Scribd
Upload
40 views

Instruments Used in Evaluation

This document outlines different types of evaluation instruments used to assess student learning, including objective and subjective instruments. Objective instruments involve standardized testing and include achievement tests, intelligence tests, diagnostic tests, and more. Subjective instruments are non-test methods of evaluation like observation, checklists, rating scales, questionnaires, conferences, and work samples. Both objective and subjective instruments are used to comprehensively evaluate students.

Uploaded by

Joyce
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
40 views

Instruments Used in Evaluation

This document outlines different types of evaluation instruments used to assess student learning, including objective and subjective instruments. Objective instruments involve standardized testing and include achievement tests, intelligence tests, diagnostic tests, and more. Subjective instruments are non-test methods of evaluation like observation, checklists, rating scales, questionnaires, conferences, and work samples. Both objective and subjective instruments are used to comprehensively evaluate students.

Uploaded by

Joyce
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 39

INSTRUMENTS USED IN EVALUATION

2 TYPES OF EVALUATION INSTRUMENTS

Objective Instruments
Subjective instruments
 OBJECTIVE INSTRUMENTS
It requires the use of classroom testing such as oral tests,
performance tests, or pencil-and-paper test with objective
and essay questions. These tests are considered as objective
instruments of assessing students learning.
CLASSIFICATION OF OBJECTIVE
INSTRUMENTS
1. ACHIVEMENT TEST
 Measures how well a student
has mastered specified
instructional objectives.
2. INTELLIGENCE TEST
 A test which measures the students’ broad
range of abilities.
3. DIAGNOSTIC TEST
 It measures a student’s
strengths and weaknesses in a
specific area of study.
4. FORMATIVE TEST

 It measures a student’s
progress that occurs over a
short period of time
5. SUMMATIVE TEST
 This measures the extent to which
the students have attained the
desired outcomes for a given
chapter or unit.
6. APTITUDE TEST

 Measures the ability or


abilities in a given area
7. SURVEY TEST
 It measures general achievement
in a given subject or area and is
more concerned with scope of
coverage.
8. PERFORMANCE TEST
 Measures a student’s
proficiency level in skill.
Requires manual or motor
responses
9. PERSONALITY TEST
 It is a test that measures the ways in
which individual’s interest is focused with
other individuals or in terms of the roles
that other individual has ascribed him and
how he adopts in the society.
10. PROGNOSTIC TEST
 It is a test which predicts
the student’s future
achievement in a specific
subject area
11. PREFERENCE TEST
 It measures both interest or
aesthetic judgments by requiring the
students to make forced choices
between members of paired or group
items.
12. ACCOMPLISHMENT TEST

 A test which measures


individual student’s
achievement in the school
curriculum
13. SCALE TEST
 It is a test in a series of
items arranged in the order
of difficult ones.
14. POWER TEST
 Measures level of performance rather
than speed of response. This test is made
up of a series of test items in graded
difficulty, from the easiest to the most
difficult ones.
15. SPEED TEST
 Measures the speed and accuracy
of the students in answering the
question within the time limits
imposed.
16. PLACEMENT TEST
 Measures the grade or year
level the student is enrolled
after ceasing from school
17. STANDARDIZED TEST

 A test made after certain


norms have been
established.
18. TEACHER-MADE TEST
 It is constructed by the classroom
teachers but not as carefully prepared as
the standardized test. In this test, there is
no full guarantee of validity and reliability.
19. MASTERY TEST
 It determines the extent to which
individuals in a group have
learned or mastered given unit of
instruction.
20. OMNIBUS TEST
 Measures a variety of mental
operations combined into a single
sequence from which only a
single score is taken.
21. READINESS TEST
 Measures the extent to which an individual has
achieved certain skills needed for beginning some
new learning activities.
 SUBJECTIVE INSTRUMENTS
 Non-test means of evaluation such as rating scale, conference,
and others can also be used in assessing student progress. These
means of assessment are considered as subjective instruments
for assessing students’ performance.
CLASSIFICATION OF SUBJECTIVE
INSTRUMENTS
1. OBSERVATION
 Refers to a reaction to various
situations. It may be focused in
changes taking place in the
behavior of the students.
2. CHECKLIST
 It is used to reveal the
frequencies of occurrence
of specific type of students’
behavior.
3. RATING SCALE
 A device used in evaluating
student’s attitudes and or
other characteristics of
students.
4. QUESTIONNAIRE
 Used to survey students’
interests and needs, progress,
reaction for diagnostic purposes.
5. OPINIONAIRE

 It is an information form that attempts to measure


the attitude or belief of an individual student.
6. PROJECTIVE TECHNIQUE
 It is a psychological technique, which
involve the use of black and white
pictures or abstract images to elicit
expression of unconscious material.
7. SOCIOGRAM

 A sociometric technique to show


in diagram form the interpersonal
relationship within a certain
group.
8. ANECDOTAL RECORD

 A short written account


about the behaviors,
motives and attitudes of the
given student.
9. WORK SAMPLE

 Is used as a source of
information about individual
students.
10. CONFERENCE

 It is a one to one
conversation between a
teacher and a student.
11. INTEREST INVENTORY

 It is a cumulative record
of students’ interests.
THE END 

You might also like