EVALUATING STUDENTS IN SOCIAL SCIENCE.pptx

Evaluating Students
in Social Science
Prepared by: Suzeth V. Asanza

INTRODUCTION
● It is a process of determining the extent to which the
objectives of social studies have been achieved by the
students.
● Evaluation is generally used for certification and
placement purposes, but it has greater potential to be
used for instructional purposes. For this, evaluation has
to be a continuous and comprehensive process

EVALUATION FOR CERTIFICATION
The performance of students is also evaluated by
the social studies teachers periodically as well as
annually to judge the level of performance of each
student and grade her/him accordingly so that
certificates could be provided.

Essay items
• It is appropriate when assessing students’ ability to
organize and present their original ideas.
• It consists of a few questions wherein the examinee is
expected to demonstrate to recall factual knowledge;
organize his knowledge; and present his knowledge in
logical and integrated answers.

Types of Essay Items
Extended response
Restricted response
essay

Extended response
• An essay test that allows the students to determine
the length and complexity of the response is called an
extended essay item.
• It is very useful in assessing the synthesis and
evaluation skills of the students.
• When the objective is to determine whether the
students can organize ideas, integrate and express
ideas, evaluate information in the knowledge, it is
best to use extended response essay tests.

Extended response
Advantages Disadvantages
Demonstrate learning
outcomes at the synthesis and
evaluation levels.
Evaluate the answers with
sufficient reliability to provide
useful measures of learning.
Provides more freedom to
give responses to the
question.
1. Provide creative
integration of ideas.
More difficult to construct.
1. Scoring is time-
consuming.

Examples of Extended Response
Essay Questions:
Present and describe the modern theory of evolution and
discuss how it is supported by evidence from the areas of
(a) comparative anatomy, (b) population genetics.
1. From the statement, “Wealthy politicians cannot offer
fair representation to all the people.” What do you
think is the reasoning of the statement? Explain your
answer.

Restricted Response Essays
• An essay item that places strict limits on both
contents and the response given by the students is
called a restricted response essay item.
• In this type of essay, the content is usually restricted
to the topic to be discussed and the limitations on the
form of the response are indicated in the question.

Extended response
Advantages Disadvantages
It is easier to prepare
questions.
It is easier to score.
1. It is more directly related
to the specific earning
outcomes.
It provides little opportunity
for the students to
demonstrate their abilities to
organize ideas, to integrate
materials, and to develop new
patterns of answers.
1. It measures learning
outcomes at
comprehension,
application, and analysis
levels only.

Examples of Restricted Response
Essay Questions:
1. List the major facts and opinions in the First State of the
Nation Address (SONA) of Pres. Ferdinand R. Marcos Jr. .
Limit your answer to one page only. The score will depend
on the content, organization, and accuracy of your answer.
1. Point out the strengths and weaknesses of a multiple-
choice type of test. Limit your answer to five strengths
and five weaknesses. Explain each answer in not more
than two sentences.

Guidelines in Constructing Essay Test Items
Construct essay questions used to measure complex learning outcomes only.
Essay questions should relate directly to the learning outcomes to be
measured.
Formulate essay questions that present a clear task to be performed.
An item should be stated precisely and it must focus on the desired answer.
All students should be required to answer the same question.
The number of points and time spent in answering the questions must be
indicated in each item.
Specify the number of words, paragraphs, or the number of sentences for
the answer.
1. The scoring system must be discussed or presented to the students.

Advantages of Essay Test
It is easier to prepare and less time consuming compared to other
paper and pencil tests.
It measures higher-order thinking skills (analysis, synthesis, and
evaluation).
It allows students’ freedom to express individuality in answering the
given questions.
The students have a chance to express their idea to plan their
answers.
It reduces guessing answer compared to any of the objective type of
test.
It permits more realistic tasks to the students.
1. It emphasizes the integration and application of ideas.

