Dangoy, Cherry Lou

1. EDUCATIONAL TECHNOLOGY

2. AUDIOVISUAL AIDS
Any device use to aid in the communication of an
idea.
It provide successful communicates the idea or
information for which it is designed
An video tape, slide or to elicit a desired audience
response.

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

4. PURPOSE OF VISUAL DEVICE
1. To challenge 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 of the learners
5. To develop the ability to listen

5. TRADITIONAL FORM OF VISUAL AIDS
DEMONSRATION FIELD TRIP
LABORATORY EXPERIENCE
PICTURE, FILMS,
SIMULATIONS, MODELS REAL OBJECTS

6. CLASSIFICATION OF DEVICES
EXTRINSIC
INTRINSIC
USED TO SUPPLEMENT A METHOD
USED
EXAMPLE: PICTURE, GRAPH, FILM
STRIPS, SLIDES, ETC
USED AS A PART OF METHOD OR TEACHING
PROCEDURE.
EXAMPLE: PICTURES ACCOMPANYING IN
ARTICLES

7. MATERIAL DEVICES
DEVICE THAT NO BEARING ON THE
SUBJECT MATTER
EXAMPLE BLACK BOARD, CHALK,
BOOKS, ETC
MENTAL DEVICES
A KIND OF DEVICE THAT IS
RELATED IN FORM AND MEANING
TO THE SUBJECT MATTER BEING
PRESENTED
EXAMPLE: QUESTIONS, PROJECT,
DRILLS, LESSON PLAN, ETC.

8. NON PROJECTED AUDIOVISUAL AIDS
• No projected aids are those that do not require the
use of audiovisual equipment such as a projector and
screen. These include charts, graphs, maps,
illustrations, photographs, brochures and handouts.
Charts ae commonly used almost everywhere. A chart
is diagram which shows relationships. An
organizational chart is one of the most widely and
commonly used kind of chart.

9. ASSESSMENT OF LEARNING

10. It focus the development and utilization of
assessment tools to improve the teaching learning
process.
It emphasizes on the use of testing for measuring
knowledge, comprehension, and other thinking skills.
It allow students to go through the standard steps in
test constitution for quality assessment
Students will express how to develop rubrics for
performance-based and portfolio assessment.

11. CLASSIFICATION OF TEST
1. According to manner of response
a. oral b. written
2. According to method of preparation
a. subjective/essay
b.objective
3. According to the
nature of answer
 Personality test
 Intelligence test
 Aptitude test
 Achievement or
summative test
 Sociometric test
 Diagnostic or formative
test
 Trade or vocational test

12. • Objective Tests- are test which have definite answer
and therefore are not subject to personal bias.
• Diagnostic Tests-constructed by the teacher base on
the contents of different subject taught
“EDUCATIONAL TESTS”
• Formative and summative- are terms often used with
evaluation, but they may also be used with testing.
• Standardized tests- Valid, reliable and objective
• Standard and norms- are the goal to be achieved
expressed in terms of the average performance of the
population tested.

13. • Criterion-referenced measure- is a measuring device
with a predetermined level of success or standard on
the part of the test taken.
• Norm referenced measure- is a test that is scored on
the basis of the norm standard based on the normal
curve of distribution

14. CRITERIA OF A GOOD EXAMINATION
Validity- What it intends to measure or what it purpose
to measure
Reliability- what it supposed to measure
Objectivity- Is the degree which personal bias is
eliminated in the scoring of the answer
LEVEL OF MEASUREMENT( NOMINAL, ORDINAL,
INTERVAL, AND RATIO SCALE)

15. Nominal measurement- the least sophisticated they
merely classify objects or events by assigning number to
them
Ordinal measurement- ordinal scales classify, but they
are also assign rank order.
Interval measurement- this measure scales contains the
nominal and ordinal properties and also characterized by
equal units between score points. (EQUAL INTERVAL).
Ratio measurement-the most sophisticated type of
measurement includes all the preceding properties, but
in ratio scale , the zero points is not arbitrary .

16. Norm-referenced and criterion referenced
measurement (TESTING).
-referring two different ways of interpreting information
Norm-referenced Interpretation
-stems from the desire to differentiate among
individuals or to discriminate among the individuals or
some defined group or whatever being measure
Achievement test an example
-most standardized achievement tests, especially those
covering several skills and academic areas , are primary
design from norm-referenced interpretation.

