This document discusses different types of evaluation methods used in social science, including objective and subjective tests. Objective tests include multiple choice, true/false, and matching questions. Subjective tests focus on measuring recall and include fill-in-the-blank and short answer questions. Guidelines are provided for creating effective multiple choice, matching, and essay questions. The benefits and forms of essay tests are also outlined.

1. TEACHING 2
Chapter 8:
Evaluation in
Social Science

4. Objective Type
Subjective Type
•RECOGNITION
Ex. True or False
Multiple- Choice
Matching Type
•RECALL
Ex. Enumeration
Completion

5. • Test of Recall
: Complete –Sentence
and Question
•Measures the extent of memory
of pupils by asking them to
complete statements wherein
one or several words are missing.

6. • Complete –Sentence Form
Example:
1. St. Petersburg is now called__________.
2. A treeless plain in the Arctic regions is
called__________.
• Question Form
Example:
1. What are the three great rivers of China?
2. What kind of gov’t does Germany have?

7. GUIDELINES:
• Only significant words are omitted.
• Blanks are usually at the end of the
statement.
1.The __________ is the answer in _____.
Too many key words are omitted.
1. The product is the answer in _________.

8. •It’s the most widely used test
because of its flexibility.
•Selection-type item which
consists of stem and contains set
of possible option.
•Elementary= 3-4 choices
•High school= 4-5 choices

9. Guidelines:
• Use positive statements in the
stem.
• Use randomness to decide the
placement of the answer.
• Each alternative should be
reasonable and plausible.

10. •A selection type of test
consisting of a series of stimuli
called premises and series of
options called responses.

11. Parts of the Matching Type Test
(Vertical Type)
Column A
(Premises)
Column B
(Responses)

12. Parts of the Matching Type Test
(Horizontal Type)
(Responses)
(Premises)

13. Guidelines:
• Keep the premises short and place
the responses on the right side.
• Use more responses than premises,
allow the responses to be used
more than once.
• Written in one page.
• Arrange to easy to difficult.

14. •Oldest educational test and
widely used.
•Advantageous to use because
pupils are free in answering the
questions.
•One can determine the pupils
ability to explain, evaluate and
describe things.

15. FORMS OF ESSAY TEST
• Extended essay
 The test may be answered
by the examinee in
whatever manner he wants.
Example:
Do you think teachers
should be allowed to work
abroad as domestic
helpers? Explain your
answer.
• Restricted
essay
 The test limits the
examinees response may
be answered by the
examinee’s responses in
terms of length, content,
style or organization.
Example:
Give and explain three
reasons why the
government should or
should not allow teachers to
work abroad as domestic
helpers.

16. •Ideas (20%)
•Weight of Evidence Presented (40%)
•Correct Usage (20%)
•Logical Conclusions drawn from the
evidence (20%)

17. Guidelines:
• The essay questions must be clearly
stated and must be directed
toward the goals.
• Questions must provide that which
reveals pupil’s ability and skills,
• It’s advisable to give as few
questions as possible.

18. POINTS TO PONDER…
A good lesson makes a good question
A good question makes a good content
A good content makes a good test
A good test makes a good grade
A good grade makes a good student
A good student makes a good
COMMUNITY

19. Reported
by:
Sharmaine