Disadvantages of Essay Test
It cannot provide an objective measure of the achievement of the
students.
It needs so much time to grade and prepare scoring criteria.
The scores are usually not reliable most especially without scoring
criteria.
It measures a limited amount of content and objectives.
Low variation of scores.
1. It usually encourages bluffing.

Suggestions for
Grading Essay
Test
Zimmaro (2003) suggested
different guidelines in scoring
an essay type. These guidelines
are very important in the
performance of the students to
avoid or lessen the subjectivity
of the scoring.
Decide on a policy for dealing with
incorrect, irrelevant, or illegal responses.
Keep scores of the previously read items
out of sight.
The student’s identity should remain
anonymous while his/her paper is being
graded.
Read and evaluate each student’s answer
to the same question before grading the
next question.
Provide students with general grading
criteria by which they will be evaluated
before the examination.
1. Use analytic scoring or holistic scoring.

Completion Test
● This test consists of a series of items which
requires the testee to fill a word or phrase
on the blanks.
● An item may contain one or more blanks.
● This is also called the filling the blanks
type of test.

Rules and Suggestions for the
Construction of Completion Test

The rules and suggestions for the construction of completion test are as
follows:
1. Give the student a reasonable basis for the responses desired. Avoid
indefinite statements.
For instance, Jose Rizal was born in ________________.
The statement is indefinite or vague because the response is either date or
place of birth.
Avoid over mutilated statements.
For example, The ______________ is obtained by dividing the ____________ by
the _________.

2. Avoid giving the student unwarranted clues to the desired
response.
The following suggestions may help to prevent the common errors in
constructing completion test.
Avoid lifting statements directly from the book.
Omit only key words or phrases rather than trivial details.
Whenever possible avoid “a” or “an” immediately before a blank. These
words may give a clue of whether a response starts with a consonant
or vowel.
○ Do not indicate the expected answer by varying the length of
blanks.
○ For example, The authors of the first performance test of
intelligence
○ were__________.
Improved: The first performance test of intelligence was prepared by
__________.

3. Arrange the test so as to facilitate scoring.
Allow one point for each blank correctly filled. Avoid fractional credits or
unequal weighing of items in a test.
Select the items to which only one correct
○ Arrange the items as far as possible so that response is possible.
The students’ responses are in a column at the right of the sentences.
1. The Father of History is __________.
2. The study of places and the
relationships between people and
their environments is __________.
1. Herodotus
2. Geography

DEFINING TERM OR CONCEPT
● A concept testing survey helps students evaluate ideas
development, an ad campaign, or even a message or claim, by
getting feedback from students or a teachers.
● Whether you want to test a single concept, or compare different
concepts with an A/B test, taking the time to test before you
execute can help you avoid mistakes.
● Using a concept testing survey makes it easy to get accurate
feedback from students.

ANSWER A QUESTION
● It is a situation in which a student or a group of students asks a
questions and another person’s or group of students answers
them.
● Answer a question is a short method of teaching.
● This instruction aims to prevent students from fearing they
cannot articulate their values or their beliefs will not withstand
scrutiny.
● This method of teaching effectively involves teachers balancing
facts and opinions to understand students’ ideas.
● This method of questioning aims to uncover beliefs and support
the thoughts and statements of the participants in the inquiry.

Simple Recall
• This type of test is the easiest to construct among the
objective type of tests.
• The response requires the examinee to recall
previously learned lessons and the answers are usually
short consisting of either a word or phrase.

Rules and Suggestions for the
Construction of Simple-recall Type

The test items must be so worded that the response is brief as
possible, preferably a single word, number, symbol, or a brief
phrase. This objectifies and facilitates.
The direct question is preferable than the statement form. It is
easier to phrase and scoring. More natural to the examinees.
1. The arrangement of examinees’ responses in a column,
preferably at the right column, is more convenient for them
as it eliminates the need to turn their neck to write their
answer before the item.

