UNIT 4 Educational Measurement, Assessment and Evaluation Flashcards
desired dimensions of defined
characteristics
Measurement
quantitative amount of
measurement
Measurement
not making a value judgment on
the performance of the student
Measurement
not making a value judgment on
the performance of the student
Measurement
measures the performance of an individual from a
known objective
Assessment
form of feedback on students’ learning
Assessment
assist a teacher in determining what, how much and how well the students are learning
Assessment
Quantitative instruments are used: tests, aptitude tests, questionnaires, etc.
Assessment
give value judgment to assessment through the qualitative measure of the prevailing situatio
Evaluation
analyzes the result obtained from measurement based on predetermined standards
Evaluation
measures the educational achievements of the
students
Evaluation
Difference between Measurement and Evaluation
not clear assumption on students
Measurement
Difference between Measurement and Evaluation
not require much energy and time.
Measurement
Difference between Measurement and Evaluation
scope is limited
Measurement
Difference between Measurement and Evaluation
Content-oriented
Measurement
Difference between Measurement and Evaluation
It is a means, and not an
end in itself
Measurement
Difference between Measurement and Evaluation
to gather evidence
Measurement
Difference between Measurement and Evaluation
not be an essential part of education
Measurement
Difference between Measurement and Evaluation
’how much’
Measurement
Difference between Measurement and Evaluation
Prediction cannot be made
meaningfully
Measurement
Difference between Measurement and Evaluation
Acquaints with a situation
Measurement
Difference between Measurement and Evaluation
displayed numerically
Measurement
Difference between Measurement and Evaluation
can be conducted at any time
Measurement
Difference between Measurement and Evaluation
clear assumption formed.
Evaluation
Difference between Measurement and Evaluation
requires more energy and time
Evaluation
Difference between Measurement and Evaluation
scope is wide
Evaluation
Difference between Measurement and Evaluation
Objective-oriented
Evaluation
Difference between Measurement and Evaluation
It is an end in itself
Evaluation
Difference between Measurement and Evaluation
Deduce inferences from the evidence
Evaluation
Difference between Measurement and Evaluation
integrated or necessary part of
education
Evaluation
Difference between Measurement and Evaluation
‘what value’
Evaluation
Difference between Measurement and Evaluation
Can predict meaningfully
Evaluation
Difference between Measurement and Evaluation
Acquaints about the entire situation
Evaluation
Difference between Measurement and Evaluation
both quantitative and qualitative
Evaluation
Difference between Measurement and Evaluation
continuous process
Evaluation
Types of Assessment
Data-based test
Formal Assessment
Types of Assessment
knowledge testing
Formal Assessment
Types of Assessment
Systematic
Formal Assessment
Types of Assessment
Structured
Formal Assessment
Types of Assessment
Used for comparison against a certain
standard
Formal Assessment
Types of Assessment
Mathematically computed and
summarized
Formal Assessment
Types of Assessment
Assess overall achievement
Formal Assessment
Types of Assessment
Norm-referenced
Formal Assessment
Types of Assessment
Quantitative
Formal Assessment
Types of Assessment
Normal classroom environment
Formal Assessment
Types of Assessment
Exams, diagnostics tests,
achievement tests, aptitude tests,
intelligence tests, quizzes
Formal Assessment
Types of Assessment
Content and performance-driven
Informal Assessment
Types of Assessment
progress measuring
Informal Assessment
Types of Assessment
Spontaneous
Informal Assessment
Types of Assessment
Flexible
Informal Assessment
Types of Assessment
Progress of every student by using
actual works
Informal Assessment
Types of Assessment
rubric score is used
Informal Assessment
Types of Assessment
Day-to-day activities
Informal Assessment
Types of Assessment
Criterion-referenced
Informal Assessment
Types of Assessment
Qualitative
Informal Assessment
Types of Assessment
beyond the classroom environment
Informal Assessment
Types of Assessment
Checklist, observation, portfolio,
rating scale, records, interviews,
journal writing
Informal Assessment
Types of Assessment
Determine whether learning is taking
place
Formative Assessment
Types of Assessment
Provide feedback on how things are
going
Formative Assessment
Types of Assessment
helps students perform well at the end
of the program
Formative Assessment
Types of Assessment
Gathering of detailed information and
narrow in the scope of the content
Formative Assessment
Types of Assessment
Evaluate the effectiveness and
improvement of teaching
Formative Assessment
Types of Assessment
Conducted during teaching or
instruction
Formative Assessment
Types of Assessment
Primarily prospective
Formative Assessment
Types of Assessment
Observation, oral questioning,
assignments, quizzes, discussions,
reflection, research proposal, peer or
self-assessment
Formative Assessment
Types of Assessment
Gathering information is less detailed
but broader in the scope of content
Summative Assessment
Types of Assessment
Provide information to the students,
parents, and administrators on the
