expand of knowing assessment of learning

1. Educational Technology

2. Educational Technology
Audio visual aids are defined as
any device used to aid in the
communication of an idea. As
such, virtually anything can be
used as an audio visual aid
provided it successfully

3. DEVICE
Device is any means other
than the subject matter itself
that is employed by the teacher
in presenting the subject matter
to the learner.

4. PURPOSE OF VISUAL DEVICES
1.To change students attention
2.To stimulate the imagination
and develop the mental
imagery of the pupils
3.To facilitate the understanding
of the pupils
4.To provide motivation to the

5. TRADITIONAL FORMS OF VISUAL AIDS
1. Demonstration
2. Field Trips
3. Laboratory Experiments
4. Pictures, films,
simulations, models
5. Real Objects

6. CLASSIFACTION OF DEVICES
1. Extrinsic
2. Intrinsic
3. Material Devices
4. Mental Devices

7. NONPROJECTED AUDIOVISUAL AIDS
Non projected aids are those
that do not require the use of
audiovisual equipment such as
a projector and screen.

8. ASSESSMENT OF LEARNING

9. ASSESSMENT OF LEARNING
Refers to the process of
gathering , describing, or
quantifying information about
student performance.
It includes paper and pencil
test, extended responses essay,
and performance assessment are
usually referred to us “ Authentic

10. Measurement
Is a process of obtaining a
numerical description of the
degree to which an individual
possesses a particular
characteristic

11. evaluation
Refers to the process of
examining the performance of
a student. It also determines
whether or not the student
has met the lesson
instructional objectives

12. Test
Is an instrument or
systematic procedure designed
to measure the quality, ability,
skill or knowledge of students
by giving a set of questions in
a uniform manner.

13. CLASSIFICATION OF TESTS
1 .According to
manner of
response
a. Oral
b. Written
2 .According to
method of
preparation
a. Subjective /
essay
3 . According to the
nature of answer
a. Personality tests
b. Intelligence test
c. Aptitude test
d. Achievement or
summative test
e. Socio metric test
f. Diagnostic or

14. OBJECTIVE TESTS
Are tests which have
definite answers and therefore
are not subject to personal
bias.
TEACHER-MADE TESTS
An educational tests are
constructed by the teachers
based on the contents of

15. DIAGNOSTIC TESTS
It aims to identify the strengths
and weaknesses of the student
regarding the topics to be
discussed.
FORMATIVE AND SUMMATIVE
Are terms often used with
evaluation, but they may also be
used with testing.

16. formative Tests
Used to monitor the learning
progress of the students during or
after instruction
summative Tests
Is a type of test that is usually
given at the end of a course or unit.
STANDARDIZED TESTS
Are already valid, reliable and
objective

17. STANDARDS OR NORMS
Are the goals to be
achieved expressed in terms
of the average performance of
the population tested.

18. CRITERIA OF A GOOD EXAMINATION
•Validity
•Reliability
•Objectivity
•Nominal Measurement
•Examination type
•Identification type

19. ORDINAL MEASUREMENT
Ordinal scales classify, but
they also assign rank order.
An example of ordinal
measurement is ranking
individuals in a class
according to their score.

20. INTERVAL MEASUREMENT
In order to be able to add
and subtract scores, we use
interval scales, sometimes
called equal interval or equal
unit measurement.

21. RATIO MEASUREMENT
The most sophisticated type
of measurement includes all the
preceding properties, but in a
ratio scale, the zero point is not
arbitrary, a score of zero
includes the absence of what is
being measured.

22. Norm-Referenced and criterion
referenced measurement
Norm-Referenced Criterionreferenced
1. Typically cover a large
domain of learning tasks, with
just a few items measuring
each specific task.
1. Typically focus on delimited
domain of learning task, with a
relative large number of items
measuring each specific task.
2. Emphasize discrimination
among individuals in terms of
relative of level of learning
2. Emphasize what individuals
can and cannot perform.
3. Favor items of large
difficulty and typically omits
very easy and very hard items.
3. Match item difficulty to
learning tasks, without altering
item difficulty or omitting easy
or hard items.
4. Interpretation requires a 4. Interpretation requires a

23. STAGES IN TEST CONSTRUCTING
I. Planning the test
a. Determining the
objectives
b. Preparing the
table of specifications
c. Selecting the
Appropriate item
format
d. Writing the test
items
e. Editing the test
Items
a. Administering the
first tryout-then item
Analysis
b. Administering the
second tryout then item
Analysis
c. Preparing the final
form of the test
III. Establishing test
validity
IV. Establishing the test

24. MAJOR CONSIDERATION
IN TEST CONSTRUCTION
Test Length
A major decision in the test
planning is how many items should
be included on the test. Most
teachers want test scores to be
determined by how much the
student understand rather than by
how quickly he or she answers
the questions.

