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Assessment and
Evaluation
?What Is Teaching
:Brainstorm
Think of different ways to define
.teaching
Write down at least three different
.definitions of teaching
Pair up with someone to choose the best
.ONE of your six-plus definitions
Share your definitions with the group,
.one at a time in sequence
Definitions of Teaching
.To present information, insights
. To reveal knowledge or skill
.To help students learn
NOTE: All of the above can be
accomplished either deliberately or
.incidentally
That is, you can teach by means of
explicit instruction, ongoing guidance,
deliberate modeling, or accidental
.example
Assessment Evaluation
Formative:
Timing
Ongoing to Improve
Learning
Assessment Evaluation
Formative:
Summative: Final
Ongoing to Improve to Gauge Quality
Learning
Focus of
Measurement
Assessment Evaluation
Formative:
Summative: Final
Ongoing to Improve to Gauge Quality
Learning
Process-Oriented: Focus of
How Learning Is
Measurement
Going
Assessment Evaluation
Formative:
Summative: Final
Ongoing to Improve to Gauge Quality
Learning
Process-Oriented: Product-Oriented:
How Learning Is
Whats Been
Going
Learned
Administrator/Recipi
ent Relationship
Assessment Evaluation
Formative:
Summative: Final
Ongoing to Improve to Gauge Quality
Learning
Process-Oriented: Product-Oriented:
How Learning Is
Whats Been
Going
Learned
Reflective:
Internally Defined
Criteria/Goals
Administrator/Recipi
ent Relationship
Assessment Evaluation
Formative:
Summative: Final
Ongoing to Improve to Gauge Quality
Learning
Process-Oriented: Product-Oriented:
How Learning Is
Whats Been
Going
Learned
Reflective:
Internally Defined
Criteria/Goals
Findings, Uses
Prescriptive:Extern
al-ly Imposed
Standards
Assessment Evaluation
Formative:
Summative: Final
Ongoing to Improve to Gauge Quality
Learning
Process-Oriented: Product-Oriented:
How Learning Is
Whats Been
Going
Learned
Reflective:
Internally Defined
Criteria/Goals
Prescriptive:Extern
al-ly Imposed
Standards
Assessment Evaluation
Formative:
Summative: Final
Ongoing to Improve to Gauge Quality
Learning
Process-Oriented: Product-Oriented:
How Learning Is
Whats Been
Going
Learned
Reflective:
Internally Defined
Criteria/Goals
Prescriptive:Extern
al-ly Imposed
Standards
Assessment Evaluation
Formative:
Summative: Final
Ongoing to Improve to Gauge Quality
Learning
Process-Oriented: Product-Oriented:
How Learning Is
Whats Been
Going
Learned
Reflective:
Internally Defined
Criteria/Goals
Prescriptive:Extern
al-ly Imposed
Standards
Assessment Evaluation
Process-Oriented: Product-Oriented:
How Learning Is
Whats Been
Going
Learned
Reflective:
Internally Defined
Criteria/Goals
Prescriptive:Extern
al-ly Imposed
Standards
Fixed: To Reward
Assessment Evaluation
Process-Oriented: Product-Oriented:
How Learning Is
Whats Been
Going
Learned
Reflective:
Internally Defined
Criteria/Goals
Prescriptive:Extern
al-ly Imposed
Standards
Fixed: To Reward
Assessment Evaluation
Reflective:
Internally Defined
Criteria/Goals
Prescriptive:Extern
al-ly Imposed
Standards
Fixed: To Reward
Success, Punish
Failure
Assessment Evaluation
Reflective:
Internally Defined
Criteria/Goals
Prescriptive:Extern
al-ly Imposed
Standards
Fixed: To Reward
Success, Punish
Failure
Assessment Evaluation
Reflective:
Internally Defined
Criteria/Goals
Prescriptive:Extern
al-ly Imposed
Standards
Fixed: To Reward
Success, Punish
Failure
Summary of Differences
Dimension of Difference
Assessment
Evaluation
Timing
Formative
Summative
Focus of Measurement
Process-Oriented
ProductOriented
Relationship Between
Administrator and Recipient
Reflective
Prescriptive
Diagnostic
Judgmental
Ongoing Modifiability of
Criteria, Measures Thereof
Flexible
Fixed
Standards of Measurement
Absolute
Comparative
Coperative
Competitive
Employ an assessment-informed
model of teaching focused on
measurable student learning
.outcomes
?How to do this
Measures of Learning
If we had time, Id also have you examine
examples of ways to measure learning
:with the aim of showing
that any measurement of learning can
be used either for assessment or for
,evaluation purposes
but that some measures are better for
.one than for the other
Introduction
EVALUATION
Definition of evaluation
Evaluation
is defined as a systematic
process by which the worth or value of
something is judged.
