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Assessing InstructionalOutcomes
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To explain the meaningful nature
of evaluation To enumerate and explain the
purpose of evaluation To describe how appropriate
evaluation procedures may be selected to assess pupil’s/student’s mastery of set instructional objectives
Objectives
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To identify an effective evaluation
program toa. Explain the principles underlying
the evaluation processb. State the characteristics of an
effective evaluation program To compare norm-referenced with
criterion-referenced tests.
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MEANING
andNATURE
ofEVALUATION
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A continuous process of inquiry
concerned with the study, appraisal, and improvement of all aspects of the educational program.
Process of determining the changes in the child as a result of teaching and of his experiences.
EVALUATION
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IMPORTANCEof
EVALUATION
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Evaluation is important to the teacher, the child, the parent, the administrator, and the profession as a whole.
The teacher continuously evaluates the effectiveness of his teaching to improve procedures and techniques and to understand his pupils better.
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The child who goes to school has
the right to know what progress he is making.
The administrator is eager to determine the effectiveness as well as the inadequacies of the educational program he has endeavored to set.
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SCOPEof
EVALUATION
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Evaluation involves the determination of the goals toward which educational efforts are directed and the determination of instruments and techniques to be used in appraising the degree of progress toward these goals.
More specifically evaluation is concerned with:
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1.The scope and quality of
goals, purposes, and functions of the total educational programs and the extent to which these meet the needs of the various individuals and the community as a whole.
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2. Evaluation is concerned with the progress being made in the achievement of these goals as measured not only by the characteristics and behavior of the learners, but primarily by the growth that they have made in attaining socially desirable objectives both as individuals and as members of the larger social groups.
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The process of evaluation
includes the appraisal of all elements of the total teaching-learning situation that contribute to effective and economical learning with a view to improvement.
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This embraces (a) the organization and administration of the school, (b) the school curriculum, (c) the teaching-learning process, (d) the instructional materials, equipment, and facilities, and (e) the community life and social community relations.
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GENERALPRINCIPLES
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1. Evaluation should be in terms of the extent
to which the pupils have attained the objectives of education
2. Objectives should be defined in terms of pupils behavior
3. Evaluation is an integral part of the educative process
4. The evaluation program should be cooperative
5. Records should give a complete picture of each child
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6. Evaluation should be comprehensive7. Evaluation uses a variety of
instruments, tools, and techniques8. Objective measurement and subjective
judgment are both essential in evaluation
9. Diagnosis and remedial work are phrases of the evaluative process
10.Evaluation should be descriptive
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DIFFERENT ASPECTS
ofGROWTH
to beEVALUATED
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The different major aspects of growth:
1. Mental and physical health2. Social adjustment3. Purposes and activities4. Intelligence and readiness5. Quality of thinking6. Integrative knowledge and skill7. Inherent in many fields of knowledge
and endeavor8. Individual aptitudes and creative art
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CHARACTERISTICSof an
EVALUATIONPROGRAM
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An evaluation program should be
designed to cover as many important outcomes as possible.
Tests still provide more concrete and detailed evidence.
Both the learning activities and the appraisal procedures should be based on clearly defined outcomes.
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EVALUATIONDEVICES
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1.Self-evaluation Techniques2.Teacher Evaluation3.Observational Procedures4.Anecdotal Records5.Checklists
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Children can be encouraged to keep
diaries, preserve samples of their work, and keep records. They can compare recent achievement with records of earlier achievement. They may also rate themselves on an appropriate checklist at intervals of time. Self-evaluation develops in the child self-control, self-direction, and wise judgment.
1. Self-evaluation Techniques
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Evaluation includes a variety of methods for
securing and recording the evidence needed to provide information on pupil progress. The teacher who is completely aware of what he is looking for collects evidence from practically all learning activities. He continually collects information on the child’s progress. To do these, he utilizes observational procedures, teacher-made-tests, standardized achievement tests, and achievement test batteries.
