Chapter I:
Classroom, Testing
and Evaluation
Adventist University of Central Africa
Dr. Rosa Padilla de Casamayor 1
Measurement and Evaluation in Your Daily
Routine
body weight scale
speedometer
Introduction and Objectives
The objective of the course Classroom Test, Measurement and
Evaluation
is to introduce to the fundamental principles of educational
measurement and evaluation which you will need to apply as a teacher,
that focuses on the principles and procedures for designing, developing,
implementing and evaluating tests and other mechanisms used to
measure learning, evaluate student progress, and assess the
performance of specific teaching tools, strategies and curricula.
Following successful completion of this course, students will be able to:
•
Explain the importance and purpose of measurement and evaluation in
human performance
•
Outline the educational objectives and their taxonomies
•
Explain the various types of tests and their uses
•
Demonstrate an understanding of basic statistical procedures and
competency in statistical calculations used in measurement and
evaluation of human performance
What is a Test and Testing?
Test
– a technique of obtaining information needed for
evaluation purposes.
Test may be called as tool, a question, set of question,
an examination which use to measure a particular
characteristic of an individual or a group of individuals.
Tests, Quizzes, Measuring instruments – are devices
used to obtain such information. It is something which
provides information regarding individual’s ability,
knowledge, performance and achievement.
Testing
- It is the process of administering the test to
the students. In other words, it is taking the test to
obtain a quantitative representation of the cognitive or
non-cognitive features that the student possesses.
Use of Tests
•
Motivation
•
Achievement
•
Improvement
•
Diagnosis
•
Prescription
•
Grading
•
Classification
•
Prediction
Why Administer Tests?
Assessment
Theory of Assessment
As a teacher, we will be inevitably involved in assessing learners.
The term assess is derived from a Latin word “asoidere” meaning “to sit by” in judgment.
Definitions and explanations of assessment in education.
Freeman and Lewis (1998). To assess is to judge the extent of students’ learning.
Rowntree (1977). Assessment in education can be thought of as occurring whenever one person (teacher), in some kind of interaction, direct or indirect, with another (student), is conscious of obtaining and interpreting information about the knowledge and understanding, of abilities and attitudes of that other person. To some extent or other, it is an attempt to know the person (student)
Components of Classroom Assessment
McMillan ( 2007)
Purpose
Why am I doing this Assessment?
Grading
Evaluation
How will I interpret the results? What performance standards and criteria
will I use?
Use
How will I use the results?
Diagnosis
Measurement
What techniques should I use to gather information?
Purpose
Whether done before, during, or after instruction, the first step in any
assessment is to clarify the specific purpose or purposes of gathering the
information. A clear vision is needed for what the assessment will accomplish.
Why are you doing the assessment? What will be gained by it? What teacher
decision making is enhanced by the information gathered through the
assessment process? We have traditionally thought about assessment as a
way to measure what student has learned and to grade them.
Reasons for doing assessment need to be considered:
–
Will your assessment be designed deliberately to improve student
performance and not simply to provide an audit of it?
–
Is the nature of the assessment such that it will provide specific feedback to
student?
–
Do the results of the assessment make is possible to track student progress
in earning?
–
Do the assessment motivate student to learn?
–
Do the assessment provide a realistic estimation of what student and what is
Measurement
Measurement
– is a process of quantifying individual’s achievement,
personality, attitudes, habits and skills. It is the record of performance or
the information which is required to make judgment.
Quantification appraisal of observable phenomena
Process of assigning symbols to dimensions of phenomena
An operation performed on the physical world by an observer
Process by which information about the attributes or characteristics of things are determined and differentiated.
A measurement takes place when a “test” is given and a “score” is
obtained.
If the test collects quantitative data, the score is a number.
If the test collects qualitative data, the score may be a phrase or word
such as “excellent.”
Evaluation
Evaluation involves an
interpretation of what has
been gathered through
measurement, in which
value judgments are
made about performance.
For example,
measurement often result
in a percentage of items
answered correctly.
Evaluation is a judgment about what each percentage correct score
means. That is, is 75 percent correct good, average, or poor?. That 75
percent indicate “proficiency”?
Use
The
final
stage
of
implementing assessment is
how the evaluation are used.
The use of test scores and
another
information
is
closely.
Quality Use
Teachers use quality
assessments to:
Interpret student
understanding
Communicate
expectations and provide
feedback
Take action to improve
learning
Promote student
accountability
FUNCTIONS OF MEASUREMENTS
1. INSTRUCTIONAL
a)
Principal
(basic purpose)
- to determine
what knowledge
, skills, abilities, habits and
attitudes have been acquired.
- to determine
what progress
or extent of learning attained
- to determine
strengths
, weaknesses, difficulties and needs of
students
b)
Secondary
(auxiliary functions for effective teaching and
learning)
- to help in study habits formation
- to develop the effort-making capacity of students
2
.
ADMINISTRATIVE/SUPERVISORY
-
to maintain standards
- to classify or select for special purposes
- to determine teachers efficiency, effectiveness of methods,
strategies used (strengths, weaknesses, needs);
standards of instruction
- to serve as basis or guide for curriculum making and
developing
- to serve as guide in educational planning of administrators
and supervisors
- to set up norms of performance
- to inform parents of their children’s progress in school
- to serve as basis for research
Measurement Process Involves Four Steps
1. Define the characteristics that you want to measure.
2. Select the appropriate test. This may also mean to
select the appropriate testing instrument.