25. Item Formats
Determining what kind of
items to include on the test is
a major decision . Should they
be objectively scored formats
such as multiple choice or
matching type

26. POINTS TO BE CONSIDERED IN PREPARING TEST
1. Are the instructional objectives clearly
defined?
2. What knowledge, skills and attitudes
do you want to measure?
3. Did you prepare a table of
specification
4. Did you formulate well defined and
clear test items?
5. Did you employ correct English in

27. 8.Did you adapt the test’s difficulty to
your student’s ability?
9 .Did you avoid using textbook
jargons?
10 .Did you cast the items in positive
form?
11 . Did you prepare a scoring key?
12 .Does each item have a single
correct answer?

28. GENERAL PRINCIPLES IN
CONSTRUCTING DIFFERENT
TYPES OF TEST
1. The test items should be selected
very carefully.
2. The test should have extensive
sampling of items.
3. The test items should be carefully
expressed in simple, clear, definite,
and meaningful sentences
4. There should be only one possible
correct response for each test items.
5. Each item should be independent.

29. 6. Lifting sentences from books should not
be done to encourage thinking and
understanding.
7. The first person personal pronouns/
and we should not be used.
8. Various types of test items should be
made to avoid monotony
9. Majority of the test items should be of
moderate difficulty.
10. The test items should be arranged in
an ascending order of difficulty.

30. 12. Items which can be answered by
previous experience alone
13. Catchy words should not be used in the
test items.
14. Test items must be based upon the
objectives of the course and upon the
course content.
15. The test should measure the degree of
achievement or determine the difficulties of
the learners.
16. The test should emphasize ability to
apply and use facts as well as knowledge of

31. 17. The test should be of such length
that it can be completed within the time
allowed by all or nearly all of the
pupils.
18. Rules governing good language
expression, grammar, spelling,
punctuation and capitalization should be
observed in all items.
19. Information on how scoring will be
done should be provided.

32. POINTERS TO BE OBSERVED IN
CONSTRUCTING AND SCORING
THE DIFFERENT TYPES OF TESTS
1. RECALL TYPES
a. Simple recall
type
b. Completion type
c. Enumeration type
d. Identification type
2. RECOGNATION TYPES
a. True-false or alternative
response type
b. Yes-No-Yes
c. Multiple-response type
d. Best answer type
e. Matching type

33. C. ESSAY TYPE EXAMINATION
COMMON TYPES OF ESSAY
QUESTION
1. Comparison of two things
2. Explanation of the use or meaning of a
statement or passage
3. Analysis
4. Decisions for or against
5. Discussion

34. HOWTO CONSTRUCT ESSAY EXAMINATION
1. Determine the objectives or essentials for
each question to be evaluated
2. Phrase question in simple ,clear and
concise language
3. Suit the length of the question to the
time available for answering the essay
examination
4. Scoring:
a. Have a model answer in advance
b. Indicate the number of points for
each question

35. ADVANTAGE AND DISADVANTAGES
OF THE OBJECTIVE TYPE OF TEST
ADVANTAGE
a. The objective test is free from
personal bias in scoring
b. It easy to score
c. It has high validity
d. It is less time- consuming
e. It is fair to students

36. DISADVANTAGES
a. It is difficult to construct and
requires more time to prepare
b. It does not afford the students
the opportunity in training for self-
and thought organization
c. It cannot be used to test ability
in theme writing or journalistic writing.

