The document discusses evaluation of instruction through student assessment. It defines key terms like evaluation, assessment, measurement and testing. Evaluation can occur through preassessment before instruction, formative evaluation during instruction, and summative evaluation after instruction. Assessment includes norm-referenced comparisons to peers or criterion-referenced comparisons to objectives. Evaluation should address cognitive, affective and psychomotor domains using a variety of testing and alternative assessment methods.

1. CHAPTER 12:
EVALUATING INSTRUCTION
Developing the Curriculum
Eighth Edition
Peter F. Oliva
William R. Gordon II

2. AFTER STUDYING THIS CHAPTER YOU
SHOULD BE ABLE TO:
• Definepreassessment, formative evaluation, and
summative evaluation, and describe the purposes of each.
• Explain the difference between norm-referenced and
criterion-referenced measurement and state the purposes
for which each is intended.
• Design test/evaluation questions in the major categories
of each of the three domains of learning.
• Define and give examples of performance-based
assessment.
• Contrast traditional assessment with performance-based
assessment.
Oliva/Gordon Developing the Curriculum, 8e. 12-2
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved

3. DEFINITION OF TERMS
• At this point, let’s clarify the meaning of the main
terms used in this chapter: evaluation,
assessment ,measurement, and testing
• Evaluation and assessment are used interchangeably
in this text to denote the general process of
appraisal.
• Measurement and testing are subsumed under the
general classifications of evaluation and assessment.
Oliva/Gordon Developing the Curriculum, 8e. 12-3
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved

4. DEFINITION OF TERMS
• Measurement is the means of determining the
degree of achievement of a particular competency.
• Testing is the use of instruments for measuring
achievement. Thus, measurement and testing are
ways of gathering evaluation and assessment data;
however, there are means other than testing to
evaluate student achievement.
Oliva/Gordon Developing the Curriculum, 8e. 12-4
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved

5. ASSESSING INSTRUCTION
• The term “evaluation of instruction” could be
expanded to read “evaluation of instruction through
the assessment of student achievement.”
Oliva/Gordon Developing the Curriculum, 8e. 12-5
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved

6. AN ERA OF ASSESSMENT
• The words evaluation, assessment, measurement,
testing, and accountability are heard with great
frequency today in both public and professional
circles and can evoke strong feelings; some, pro
and some, con.
• Some educators would banish the use of tests,
both standardized and nonstandardized, because
they feel the tests set an imposed, predetermined
curriculum
Oliva/Gordon Developing the Curriculum, 8e. 12-6
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved

7. AN ERA OF ASSESSMENT
• On the other hand, if legislation effected by state
and national representatives reflects the public’s
views, we might conclude that the public supports
continuing efforts at assessment and
accountability.
• Whatever the perspective, it is abundantly clear
that more is riding on standardized testing than
ever before.
Oliva/Gordon Developing the Curriculum, 8e. 12-7
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved

8. STAGES OF PLANNING FOR
EVALUATION
• The three Phases of Evaluation are:
○ preassessment
○ formative evaluation
○ summative evaluation
• These terms are technical words to connote
evaluation that takes place before instruction
(preassessment), during instruction (formative), and
after instruction (summative).
Oliva/Gordon Developing the Curriculum, 8e. 12-8
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved

9. PREASSESSMENT PHASE
Two types of preassessment are suggested:
1. To evaluate the pupils’ possession of prerequisite
knowledge and/or skills to begin study of the new
subject matter
2. To determine whether pupils have already
mastered the subject matter to be presented.
Oliva/Gordon Developing the Curriculum, 8e. 12-9
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved

10. FORMATIVE PHASE
• Evaluation that takes place during the process of
instruction is referred to as formative evaluation.
• Formative evaluation is necessary to monitor both
pupil progress and the ongoing success of the
instructional program.
• Formative evaluation, whether formal or informal,
enables teachers to monitor their instruction,
diagnose student performance, and make quick
adjustments to their instruction.
Oliva/Gordon Developing the Curriculum, 8e. 12-10
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved

