A Slideshare about Assessment of Learning prepared by: Batabor Faraidah S.

1. “EDUCATION
TECHNOLOGY”

2. “
2
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 communicates the
idea or information for which it is designed.

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

4. Pu po
1. To get the students attention
2. To stimulate the imagination and develop the
mental imagery of the pupils
3. To facilitate the understanding f the pupils.
4. To provide motivation to the learners.
5. To develop the ability to listen.
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5. “Tr d t n l f rms f
v s l ds”
1. Demonstration
2. Feild Trips
3. Laboratory Experiments
4. Pictures, films,simulations, models
5. Real Objects.
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6. Cl ss f cat n of
D v c s
1. Extrinsic
2. Intrinsic
3. Material Devices
4. Mental Devices
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7. Non- Projected
Audiovisual Aids
These are the non projected aids that do not
require the use of audiovisual equipment such as
a projector and screen.
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8. ASSESSMENT
OF LEARNING
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9. Focuses on the development of assessment
tools to improved the teaching-learning
process.
Measurement refers to quantitative aspect
of evaluation. it involves outcomes that can
be quantified statistically.
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10. 'Evaluation' is the qualitative aspect
of determining the outcomes of
learning, it involves value judgement.
'Test' consists of questions of
exercises or other devices for
measuring the outcomes of learning
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11. Classification of Tests
1. According to manner of response
a. Oral b. Written
2. According to method of preparation.
a. Subjective/Essay b. Objective
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12. 12
3. According to the nature of answer
a. Personality Tests
b. Intellegence Tests
c. Aptitude Test
e. Achievement or Summative Test
f. Diagnostic or formative test
g. Trade or vocatrional test

13. are tests which have definite
answers and therefore are not
subject to personal bias.
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Objective Tests

14. Teacher made Tests
educational tests are constructed
by the teachers based on the
contents of different subjects
thought
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15. DIAGNOSTIC TESTS
Used to measure a student's strengths
and weakness usually to identify
deficiencies in skills or performance.
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16. Formative and Summative
terms often used with evaluation but
they may also be used with testing.
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17. Summative
Testing
The conclusion of instruction and
measures that extent to which
students have attained the desired
outcomes
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18. Standerdized Tests
are already valid, reliable
and objective.
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19. Standards or Norms
are the goals to be achieved expressed in
terms of the average performance of the
population tested.
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20. CRITERIA OF A GOOD
EXAMINATION
◇ Validity
◇ O Reliability
◇ O Objectivity
◇ O Nominal Measurement
◇ O Examination type
◇ O Identification type
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21. 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.
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22. INTERVAL
MEASUREMENT
In order to be able to add and
subtract scores, we use interval
scales, sometimes called equal
interval or equal unit
measurement.
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23. 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.
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24. Norm-Referenced and criterion referenced
measurement
Norm-Referenced Interpretation
Achievement test as an example
Criterion- Referenced Interpretation
Distinctions between Norm-Referenced and
criterionReferenced test
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25. STAGES IN TEST
CONSTRUCTING
 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
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26.  Trying 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
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27.  Establishing test validity
 Establishing the test Reliability
 Interpreting the test score
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28. MAJOR CONSIDERATION
IN TEST CONSTRUCTION
◇ Type of test
 TEST LENGTH
 ITEM FORMATS
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29. 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.
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30. 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?30

31. 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?
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32. 5. Did you employ correct English in writing the
items?
6.Did you avoid giving clues to the correct answer?
7.Did you test the important ideas rather than the
trivial?
8.Did you adapt the test’s difficulty to your
student’s ability?
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33. 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 items?
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34. 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.
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35. 5. Each item should be independent. Leading
clues to other items should be avoided.
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
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36. 9. Majority of the test items should be of moderate
difficulty.
10. The test items should be arranged in an
ascending order of
difficulty.
11. Clear, concise and complete directions should
precede all types of
test.
12. Items which can be answered by previous
experience alone
without knowledge of the subject matter should not
be included.36

37. 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 facts.
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38. 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.
20. Scoring keys in correhcting and scoring tests
should be provided
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39. “POINTERS TO BE OBSERVED IN
CONSTRUCTING AND SCORING
THE DIFFERENT TYPES OF TESTS”
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40. A.RECALL TYPES
1. Simple recall type
2. Completion type
3. Enumaration type
4. Identifacation type
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41. B.RECOGNATION TYPES
1.True-false or alternative-
response type
2.Yes-No-Yes
3.Multiple-response type
4.Best answer type
5.Matching type
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42. 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
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43. HOW TO 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 examination43

44. 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
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45. “ADVANTAGE AND
DISADVANTAGES
OF THE OBJECTIVE
TYPE OF TEST”
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46. 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
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47. 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.
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48. “ADVANTAGE AND
DISADVANTAGES
OF THE ESSAY
TYPE OF TEST”
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49. ADVANTAGE
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.
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50. 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 inexpensive50

51. 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 inaccurate measure
of
pupil’s achievements due to subjectivity of scoring.
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52. 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.
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53. TABLE 1.SCORE OF 25 STUDENTS
ON A 50-ITEM TEST
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54. 54

55. TABLE 2.FREQUENCY DISTRIBUTION
OF THE 25 SCORES OF TABLE 1
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56. 56

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

58. 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 distributionadequately.
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59. 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
X=___
N
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 1100
X=________ =44
=25
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60. THE MEDIAN
Another measure of central
tendency is the median which is
the point that divides the
distribution in half
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61. TABLE 4.FREQUENCY
DISTRIBUTION,CUMULATIVE FREQUENCIES FOR
THE SCORES OF TABLE 2
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62. 62

63. 63

64. 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.
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65. MEASURES OF
DISPERSION
Measure of central tendency are useful for
summarizing average performance, but the tell us
nothing about how they scores are distributed or
“spread out” around the averages.
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66. THE RANGE
The range indicates the difference
between the highest and lowest scores
in the distribution.
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67. THE VARIANCE
The variance measures how widely the
scores in the distribution are spread
about the mean.
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68. THE STANDARD
DEVIATION
Also indicates how spread out the scores
are, but it is experiment in the same
units as
the original scores.
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69. TABLE 5. COMPUTATION OF THE
VARIANCE FOR THE SCORES OF TABLE
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70. 70

71. 71

72. 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
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73. Thanks!
“WALK SLOWLY BUT
NEVER WALK BACKWARD”73