Professional Documents
Culture Documents
Evaluation For Class Lect
Evaluation For Class Lect
Learning
EVALUATION
Assessing and Evaluating
Learning
Outline:
Introduction
Definition of assessment and evaluation
Aim of student evaluation
Steps in student evaluation
The basic principles of assessment/ evaluation
Regulation of learning by the teacher
Types of evaluation
Qualities of a test
Characteristics of measurement instrument
Advantages and disadvantages of different types of tests
Introduction
Definition of evaluation:
Evaluation is the process of analyzing,
reflecting upon, and summarizing assessment
information, and making judgments and/or
decisions based on the information collected.
Aim of student evaluation
Incentive to learn
Feedback to student
Modification of learning activities
Selection of students
Success or failure
Feedback to teacher
Protection of society
Types of evaluation
1- Formative evaluations:
It is an ongoing classroom process
that keeps students and educators
informed of students progress
toward program learning
objectives.
validity coefficient
Types of Validity
Content Validity. Content validity means the extent to
which the content or topic of the test is truly representative
of the course. It involves, essentially, the systematic
examination of the test content to determine if it covers a
representative sample of the behaviour domain to be
measured. It is very important the behaviour domain to be
tested must be systematically analysed to make certain
that all major aspects are covered by the test items and in
correct proportions. The domain under consideration
should be fully described in advance rather than defined
after the test has been prepared.
CONTENT VALIDITY
Content validity is described by the relevance of a
test to different types of criteria, such as thorough
judgment and systematic examination of relevant
course syllabi and textbooks, pooled judgment of
subject matter expert, statement of behavioural
objectives, analysis of teacher-made test questions,
and among others. Thus content validity depends
on the relevance of the individuals responses to the
behavior are under consideration rather on the
apparent relevance of item content.
Content validity
Content validity is commonly used in evaluating
achievement test. A well-constructed achievement test
should cover the objective of instruction, not just its
subject matter. The Taxonomy of educational
Objectives by Bloom would be of great help in listing
the objectives to be covered in an achievement test.
Content validity is particularly appropriate for the
criterion referenced measure. It also applicable to
certain occupational test designed to select and classify
employees. But content validity is inappropriate for
aptitute and personality tests.
CONTENT VALIDITY
CONSTRUCT
Abstract concepts such as intelligence,
self-concept, motivation, aggression and
creativity that can be observed by some
type of instrument.
ILLUSTRATION
For example, a teacher wishes to establish the
validity of an IQ using the Culture fair Intelligence
Test. He hypothesizes that students with high IQ
also have high achievement and those with low
IQ, low achievement. He therefore administers
both Culture Fair Intelligence Test and
achievement test to groups of students with high
IQ have high scores in the achievement test and
those with low IQ have low scores in
achievement test, the test is valid.
A tests construct
validity is often
assessed by its
convergent and
discriminant validity.
FACTORS AFFECTING
VALIDITY
1. Test-related factors
2. The criterion to which you
compare your instrument may
not be well enough established
3. Intervening events
4. Reliability
RELIABILITY
Reliability means the extent to which a test
is dependable, self-consistent and stable.
In other words, the test agrees with itself. It
is concern with the consistency of
responses from moment to moment. Even
if a person takes the same test twice, the
test yields the same results. How ever a
reliable test may not always be valid.
RELIABILITY
The consistency of measurements
A RELIABLE TEST
Produces similar scores across
various conditions and situations,
including different evaluators and
testing environments.
How do we account for an individual
who does not get exactly the same
test score every time he or she takes
the test?
1. Test-takers temporary psychological or
physical state
2. Environmental factors
3. Test form
4. Multiple raters
RELIABILITY COEFFICIENTS
The statistic for expressing
reliability.
Expresses the degree of
consistency in the measurement
of test scores.
Donoted by the letter r with two
identical subscripts (rxx)
RELIABILITY
For instance, Student C took Chemistry test
twice. His anwser in item 5 What is the neutral
ph? is 6.0. In the second administration of the
same test and question, his answer is still 6.0,
thus, his response is reliable but not valid. His
answer is reliable due to consistency of
responses, 6.0, but not valid due to no veracity
of his answer. The correct answer is pH 7.0.
Hence, a reliable tst may not always be valid.