11. SUMMATIVE PHASE
• Summative evaluation is evaluation that comes at
the end of instruction, as represented, for example,
in a final examination.
• Summative evaluation reveals whether or not
prespecified outcomes of instruction have been
achieved.
• Its major purpose is to find out whether the
students have mastered the preceding instruction.
Oliva/Gordon Developing the Curriculum, 8e. 12-11
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved

12. NORM-REFERENCED MEASUREMENT
• Norm-referenced measurement is the classic
approach to assessment in which a student’s
performance on a test is compared to the
performance of other students who took the test.
• Norm-referenced tests are used when selection
must be made from among a group of persons.
Oliva/Gordon Developing the Curriculum, 8e. 12-12
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved

13. CRITERION-REFERENCED
MEASUREMENT
• In this approach, the performance of students on a
test is compared to criteria that were established in
the instructional objectives.
• Criterion-referencedtests are used to determine
whether students achieved the objectives specified
in advance.
Oliva/Gordon Developing the Curriculum, 8e. 12-13
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved

14. EVALUATION IN THREE DOMAINS
• Objectives, as discussed in Chapter 10, have been
classified into three domains—the cognitive, the
affective, and the psychomotor.
• Instructors should design means of evaluating pupil
performance in the three domains of learning.
Oliva/Gordon Developing the Curriculum, 8e. 12-14
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved

15. TESTS IN THE COGNITIVE DOMAIN
• Tests in the cognitive domain are normally written
essay or objective tests administered to an entire
class.
• The teacher should seek to evaluate achievement in
the cognitive domain using both essay and objective
test items.
Oliva/Gordon Developing the Curriculum, 8e. 12-15
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved

16. TESTS IN THE PSYCHOMOTOR
DOMAINS
• Discovery of psychomotor outcomes is best carried
out by means of actual performance tests of the
skill being taught.
• The teacher may choose to include criteria such as
performance or nonperformance (pass-fail,
satisfactory-unsatisfactory) as part of the
assessment process.
Oliva/Gordon Developing the Curriculum, 8e. 12-16
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved

17. TESTS IN THE AFFECTIVE DOMAIN
• We should refrain from using the terms “testing” and
“measurement” in reference to the affective domain.
We attempt to evaluate affective outcomes when we
encourage students to express their feelings,
attitudes, and values about the topics discussed in
class.
• Affective learning is an important dimension of
education, and instructors should strive to determine
the best way they can the extent to which students
have achieved the desired objectives.
Oliva/Gordon Developing the Curriculum, 8e. 12-17
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved

18. PERFORMANCE-BASED ASSESSMENT
• Many teachers employ practices collectively known
as performance, performance-based, or authentic
assessment, basically a personalized approach to
demonstration of prespecified outcomes.
• Some advocates of performance-based assessment
would substitute authentic measures for typical
teacher-made and standardized tests. Others
would supplement traditional testing with
alternative techniques.
Oliva/Gordon Developing the Curriculum, 8e. 12-18
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved

19. ALTERNATIVE ASSESSMENTS
• Teachers should seek to develop competency in the
use of a wide range of evaluative techniques.
• Alternative assessment measures may include
practices that could reduce or eliminate homework
and change marking practices.
• An example of a widely practiced form of
alternative assessment is the use of portfolios to
show evidence of student accomplishment by
assembling samples of their work.
Oliva/Gordon Developing the Curriculum, 8e. 12-19
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved

20. ASSESSMENT INITIATIVES FROM
BEYOND THE CLASSROOM
•A great deal of assessment of student achievement
is planned and administered by educators and
measurement specialists from outside the
individual classroom.
• District- and state-level assessments are designed
and carried out to spot both strengths and
deficiencies in the curricula of the schools. National
and international assessments lend a broader
perspective to student achievement.
Oliva/Gordon Developing the Curriculum, 8e. 12-20
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved

21. A FINAL THOUGHT:
• Instructors should keep in mind that there are
numerous techniques other than testing for
evaluating pupil performance. Good pedagogy calls
for a diversity of evaluation techniques, as
appropriate. Evaluation should be perceived as a
continuous, cyclical process.
Oliva/Gordon Developing the Curriculum, 8e. 12-21
© 2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights Reserved