1. Measurement and evaluation involve quantifying traits and making judgements through systematic data collection and analysis. 2. There are different scales of measurement including nominal, ordinal, interval, and ratio scales which differ in their level of precision. 3. Educational objectives should be stated in a way that is observable, specifies acceptable performance criteria, and considers the learning domain. 4. Tests are constructed by restricting content, defining outcomes, sampling items, and following principles like using tables of specification and different item types to fully but concisely assess learning.

1. Nature and types of Evaluation and
Principles of test construction

2. The nature of measurement and
evaluation

3. Measurement
- The process of quantifying he decree to which
someone or soomething possesses a given trait.
- It is a process of determining the value or label of
the variable based on what has been observed.

4. Evaluation
- it is the systematic process involving
collection and analysis of data in order
to make decisions.

5. Scale of measurements

6. Nominal Scale
-also known as classify scale.
- the crudest and least informative
scale of measurements.
- the scale us tells us nothing about
amount, but only indicate the
categories to which things belong.

7. Ordinal scale
- “ranking scale”
- more precise than nominal scale

8. Interval scale
- It has a fixed units of measurements.
- this assumes equal intervals or equal
distances between any two
points, starting from an arbitrary zero.

9. Ratio scale
- this level of measurement is the
most precise and sophisticated.
- it has all the characteristics of
interval scales, with addition of an
absolute zero point.

10. Measurements and Goals

11. Goals- general statements of purpose
or desired outcomes
specification of objectives:
objective- specific statements of what
is to be accomplished and how
well, and are expressed in terms of
quantifiable, measurable outcomes.
Needs assessment- process of
identifying needs and usually
establishing the relative priorities of
those needs.

12. Classification and statement of
objectives
general obj. – begins the preparation
of a unit or of an entire course by
specifying in general terms what the
final desired outcomes of the
instruction are.
Specific Obj.- not only for evaluative
purposes but also use to clarify
teacher’s thinking.

13. Instructional obj.- intent
communicated by a statement
describing a proposed change in a
learner.
Mastery of minimum skills obj.-
expected to be achieved by virtually
all students, regardless of ability or
background.

14. Writing instructional objectives
1. Beh. Competent- using an action verb that
represents an observable outcome.
2. condition competent- it affects performance
that is not obvious or significantly alters the
intent of the objective, the context within which
the beh will be exhibited.
3. specify the criterion of acceptable
performance , how well the behavior is
performed.

15. Taxonomy of educational obj.

16. Taxonomies
- list of educational objectives classify
all objectives into a hierarchy of
categories based on presumed
complexity and serve as guides in
determining the goals for lesson or
course.

17. Three domains of learning
- cognitive
-Psychomotor
- affective

18. 6 major categories of the cognitive taxonomy
1. knowledge- recall of specifics and universals, recall of
method and procedures, recall patterns, structure or
setting.
2. comprehension- the care and accuracy with which
the communication is paraphrased or rendered from
one language or form of communication to another.
3. application- requires not only comprehension but a
step beyond this. Given the specific problem the
students must select and apply the appropriate
abstraction.

19. 4. Characterization by a value or value complex- completely
internalizing a value such that it is a dominant characteristics
which consistently affects beh
5. analysis- the breakdown of communication into its
constituent elements or parts such that the relative hierarchy of
ideas Is made clear or the relations between the ideas expressed
are made explicit.
6. synthesis- involves the putting together of elements and parts
to form a whole not clearly there before
7. evaluation- making judgements about the value, for some
purposes, ideas, works, sol, methods, etc.

20. Major categories of the affective taxonomy
1. receiving- being willing to receive or to attend
to a phenomenon
2. responding- being suffiecently motivated to
make an active response, to take action.
3. valuing- acknowledge or recognizing that
something has value and its worthwhile.
4. organization- incorporating values into a
hierarchical value system.

21. Principles of test construction cognitive domain
3 stages of test development
1. restriction of content- putting boundaries on
what is to be covered
2. definition of content- making a detailed
outline, detailed enough to include all
knowledge and skill outcomes desired of
students.
3. selection of test content- devising a scheme
for sampling from domain of behavior.

22. The table of specification
- its basic purpose is to insure that all intended
outcomes and only the intended outcomes are
measured and that the list includes the appropriate
number of items for each measured outcome.

23. Types of test

24. a. Essay test
- the student is given the freedom to
compose his answer to a question.
Limitation:
- limited sampling content
- subjectivity of grading the responses
- the halo effect

25. Characteristics of test items

26. Two types of obj. test
1. supply test- the student supplies the
words, numbers or other symbols that
constitute his response
2. selection type- student selects a
response from among those presented
in the item

27. Two types of selection type of test
1. true-false test- essentially a two-
choice item in which one is correct
answer
2. matching types of test- consist of
two columns which are called
premises and response.

28. Constructing the test
- a test prepared by teacher can be
more valid for evaluating her own
instruction than a test constructed
expertly by specialist in test
construction

29. 4 steps in conducting a good test
1. defining the objectives
2. outlining the subject matter content
of the test
3. preparing a table of specification
4. writing the test items

30. Defining objectives