METHODS IN TESTING THE RELIABILITY OF
GOOD MEASURING INSTRUMENT
TEST RETEST METHOD. The same measuring
instrument is administered twice to the same group of
students and the correlation coefficient is determined. The
limitations of this method are (1) when the time interval is
short, the respondents may recall their previous responses
and this tends to make the correlation coefficient high, (2)
when the time interval is long, such factors as unlearning,
forgetting, among others may occur and may result in low
correlation of the measuring instrument, and (3) regardless
of the time interval separating the two administrations, other
varying environmental conditions such as noise,
temperature, lighting, and other factors may affect the
correlation coefficient of the measuring instrument.
TEST-RETEST RELIABILITY
Sometimes referred to as
internal consistency
Indicates that subjects scores
on some trials consistently
match their scores on other
trials
Formula
rwt = 2 ( rht)
1 + rht
Where rwt is the reliability of the whole test;
and rht is the reliability of the half test.
For instance, a test is administered to the students as pilot
sample to test the reliability coefficient of the odd and even
items.
6 1 1 1 1 1 1 1 1 1 1 0 0 0 0 10 .7 .29 .2059
STANDARD ERROR of
MEASUREMENT (SEM)
Gives the margin or error that you should
expect in an individual test score because of
imperfect reliability of the test
Evaluating the Reliability Coefficients
The test manual should indicate why a
certain type of reliability coefficient was
reported.
The manual should indicate the conditions
under which the data were obtained
The manual should indicate the important
characteristics of the group used in
gathering reliability information
FACTORS AFFECTING
RELIABILITY
1. Test length
2. Test-retest interval
3. Variability of scores
4. Guessing
5. Variation within the test situation
Test reliability can be improved by the following factors
1- Oral examinations:
Advantages
1. Provide direct personal contact with candidates.
2. Provide opportunity to take mitigating circumstances into
account.
3. Provide flexibility in moving from candidate's strong points to
weak areas.
4. Require the candidate to formulate his own replies without cues.
5. Provide opportunity to question the candidate about how he
arrived at an answer.
6. Provide opportunity for simultaneous assessment by two
examiners.
1- Oral examinations
Disadvantages
1. Lack standardization.
2. Lack objectivity and reproducibility of results.
3. Permit favoritism and possible abuse of the
personal contact.
4. Suffer from undue influence of irrelevant factors.
5. Suffer from shortage of trained examiners to
administer the examination.
6. Are excessively costly in terms of professional time
in relation to the limited value of the information it
yields.
2- Practical examinations
Advantages
1. Provide opportunity to test in realistic setting skills involving
all the senses while the examiner observes and checks
performance.
2. Provide opportunity to confront the candidate with
problems he has not met before both in the laboratory and
at the bedside, to test his investigative ability as opposed
to his ability to apply ready-made "recipes".
3. Provide opportunity to observe and test attitudes and
responsiveness to a complex situation (videotape
recording).
4. Provide opportunity to test the ability to communicate
under Pressure, to discriminate between important and
trivial issues, to arrange the data in a final form.
2- Practical examinations
Disadvantages
1. Lack standardized conditions in laboratory
experiments using animals, in surveys in the
community or in bedside examinations with patients of
varying degrees of cooperativeness.
2. Lack objectivity and suffer from intrusion or
irrelevant factors.
3. Are of limited feasibility for large groups.
4. Entail difficulties in arranging for examiners to
observe candidates demonstrating the skills to be
tested.
3- Essay examinations
Advantages
1. Provide candidate with opportunity to demonstrate
his knowledge and his ability to organize ideas and
express them effectively
Disadvantages
1. Limit severely the area of the student's total work
that can be sampled.
2. Lack objectivity.
3. Provide little useful feedback.
4. Take a long time to score
4- Multiple-choice questions
Advantages
1. Ensure objectivity, reliability and validity; preparation of
questions with colleagues provides constructive criticism.
2. Increase significantly the range and variety of facts that
can be sampled in a given time.
3. Provide precise and unambiguous measurement of the
higher intellectual processes.
4. Provide detailed feedback for both student and teachers.
5. Are easy and rapid to score.
4- Multiple-choice questions
Disadvantages
1. Take a long time to construct in order to avoid
arbitrary and ambiguous questions.
2. Also require careful preparation to avoid
preponderance of questions testing only recall.
3. Provide cues that do not exist in practice.
4. Are "costly" where number of students is
small.