Evaluation in education can be defined
as a continuous process based upon
criteria which cooperatively developed
(Table
7.1)
and
concerned
with
measurement of :
The performance of learners.
The effectiveness of teachers
Evaluation
Students
Teachers
Programmes
and courses
in relation to what?
In
FUNCTIONS OF
MEASUREMENT AND
Measure
students achievement
EVALUATION
Evaluate instruction
Motivate learning
Predict success
Diagnose the nature of difficulties
Evaluate teachers performance
Evaluate school facilities
to Learn (motivation)
Feedback to student
Modification of Learning Activities
Selection of students
Success or failure
Feedback to teacher
School public relations
Protection of society
(certification of
competence)
SCOPE OF EVALUATION
.Assessment of curriculum offerings
.Assessment of school programs
.Assessment of instructional materials
.Assessment of instructional facilities
.Assessment of teachers and professors
Assessment of pupils/students
Assessment of graduates
.Assessment of school managers
ASSESSMENT OF
CURRICULUM OFFERINGS
This means courses offered should
evaluated to determine if they are
still relevant, realistic, and
responsive to the changing needs
and problems of the .society
ASSESSMENT OF SCHOOL
PROGRAMS
School programs must be appraised
to determine if teachers are not over
.loaded or underloaded
ASSESSMENT OF
INSTRUCTIONAL MATERIALS
Instructional materials like books,
references, visual aids and devices
and many others should be assessed
to ascertain if they are adequate and
.updated
ASSESSMENT OF
INSTRUCTIONAL FACILITITES
Instructional facilities like computers,
projectors, audio visual equipment,
laboratory equipment, physical plant,
library holdings and many others
should be evaluated if they are
.adequate
ASSESSMENT OF TEACHERS
AND PROFESSORS
The teachers should be evaluated if they
possess the qualities of the acronym
MODERN TEACHER(Model, Obedient,
Dedicated, Efficient, Resourceful, Noble Talented, Effective, Active, Creative, Honest,
Economical and Research oriented; to
determine also if they can deliver the goods
and services to the students effectively,
efficiently and economically; and to evaluate
if they are qualified and compete to teach
.the subjects they are handling
ASSESSMENT OF
PUPILS/STUDENTS
The pupils or students should be
evaluated to determine whether they
reached the goals of the learning
.tasks
ASSESSMENT OF GRADUATES
Graduates should be evaluated to
determine if they passed the board
examination; and if they are
employed, underemployed or
. unemployed
ASSESSMENT OF SCHOOL
MANAGERS
School managers should be
evaluated to determine if they are
democratic in to the dealing with
their subordinates; facilitator
understanding to the problems of
their subordinates; to the needs of
teachers and students; honest and
.NOT CORRUPT
EVALUATION
designates
a
more
comprehensive
concept
of
measurement than is implied in
conventional tests or examinations
the emphasis in evaluation is based
upon broad personality change and the
major objectives in the educational
program. This includes not only subject
matter achievement but also values,
attitudes, interest, ideals, ways of
thinking, work habits, personal, spiritual
.and social adaptability
CHARACTERISTICS OF
EVALUATION
It measures broad range of goals or. 1
CHARACTERISTICS OF
EVALUATION
It includes integrating and. 3
interpreting the various lists of
values reformation of an individual in
order to make an inclusive portrait of
himself. For this purpose a
comprehensive anecdotal and
cumulative records of students are
.intact
components of evaluation
Five basic components of evaluation :
(1) audience,
(2) purpose,
(3) questions
(4) scope, and
(5) resources
To determine these components, ask the following questions:
For what audience is the evaluation being
conducted?