2. Teacher Evaluation
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The teacher, in his daily contacts with pupils,
collects information as revealed in discussions and other situations. Such information is very valuable. However, there is the possibility that records may not be available when the teacher needs them and important behavior may be overlooked. Standard procedures have been adapted to guard against these possibilities. The most commonly used of these are: anecdotal records, checklists, and rating scales.
3. Observational Procedures
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Teachers find it convenient
to keep a pad on their table ready for note taking. This pad is designed for 2 kinds of entries: what happened and what it probably means.
Anecdotal Records
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Example: What happened: In a discussion of how
carpenters use instruments to make linear measurements, Jose offered to bring his father’s rule that is calibrated to tenths of an inch.
Interpretation: This indication of interest is encouraging, because Jose had not been cooperative in the past.
Anecdotal Records
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A checklist is a list of the
kinds of behavior to look for. A teacher usually makes use of a checklists if he feels he may be neglecting certain outcomes, or if he has any pupil who exhibits the desired behavior.
Checklists
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Example:Are pupils willing to do work beyond
what is required?Do pupils voluntarily bring items of
mathematical interest to others?Do pupils demonstrate pleasure in
their own or other’s mathematical activities?
Checklists
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In order to record an
appraisal along with his behavioral observations, a teacher may make use of a rating scale instead of a checklist.
Rating Scales
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Example:
Or it may look like this:
Rating Scales
NEVER OCCASSIONALLY FREQUENTLY
Does work beyond requirements
Does not turn in assignments
Turns in assignments if argued
Does work beyond assignments
Turns in assignments of his own accord
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① Teacher-madeTests
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This type of question comes in a variety of forms and is known by a variety of names. There is an incomplete sentence form: “A garden is 72 sq.m. If it is 9 m.long, then it is __ m.wide.” Then there is the question form: “What is the difference in stopping distance between a car going 40km per hour and a car going 50km per hour?”
The short-answer question
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The multiple-choice question type is the best general-purpose question for testing outcomes. It is most widely used type of question in standardized tests, largely because of its flexibility and the fact that it can be scored objectively.
The multiple-choice question
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An interesting variation of the
multiple-choice question, and one which the teacher can use for a umber of special purposes.
This type of question is widely used in pairing off such things as definitions and words defined, or measurements and formulas.
Three important points in constructing a matching-type question:
Matching-type questions
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1. The list on the right, from which
selections are made, should contain more items than the list on the left.
2. To make it simpler for the pupil who knows the right answer to find it, possible answers should be arranged alphabetically, chronologically, or in some other systematic way, and each item should be short.
3. The question should be homogenous
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True-false questions lend variety and interest to informal testing activities. It is easy to construct, interesting to the pupils, easily scored, and it arouses discussion. It is useful when performance of the pupil on any one item is not an important consideration.
True-false questions
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② StandardizedAchievement
Tests
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An achievement test is designed as a sampling of skills or abilities in an specified area.
A standardized test is one in which the performance of an individual, or the average of the class, may be compared with that of a larger population.
Standardized tests also share the limitations of teacher-made tests with respect to outcomes that cannot be measured in this way.
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③ AchievementTest
Batteries
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Achievement test batteries
are designed to determine the comparative performance of a pupil, class, or even a school system in practically all areas of the school program; performance in each area is compared with a national norm.
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ADEQUACYof the
EVALUATIONPROGRAM
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The adequacy of an
evaluation program is measured by its
effectiveness in the operational control of
classroom activities and the quality control product.
Important identifying marks of a good evaluation
program are the following:
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Evaluation is an integral
part of the instructional program. Effective teaching is possible only if pupil’s progress is appraised in terms of such outcomes.
Integration with learning activities
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Evaluation is so time
consuming that it would be impossible incorporate in an evaluation program a complete appraisal of all outcomes. Outcomes to be omitted, however, should be selected only after a careful consideration of priority and the purpose for evaluation.