level of accomplishment attained
Summative Assessment
Types of Assessment
Occur at the end of the instruction
Summative Assessment
Types of Assessment
Primarily retrospective
Summative Assessment
Types of Assessment
Unit test, final examinations,
comprehensive projects, research
paper, presentations, project, portfolio
Summative Assessment
Types of Assessment
Relative ranking of students
Norm-referenced
Types of Assessment
Students compete against each other
Norm-referenced
Types of Assessment
Determine students’ placement on a
normal distribution curve
Norm-referenced
Types of Assessment
Focus too heavily on memorization
and routine procedures
Norm-referenced
Types of Assessment
Examinee-centered
Norm-referenced
Types of Assessment
Evaluate the effectiveness of the
teaching program and student’s
preparedness
Norm-referenced
Types of Assessment
Highlight achievement differences
Norm-referenced
Types of Assessment
student performed better or worse
Norm-referenced
Types of Assessment
percentile rank, normal curve
Norm-referenced
Types of Assessment
NSAT, College Entrance Examination,
National Achievement Test, IQ test,
Cognitive Ability Test
Norm-referenced
Types of Assessment
Emphasizes thinking and application
of knowledge
Criterion-reference
Types of Assessment
Content-centered
Criterion-reference
Types of Assessment
Assess higher-level thinking and
writing skills
Criterion-reference
Types of Assessment
Setting performance standards
Criterion-reference
Types of Assessment
monitor students’ performance in their
day-to-day activities
Criterion-reference
Types of Assessment
Test item analysis
Criterion-reference
Types of Assessment
Domain-referenced tests, competency tests, basic skills tests, mastery tests, performance or assessments, objective-referenced tests, authentic assessments, standards-based tests
Criterion-reference
Qualities of a Good Measuring Instrument
“consistency or accuracy with which the scores measure a
particular cognitive ability of interest”
Validity
Qualities of a Good Measuring Instrument
degree of relation between what the test measures and what is
supposed to measure
Validity
Qualities of a Good Measuring Instrument
Representation of covered topic that has been discussed or taught to students.
Types of Validity
Content Validity
Qualities of a Good Measuring Instrument
This can be demonstrated and ensured by the professors by giving students the exam coverage and TOS, which should be the teachers’ guide in constructing the examination.
Types of Validity
Content Validity
Qualities of a Good Measuring Instrument
Given at the start
Types of Validity
Content Validity
Qualities of a Good Measuring Instrument
Course plan dictates what topics should be covered in
the shiftings.
Types of Validity
Content Validity
Qualities of a Good Measuring Instrument
If there are no TOS or exam coverage, you should go back to the course plan since it is contains ALL the information needed.
Types of Validity
Content Validity
Qualities of a Good Measuring Instrument
It refers to the general description of students’ performance providing meaning of the scores generated from the tests.
Types of Validity
Construct Validity
Qualities of a Good Measuring Instrument
What can we use to validate the test items that we are using – go back to the intended learning outcomes of
the particular topic
Types of Validity
Construct Validity
Qualities of a Good Measuring Instrument
Tests to be measured are compared to the accepted
standards.
Types of Validity
Criterion-Related
Qualities of a Good Measuring Instrument
The topics and templates to be followed.
Types of Validity
Criterion-Related
Qualities of a Good Measuring Instrument
Test performance predicts
future performance of the
examinees.
Types of Criterion Validity
Predictive Validity
Qualities of a Good Measuring Instrument
Two different tests
(scholastic aptitude scores &
criterion performance) are
given at a different time
(months).
Types of Criterion Validity
Predictive Validity
Qualities of a Good Measuring Instrument
Determines who is likely to
succeed or fail in a certain
course, board examinations
or occupation.
Types of Criterion Validity
Predictive Validity
Qualities of a Good Measuring Instrument
Relates to the present
standing on other valued
measure called a criterion.
Types of Criterion Validity
Concurrent Validity
Qualities of a Good Measuring Instrument
Two different tests
(scholastic aptitude scores &
criterion performance) are
given at the same time.
Types of Criterion Validity
Concurrent Validity
Qualities of a Good Measuring Instrument
Estimate present status or
current skills in the actual
setting.
Types of Criterion Validity
Concurrent Validity
Qualities of a Good Measuring Instrument
repeated results are consistent
Reliability
Qualities of a Good Measuring Instrument
A test may be reliable but not valid but a valid test is always reliable
Reliability
Qualities of a Good Measuring Instrument
Determine the consistency of test across time
Reliability methods
Test-retest reliability
Qualities of a Good Measuring Instrument
Determine the consistency of the raters.
Reliability methods
Inter-rater reliability
Qualities of a Good Measuring Instrument
Determine the consistency of the test content.
Reliability methods
Parallel-forms reliability
Qualities of a Good Measuring Instrument
Determine the consistency of the test results
across items.