Types of Evaluation
Five basic types of evaluation include :
1. process,
2. content,
3. outcome,
4. impact, and
5. program.
These types ranged from the simple (process
evaluation) to the complex (impact
evaluation).
Types of Evaluation
Types of Evaluation
Types of Evaluation
2. Content Evaluation
The purpose of content evaluation is to determine
whether learners have acquired the knowledge or skills
taught during the learning experience, as taking place
immediately after the learning experience to answer the
question "To what degree did learners achieve specified
objectives?"
Examples:
- Asking a patient to give a return demonstration
immediately after observing it
- Asking participants to complete a cognitive test at the
completion of a 1-day seminar.
Content evaluation as the level is in between process and
outcome evaluation levels. In other words, content
evaluation can be considered as focusing on how the
teaching-learning process affected immediate, short-term
outcomes
Types of Evaluation
3. Outcome (Summative) Evaluation
The purpose of outcome or summative evaluation is to
determine the effects or outcomes of teaching efforts. Its
intent is to sum what happened as a result of education.
Outcome evaluation occurs after teaching has been
completed or after a program has been carried out, it is
focusing on measuring long-term change that persists
after the learning experience.
Guiding
questions
in
outcome
evaluation include the following:
Was teaching appropriate?
Did the individual(s) learn?
Were behavioural objectives met?
Types of Evaluation
4. Impact Evaluation
The purpose of impact evaluation is to: Determine the relative effects of education on
the institution or the community. obtain
information that will help decide whether
conducting an educational activity is worth its
cost.
The scope of impact evaluation is broader,
more
complex, and usually more long term
than that
of process, content, or outcome
evaluation
Outcome evaluation would focus on course
objective, whereas impact
evaluation would
focus on course goal.
Types of Evaluation
5. Program Evaluation
The purpose of total program evaluation is to
determine the extent to which all activities for
an entire program over a specified period of
time meet or exceed goals originally
established.
Example Guiding question appropriate for a
total
program
evaluation
from
this
perspective might be "To what extent did
programs undertaken by faculty members of
the nursing college academic departments
during the year accomplish annual goals
established by the departments?"
Types of Evaluation
Cont . Program Evaluation
The scope of program evaluation is broad,
generally focusing on overall goals rather
than on specific objectives.
It is encompassing all aspects of educational
activity (e.g., process, content, outcome,
impact) with input from all the participants
(e.g.,
learners,
teachers,
institutional
representatives, community representatives).
The time period over which data are
collected may extend from several months to
1 or more years, depending on the time frame
established for meeting the goals to be
evaluated.
Evaluation
Methods of evaluation must
be selected Methodologies
according to educational objectives and
domains to be evaluated . Below are different evaluation methods for
each educational domains .
Cognitive Domain
Written test
Questionnaire
Attitude Domain
Direct observation
Rating scale
Checklist
Psychomotor Domain
Direct observation
Practical tests
In real Situation
In simulation condition
Qualities of a test
Directly related to educational objectives
Realistic & practical
Concerned with important & useful
matters
Comprehensive but brief
Precise & clear
TESTS
THESE ARE FORMS OF EXAMINATION FOR
EVALUATING THE PERFORMANCE,
CAPABILITIES, TRAITS OR . ACHIEVEMENTS
OF THE LEARNERS. THE TEACHER IN AN
EFFORT TO MEASURE AND EVENTUALLY
EVALUATE THE LEARNERS LEVEL OF THEIR
PERFORMANCE USE A VARIETY OF TESTS.
