Knowing deeper about the Assessment of Learning

1. ASSESSMENT OF
LEARNING
Presented by: Judelou Marie Lanit

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ASSESSMENT OF LEARNING
It focuses on the development and utilization of assessment tools
to improve the teaching-learning process.
MEASUREMENT
Refers to the quantitative aspect of evaluation.
EVALUATION
Is the qualitative aspect of determining outcomes of learning.
TEST
Consists of questions or exercises or other devices for measuring
the outcomes of learning.

3. CLASSIFICATION OF TESTS
1. According to manner of response
a. Oral
b. Written
2. According to the method of
preparation
a. Subjective/Essay
b. Objective
3. According to the nature of
answer
a. Personal test
b. Intelligence test
c. Aptitude test
d. Achievement or summative test
e. Sociometric test
f. Diagnostic or formative test
g. Trade or vocational test
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4. OBJECTIVE TESTS
A type of tests which have definite answers and therefore are not
subject to personal bias.
TEACHER-MADE TEST
Also known as educational test constructed by the teachers based
on the contents of different subjects taught.
DIAGNOSTIC TESTS
It is used to measure a student’s strengths and weaknesses,
usually to identify deficiencies in skills or performance.
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5. FORMATIVE AND SUMMATIVE
Terms often used with evaluation, but they may also be used with
testing. Formative Testing is done to monitor students’ attainment of the
instructional objectives. Formative testing occurs over a period of time and
monitors student progress. Summative Testing is done at the conclusion
of instruction and measures the extent to which students have attained the
desired outcomes.
STANDARDIZED TESTS
This type of test is already valid, reliable and objective.
Standardized tests are tests for which contents have been selected and
for which norms or standards have been established.
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6. STANDARDS OR NORMS
These are the goals to be achieved expressed in terms of the
average performance of the population tested.
CRITERION REFERENCE MEASURE
A Measuring device with a pre-determined level of success or
standard on the part of the test takers.
NORM-REFERENCED MEASURE
A test that is scored on the basis of the norm or standard level of
accomplishment by the whole group taking the test.
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7. CRITERIA OF A GOOD EXAMINATION
VALIDITY
Refers to a degree to which the test measures what it is intended
to measure. It is the usefulness of the test for a given measure.
RELIABILITY
Pertains to the degree to which the test measures what is
supposed to measure. The test of reliability is the consistency of the result
when it is administered to different group of individuals with similar
characteristics in different places at different times.
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8. OBJECTIVITY
The degree to which personal bias is eliminated in the scoring of
the answers. When we refer to the quality of measurement, essentially we
mean to have the amount of information contained in a score generated
by the measurement.
Measurement may differ in the amount on information the members
contain. These are the following:
NOMINAL MEASUREMENT
Are the least sophisticated, they merely classify object or events
by assigning numbers to them. These numbers are arbitrary and imply no
qualification, but the categories must be mutually exclusive and
exhaustive.
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9. ORDINAL MEASUREMENT
Ordinal scales classify, but they also assign rank order. Example,
ranking individuals in a class according to their test scores. Their scores
are ordered from highest to lowest.
INTERVAL MEASUREMENT
In order to be able to add and subtract scores, we use interval
scales. The measurements contains the nominal and ordinal properties
and also characterized by equal units between score points.
RATIO MEASUREMENT
The most sophisticated type of measurement includes all the
proceeding properties, but also a ratio scale, the zero point is not arbitrary;
a score zero includes the absence of what is being measured.
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10. NORM-REFERENCED AND CRITERION REFERENCED
MEASUREMENT
Norm-referenced has been used in education; norm-referenced
test continue to comprise a substantial portion of the measurement in
today’s schools. Criterion-referenced measurement or testing depends
on how the scores are interpreted. Both type can be use effectively by the
teacher.
NORM-REFERENCE INTERPRETATION
Stems from the desire to differentiate among individuals or to
discriminate among the individuals of some defined groups on whatever is
being measured.
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11. CRITERION-REFERENCED INTERPRETATION
It means referencing an individual’s performance to some criterion that is a
defined performance level. A second meaning for this term involves the
idea of a defined behavioral domain that is, a defined body of learner’s
behavior.
DISTINCTION
Norm-referenced test are usually more general and comprehensive and
cover a large domain of content and learning tasks.
Criterion-referenced test focus on a specific group learner behavior.