Selectivity of outcomes evaluated
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The term “comprehensive” is
often used to describe a program of evaluation which has considered all the desired outcomes and selected the most important points for evaluation.
Prerequisite Characteristics of a
Good Program
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The term “balanced” is
frequently used to describe a program in which all of the priority objectives are evaluated, and the emphasis is distributed among them.
Selectivity of outcomes evaluated
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Observational procedures are continuous and are made a part of the learning activities. Pupil progress, however, may be systematically measured by more formal testing which should take place at regular intervals. To do this, a schedule for the more formal testing should be set up in advance and vigorously adhered to.
Systematic administration
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A properly designed evaluation
program should be provided for an effective system of records and reports. Pupils and parents should be continuously and fully informed with regard to pupil progress. The records that should accompany pupils when they transfer to another school should be comprehensive and adequate. This would be impossible without a good evaluation program.
Provision of information for effective records and reports
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CIRTERION-REFERENCEDMEASURES
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The emphasis in education
on changed behavior in the students implies that there is a greater emphasis on content usage and on content application rather than on content recall.
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Criterion-referenced
MeasurementDistinctions Between
Criterion-referenced and Norm-referenced Tests
Steps in the Preparation of Criterion-referenced Tests
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Is a test that measure whether a learner has mastered an instructional objective which is specific, observable, achievable, verifiable, and interpretable.
Is deliberately constructed to yield measurements that are directly interpretable in terms of specific performance standards.
Is constructed to provide measure that is interpreted in terms of a specific performance level.
Criterion-referenced Measurement
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Distinctions Between Criterion-referenced and Norm-referenced
Tests
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Purpose for which a test is
constructed Manner in which test is
constructed Specificity of information
yielded Generality of test performance
information Use to be made of tests results
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State the general instructional objectives and define each objective I terms of a specific type of behavior which learners are expected to demonstrate at the end of the instruction. The instructional objectives have these four basic characteristics:
1. description of the learner2. description of the behavior3. specification of the conditions of
learning4. performance level
Steps in the Preparation of Criterion-referenced
Tests
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Make an outline of the content
covered during instruction. Prepare a table specifications that
describes the nature of the test sample.
Construct test items that measure the sample of the learner’s behavior specified in the table specification.
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THE USEof the
TABLE ofSPECIFICATIONS
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It is a two-way or one-way table
with one axis to represent the subject matter content and another the type of behavior or mental ability the test intends to elicit.
Table of Specifications
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SampleTables of
Specifications
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A. One-way table of specifications in elementary
agriculture, grade five, indicating areas of instructions
and number of recitations
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Area of Contents
Number of
Recitations
Number of Items
Test Placemen
t
1. Definitions of terms
7 8 1-8
2. Fertilizationa.Natural
fertilizers
b.Commercial fertilizers
c.Compost pits
3
4
3
3
5
3
9-11
12-16
17-19
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Area of Contents
Number of
Recitations
Number of Items
Test Placemen
t
3. Kinds of cropsa.Leafy
vegetables
b.Vince crops
5
5
6
6
20-25
26-31
4. Garden characteristics ideal to plantinga.Topograp
hyb.Fencingc.Water
supply
436
437
32-3536-3839-35
40 45 1-45
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To get the placement, study the formula below:
Note:
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B. Two-way table of specifications in elementary
agriculture, grade five, indicating objectives to be tested and the contents
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Educational Objectives
Disposal of
Garden Product
s
Care and
Fertilization
Related Activiti
es
Total Test Placem
ent
15 10 15 40
A.Cognitive1.Knowledge2.Comprehensi
on3.Application4.Analysis and
synthesisB. Affective Change in attitudes Appreciation or valuing
4343
5
3222
2
4344
4
118109
12
1-1112-1920-2930-38
1-50
Total 19 12 19 50 39-40
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Computation: