Instructional Evaluation

cont. of Lecture #1
 Types of Evaluation
WHEN TYPE PURPOSE SAMPLE
CONDUCTED MEASURES
Prior to Placement Determine entry Pretest
Instruction Pre-assessment knowledge and Aptitude test
skills of learners in Readiness Test
appropriate
learning groups
During Instruction Formative Monitor learning Teacher-Made
progress tests
Observation
Homework
Classroom
Diagnostic Find out learning Performance
problems and their Parent- Teacher
causes Conference
At the End of Summative Determine extent Achievement tests
instruction to which Rating Scales
instructional
objectives have
been attained
 PRINCIPLES OF EVALUATION
PRINCIPLE Application in Classroom Testing &
Measurement
1. Significance The evaluation of learning outcomes
Evaluation is an essential necessitates planning and the use of
component of the teaching-learning appropriate measuring instruments.
process
2. Continuity Placement, formative, diagnostic, and
Evaluation is a continuous summative evaluation should be
process. It takes place before, conducted.
during and after instruction.
3. Scope The areas to be evaluated should
Evaluation should be include thinking skills, knowledge and
comprehensive and as varied as the abilities (cognitive); physical and motor
scope of objectives skills (psychomotor); as well as social
skills, attitudes and values (affective)
 PRINCIPLE Application in Classroom Testing &
Measurement
4. Compatibility The lesson objectives should be clearly
Evaluation must be stated. Appropriate evaluation
compatible with the stated measures should match these
objectives. objectives.
5. Validity The classroom teacher should see to it
There must be a close that every test that she prepares will
relationship between what an serve its purpose.
evaluation instrument actually
measures and what it is supposed to
measure.
6. Objectivity The data and information needed for
Although effective evaluation evaluation should be obtained in an
should use all the available unbiased manner.
information, it is generally believed
that this information is worthwhile
and is objectively obtained.
 PRINCIPLE Application in Classroom Testing &
Measurement
7. Reliability The classroom teacher should construct
Evaluation instruments and use tests that will enable him/her
should be consistent in measuring to achieve specific lesson objectives
what it does measure consistently.
8. Diagnostic Value Provisions should be made for
Effective evaluation should diagnostic evaluation to determine the
distinguish not only between levels strengths as well as the weaknesses and
of learner’s performance but also learning problems of the students.
between the processes which result
in acceptable performance.
9. Participation School administrators, teachers,
Evaluation should be students, and parents should be
cooperative effort of school involved in the evaluation program.
administrators, teachers, students Specifically, students as well as their
and parents. parents should be oriented on the
evaluation policies of the school.
 PRINCIPLES OF ASSESSMENT

1. Begin by specifying clearly and exactly what you

want to assess. What you want to assess is/are stated
in your learning outcomes/lesson objectives.
2. The intended learning outcome/lesson objective, not
content, is the basis of assessment task.
3. Set your criterion of success or acceptable standard
of success.
4. Make use of varied tools for assessment data-
gathering and multiple sources of assessment data.
 PRINCIPLES OF ASSESSMENT

5. Learners must be given feedback about their

performance. Feedback must be specific.
6. Assessment should be on real-world application and
not on out-of-context drills.
7. Emphasize on the assessment of higher-order
thinking
8. Provide opportunities for self-assessment.
 Instruments Used in Measurement

1. Examination
- an appraisal of ability, achievement or status in
any respect.

2. Test
- a measuring instrument whose general
characteristic is that it forces response from a pupil
and such response are considered to be indicative of
the pupil’s skill, knowledge, attitude, etc.
 Instruments Used in Measurement

3. Quiz
- is a relatively short test given periodically to
measure achievement in material recently taught or
on any small, newly computed unit of work.

item – a part of a test that elicits a specific response 9e.g. multiple

choice question)

Other measuring instruments – term papers, reaction papers, projects

 Tests
 are means of measuring the knowledge, skills
and attitudes of learners

- they vary according to function, content, form,

administrative procedures, scoring system
 Purpose of Test
Test provide useful data for making the following
decisions:

1. Instructional
2. Grading
3. Selection
4. Counseling & Guidance
5. Curriculum
6. Administrative Policy
Kinds of Tests
1. Intelligence test

- is a test that measures the intelligence quotient

(IQ) of an individual as very superior, superior, high
average, low average or mentally defective.
2. Personality tests

- those which measure the ways in which

individual’s interest with other individuals or in terms
of the roles an individual has ascribed to himself and
adopts in the society.
3. Aptitude

- this test is a predictive measure of a person’s

likelihood of benefit from instruction or
experience in a given field such as art, music, etc.
4. Prognostic test

- is a measure which predicts how well a person

likely to do in a certain school subject or task
5. Performance test

- is a measure often making use of

manipulative materials which involves number or
minimum of verbal instructions.
6. Diagnostic test

- is a measure which identifies the weaknesses

of an individual’s achievement in any given field
and which serve as basis for remedial instruction.
7. Achievement test

- is a measurement of what has been learned

by the student of the subject matter taught in
school.
8. Accomplishment test

- a measure of achievement, this test is usually

for individual subjects in the curriculum or a
sampling of the curriculum as a whole.
9. Speed test

- measures the speed and accuracy of the

examinee within the time limits imposed. Also
called Alertness test, consist of items of uniform
difficulty.
10. Placement test

- is used to measure the type of job an

applicant should fill.
Activity # 1
Group discussion
1. Thinking back to your own high school days, what
were some of the factors that turned you off about
tests?

2. Point out some societal trends (for example,

increased population, global competition for jobs)
occurring in your society that will likely make testing
and measurement in our schools more complicated
and important in the future.
3. You have just learned that your principal will receive
a financial incentive it test scores at your school
increase for the next three years, and will be
reassigned if they do not. How do you, as

(a) a teacher in the school

(b) a parent of a student in the school
(c) a school board member
feel about this example of high-stakes testing?
What do you consider to be the pros and cons from
each of the perspectives identified?