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12. STAGES IN TEST CONSTRUCTION
I. Planning the test
a. Determining the objectives
b. Preparing the table of specification
c. Selecting the appropriate item format
d. Writing the test items
e. Editing the test items
II. Trying out the test
a. Administering the first try out- then
item analysis
b. Administering the second try out- then
item analysis
c. Preparing the final form of test
III. Establishing test Validity
IV. Establishing the test reliability
V. Interpreting the test scores
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13. MAJOR CONSIDERATON IN TEST
CONSTRUCTION
Type of test
It is a take home test rather that an in class test, how do you make
sure that students work independently, have equal access to sources and
resources, or spent a sufficient but not enormous amount of time on the
task? The test plan must include a wide array of issues. Anticipating this
potential problem allows the test constructor to develop positions or policies
that are consistent with his/her testing philosophy.
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14. Test Length
A major decision in the test planning is how many items should be
included on the test. There should be enough to cover the content
adequately, but the length of the class period or the attention span or
fatigue limits of the students usually restrict the test length.
Item Formats
Determining what kind of items to include on the test is a major
decision once the planning decisions are made, the item writing begins.
This task is often the most feared by the beginning test constructors.
However, the procedures are more common sense than formal rules.
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15. POINTS TO BE CONSIDERED IN
PREPARING A TEST
Are the instructional objectives clearly defined?
2. What knowledge, skills and attitudes do you want measure?
3. Did you prepare table of specifications?
4. Did you formulate well defined and clear test items?
5. Did you employ correct English in writing items?
6. Did you avoid giving 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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16. 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 single correct answer?
13. Did you review your items?
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17. DIFFERENT TYPES OF TEST
1. The test items should be selected very carefully. Only important facts
should be included.
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 item
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
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18. 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 test items should be of moderate difficulty, Few difficult
and few easy items should be included.
10. The test items should be arranged in ascending order of difficulty,
Easy items should the beginning encourage the examinee to pursue the
most difficult items the end.
11. Clear, concise, and complete directions should precede Sample test
items be provided for expected responses.
12. Items which can be answered previous experience alone without
knowledge of the subject matter should not be included.
13. Catchy should not be used in the test items.
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19. 14. Test items must be based upon the objectives of the course and
upon the course content.
15. The test should measure degree of achievement or determine
difficulties the learners
16. The test should emphasize ability to apply and use facts as well as
knowledge of facts.
17. The test should be of such length that it can be completed within the
allotted by all or nearly all of the pupils, The teacher should perform the
test herself to determine its approximate time allotment. 18. Rules
governing good language expression, grammar, spelling, punctuation,
and capitalization should be observed items.
19. Information on how scoring be done should be provided.
20. Scoring Keys in correcting and scoring tests provided.
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20. POINTERS TO BE OBSERVED IN CONSTRUCTING
AND SCORING THE DIFFERENT KINDS OF TEST
A. Recall types
1. Simple recall type
a. This type consists of questions calling for a single word or expression
as an answer
b. Items usually begin with who, where, when, and what
c. Score is the number of correct answers,
2. Completion type
a. Only important words or phrases should omitted avoid confusion.
b. Blanks should equal lengths.
c. The blank, as much possible, is placed near end of the sentence.
d. Articles a, an, and the be provided before omitted word phrase to
clues for answers.
e. Number of correct answers
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21. 3. Enumeration Type.
a. The exact number of expected answers should be stated.
b. Blanks should be on equal length.
c. Score is the number of correct answer.
4. Identification Type
a. The items should make an examinee think of a word, number or
group of words that would complete the statement or answer the
problem.
b. Score is the number of correct answer.
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22. B. Recognition Types
1.True-false or alternate-response type
a. Declarative sentences should be used.
b. The number of "true" and "false" items should be more or less equal
c. The truth or falsity of the sentence should not be too evident. d.
Negative statements should be avoided.
e. The "modified true-false" is more preferable than the "plain true-
false”
f. In arranging the items, avoid the regular recurrence of "true" and
"false" statements.
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23. g. Avoid using specific determiners like: all, always, never, none,
nothing, most, often, some, etc, avoid weak statements as may,
sometimes, as rule, in general etc.
h. Minimize the use qualitative terms like few, great, many, more, etc.
i. Avoid leading clues answers in all items.
j. Score is the number of correct answers in "modified true-false and
right answers minus wrong answers "plain true false"
2. Yes-No type
a. The items should be in interrogative sentence.
b. The same rules as in “true or false” are applied.
