachers information regarding the students social, academic, and behavioral characteristics at the beginning of each school year. 3. Instructional Assessment is utilized in planning instructional delivery and monitoring the progress of teaching and learning. Methods of Collecting Assessment Data 1. Paper and pencil technique- includes tests taken by the students, maps drawn, written reports, completed assignments and practices exercises. Types of paper and pencil technique a. Supply type- requires the student to produce and construct an answer to the question. b. Selection type- requires the student to choose the correct answer from a list of choices or options. 2. Observation- involves watching the students as they perform certain tasks like speaking, reading, performing laboratory investigation and participating in group activities. Sources of Evaluative information 1. Cumulative Record- It holds all the information collected on students over the year usually stored in the principals office or guidance office. 2. Personal Contact It refers to the teachers daily in interactions with his/ her students. e.g. oral reading, answering questions, following directions, seatwork, interest in the subject, using instructional materials. 3. Analysis through teachers analysis of the errors committed by students, he/ she can be provided with much information about their attitude and achievements. 4. Open-ended Themes and Diaries 5. Conferences 6. Testing Type of Evaluation 1. Diagnostic evaluation 2. Formative evaluation 3. Summative evaluation Approaches to Evaluation 1. Norm- referenced evaluation- is one wherein the performance of a student in a test is compared with the performance of the other students who took the same examination. Example: 1. Juans score in the periodical examination is below the mean. 2.Jo is ranked 3rd in the unit exam in math. 2. Criterion- reference evaluation- is an approach wherein a students performance is compared against a predetermined or agreed upon standard. Example: 1. Angelo scored 9 out of 10 in the spelling test. 2.Ruby shown 80% accuracy in his work. Basic Guidelines in Educational Assessment, Evaluation and Measurement 1. Teacher need to know how much they are doing 2. Students need to know how well 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. fruel1013@yahoo.com / 0929-22676-22

4. Evaluation is a continuing process to check on programs and modify/ adopt strategies to promote desired behavior 5. The procedures used for assessing student learning must be compatible with instructional objectives 6. Evaluation is a reciprocal process 7. A teachers responsibility is to facilitate student learning and is accountable for it.

Type of Evaluation 1. Diagnostic evaluation 2. Formative evaluation 3. Summative evaluation Approaches to Evaluation 1. Norm- referenced evaluation- is one wherein the performance of a student in a test is compared with the performance of the other students who took the same examination. Example: 1. Juans score in the periodical examination is below the mean. 2.Jo is ranked 3rd in the unit exam in math. 2. Criterion- reference evaluation- is an approach wherein a students performance is compared against a predetermined or agreed upon standard. Example: 1. Angelo scored 9 out of 10 in the spelling test. 2.Ruby shown 80% accuracy in his work. Basic Guidelines in Educational Assessment, Evaluation and Measurement 2. Teacher need to know how much they are doing 3. Students need to know how well they are doing 4. Evidence, feedback, and input data for knowing how well the students and teachers are doing should come from a variety of sources. 5. Evaluation is a continuing process to check on programs and modify/ adopt strategies to promote desired behavior 6. The procedures used for assessing student learning must be compatible with instructional objectives 7. Evaluation is a reciprocal process 8. A teachers responsibility is to facilitate student learning and is accountable for it.

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ASSESSMENT OF LEARNING I ACTIVITY 1 Objectives: 1. To state the relationship between measurement, evaluation and assessment. 2. To discuss the importance of educational assessment to the framework for educational measurement and evaluation. Directions: 1. Form small groups with atmost 5 members and select a leader. 2. Within your respective grouping, present and discuss your preparation on the assignment previously given about measurement, evaluation and assessment. 3. Discuss why educational assessment is an important framework for educational measurement and evaluation. 4. Be ready to share/ present your output to the class.

Thank you for your cooperation!

ASSESSMENT OF LEARNING I ACTIVITY 1 Objectives: 1. To state the relationship between measurement, evaluation and assessment. 2. To discuss the importance of educational assessment to the framework for educational measurement and evaluation. Directions: 1. Form small groups with atmost 5 members and select a leader. 2. Within your respective grouping, present and discuss your preparation on the assignment previously given about measurement, evaluation and assessment. 3. Discuss why educational assessment is an important framework for educational measurement and evaluation. 4. Be ready to share/ present your output to the class.

Thank you for your cooperation!