4. The question must be so worded that there is only one correct
response, whenever this is impossible, all acceptable answers
must be included in the scoring key.
5. Make a minimum use of textbook language in wording the
question. Unfamiliar phrasing reduces the possibility of correct
responses that represent more meaningless verbal associations

ADVANTAGES
This type of test is particularly valuable in mathematics and the physical sciences, where
the stimulus appears in the form of a problem requiring computation.
As it needs very brief answer, does not result in bringing boredom and fatigue.
It is easy to construct.
It almost completely eliminates guessing as a factor in unreliability and thus minimizes
one of the most common criticisms of objective tests.
Thus items are sufficiently reliable and highly valid.
The familiarity of facts and naturalness is measured.
It can serve the diagnostic purpose.
Quite comprehensive in covering the syllabus and testing of the realization of the
stipulated objectives.
1. The scoring and interpretation of the responses of the students do not pose any

LIMITATIONS
Such questions test only the factual things and memory. The powers of
understanding, reasoning, application, interpretation etc. cannot be
tested through these questions.
Preparation of such items demands great skill and experience on the part
of the paper setter.
It is costly in terms of time and labor for its preparation.
Administration of such tests may also create so many disciplinary and
administrative problems. The mode of responses of questions may also
drift the students towards picking up unfair means.
1. If not properly constructed, scoring can be subjective.

EXAMPLES
Poor:
● What do we call the force of the water?
Better:
● What do we call the upward force exerted by the
water?
Poor:
● What is the power of the Executive branch of
government?
Better:
● What are the powers of President?

ENUMERATION
● Enumeration type of test or exam is done by enumerating
particular answers to a particular question.
● This type of exam is actually a gimme (very easy). But this type of
exam is very tricky also because you have to memorize all the
items that are included in a particular category or list.
For example:
List down the countries of ASEAN member
1. Enumerate the international organization in the world.

TRUE AND FALSE TEST
● In this type of test, the examinees determine whether the statement
presented is true or false.
● The true or false test item Is an example of a “forced- choice test” because
there two possible choices in these types of tests.
● The students are required to choose the answer true or false in
recognition of a correct statement or incorrect statement.
● True or false type of test is appropriate in assessing the behavioral
objectives such as “identify,” “select,” or “recognize.”
● It is also suited to assess the knowledge and comprehension level in the
cognitive domain.
● This type of test is appropriate when there are only two plausible
alternatives or distracters.

Guidelines in
Constructing True or
False Test

Avoid writing a very long statement. Eliminate unnecessary word(s) in the
statement (be concise).
Avoid trivial questions.
It should contain only one idea in each item except for a statement
showing the relationship between cause and effect.
It can be used for establishing cause and effect relationships.
1. Avoid using opinion-based statements, if it cannot be avoided the
statement should be attributed to somebody.
2. Avoid using negative or double negatives. Construct the statement
positively. If this cannot be avoided, bold negative words or
underlined it to call the attention of the examinees.

7. Avoid specific determiner such as “never,” “always,” “all,” “none” for they
tend to appear in the statements that are false.
8. Avoid specific determiner such as “some,” “sometimes,” and “may” they
tend to appear in the statements that are true.
9. The number of true items must be the same as the number of false items.
10. Avoid grammatical clues that lead to a correct answer such as the
article (a, an, the).
11. Avoid statements directly taken from the textbook.
12. Avoid arranging the statements in a logical order such as (TTTTT-FFFFF,
TTFFTTFF).
13. Directions should indicate where or how the students should mark their
answers.

Advantages and
Disadvantages of True
or False Test

Advantages
It covers a lot of content in a short period.
It is easier to prepare compared to the multiple-choice and
matching type of test.
It is easier to score because it can be scored objectively
compared to a test that depends on the judgment of the
rater(s).
1. IT is useful when there are two alternatives only.
2. The score is more reliable than the essay test.

Disadvantages
Limited only to the low level of thinking skills such as
knowledge and comprehension, or recognition or recall
information.
1. High probability of guessing the correct answer (50%)
compared to multiple- choice consist of four options (25%)

MATCHING TYPE
The matching type item consists of two columns.
Column A contains the descriptions and must be
placed on the left side while Column B contains the
options and is placed on the right side. The examinees
are asked to match the options that are associated with
the description(s).

