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312 Topic 12

historty

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28 views

312 Topic 12

historty

Uploaded by

jnnjogu777
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ASSESSMENT OF HISTORY AND GOVERNMENT: KNOWLEDGE SKILLS AND

ATTITUDES: SUBJECTIVE, OBJECTIVE, FORMATIVE AND SUMMATIVE

Evaluation and Measurement


Evaluation is critical to the success of any teaching and learning programme. Evaluation is
generally the process of generating data which is used in assigning value to something and
finally making a decision, to accept, improve or reject it (Shiundu & Omulando: 1992).
It enables one to determine to what extent, if at all, the objectives of a programme have been
achieved (Bishop:1985). Assessment on the other hand is wider and is the process of gathering
and providing information on the learner’s performance on a learning task through observing,
recording and evaluating performance.

Purposes for Evaluation and Measurement


There are several reasons for evaluating students or measuring their abilities and among these
include:
(i) Advising students,
(ii) Reviewing both the teacher/student performance
(iii) Determining the entry' behavior of the students,
(iv)Feedback for the teachers and the students.
(v) Certification of the students.
(vi)Provides rationale for remedial teaching
(vii) Promotion of students to the next class
(viii) Data bank for student learning
(ix)Career advancement.
(x) Employment search
(xi)Basis guidance and counseling
(xii) Assist stakeholders in decision making e.g. curriculum change
(xiii) Provides content for teacher training
(vii) For further studies.

Principles of instructional evaluations


Shiundu and Omulando (1992), identify four main principles which should guide evaluation
i. Continuity: Evaluation has to be continuous at four levels. The first level is at the
beginning of the programme to determine the learners’ entry behaviour. It is referred
to as pre-assessment. The second level is continuous assessment during teaching or
implementation with a purpose of getting feedback on learning. This is done in form
of questions, observations, interviews etc. This provides feedback and on the basis of
such feedback, weakness in the programme is identified and remedied. The third level
is end of programme evaluation which normally comes at the end of the implemtation
of the programme. The last phase is follow-up evaluation carried out after the
implementation of the programme.
ii. Evaluation has to be comprehensive. This is where a variety of instruments are
employed in evaluation to test many variables in assessment. All the objectives of the
programme have to be evaluated in all domains of learning. In R.E the focus is more
on affective social relating and cognitive domains of learning
iii. Consistency with objectives: The evaluation content (items) should be related to the
objectives the programme had set to achieve e.g. if the development of particular
attitudes is desirable the evaluation procedure (Bishop:1985)
iv. Principles of validity and reliability: The evaluation tool should measure what the
evaluator intends to measure (validity) and the results should be consistent when
administered under similar conditions at different times (reliability)

Evaluation Techniques
There are a variety of assessment techniques available to the implement of R.E curriculum. They
include the following:
1. Written tests/quizzes: Although quizzes are usually shorter than tests both instruments are
used to measure learning or attitudes of learners
2. Oral testing or questioning for immediate feedback
3. Oral reports on observations made or oral presentations by individuals or groups
following a group’s project or discussion
4. Written assignments: This can be individually or in groups
5. Direct observation used to evaluate skills, attitudes and values which have been acquired
6. Questionnaires for evaluating skills, attitudes and values which has been acquired
7. Rating scales: These are used to record assessment of the quality of performance or the
degree of achievement of an individual whether it is a concept, skill process or attitude.
The five point likert scale can be used to discover the altitudes of the students on issues
like use condoms, abstinence, bribery, child labour and African religion.
8. Interviews on what individuals think about certain issues
9. Check for observing certain traits exhibited. It is used to show what extent a student has
demonstrated change of altitudes and values or participated in group work or project
10. Attitude scales to find out the views the students hold on moral and religious issues
11. Direct observation of students to find out if there is any change in behaviour that indicate
the adoption of new values and attitudes as the students interact in and out of class

Table of specification
When preparing tests whether objective or objective or essay one should be guided by a Table of
Item Specification to know which level of learning is to be tested. This can be defined as a blue
print in which content area is to be tested. In setting a test, the six levels in the cognitive domain
according to Bloom’s taxonomy is used as a guide, namely, Knowledge, Comprehension
Application, Analysis, Synthesis and Evaluation.
The Table of Specification consists of one row (Vertically) showing the subject matter (content)
to be tested and six columns defining the different levels of cognitive abilities to be tested in
each content area shown in the row (vertical).

Importance of table of Specification


The Table of Specification Is importance in test construction because it
 identifies the content to be included in the test.
 enables the teacher to determine the level of learning to be assessed in given
content area;
 ensures that each content area and levels of learning (instructional objectives) are
given proper amount of attention in the test
 guides the setter in determining the number questions to be included in the test and
the type of tests.

How to prepare a Table of Specification


 Prepare a grid chart with content area to be tested vertically in the chart and levels
of learning horizontally.
 Identify the content area to be tested based on topics covered in the syllabus and
taught in that class.
 Determine the number of items (questions) to be set in a given content area.
 Determine the number of items per topic and the appropriate level of learning
depending on the objectives specified in the schemes of work.
 Ensure there are more questions on application analysis and synthesis as opposed to
knowledge and evaluation

SAMPLE TABLE OF SPECIFICATION

Topic(Content)/
TOPIC 4
TOPIC 3
TOPIC 2
TOPIC 1

knowledge

comprehension

Application

Analysis

Synthesis

evaluation

Questions

percentage

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