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24. 3. Multiple-response type
a. There should be three to five choices. The number of choices
choose in the item.
b. The choices should be numbered or lettered so that only the number
or letter can be written on the space provided,
c. If the choices are figures, thy should be arranged in ascending order.
d. Avoid the use of “a” or “an” as the last word prior to the listing of the
responses.
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25. 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” as one of the choices.
i. Score is the number of correct answers
4. Best Answer Type
a. There should be three in 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.
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26. 5. Matching Type
a. There should be two columns under “A” are the stimuli which should
be longer and more descriptive than the responses under column
“B”. The response may be a word, a phrase, a number or a formula.
b. The stimuli under column “A” should be numbered and the
responses under column ”B” should be lettered. Answers will be
endicated by letters only on lines provided in column “A”.
c. The number of pairs usually should not exceed twenty items
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27. C. Essay type examination
1. Comparison of two things.
2. Explanation of the use of meaning of a statement or passage.
3. analysis
4. Decision for or against
5. discussion
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28. How to construct essay examinations
1. Determine the objectives or essentials for each question to be
evaluated.
2. Phrase questions in simple, clear and concise language.
3. Suit the length of the questions to the time available for answering the
essay examination. The teacher should try to answer the test herself,
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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29. ADVANTAGES AND DISADVANTAGES OF
THE OBJECTIVE 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 essentials.
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 us
fast as the fast writers.
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30. 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. organization. It cannot be used to test ability in theme writing or
journalistic writing
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31. ADVANTAGES AND DISADVANTAGES OF
THE ESSAY TYPE OF TEST
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 affords students opportunities to express their originality and independence
of thinking .
d. Only the essay test can be used in some subjects like composition writing
journalistic writing which cannot be tested the objective type test
e. Essay examination measures higher mental abilities comparison,
interpretation, defense of opinion and decision
f. The essay test is easily prepared.
g. It is inexpensive.
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32. 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 pupils'
achievements due to subjectivity of scoring
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33. STATISTICAL MEASURES OR TOOLS USED
IN INTERPRETING NUMERICAL DATA
Frequency Distribution
A simple, common sense technique for describing a set
of test scores is through the use of frequency distribution. It is
merely listing of the possible score values and the number of
persons who achieve each scores.
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34. STEPS THAT ARE INVLOVED IN CREATING
THE FREQUENCY DISTRIBUTION
FIRST, List the possible score values in rank order,
from highest to lowest then a second column indicate the
frequency or number of person who receive each scores.
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36. When there is a wide range of scores in a 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 difficult
and confusing. a grouped frequency distribution would be more appropriate
in this kind of situation. groups of score values are listed rather than each
separate possible score value. If we were to change the frequency
distribution and Table 2 into a grouped frequency distribution, you might
choose intervals such as 48 -50 , 45 -47, and so forth. The frequency
corresponding to intervals 48 -50 would be 9 (1 + 3 + 5). The choice of
width of the interval is arbitrary cramp , but it must be the same as all
intervals. In addition, it is a good idea to have an odd numbered interval
width so that the midpoint of the interval is a whole number. This strategy
will simplify subsequent grass at 10 descriptions of data. The group
frequency distribution is presented in Table 3.
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38. Measures of Central Tendency
Frequency distributions are helpful for indicating the shape of to
describe a distributions of scores , but we need more information than the
shape to describe the distribution adequately . We need to know we're on
the scale of measurement a distribution is located and how the scores are
dispersed in the description . For the former, we compute measures of
central tendency, and for the latter we compute measures of dispersion.
Measures of central tendency are points of the scale of measurement, and
they are representative of how the scores then to others . There are three
commonly used measures of central tendency, the mean, the median, and
the mode, but the mean is by far the most widely used .
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39. 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 . The
mean is the most commonly used measure of central tendency because it
is easily understood and is based on all the scores in the set; hence , it
summarizes a lot of information. The formula of the Mean is as follows.
