CHAPTER 12

Question 1

This means quantifying the ability of the learner

Answer 1

measurement

Question 2

the differences between educational evaluation and educational research

Answer 2

• focus of inquiry
• generalizability
• value emphasis

Question 3

What type of evaluation/assessment is executed in order for the teacher to know what the students already know and are able to do?

Answer 3

Formative

Question 4

Educational research emphasize on the value fo truth while educational evaluation emphasize of the value of?

Answer 4

worth

Question 5

The measuring of how the learners achieved the expected levels of competencies as a result of instruction.

Answer 5

assessment

Question 6

What type of evaluation/assessment is done during the learning process?

Answer 6

Formative

Question 7

This reflects the trueness and accuracy of the evaluation data gathered.

Answer 7

validity

Question 8

what type of evaluation/assessment is dialogue-based and ungraded?

Answer 8

formative

Question 9

This means to judge the knowledge, understanding and intelligence of the students

Answer 9

test

Question 10

its purpose is not only to check and judge the knowledge of the learner but all the aspects of the learner

Answer 10

evaluation

Question 11

The sponsors, clients, participants, and stakeholders are the consumers of summative evaluation

Answer 11

True

Question 12

What type of validity defines how well a test measures up to its claims?

Answer 12

criterion validity

Question 13

This is used to assess the degree to which different observes give consistent estimates of the same phenomenon

Answer 13

inter-rater reliability

Question 14

What type of validity is established by collecting information, administered at approximately the same time to measure the same thing, to see if the results obtained with the instrument is the same with the results from other instruments?

Answer 14

concurrent validity

Question 15

This measures the consistency of different versions of a test which are designed to be parallel

Answer 15

equivalent forms method

Question 16

It is the estimate of how much a measure represents every single element of a construct

Answer 16

content validity

Question 17

What type of evaluation/assessment is done to gauge student learning against a standard/benchmark?

Answer 17

summative

Question 18

this refers to whether an assessment instrument gives the same results each time it is used in the same setting with the same type of subjects

Answer 18

reliability

Question 19

What type of evaluation asks the question, “What results occur?”

Answer 19

Summative

Question 20

What type of validity is established by demonstrating that the results from the instrument can be used to predict some future behavior?

Answer 20

predictive validity

Question 21

is most frequently used for the purpose of grading and classifying students.

Answer 21

Educational evaluation

Question 22

It is designed ot determine who among the students fail, succeed, or simply get by in a given course (Bloom, Hastings, and Madaus 1971).

Answer 22

Educational evaluation

Question 23

Educational evaluation

Answer 23

testing, measurement, grading, and assessment

Question 24

When teachers construct a set of questions for students to answer, in written or any other form, they are engaging in a __________.

Answer 24

testing activity

Question 25

The usual practice of teachers is to administer a ____ at the end of instruction.

Answer 25

test

Question 26

After the test, the students' answers are reviewed and scores are assigned according to the number of correct responses.

Answer 26

Measurement

Question 27

act of determining the degree to which a learner possesses a certain attribute (Popham 1993).

Answer 27

measurement

Question 28

After measurement, each student is assigned a corresponding grade.

Answer 28

Grading

Question 29

usually followed by a decision to pass, promote, remediate, or fail a student.

Answer 29

grading

Question 30

the collection of data and organizing them to measure how the learners have achieved the expected levels of competencies as a result of instruction refers to

Answer 30

assessment

Question 31

evaluation of student achievement,

Answer 31

assessment

Question 32

broader term "______________" refers to a much wider scope in health professions education.

Answer 32

educational evaluation

Question 33

involves several activities in teaching and learning which could and need to be evaluated regularly.

Answer 33

education

Question 34

roles of educational evaluation:

Answer 34

To provide a basis for decision making and policy formulation, To assess student achievement, To evaluate curricula, To accredit schools, To monitor expenditures of public funds, and To improve educational materials and programs.

Question 35

as the determination of the worth of any educational phenomenon or product through a systematic, formal, and scientific collection, organization, and interpretation of data.

Answer 35

educational evaluation

Question 36

Its final output si a recommendation ofdecisions the educational managers have to make regarding the educational phenomenon or product evaluated.

Answer 36

educational evaluation

Question 37

Toward the end of the semester, a biochemistry teacher grades her students to determine their standing in class.

Answer 37

Grading

Question 38

The dean of Health Science College X gathers pre- and post-test scores of students from two classes to measure how the difference between two teaching methods affected instruction and if the school would advocate any of the instructional methods.