37. ADVANTAGE AND DISADVANTAGES OF THE ESSAY TYPE OF TEST
ADVANTAGE
Advantages
a. The essay examination can be used in
practically all subjects of the school curriculum.
b. It trains students for thought organization
and self expression.
c. It afford students opportunities to express
their originality and independence of thinking.
d. Only the essay test can be used in some
subjects like composition writing and journalistic
writing which cannot be tested by the objective type
test.
e. Essay examination measures higher mental
abilities like comparison, interpretation, criticism,
defense of opinion and decision

38. DISADVANTAGES
a. The limited sampling of items
makes the test unreliable measure of
achievements or abilities.
b. Questions usually are not well
prepared.
c. Scoring is highly subjective due
to the influence of the corrector’s
personal judgment.
d. Grading of the essay test is

39. STATISTICAL MEASURES OR
TOOLS USED IN INTERPRETING NUMERICAL DATA
Frequency Distributions
A simple, common sense technique
for describing a set of test scores is
through the use of a frequency
distribution.

40. TABLE1. SCOREOF 25 STUDENTSON A 50-ITEMTEST
Student Score Student Score
A 48 N 43
B 50 O 47
C 46 P 48
D 41 Q 42
E 37 R 44
F 48 S 38
G 38 T 49
H 47 U 34
I 49 V 35
J 44 W 47
K 48 X 40
L 49 Y 48
M 40

41. Score Frequency Score Frequency
50 1 41 1
49 3 40 2
48 5 39 0
47 3 38 2
46 1 37 1
45 0 36 0
44 2 35 1
43 1 34 1
42 1
FREQUENCYDISTRIBUTIONOF THE25 SCORESOF TABLE1

42. Score - Interval frequency
48 – 50 9
45 – 47 4
42 – 44 4
39 – 41 3
36 – 38 3
33 - 35 2
Table 3. groupedfrequencyDistribution

43. MEASURES OF CENTRAL TENDENCY
Frequency distributions are
helpful for indicating the shape to
describe a distribution of scores,
but we need more information than
the shape to describe a distribution
adequately.

44. THE MEAN
The mean of a set of scores is the
arithmetic mean. It is found by summing the
scores and dividing the sum by the number of
scores.
=
𝑋
𝑁
Where
X is the mean,
X is the symbol for score , the summation
operator
N is the number of scores
For the set of scores in table 1.
X=1100
N=25
So then
𝑋=
Type equation here.
𝑋
1100
25
= 44

45. THE MEDIAN
Another measure of central
tendency is the median which is the
point that divides the distribution in half
; that is, half of the score fall above the
median and half of the scores fall below
the median.

46. Score Frequency Cumulative Frequency
50 1 25
49 3 24
48 5 21
47 3 16
46 1 13
45 0 12
44 2 12
43 1 10
42 1 9
41 1 8
40 2 7
39 0 5
TABLE4.FREQUENCY DISTRIBUTION,CUMULATIVEFREQUENCIES
FORTHESCORESOF TABLE2

47. THE MODE
The measure of central
tendency that is the easiest to find
is the mode .The mode is its most
frequently occurring score in the
distribution.
MEASURES OF DISPERSION
Measure of central tendency are
useful for summarizing average
performance, but the tell us nothing

48. The range
Indicates the difference between the
highest and lowest scores in the
distribution.
THE VARIANCE
Measures how widely the scores in
the distribution are spread about the
mean.
THE STANDARD DEVIATION
Also indicates how spread out the
scores are, but it is experiment in the

49. STUDENT Score
X
SCORE-MEAN
X - X
(SCORE-MEAN)2
( X – X )2
A 48 6 16
B 50 4 36
C 46 2 4
D 41 -3 9
E 37 -7 49
F 48 4 16
G 38 -6 36
H 47 3 9
I 49 5 25
J 44 0 0
TABLE5. COMPUTATIONOF THEVARIANCEFORTHESCORESOF TABLE

50. STUDENT Score
X
SCORE-MEAN
X - X
(SCORE-MEAN)2
( X – X )2
- - - -
- - - -
- - - -
W 47 3 9
X 40 -4 16
Y 48 4 16
totals 1100 0 570

51. GRAPHING DISTRIBUTIONS
A graph of a distribution of test
scores is often better understood
than is the frequency distribution or
a mere table of numbers.

52. THANK YOU !!!
Prepared By:
Norhanifa C. Namra