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TYPES OF TESTS As to: A. Mode of Response 1. Oral test- it is a test wherein the test taker gives his answer orally. 2. Written Test- It is a test where answers to questions are written by the test taker. 3. Performance test- it is one in which the test taker creates an answer or a product that demonstrates his knowledge or skills. B. Ease of Quantification of Response 1. Objective Test 2. Subjective Test C. Mode of Administration 1. Individual Test 2. Group Test D. Test Construction 1. Standardized Test it is a test prepared by an expert or specialist based on specified norms or standards. 2. Unstandardized Test It is one prepared by the teachers for use in the classroom, with no established norms of scoring and interpretation of results. E. Mode of Interpretation Results 1. Norm- referenced Test it is a test that evaluates a students performance by comparing it ot the performance of a group of students on the same time. 2. Criterion- referenced Test It is a test that measures a students performance against an agreed upon or pre- established level of performance. F. Nature of the Answer 1. Personality Test- it is a test design for assessing some aspects of an individuals personality. It includes: emotional and social adjustment, dominance and submission, value orientation, disposition, emotional stability, frustration level, and degree of introversion or extroversion. 2. Intelligence Test- it is a test that measures the mental ability of an individual. 3. Aptitude test it is a test designed for the purpose of predicting the likelihood of an individuals success in a learning area or field of endeavor. 4. Achievement Test- it is a test given to students to determine what a student has learned from formal instruction in school. 5. Summative Test it is given at the end of instruction to determine students learning and assign grades. 6. Diagnostic Test it is administered to students to identify their specific strengths and weaknesses in past and present learning. 7. Formative Test it is given to improve teaching and learning while it is going on. 8. Socio- metric Test it is used in discovering learners like and dislikes, preferences, and their social acceptance as well as social relationships existing in a group. 9. Trade Test it is designed to measure an individuals skill or competence in an occupation or vocation.

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CONSTRUCTING OBJECTIVE PAPER- AND PENCIL TESTS GENERAL PRINCIPLES OF TESTING: Measure all instructional objectives Cover all learning tasks Use appropriate test items. Make test valid and reliable Use test to improve learning ATTITUDES OF A GOOD TEST AS AN ASSESSMENT TOOL Validity (adequate/ tests behavior & skills/ tests all instructional objectives) Reliability Objectivity Scorability Administrability Relevance Balance Effeciency Difficulty Discrimination Fairness STEPS IN CONTRUCTING CLASSROOM TESTS Identification of instructional objectives and learning outcomes Listing of the topics to be covered by the test Preparation of a Table of specifications (TOS) Selection of the appropriate type of tests Writing of test items Sequencing the items Writing the directions or instructions Preparation of the answer sheet and scoring key PREPARING THE T.O.S. 1. List down the topics covered for inclusion in the test 2. Determine the objectives to be assessed by the test 3. Specify the number of days/ hours spent for teaching a particular topic. 4. Determine percentage allocation of test items for each of the topics covered. 5. Determine the number of items to construct for each topic. 6. Distribute the number of items to the objectives to be tested.

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TEST AND THEIR USES IN EDUCATIONAL ASSESSMENT TEST- is a systematic procedure for measuring an individuals behavior. (Brown, 1991) - It is a formal and systematic way of gathering information about learners behavior, usually through paper- and- pencil procedure (Airisian, 1989) Uses of Tests: a. Administrators b. Supervisors c. Teachers d. Parents GENERAL GUIDELINES IN WRITING TEST ITEMS 1. Avoid wording that is ambiguous and confusing 2. Use appropriate vocabulary and sentence structure. 3. Keep questions short and to the point. 4. Write items that have one correct answer. 5. Do not provide clues to the answer. CRITERIAL FOR PREPARING TEST DIRECTIONS 1. Assume that the examinees and the examiner know nothing at all about the objective tests. 2. In writing directions, use a clear, succinct style. Be as explicit as possible but avoid long drawn-out explanations. 3. Emphasize the more important directions and key activities through the use of underlining, italics, or different type size or style. 4. Field or pretest the directions with a sample of both examinees and examiners to identify possible misunderstandings and inconsistencies and gather suggestions for improvement. 5. Keep directions for different forms, subsections or booklets as uniform as possible. 6. Where necessary or helpful, give practice items before each regular section. GUIDELINES IN WRITING MULTIPLE CHOICE ITEMS 1. Each item should be clearly stated, in the form of a question or an incomplete statement. 2. Do not provide grammatical or contextual clues to the correct answer. 3. Use language that even the poorest readers will understand. 4. Write a correct or best answer and several plausible distracters. 5. Each alternative response should fit the stem in order to avoid clues to its correctness. 6. Refrain from using negative or double negatives. They tend to make the items confusing and difficult. 7. Use all of the above and none of the above only when they will contribute more that another plausible distractor. 8. Do not use items directly from the textbook. Test for understanding not memorizing. GUIDELINES IN WRITING ALTERNATIVE- RESPONSE ITEMS 1. Avoid the use of negatives. 2. Avoid the use of unfamiliar or esoteric language. 3. Avoid trick items that appear to be true but are false because of an inconspicuous word or phrase. 4. Use quantitative and precise rather than qualitative language where possible. 5. Dont make true items longer than false items. 6. Refrain from creating a pattern of response. fruel1013@yahoo.com / 0929-22676-22

7. Present a similar number of true and false statements 8. Be sensitive to the use of specific determiners. 9. A statement must only have one central idea. 10. Avoid quoting exact statements from the textbook.

