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  1. Measurement, Assessment and Evaluation
  2. Assessment involves several measurement processes in order to arrive with quantified results. Measurement is an important part of assessment. Some assessment results come in the forms of quantitative values that enable the use of further analysis. The common tools used to measure variables in the educational setting are tests, questionnaires, inventories, rubrics, checklists, surveys and others.
  3. When assessment results are used to make decisions and come up with judgments, then evaluation takes place. Evaluation is arrived when the necessary measurement and assessment have taken place. In order to evaluate whether a student will be retained or promoted to the next level, different aspects of the student’s performance were carefully assessed and measured such as the grades and conduct. To evaluate whether the remedial program in math is effective, the students’ improvement in math, teachers’ teaching performance, and whether students’ attitudes towards math changed should be carefully assessed. Different measures are used to assess different aspects of 7 the remedial program to come up with an evaluation.
  4. Types of Tests
  5.  Explain and distinguish the different types of tests Objectives:
  6. P U R P O S E Psychological Educational Used to assess a variety of mental abilities and attributes, including achievement and ability, personality, and neurological functioning. Used to measure the result of instructions and learning (eg. Achievement Test, Performance test) Personality – evaluate the thoughts, emotions, attitudes, and behavioral traits that comprise personality i.e. Minnesota Multiphasic Personality Inventory Intelligence – mental ability of an individual Achievement and Ability tests – measure the level of a child’s intellectual functioning and cognitive ability i.e. Standford-Binet intelligence scales Diagnostic – strengths and weaknesses Proficiency- people’s ability in language Achievement – student’s performance in academic areas Aptitude – numerical reasoning, verbal reasoning, speed, accuracy, etc. (i.e.pre-employment) Placement – assigning students in the program most appropriate to their abilities (BUCET) Required clinically trained examiner, should be administered, scored, and interpreted by a trained professional (i.e. Psychologist or psychiatrist) Types of Tests
  7. Scope of Content Survey Mastery •Covers a broad range of objectives •Covers specific objectives •Measures general achievement in certain subjects •Measures fundamental skills and abilities •Constructed by trained professional •Typically constructed by the teacher
  8. Language Mode Verbal Non- Verbal •Words are used - reading, writing or speaking •Drawings, abstract reasoning
  9. C O N S T R U C T I O N Standardized Non- standardized (Teacher-made) • Constructed by professional item writer • Constructed by a classroom teacher • Covers a broad range of content covered in a subject area • Covers a narrow range of content • Uses mainly multiple choice • Various types of items are used • Items written are screened and the best items were chosen for the final instrument • Teacher picks or writes items as needed for the test • Can be scored by a machine • Scored manually by a teacher • Interpretation of results is usually norm-referenced • Interpretation is usually criterion-referenced
  10. Manner of Administration Individual Group •Mostly given orally or requires actual demonstration of skill •(i.e. NC in TVE) •This is a paper-and-pencil test administered to a large number of subjects, these are economical, easy to administer and score. •One-on-one situations, thus, many opportunities for clinical observation •Loss of rapport, insight and knowledge about each examinee •Chance to follow-up examinee’s response in order to clarify or comprehend it clearly •Same amount of time needed to gather information from one student Oral Written • Posing questions in spoken forms • Administered on paper or on a computer • Subjective test, face-to-face, verbal response, immediate response •Test taker could respond by writing or typing within a given space of the test or on a separate form or document
  11. Effect of Biases Objective Subjective •Scorer’s personal judgment does not affect the scoring •Affected by scorer’s personal opinions, biases and judgments •Worded that only one answer is acceptable •Several answers are possible •Little or no disagreement on what is the correct answer •Possible to disagreement on what is the correct answer
  12. Time Limit and Level of Difficulty Power Speed •Consists of series of items arranged in ascending order of difficulty •Consists of items approximately equal in difficulty •Measures student’s ability to answer more and more difficult items •Measures student’s speed or rate and accuracy in responding •Does not have time limit, test taker is given ample time to complete all the test items •Specifies time limits
  13. Format Selection Type Supply Type • There are choices for the answer • There are no choices for the answer • Multiple Choice, True or False, Matching Type • Short answer, Completion, Restricted or Extended Essay • Can be answered quickly • May require a longer time to answer • Prone to guessing • Less chance to guessing but prone to bluffing • Time consuming to construct • Time consuming to answer and score
  14. Interpretation of Results Norm-Referenced Criterion-Referenced •Result is interpreted by comparing one student’s performance with other students’ performance •Result is interpreted by comparing student’s performance based on a predefined standards (mastery) •Some will really pass •All, some or none may pass •There is competition for a limited percentage of high scores •There is no competition for a limited percentage of high score •Typically covers a large domain of learning tasks •Typically focuses on a delimited domain of learning tasks •Emphasizes discrimination among individuals in terms of level of learning •Emphasizes description of what learning tasks individuals can and cannot perform •Favors items of average difficulty and typically omits very easy and very hard items •Matches item difficulty to learning tasks, without altering item difficulty or omitting easy or hard items •Interpretation requires a clearly defined group •Interpretation requires a clearly defined and delimited achievement domain
  15. � 2500/Testing-STANDARDIZED-TESTS-HIGH- STAKES-ASSESSMENT.html � ogical-Tests.html#ixzz6keuoKeIZ � Santos, R. D. (2007). Assessment of Learning 1. Adriana Publishing Co. Inc., QC: Philippines