17. Criterion-referenced interpretation
-referencing individual performance to some criterion
that is defined performance level.
-involves idea of a defined behavioral domain.
-It is absolute rather than relative interpretation
-it requires the specification of learner behaviors prior
to constructing the test

18. DISTINCTION BETWEEN NORM
REFERENCED AND CRITERION
REFERENCED TEST

19. FOCUS ON A SPECIFIC
GROUP OF LEARNERS
BEHAVIORS
FOCUS ON SUB SKILLS
THAN ON BROAD SKILLS
CRITERION-REFERENCED TEST NORM REFERENCED TEST
SCORES ARE
TRANSFORMED TO
POSITION WITHIN THE
NORMATIVE GROUP
TEND TO BE AVERAGE
DIFFICULTY

20. STAGES IN TEST CONSTRUCTION
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

21. II. Typing out the test
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 Reliability
V. Interpreting the test score

22. MAJOR CONSIDERATION IN TEST
CONSTRUCTION

23. TYPES OF TEST
• our usual ideas testing is an in-class test is
administered by the teacher
• It is the take home test rather than in an class test
TEST LENGTH
• A major decision in the test planning is how many
items should be included on the test.
ITEMS FORMATS
• Determining what kind of items to include on the test
is a major decision.

24. POINTS TO BE CONSIDERED IN
PREPARING TEST
1. Are the instruction objectives clearly defined?
2. What knowledge skills and attitudes do you want to
measure?
3. Did you prepare a table specifications
4. Did you formulate well defined and clear test items?
5. Did you employ correct English in writing the items?
6. Did you avoid giving clues to the correct answer

25. 7. Did you test the importance ideas rather than the
trivial?
8. Did you adapt the test difficulty to your students
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?
13. Did you review your answer?

26. GENERAL PRINCIPLES IN CONSTRUCTING
DIFFERENT TYPES OF TESTS.
The test item should be selected very carefully. Only
important fact should be included.
The test should have extensive sampling of items
The test items should be carefully expressed in simple,
clear, definite, and meaningful sentences
There should be only one possible correct response
from each test item.

27. Each item should be independent. Leading clues to
other items should be avoided
Lifting sentences from book should not be done to
encourage thinking and understanding
The first person personal pronouns and we should
not be used.
Various types of test items should be made to avoid
monotony.
Majority of the test items should be of moderate
difficulty
The test items should be arranged in an ascending
order to difficulty.

28. Clear, concise, and complete directions should
proceed all types of test.
Items which can be answered by previous
experience alone without knowledge of the
subject matter should not be included.
Catchy words should not be used in the test
items.
Test items must be based upon the objectives of
the course and upon the course content.
The test should measure the degree of
achievement of determine the difficulties of the

29. The test should emphasize ability to apply and use
facts as well as knowledge of facts.
The test should be of such length that it can be
completed within the time allotted by all.
Rules governing and language expression, grammar,
spelling punctuation, and capitalization should be
observed in all items.
Information on how scoring will be done should be
provided
Scoring keys in correcting and scoring tests should be
provided.

30. POINTERS TO BE OBSERVED IN
CONSTRUCTING AND SCORING THE
DIFFERENT TYPE OF TEST

31. A. RECALL TYPES
1. Simple recall type
a. This type consist of questions calling for a single
word or expressions is an answer
b. Item usually begin with who, where, when, what .
c. Score is the number of correct answer

32. 2. Completion Type
a) Only important words or phrases should be
omitted to avoid confusion
b) Blank should be on equal length
c) The blank, as much as possible , is place near or at
the end of the severance.
d) Articles a, an and the should not be provided
before the omitted word or phrases or avoid clues
for answer.
e) Score is the number of the correct answer

33. 3. Enumeration type
a) The exact number of expected answer should be
stated
b) Blank should be on equal length.
c) Score is the number of the correct answer
4. Identification type
a) The item should make an examine think of a word
number, or a group of words that would complete
the statement or answer the problem
b) Score is number of the correct answer.

34. B. RECOGNITION TYPES
1. True false or alternative-response type
a) Declarative sentences should be used
b) The number of true and false should be more or less
equal
c) The truth or falsity of the sentence should not too
evident
d) Negative statement should be avoided
e) The modified true or false is more preferable than the
plain true or false.

35. F). In arranging the items avoid the regular recurrence of true
and false statement
g). Avoid using specific determiners like all, always, never, none,
nothing, most and etc.
h). Minimize the use of qualitative terms like few, great, many,
more and etc.
i). Avoid leading clues to answer all items
j). Score is the number of the correct answer in modified true or
false and right answer minus wrong answer in plain true-false.