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41. The Median
Another measure of central tendency is the median which is the point that
divides distribution in half; that is, half of the scores fall above the median and half
of the scores fall below the median. When they are only a few scores, the median
can often be found by inspection . if there is an odd number of scores , the middle
score is the median . When there is even a number of scores, the median is halfway
between the two middle scores . However, when they are tied scores in the middle
of the distribution, or when the scores are in a frequency distribution, the median
may not be so obvious. Consider again the frequency distribution in table 2. there
were 25 scores and distribution, 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 frequency. Cumulative frequencies indicate the number of
scores at or below each score. Table 4 indicates the cumulative frequencies for the
data in Table 2
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43. For example, 7 persons scored at or below a score of 40 , and 21 persons
scored at or below a 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. Since there are 25 scores in the distribution, the middle one is the
13th, a score of 46. Thus, 46 is a median of this distribution; half of the
people scored above 46 and half scored. When there are times in the
middle of the distribution, there may be a need to interpolate between
scores to get the exact median. However, such precision is not needed for
most classroom tests . The whole nuamber closest to the median is usually
sufficient.
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44. The Mode
The measure of central tendency that is the easiest to find is the
mode. The mode is the most frequently occurring score in the distribution.
The mode of the scores in table 1 is 48. 5 persons had two scores of 48
and no other score occurred as often.
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45. Each of the three measures of central tendency - the mean , median , and
the mode means a legitimate definition of “average” performance on this
test. However , each does provide different information. The arithmetic
average was 44; half the people scored at or below 46 and more people
received 48 than any other score.
When a distribution has a small number of very extreme scores , though ,
the median may be a better definition of central tendency. The mode
provides the least information and is used infrequently as “average”. The
mode can be used with nominal scale data, just as an indicator of the most
frequently appearing category . The mean, the median, and the mode all
describes central tendency:
• The mean is the arithmetic average
• The median divides the distribution in half
• The mode is the most frequent score
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46. Measures of Dispersion
Measures of central tendency are useful for summarizing average
performances, but they tell us nothing about how the scores are distributed
or spread out around the averages. Two sets of test scores may have equal
measures of central tendency, but they may differ and other ways. One of
the distributions may have the scores tightly clustered around the average,
and the other distribution may have scores that are widely separated. As
you may have anticipated, there are descriptive statistics that measure
dispersion, which are also called measures of variability. These measures
indicate how spread out the scores tend to be.
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47. The Range
The range Indicates the difference between the highest and lowest
scores in a distribution. It is simple to calculate, but it provides limited
information. We subtract the lowest from the highest score and add 1 so
that we include both scores in the spread between them. For the scores of
Table 2 the range is 50 - 34 + 1 = 17.
A problem with using the range is that only the two most extreme
scores are used in this computation. There's no indication of the spread of
scores between highest and lowest. Measures of dispersion that take into
consideration every score in the distribution are the variance and standard
deviation. The standard deviation is used a great deal in Interpreting
scores from standardized tests.
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48. The Variance
• The variance measures how widely the scores in the distribution are
spread about the mean . In other words , the variance is the average
squared difference between the scores and the mean.
• The computation of the variance for the scores of Table 1 is illustrated in
Table 5 period the data for the students K through V are omitted to save
space, but these values are included in the column totals and in the
computation.
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49. The Standard Deviation
The standard deviation also indicates how spread out the scores are, but
is expressed in the same units as original scores. The standard deviation is
computed by finding the square root of the variance.
S = S2
For the data in table 1 , the variance is 22.8. The standard deviation is
22.8, or 4.77. The scores of most norm groups have the shape of a normal
distribution- a symmetrical bell-shaped distribution with which most people are
familiar. With the normal distribution, about 95% of the scores are within 2 standard
deviation of the mean.
Even the scores are not normally distributed, most of the scores will be
within 2 standard deviations of the mean. In the example, the mean minus 2
standard deviation is 34.46, 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 standard deviations from the mean.
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51. Graphing Distributions
A graph of distribution of tes course is often better understood than is the
frequency distribution or amir table of numbers. The general pattern of scores , as
well as and unique characteristics of the distribution, can be seen easily in simple
graphs.
There are several kinds of graphs that can be used, but a simple bar
graph, or a histogram, is as useful as any. The general shape of the distribution is
clear from the graph. Most of the scores in a distribution are high, at the upper end
of the graph. Such a shape is quite common for the scores of classroom tests. That
is, test scores will be grouped toward the right and of the measurement scale.
A normal distribution has most of the test scores in the middle of the
distribution and progressively Fewer Scores toward extremes. The scores of norm
groups are seldom graphed but they could be if we were concerned about seeing
the specific shape of the distribution of scores. Usually, we know or assume that
the scores are normally distributed.
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52. End of Presentation
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