Question 39

Faculty member Yconstructed a series of questions for the practical examination that would be administered ni his class. Theitems would be later pooled to develop arating scale on taking a patient's vital signs

Question 40

is a disciplined inquiry; it si systematic and formal and, therefore, follows aset of standardized methodologies and processes

Answer 40

Educational evaluation

Question 41

differs from evaluation in terms of focus of inquiry, generalizability, and value emphasis.

Answer 41

educational research

Question 42

want to explain educational phenomena, discuss them in relation to other similar cases and variables, and draw conclusions about them.

Answer 42

Educational researchers

Question 43

______ of educational research are matched or compared to comparable situations or populations and are attempted to be generalized.

Answer 43

Findings

Question 44

is only interested on a particular educational program and the decisions ot be made regarding it based on the evaluation findings, e.g., termination, modification, or extension of the program.

Answer 44

educational evaluation

Question 45

Educational evaluation: Focus

Answer 45

Decisions

Question 46

Educational evaluation: Generalizability

Answer 46

Low

Question 47

Educational evaluation: Value emphasis

Answer 47

Worth

Question 48

Educational research: Focus

Answer 48

Conclusions

Question 49

Educational research: Generalizability

Answer 49

High

Question 50

Educational research: Value emphasis

Answer 50

Truth

Question 51

deciding at what stage of the educational product or phenomenon should evaluation be made. The vital concepts on this issue refer to

Answer 51

diagnostic, formative, and summative evaluations.

Question 52

is usually conducted before the implementation of any educational program.

Answer 52

Diagnostic evaluation

Question 53

Its primary purpose si for placement, to classify students according to various characteristics and assign them to the appropriate groups.

Answer 53

Diagnostic evaluation

Question 54

It also aims to determine the presence or absence of prerequisite competencies so that the appropriate help is given to the learners.

Answer 54

Diagnostic evaluation

Question 55

is conducted during the development and operation of a program to provide educational managers with information regarding the progress of the program.

Answer 55

Formative evaluation

Question 56

Formative evaluation is also called

Answer 56

Monitoring evaluation

Question 57

Is a process that should be undertaken, especially by new or pioneering programs, to guide decision makers on how else they could be improved. This type of evaluation can contribute to the gradual and effective refinement of curricular innovations in terms of establishing interim progress and immediate evaluation ofproducts or curricular milestones

Answer 57

monitoring/ formative evaluation

Question 58

Is conducted at the end of a program to provide potential consumers with judgment about that program's worth or merit (Worthen and Sanders 1987).

Answer 58

Summative evaluation

Question 59

_________ of summative evaluation also refer to sponsors, clients, participants, and stakeholders.

Answer 59

Consumers

Question 60

refers to the person or institution that authorizes the evaluation and provides the fiscal resources for the activity.

Answer 60

evaluation's sponsor

Question 61

refers to the specific agency or individual who requests for the evaluation.

Answer 61

Client

Question 62

T or F| In many instances, sponsors and clients refer to a single person or institution. However, there are also cases where clients would request a sponsor to finance the evaluation for them.

Answer 62

True

Question 63

refer to those from whom the evaluator asks data during the conduct of the study. ________ usually include the clients, other stakeholders, and other key informants.

Answer 63

Participants

Question 64

refer to those who may be directly affected by the evaluation results.

Answer 64

Stakeholders

Question 65

School officials, program staff, parents, students, and companies interested to recruit the school's graduates are examples of

Answer 65

Stakeholders

Question 66

Formative evaluation: Purpose Audience Who should do it

Answer 66

To improve the program Program administrators andstaf Internal evaluator

Question 67

Formative evaluation: Major characteristic Measures Frequency of data collection

Answer 67

Timely Often informal Frequent

Question 68

Formative evaluation: Samples ize Questions asked Design constraints

Answer 68

Often small What is working? What needs to be improved? How can it be improved? What information is needed? When?

Question 69

Summative evaluation: Purpose Audience Who should do it

Question 70

Summative evaluation: Major characteristic Measures Frequency of data collection

Question 71

Summative evaluation: Sample size Questions asked Design constraints

Answer 71

Usually large What results occur? With whom? Under what condition? With what training? At what cost? What claims doyou wish to make?

Question 72

_________ evaluator is preferred for formative evaluations.

Answer 72

internal

Question 73

This type of evaluator, being a member of the program being studied, definitely knows more about the program than any outsider. However, this person may also be so close to it to the point of having difficulty ni making an objective judgment.

Answer 73

Internal Evaluator

Question 74

_________evaluator, who, being an outsider, is not emotionally attached ot the program and can make use of objective evaluation parameters and decide accordingly. On the other hand, it is also difficult for the _______ evaluator to fully grasp the nature of the program as deeply as an internal one. '

Answer 74

external evaluator