Reliability methods
Split-half reliability
Qualities of a Good Measuring Instrument
formula for Test Reliability
Cronbach’s alpha Formula
Qualities of a Good Measuring Instrument
number of items
Cronbach’s alpha Formula
N
Qualities of a Good Measuring Instrument
average inter-item covariance among the items
Cronbach’s alpha Formula
¯c
Qualities of a Good Measuring Instrument
equals the average variance
Cronbach’s alpha Formula
¯v
Development of an Instruments
assesses students the essential outcomes
Types of Achievement Tests
True or False
Development of an Instruments
measures the extent of the students judging the truth or false
Types of Achievement Tests
True or False
Development of an Instruments
easily prepare and cover a wide range of topics
Types of Achievement Tests
True or False
Development of an Instruments
a factual statement
Types of Achievement Tests
Multiple choice
Development of an Instruments
provides a stem that may be a question or an incomplete
statement
Types of Achievement Tests
Multiple choice
Development of an Instruments
A choice test if you want to go beyond recall of information
Types of Achievement Tests
Multiple choice
Development of an Instruments
consists of four or five alternative responses
Types of Achievement Tests
Multiple choice
Development of an Instruments
composed of two (2) sets of terms, events, phrases, definitions, statements, etc
Types of Achievement Tests
Matching type
Development of an Instruments
The two sets can be interchanged.
Types of Achievement Tests
Matching type
Development of an Instruments
Each premise matches with the corresponding response
Types of Achievement Tests
Matching type
Development of an Instruments
form of descriptive, explanatory, discussion, comparison,
illustrative, and criticism, etc
Types of Achievement Tests
Essay
Development of an Instruments
measures the student’s ability to analyze, synthesize, or
evaluate
Types of Achievement Tests
Essay
Development of an Instruments
subjective type of test
Types of Achievement Tests
Essay
Performance-based assessment
provides a feedback mechanism on the performance of a
certain task, assignment or group project
Rubric
Performance-based assessment
identifies the strength and weaknesses of the course topics
Rubric
Performance-based assessment
varies for every activity or task to be accomplished
Rubric
a statistical test
Item Analysis
determines the ability of a student against a group of
students.
Item Analysis
used as a norm-referenced and criterion-referenced test
Item Analysis
Reviews the students’ understanding and ability to answer a
question
Item Analysis
Measures students’ knowledge accurately.
Item Analysis
Assess a question for it’s valuable
Item Analysis
Serves as a guide for improving the test construction skills of an
instructor
Item Analysis
Quality of the test item
determines the effectiveness of the incorrect answers
(distractors) to the quality of multiple-choice items.
Effectiveness of Distractors
Quality of the test item
measures the proportion of students that selects the options
answers.
Effectiveness of Distractors
Quality of the test item
measures the relationship between students’ performance
on a test item and the overall score of students
Index of Discrimination
Quality of the test item
Formula for Discrimination Index (D)
D = No. of correct scores (highest 27%) – correct answers (lowest 27%)
Types of Discrimination Index
decision is selected
Positive discrimination index
Types of Discrimination Index
decision is rejected
- Negative and zero discrimination index
- High and low difficulty value
items
Discrimination Index
Very good
> = 0.40
Discrimination Index
Reasonably good
0.30 - 0.39
Discrimination Index
Marginal items need
improvement
0.20 - 0.29
Discrimination Index
Poor. Rejected or revised
< 0.2
Quality of the test item
determines if the students have learned the concept being tested
Index of Difficulty
Quality of the test item
measures the percentage of students who get the item correctly
Index of Difficulty
Index of Difficulty
Formula
Difficulty = no. of students who answered the item correctly / total number of student x 100
Index of Difficulty
Most difficult
20 – 30% (0.20 – 0.30)
Index of Difficulty
Difficult
30 – 40% (0.30 – 0.40)
Index of Difficulty
Moderate difficult
40 – 60% (0.40 – 0.60)
Index of Difficulty
Easy
60 – 70% (0.60 – 0.70)
Index of Difficulty
Most easy
70 – 80% (0.70 – 0.80)
Index of Difficulty
Five-response multiple-choice
Ideal Difficulty
60 (0.60)
Index of Difficulty
Four-response multiple-choice
Ideal Difficulty
63 (0.63)
Index of Difficulty
Three-response multiple-choice
Ideal Difficulty
67 (0.77)
Index of Difficulty
True-False
Ideal Difficulty
75 (0.75)
Development of an Instruments
Serves as a guide for teachers to translate their instructional objectives
Table of Specifications (TOS)
Development of an Instruments
A guide to the item construction on the relative importance of each
component
Table of Specifications (TOS)
Development of an Instruments
Improves the validity of the teachers’ evaluation
Table of Specifications (TOS)
Development of an Instruments
Useful for teachers to support their proficient judgment in creating a test.
Table of Specifications (TOS)
Development of an Instruments
Provides a framework for organizing information.
Table of Specifications (TOS)
