(F) L4: Learning Evaluation Flashcards
Refers to a single article, unit or part of a test
Item
Refers to a short/small oral or written test
Quiz
Refers to a set of questions, problems or exercises to determine periodic knowledge, abilities and aptitude
Test
Refers to a set of questions, problems or exercises in a broader scope to determine what the students know or have learned
Examination
Refers to a record of points of the number of items that a student has answered correctly
Score
Refers to the assignment of numbers to objects or events that are determined
Measurement
Refers to the process by which information is obtained and is relative to some known objective or goal such as a test
Assessment
Refers to a process of obtaining information that will help make a judgment about a situation
Evaluation
According to the magic triangle, what lies on top?
Learning objectives
What 2 elements of the triangle are based on the learning objectives?
Learning evaluation and learning actvities
What are the 3 processes in the teaching-learning process?
- Learning objectives
- Learning evaluation
- Learning activities
What does formative mean?
During the process
Refers to getting the value or worth of the students’ learning
Evaluation
Decision-making is based on what 3 factors?
- Observation
- Analysis
- Judgement
We can measure the extent of learning by assigning what?
Grades
This type of test refers to “after the process of teaching”
Summative
Incentive to learning is aka?
Motivation
An examination is given to _______ students to study
Motivate
“Student scores will help them know which lessons to focus on” applies to feedback to the _______
Student
“Student scores will help them realize any changes they should make to help out students” applies to feedback to the _______
Teachers
If the feedback from the evaluation indicates that there is something wrong with the learning activities, the teacher can _______ the learning activities
Modify/change their methods of teaching
This test determines the students’ previous knowledge or skills
Pre-Test
This test determines the students’ readiness for a subject
Pre-requisite Test
This test diagnoses a student’s difficulties or weaknesses
Formative Test
This test certifies students’ performance
Post-Test
This test:
➢ Diagnostic
➢ Measures the progress or gains made by the student
➢ Done during the period of instruction
➢ Useful in monitoring and guiding the student
Formative
This test:
➢ Certifying
➢ Usually given at the end of a unit, period of instruction, or a program
➢ Used to determine the students’ aptitude and justify whether they should be promoted or receive the degree
➢ Used for selection of students for school admission or for providing scholarship
➢ Protects the society by preventing incompetent individuals from practicing a profession
Summative
Refers to the acceptable level of performance/standards that should be met; should be given from the start
Criteria
Refers to the following:
- it measures what is supposed to be measured
- there should be no outside factor that would interfere with the process of evaluation
Validity
2 types of validity:
- all content is measured; the subject matter or behavior that is intended to measure
Content Validity
2 types of validity:
- predicts future performance, behavior, or score
- predicts performance in another domain of situation
Predictive Validity
Refers to the following:
- the consistency with which the tool or instrument
measures a given variable
- the degree of confidence which can be placed in
the result of the test
Reliability
T or F: Reliable results are necessarily valid, but valid results are not necessarily reliable
False (Valid results are necessarily reliable, but reliable results are not necessarily valid)
Refers to the following:
- agreement on correct answer
- there shouldn’t be different answers, only one answer
- the extent to which independent and competent
examiners agree on what constitutes a correct and good answer for each of the elements of the measuring tool
Objectivity
Refers to the following:
- the simplicity of usage
- depends on the time required to construct an examination, to administer, to score, and to interpret results
- should never take precedence over the validity
Practicability
The content to be covered is found where?
In the blueprint, table of specification, or grid
Refers to the taxonomy of levels of learning
Level to be tested
T or F: The larger the sample of questions, the more reliable the test
True
For T or F type of questions, how long is the recommended time of testing?
1 minute and 30 seconds
For objective type (e.g. MCQ) questions, how long is the recommended time of testing?
1 minute
For short sentences type of questions, how long is the recommended time of testing?
2 minutes
For limited essay questions, how long is the recommended time of testing?
10 minutes
This is the section of a multiple-choice item that poses the problem that the students must answer
Question Stem
T or F: Clearly and directly ask what you need to know or what you want the student to answer
True
T or F: Keep the reading time of question to a maximum
False (minimum; avoid paragraphs that will consume more time to answer)
T or F: Responses must be clear and concise
True (choices should not be too long either)
T or F: Give hints/clues to the correct answer
False (remove any clues that can make the answer obvious)
T or F: Use both plausible and implausible choices in MCQs
False (don’t include choices that are obviously wrong)
Refers to the name of a person or a thing from which a new thing or situation is named after
Eponym (e.g. guillotine = from Mr. Guillotin)
Refers to initial letters that stand for the words from a phrase
Acronym
Refers to the shortened form of a word or phrase
Abbreviations
T or F: Using eponyms, acronyms, and abbreviations can be exclusively known by some
False (must be universally known)
T or F: In making questions, maximize negatively phrased statements
False; minimize them (e.g. which of the following is NOT)
T or F: Use “all of the above” and “none of the above” regularly
False (sparingly)
Which is more preferable between “all of the above” and “none of the above” ?