3. Administer the test. If an instrument is involved in
the testing, this also means to use the instrument
correctly.
4. Collect and record the measurement from the test.
Considerations when taking Measurements
•Remember that you are measuring a characteristic of the person—you
are not measuring the person themselves; thus, make no judgments about
the person.
A subjective measurement is one that can possibly
be interpreted differently.
An objective measurement is one that cannot be
interpreted differently because of numerical values.
What is Evaluation?
It is a technique by which we come to
know at what extent the objectives are
being achieved.
It is a decision making process which
assists to make grade and ranking.
• Appraising the extent of learning
• Summing up results of measurement or tests giving meaning based
on value judgments
• Systematic process of determining the extent to which instructional
objectives are achieved
• It is a continuous dynamic process
• Identifies strength and weakness of the program
• Involves variety of tests and techniques of measurement
• Emphasis on the major objective of an educational program
• Based upon the data obtained from the test
It may sounds like petty semantics, but the difference are important:
*
Measurement
is the collection of information on which a
decision is based
*
Evaluation
is the use of measurement in making decisions
Scope of evaluation
• To determine the objectives
• Classification of the students
• To select appropriate learning situation
• To motivate the students
• To develop ability and skill of the students • To find out the rate of
improvement or progress
• To predict future performance
• For grading purpose • To diagnose the
learning problem.
Related to students Related to teacher Related to curriculum • To determine the
effectiveness of teaching (teaching methods)
• To adjust the content of course (in relation to determine the # of subject and content of the syllabus)
• Development of norms which may involve in evaluation • To conduct intensive
research
• To predict the performance.
• Evaluating the
curriculum program • Continuous
assessment
• Develop community interest
• Develop and modification of
instructional process • Overall assessment of
total school/college program
• Assessment of
teacher’s performance in all respect
Steps in the process of evaluation
•
Collect suitable data (Measurement)
•
Judge the data to some standard
•
Make decisions based on the data
•
Following these steps facilitates a rational decision
•
How do you score a student?
Understanding Evaluation
Marie-Therese Feuerstein in her book “Partners in Evaluation”
present the following questions:
–
Why evaluate?
–
What evaluation can (and cannot) do?
–
Who can evaluate?
Participating in evaluation
–
Who is evaluation for?
–
When should it be done?
–
Where should it be done, and why?
–
How long will it take?
What evaluation can (and cannot) do?
Evaluation looks at quantity and quality, is important include:
People’s behavior, abilities, qualities, attitudes, values and
motivations.
What evaluation can (and cannot) do?
•
show the main achievement or failings;
•
show where and how changes need to be made;
•
show how strengths can be built upon;
•
provide information and increase skills for planning and
decision making; and
Types of Evaluation used in classroom instruction
1. Placement Evaluation –
This is a type of evaluations carried out
in order to fix the students in the appropriate group or class. It
defines student’s entry behaviours. It determines knowledge and
skills he possesses which are necessary at the beginning of
instruction.
Types of Evaluation used in classroom instruction
Types of Evaluation used in classroom instruction
3. Diagnostic Evaluation – Detects student’s learning difficulties which somehow are not revealed by formative tests. It is more comprehensive and specific.
This type of evaluation is carried out most of the time as a follow up evaluation to formative evaluation. As a teacher, you have used formative evaluation to identify some weaknesses in your students. You have also applied some corrective measures which have not showed success. What you will now do is to design a type of diagnostic test, which is applied during instruction to find out the underlying cause of students persistent learning difficulties. These diagnostic tests can be in the form of achievement tests, performance test, self rating, interviews observations, etc.
4. Summative Evaluation – It determines the degree to which the objectives of the instruction have been achieved and is used to assign grades / grades and to provide feedback to the students.
Formative vs Summative Evaluation
Formative
Purpose
• Judgment of
achievement during
formative stages of
learning.
Time
• If the evaluation is at
the beginning or
during
Emphasis
• Explicitly defined in
behaviors evaluation
Standard
• Criterion-referenced
Summative
• Judgment of
achievement at end of
instructional unit.
• At the end of a unit or
course.
• Used to determine
whether broad
objectives have been
achieved.
Assignment 1
1. Discuss what the differences between testing, assessment and evaluation
2. Steps in the process of evaluation 3. Why is the test used?
4. Create a mind map about Components of Classroom Assessment
5. Differentiate between summative and formative evaluation and give examples for each
6. What is the most important benefit of the evaluation?
Multiple choices
7. The systematic process of collecting and analyzing data in order to make decision is called
a. Evaluation b. Measurement c. Assessment d. Testing
8. The process of quantifying the degree to which someone or something possesses a given trait is called
Assignment 1
9. Data for evaluation can be collected through a. The administration of standardized instruments
b. The administration of locally-developed instruments c. Observation
d. All of the above
10. Which of the following is not a purpose of testing?
a. to describe each student’s developmental level within a test area
b. to identify a student’s areas of relative strength and weakness in subject areas c. to monitor year-to-year growth in the basic skills
d. to predict the future success of the individual