GUIDELINES IN WRITING MATCHING ITEMS 1. Specify the basis for matching the premises with the responses. 2. Be sure that the whole matching type exercise is found on one page only. 3. Avoid including too many premises on one matching item. 4. Both the premises and responses in the same general category or class. 5. Premises or responses composed of one or two words should be arranged alphabetically. GUIDELINES IN CONSTRUCTING COMPLETION ITEMS 1. It is best to use only one blank in a completion item. 2. The bland should be placed near or at the end of the sentence. 3. Give clear instructions indicating whether synonyms will be correct and whether spelling will be a factor in scoring. 4. Be definite enough in the incomplete statement so that only one correct answer is possible. 5. Avoid using direct statements from the textbook with a word or two missing. 6. All blank for all items should be equal length and long enough to accommodate the longest response. GUIDELINES IN CONSTRUCTING ARRANGEMENT ITEMS 1. Items to be arranged should belong to one category only. 2. Provide instructions on the rationale for arrangement or sequencing 3. Specify the response code students have to use in arranging the items 4. Provide sufficient space for the writing of the answer. GUIDELINES IN WRITING COMPLETION DRAWING ITEMS 1. Provide instruction on how the drawing will be completed 2. Present the drawing to be completed GUIDELINES IN WRITING CORRECTION ITEMS 1. Underline or italicize the word or phrase to be corrected in a sentence. 2. Specify in the instruction where students will write their correction of the underlined or italicized word or phrase. 3. Write items that measure higher levels of cognitive behavior. GUIDELINES IN WRITING IDENTIFICATION ITEMS 1. The direction of the test should indicate clearly what has to be identified. 2. Sufficient space has to be provided for the answer to each item 3. The question should not be copied verbatim from the textbook GUIDELINES IN WRITING ENUMERATION ITEMS 1. The exact number of expected answers have to be specified. 2. Spaces for the writing of answers have to be provided and should be of the same length. GUIDELINES IN WRITING ANALOGY 1. The pattern of relationship in the first pair of words must be the same pattern in the second pair. fruel1013@yahoo.com / 0929-22676-22

2. 3. 4. 5.

Options must be related to the correct answer. The principle of parallelism has to be observed in writing the options More than three options have to be included in each analogy item to lessen guessing. All items must be grammatically consistent.

GUIDELINES IN WRITING INTERPRETIVE ITEMS 1. The interpretive exercise must be related to the instruction provided the students. 2. The material to be presented to the students should be new to the students but similar to what was presented during instruction 3. Written passages should be as brief as possible. The exercise should not be a test of general reading ability. 4. The students have to interpret, apply, analyze and comprehend in order to answer a given question in the exercise. GUIDELINES IN WRITING SHORT EXPLANATION ITEMS 1. Specify in the instruction of the test, the number of sentences that students can use in answering the question. 2. Make the question brief and to the point for the students not to be confused.

PURPOSES AND ELEMENTS OF ITEM ANALYSIS Payne (1992) To select the best available items for the final form of the test. To identify structural or content defects in the items. To detect learning difficulties of the class as a whole. To identify the areas of weaknesses of students in need of remediation. PREPARING DATA FOR ITEM ANALYSIS 1. Arrange test scores from highest to lowest. This ranking is based on the students total score on the test. 2. Get one-third of the papers from the highest scores and the other third from the lowest scores. These two extreme sets of examination papers are the criterion groups. 3. Record separately the number of times each alternative was chosen by the students in both groups. 4. Add the number of correct answers to each item made by the combined upper and lower groups. 5. Compute the index of difficulty for each item, following the formula IDF= NRC 100 TS where: IDF = index of difficulty NRC = number of students responding correctly to an item TS = total number of students in the upper and lower groups 6. Compute the index of discrimination, based on the formula: CU - CL IDN = NSG Where: IDN = index of discrimination CU = number of correct responses of the upper group CL = number of correct responses of the lower group NSG = number of students per group fruel1013@yahoo.com / 0929-22676-22

USING INFORMATION ABOUT INDEX OF DIFFICULTY The difficulty index of a test item is important because it tells a teacher something meaningful about the comprehension of or performance on, material or task contained in an item. Difficulty index of a test can be interpreted with the use of the following table of equivalents: Range Equivalent 20 & below Very Difficult 21 40 Difficult 41 60 Average 61 80 Easy 81 & above Very Easy DEVELOPING AN ITEM DATA FILE Encouraging teachers to undertake an item analysis as often as practical Allowing for accumulated data to be used to make item analysis more reliable Provide for a wider choice of item format and objectives Facilitating the physical construction and reproduction of the test Accumulating a large pool of items as to allow for some items to be shared with the students for study purposes. LIMITATIONS OF ITEM ANALYSIS While item analysis is undertaken for the purpose of improving test items, its techniques cannot be used with essay items. The type of item, format, and reading level are among the many variables which can influence test and item difficulty.

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