Guidelines in
Constructing Matching
Type Test

The descriptions and options must be short and homogeneous.
The descriptions must be written on the left side and marked it with
Column A and the options must be written at the right side and marked it
with Column B to save time for the examinees.
1. There should be more options than descriptors or indicate in the
directions that each option may be used more than once to
decrease the chance of guessing.
2. Matching directions should specify the basis for matching. Failure to
indicate how matches should be marked can greatly increase the
time consumed by the teacher in scoring.
3. Avoid too many correct answers.

6. When using names, always include the complete name (first name
and Surname) to avoid ambiguities.
7. Use numbers for the descriptions and capital letters for the options
to avoid confusion to the students that have a reading problem.
8. Arrange the options into chronological order or alphabetical order.
9. The descriptions and options must be written on the same page.
10. A minimum of three items and a maximum of seven items for
elementary level and a maximum of seventeen items for secondary and
tertiary levels.

Advantages and
Disadvantages of
Matching Type Test

Advantages
It is simpler to construct than a multiple-choice type of test.
It reduces the effect of guessing compared to the multiple-
choice and true or false type of tests.
It is appropriate to assess the association between facts.
Provides easy, accurate, efficient, objective, and reliable test
scores.
1. More content can be covered in the given set of tests.

Disadvantages
It measures only simple recall or memorization of information.
It is difficult to construct due to problems in selecting the
descriptions and options.
1. It assesses the only low level of the cognitive domain such
as knowledge and comprehension.

MULTIPLE CHOICE
• A multiple-choice test is used to measure knowledge
outcomes and other types of learning outcomes
such as comprehension and applications.
• It is the most commonly used format in measuring
student achievements at different levels of learning.
• Multiple-choice item consists of three parts: the
stem, the keyed option, and the incorrect options or
alternatives.

Guidelines in
Constructing Multiple-
choice Test

Make a test item that is practical or with the real-world about
applications to the students.
1. Use diagrams or drawings when asking questions about the
application, analysis, or evaluation.
2. When asked to interpret or evaluate quotations, present actual
quotations from secondary sources like published books or
newspapers.
3. Use tables, figures, or charts when asking questions to interpret.
4. Use pictures if possible when students are required to apply
concepts and principles.
5. List the choices/options vertically not horizontally.

7. Avoid trivial questions.
8. Use only one correct answer or best answer format.
9. Use three to five options to discourage guessing.
10. Be sure that distracters are plausible and effective.
11. Increase the similarity of the options to increase the difficulty of the
item.
12. Do not use “none of the above” options when answer. Asking for the
best
13. Avoid using “all of the above” options. It is usually the correct
answer and makes the item too easy for the examinee with partial
knowledge.

Advantages of Multiple-
choice Test

ADVANTAGES
Measures learning outcomes from the knowledge to evaluation level.
Scoring is highly objective, easy, and reliable.
Scores are more reliable than subjective types of tests.
Measures broad samples of content within a short time.
Distracters can provide diagnostic information.
1. Item analysis can reveal the difficulty of an item and can
discriminate against the good and poor performing students.

DISADVANTAGES
Time-consuming to construct a good item.
Difficult to find effective and plausible distracters.
Scores can be influenced by the reading ability of the examinees.
In some cases, there is more than one justifiable correct answer.
1. Ineffective in assessing the problem-solving skills of the
students.
2. Not applicable when assessing the students’ ability to organize
and express ideas.

Guidelines in
Constructing the
Distracters

The distracters should be plausible.
The distracters should be equally popular to all examinees.
Avoid using ineffective distracters. Replace distracter(s) that are
not effective to the examinees.
Each distracter should be chosen by at least 5% of the examinees
but not more than the key answer.
1. Revise distracter (s) that are over attractive to the teachers.
They might be ambiguous to the examinees.

THANK YOU!
Do you have any questions?

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EVALUATING STUDENTS IN SOCIAL SCIENCE.pptx

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