TESTS ARE SYSTEMATIC PROCEDURE FOR
MEASURING THE RESULTS OF
.INSTRUCTION
PURPOSES OF TESTS IN
EDUCATION
INSTRUCTIONAL.
This means that the process of
constructing a test stimulates teachers to clarify and
refine meaningful course objectives; test provide a
means of feedback to the teacher; properly
constructed tests can motivate learning; and
.examinations are useful means of overlearning
ADMINISTRATIVE. This means that tests may provide a
means for quality control for the school system;
tests are useful for program evaluation and research;
tests enable better decisions on classification and
placement; tests can increase the quality of selection
decisions; and tests can be useful means of
.accreditation, mastery or certification
GUIDANCE. This means that tests can be of value in
diagnosing an individuals special aptitudes and
. abilities
.1
.2
.3
Tests According to
INDIVIDUAL TEST. It is administered on a one-to-one
Administration
.basis
Kinds of TESTS
INTELLIGENCE TEST. This is a test
which measures the intelligence
quotient(IQ) of an individual as
genius, very superior, high average,
average, low average, borderline or
mentally defective. Its function is to
establish
the
ability
to
think
abstractly o to organize parts of a
.situation into a coherent whole
PERSONALITY TEST
Personality tests are those which
measure the ways in which
individuals interest with other
individuals or in terms of the roles an
individual has ascribed to himself
.and adopts in the society
APTITUDE TEST
This test is a predictive measure of a
persons likelihood of benefit from the
instruction or experience in a given field
such as arts, music, clerical work,
.mechanical tasks, or academic studies
Ex. Differential Aptitude Test Battery(DAT) is a
series of test of different fields of endeavor to
measure which field does an examinee excel; House
Tree Person Test (HTP) is an aptitude test to
determine which of the three fields an individual does
.best
Prognostic TEST
This test predicts how well a person
is likely to do in a certain school
subject or task. For example, Iowa
Placement Examination foretells
which of the subjects in the
curriculum an examinee is doing
.good
Performance Test
Performance test is a measure, often
making use of manipulative materials,
which involves no, or a minimum of,
.verbal instruction
Ex. Kohbs block Design or the Army Beta
test is used to measure whether or not an
examinee knows how to manipulate
certain instrument, apparatus, equipment
.and others based on instruction given
Diagnostic Test
This test is a measure which
identifies the weaknesses of an
individuals achievement in any field
an which serves as basis for remedial
. instruction
Achievement Test
This test is a measurement of what
has been learned by students of the
.subject matter taught in school
Preference Test
This test is a measure of vocational or
avocational interests or aesthetic
judgments by requiring the examinees
to make forced choices between
.members of paired or grouped items
Ex. Kuder Preference record is used to
measure the enthusiast of an
individuals choice of his career or
.hobby or beauty in art or nature, etc
Accomplishment Test
A measure of achievement in which
this test is usually for individuals
. subjects in the curriculum as whole
Ex. Teacher-made-test is used to
measure achievements of pupils per
.subject
Scale test
This test has series of items
.arranged in the order of difficulty
Ex. Binet Simon Scale is arranged
from easiest to most difficult test
items to have smooth sailing in
.answering the test
Speed Test
This test measure the speed and
accuracy of the examinee within
the time limits imposed. It is
also as alertness test. For
instance, the tests in encoding,
typing, assembling and
.disassembling rifle and can sealer
PLACEMENT TEST
This test is used to measure the type
of job an applicant should fill, or a
test used to measure the grade or
year level the pupil or student be
.enrolled after ceasing from school
STANDARDIZED TEST
This test provides exact procedures
in controlling the method of
administration and scoring with
norms and data concerning the
. reliability and validity of the test