36. 2. Yes no type
a) This item should be in interrogative sentences
b) The same rules as in true or false are applied
3. Multiple response types
a) There should be three to five choices.
b) The choices should me numbered or lettered so that
the only number or letter can be written on the blank
provided.
c) If the choices are figured they should be arranged in
ascending order
d) Avoid the use of “a, an or an ” as the last word proior
to the listing of the responses.

37. e. Random occurrence of responses should be
employed
f. The choices, as much as possible, should be at the end
of the statement
g. The choices should be related in some way or should
belong to the same class.
h. Avoid the use of “none of these”
i. Score is the number

38. 4. Best answer type
a) There should be three to five choices all of which are
right but vary in their degree of merit, importance or
desirability
b) The other rules for multiple response items are applied
here
c) Score is the number of correct answer
5. Matching type
a) There should be column under “A” are the stimuli which
should be longer and more descriptive than the
responses under column “B”.
b) The response under column “A” should be a number and
the response under column “B” should be letter.

39. c. The number of pair usually should not exceed twenty
items
d. The number of responses in column “B” should be two or
more than the number of item in column ”A” to avoid
guessing
e. Only the correct matching for each item should be
possible
f. Matching set should neither be too long nor too short.
g. All items should be on the same page to avoid turning of
pages in the process of matching pairs
h. Score is the number of correct answer.

40. C. ESSAY TYPES 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. Decision for or against
5. discussion

41. HOW TO CONSTRUCT ESSAY
EXAMINATION?
1. Determine the objectives or essential for each question to
be evaluated
2. Phrase questions 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
c) Score a point for each essential

42. ADVANTAGES AND DISADVANTAGES
OF THE OBJECTIVES TYPE OF TEST
Advantages
a. The objective test is free from personal bias in scoring
b. It is easy to score . With a scoring key, the test can be corrected by
different individuals without affecting the accuracy of the grades
given.
c. It has high validity because it is comprehensive with wide sampling
of essential
d. It is less-time consuming since many items can be answered in a
given time
e. It is fair to students since the slow writers can accomplish the test .

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

44. ADVANTAGES AND DISADVANTAGES
OF THE ESSAY TYPE OF TEST
Advantages
a) The essay examination can be used in practically all subject
the school curriculum
b) It train students for thought organization and self expression
c) It affords students opportunities to express their originality
and independence of thinking
d) Only the essay test can be used in some subject like
composition writing and journalistic writing which cannot be
tested by the objective type test.

45. e. Essay examination measures higher mental abilities like
comparison, interpretation, criticism, defense of opinion and
decision.
f. The essay test is easily prepared
g. It is inexpensive
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
correctors personal judgement
d. Grading of the essay test is inaccurate measure of pupils
achievements due to subjectivity of scoring

46. STATISTICAL MEASURES OR TOOL USED
IN INTERPRETING NUMERICAL DATA
Frequency Distribution
Listing of the possible score values and number of
persons who achieved each score .

47. • A SET OF SCORES GOR A GROUP OF 25 STUDENTS
WHO TOOK A 50-ITEMS TEST IS LISTED IN TABLE
1.IT IS EASIER TO ANALYZE THE SCORE IF THEY ARE
ARRANGED IN A SIMPLE FREQUENCY
DISTRIBUTION. (THE FREQUENCY DISTRUBUTION
FOR THE SAME SET OF SCORE IS GIVEN IN TABLE 2.)
THE STEPS THAT ARE INVOLVED IN CREATING THE
FREQUENCY DISTRIBUTED ARE:

48. First, list the possible score values in rank order, form
highest to lowest , then a second column indicates the
frequency of number of person who received each
score. For example , three students received a score of
47, two received 40 and so forth . There is no need to
list score values below the lowest score that anyone
received.

49. STUDENTS SCORE STUDENTS 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
TABLE 1. SCORE OF 25 STUDENTS ON A 50-ITEM TEST

50. SCORE FREQUENCY STUDENTS 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
42 1
TABLE2. FREQUENCY DISTRIBUTION OF THE 25 SCORES OF TABLE 1

51. When there is a wide range of score in frequency distribution, the
distribution can be quite long , with a lot of zeros in the column of
frequencies . Such a frequency distribution can make interpretation of
the score difficult and confusing. A grouped of score values are listed
rather than each separate possible score value.
If we were to change he frequency distribution in table 2 into a
grouped frequency distribution , we might choose intervals such as
48-50 , 45-47, and so forth . The frequency corresponding to interval
48-50 would be 9(1+3+5). The choice of the width of the interval is
arbitrary , but it must be the same for all intervals. In addition, it is
good idea to have an old-numbered interval width ( we used 3
above). So that the midpoint of the interval is a whole number. This
strategy will simplify subsequent graphs and description of the idea.
The grouped frequency distributed is presented in table 3.