“All of the above”
T or F: Avoid interrelated items (cascading)
True (avoid questions you won’t be able to answer if you couldn’t answer the previous question)
Refers to the following:
- most widely used selection type item
- is versatile; can test a greater variety of learning or instructional objectives
- permits a wide sampling of content
MCQs
T or F: Properly constructed Multiple Choice Questions can measure higher levels of cognitive skill
True
MCQ parts:
- may be in a form of question or incomplete statement
- after reading this, the students must be able to have a tentative answer, even before reading the distracters
Stem
Refers to the repetition of words or materials in the options
Redundancy
Another term for the correct answer among the choices in a MCQ
Key
Another term for the incorrect answers among the choices in a MCQ
Distracters
Refers to when the correct answer is the longest choice
Length clue
An example of this improper question construction factor is when the question asks about the origin of
the French guillotine and one of the choices is Dr. Guillotin
Verbal clue
Refers to when there is “a/an” or “is/are” in the question
Grammatical clue
What do you call the ff. set of words?
Usually, Often, Generally, All,
Always, Never
Specific Determiners
T or F: Avoid lifting statements verbatim from textbooks when making MCQs
True
What do you call the responses, options, or distracters in MCQs?
Alternatives
What is the most popular format of alternatives in MCQs?
4 options (1 correct answer, 3 distracters)
T or F: Your alternatives must be options from common errors or misconceptions
True
Refers to being arranged in ascending or descending order (MCQ parts)
Number options
Refers to being arranged alphabetically (MCQ parts)
Single word
What are the 2 lists in a matching type?
Premises and Responses
Premise or Response:
- numbered items on the left
- longer and more complex
- acts as stems
Premises
Premise or Response:
- lettered items on the right
- shorter and simpler
- acts as the alternatives
Responses
This type of test:
- clearly explains the basis for matching in the directions
- examinees select the lettered item that is associated with the numbered item
Matching Type
T or F: All items in matching types should be heterogenous and logically arranged
False (homogenous)
e.g. all items on the left are diseases while all items on the right should be antibiotics
T or F: In matching type, the number of premises should exceed the number of it
responses
False (reverse)
T or F: In matching type, indicate whether a response may be used more than once
True
What is the minimum and maximum amount of responses for a matching type question?
5-15
T or F: All the premises and responses should be in one page in a matching type test
True
This test:
- a question is given, and the examinees supply the word/s to answer it
- easy to construct and provides less opportunity to guess
Supply Type
These people should be capable of judging various answers as there may be partially correct ones
Correctors
In supply type questions, put the blank near what part of the sentence?
End
What is the recommended maximum amount of equal length blanks per item in supply type questions?
2
This test:
- is designed to test the ability to identify correctness of statements of facts or principle
- is the lowest level of assessing knowledge and comprehension (50/50 chance of guessing)
- has items that contain only 1 idea
True or False
This test:
- provides data about the worth of the item
- shows the level of difficulty and the ability to discriminate between test-takers who know the
materials and those who don’t
- can be done digitally or manually
Item Analysis
These can be subjected to item analysis
Objective test items
Manual or Computerized Item Analysis?
- arrange the corrected papers by rank from highest (top) to the lowest (bottom)
- get the highest (top) 27% and the lowest (bottom)
27%
Manual
Refers to the percentage of students who got the item correctly
Difficulty Index (item difficulty)
T or F: The higher the difficulty index, the harder the item
False (higher = easier, lower - harder)
What is the recommended difficulty index in item analysis?
0.50
This measures the effectiveness of a test in separating high scorers from low scorers and it can be used for selecting students for scholarships or admissions
Discrimination index (item discrimination)
What is the difficulty index range?
0 to 1
What is the discrimination index range?
-1 to +1
What does a high discrimination index score mean?
Student answered correctly
What does a low discrimination index score mean?
Student answered incorrectly
What does a discrimination index of 0.35 and higher mean?
Excellent
What does a discrimination index of 0.25 to 0.34 mean?
Good
What does a discrimination index of 0.15 to 0.24 mean?
Item needs revision
What does a discrimination index of 0.15 and lower mean?
Discard the item