52. SCORE INTERVAL FREQUENCY
48-50 9
45-47 4
42-44 4
39-41 3
36-38 3
33-35 2
TABLE 3. GROUPED FREQUENCY DISTRIBUTION

53. MEASUREMENT
• It refers to the quantitative aspect of evaluation
• It involves outcomes that can be quantified
statistically
• It is the process in determining and differentiating
the information about the attributes or characteristics
or things.

54. EVALUATION
• Quantitative aspect of determining the outcomes of
learning.
• It involves values judgement
• It is more comprehensive than measurement

55. THREE MEASURE OF CENTRAL
TENDENCY
MEAN
MEDIAN
MODE
Legitimate definition of “
AVERAGE” performance
on the test
There are some distribution in
which all three dimensions of
central tendency are equal but
more often than not may be
different

56. THE MEAN
–The mean of set of scores is arithmetic mean. It is
found by summing the scores and dividing the sum
by number of the scores
–It is most commonly used measure of central
tendency

57. The Median- It is another measurement of central tendency
The point that divide the distribution in half that is half of
the score fall above the median and half of the scores fall
below the median.
Consider again the frequency distribution in
table 2 there were 25 scores in the distributions
so the middle score should be the median . A
straightforward way to find this median is to
augment the frequency distribution with a
column of cumulative frequencies .

58. The mode- the measure of central tendency that is
the easiest to find is the mode.
The mode is also the most frequently occurring
score in distribution.

59. 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
38 2 5
37 1 3
36 0 2
35 1 2
34 1 1
TABLE 4 FREQUENCY DISTRIBUTION, CUMULATIVE FREQUENCIES
FOR THE SCORE OF TABLE 2.
For example 7 person
scored at below
scored 40 , and 21
pesos scored at
below score of 48
To find the median
we need to locate the
middle score in the
cumulative frequency
column, because this
score is the median,

60. THREE MEASURE OF CENTRAL
TENDENCY
MEAN- Is the arithmetic average
MEDIAN- Divides the distribution in half
MODE- Is the most frequent score

61. MEASURE OF DISPERSION
• Measure of central tendency are useful for
summarizing average performance, but they tell us
nothing about how they score and contributed or
“SPREAD OUT” around the averages.
• The two sets of test score may have equal measures
of central tendency, but they might differ in other
ways.
• DESCRIPTIVE STATISTIC “Measure of variability” . This
measure indicate how spread out the score tend to
be.

62. RANGE
Range indicates the highest and the lowest score
in the contribution
It is simple to calculate, but it provide limited
information.
How to use the range?
Subtract the highest score and add one so that we
include both score in the spread between them.
The problem with using the range is that only the two
most extreme score are used in the computation

63. THE VARIANCE
It measure how widely the score in the distribution are
spread about the mean. In other, words the variance
average squared difference between the scores and
the mean.

64. THE STANDARD DEVIATION
• It also indicated how spread out the scores are, but it
is expressed in the same units as the original scores
• The standard deviation is computed by finding the
square roots of the variance .
2
SS 

65. For the date in table 1 , the variance is 22.8. the standard
deviation is 22.8 or 4.77.the scores of the most common groups
have the shape of a “normal” distribution a symmetrical bell-
shaped distribution with most people familiar. With a normal
distribution about 95 % of the scores , are within two standards
deviation of the mean.
Even when score are not normally distributed, most of the
scores will be within two standard deviation. In the example the
mean minus two standard deviation is 34,36 and the mean plus
two standard deviation is 53.54. therefore, only one score is
outside of this interval, the lowest score 34, is slightly more than
two standards deviations from the mean.

66. STUDENTS SCORE
------
X
SCORE MEAN
------
X-X
A 48 4 16
B 50 6 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
- - - -
- - - -
- - - -
W 47 3 9
X 40 -4 16
Y 48 4 16
Totals 1100 0 570
Table 5. Computation of the variance for the score of Table 1
2
2
)(
)(
XX
MEANSCORE



67. • To determine the mean:
x
44
25
1000
x

68. GRAPHING DISTRIBUTION
• A graph distribution of test scores in often better
understood than is the frequency distribution mere table
of numbers.
• A general shape of the distribution is clear from the
graph
• A normal distribution has most of the test score in the
middle of the distribution and progressively fewer score
toward the extremes.

69. Prepared by: Dangoy Cherry Lou