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ADVANCE EDUCATIONAL PSYCHOLOGY

By : Jocelyn B. Camero
HISTORICAL DEVELOPMENT OF TESTS AND MEASUREMENT

EDUCATIONAL MEASUREMENT
-refers to the use of educational assessments and
the analysis of data such as scores obtained from
educational assessments to infer the abilities and
proficiencies of students
Chinese were the first people to utilize the
examination to measure ability. It was informally
begun in 225 B.C. and became a definite civil
service examination system in 29B.C. ( Ross,32)
Rev. George Fisher
- an English schoolmaster who started the
earliest scientific process of measuring
achievements of pupils.
- in 1864, he devised an instrument called
the “Scale Book”
- inventor of educational measurement.
  J.M. Rice
- a school administrator who started the development of
objective tests like spelling and similar tests in arithmetic
and language in 1894 from which evolved the more
modern objective tests in different subjects.
E. L. Thorndike
- father of educational measurement.
- wrote books
1. “Mental and Social Measurements”- published in
1904 in which were found statistical procedures and tests
upon which statistical techniques and tests of today were
based.
 2. “Thorndike Handwriting Scale”
- published in 1904 which assigned quantitative values
to different qualities of handwriting.
C.W. Stone
- in 1908, he constructed two tests in arithmetic which
deals on the ff:
1. fundamental operations
2. arithmetic reasoning - used in school surveys and
was considered his most notable contribution to
educational testing and measurement( Flores,2)
S.A. Curtis (1909)
- originated the concept of norms and standards
M. Hillegas
- constructed the “Hillegas Composition Scale “ in 1912
and became the basis of composition scales.
PSYCHOLOGICAL MEASUREMENT
-is the development of procedures to measure people‘s
characteristics like intelligence or personality.
Gustav Theodore Fechner
-published a book entitled “Elemente der
Psychophysic”which contained the beginnings of
quantitative psychological measurement.
QUANTITATIVE PSYCHOLOGY
-the American Psychological Association
defines Quantitative Psychology as "the study of
methods and techniques for the measurement
of human attributes, the statistical and
mathematical modeling of psychological
processes, the design of research studies, and
the analysis of psychological data".
 H.L. F. Helmholtz
- his greatest contributions were his experiments in the
sensory fields of vision and hearing and in the
measurement of the speed impulse and reaction-time.
( Flores,3)
Wilhelm Wundt
-established the first psychological laboratory in Leipzig,
Germany.
- His experiments on visual, auditory, cutaneous, olfactory
and others resulted in the study of individual differences in
physical and mental traits.
  Francis Galton& J. Mc Keen Cattell
- conducted earliest experiments in learning about the mind.
Galton- devised a whistle and tests that measured discrimination
of heat, weight, pain, and sound. He also measured mental
imagery.
- his most important contribution was his statistical analysis
in which he suggested a graphical method of correlation.
Cattell - made tests which he used in measuring keenness of
sight and hearing, rate and accuracy of movement, ability to
perceive weight, pitch and time , sensitivity to pain, imagery
and memory. He suggested the term mental tests in 1890. (
Ross, 41)
 
Alfred Binet
- a French psychologist who was the first to devise an
instrument to measure the more complex mental functions.He
introduced the term “mental age”.
Stern - he introduced the concept of representing
intelligence as the ratio of mental age to chronological age and
suggested the term “mental quotient” in 1912 which became
I.Q.( Ross,26)
Group Intelligence Test
- started during the first world war . It was tried with the
recruits in the United States Army. It was first constructed by
Arthur Otis with the help of Robert Yerkes and Lewis
Terman.
Group Intelligence Tests Developed in 1917
1. Army Alpha- verbal test
2. Army Beta- performance test
 Pintner and Paterson
- are the first men to construct a performance test to
measure the intelligence of deaf children called Pintner-
Paterson Performance Scale

Carl E. Seashore
- a pioneer in the measurement of aptitude. He constructed
the first test to measure the musical ability called the
“Seashore Test of Musical Ability which came out in 1915.
 Other Aptitude Tests
1. Stenquist Test of General Mechanical Ability (1918)
2. Mathematical ability test by Rogers (1918)
3. McAdory Art Test- one of the earliest art test developed by
Margaret McAdory Siceloff published in 1933.
Personality Tests
- is very useful in industry, business and in the government. It is
used to measure traits such as attitude, temperament, social
ability, temperament, values, emotion, vocational interests,
extroversion, introversion, levels of dominance and
submissiveness.
- Galton- most inf luential in the development of tests to
measure traits.
 Famous Scales to Measure Traits
1. Scott Man- to –Man Scale- used extensively with soldiers
during the first World War.
2. Woodworth Personal Data Sheet- used to measure the
ability of soldiers to adjust to army life also during the war
years.
3. X-O Test – published in 1919 by Pressey. It was used to
measure emotionality.
4. Test to measure Introversion-Extraversion- made by
Marston
5. Test to measure ascendance-submissiveness- made by
Allport
6. Test to measure social attitudes and interests- by Hart in 1925
 Measurement and Evaluation
Measurement-is the process of determining the
quantity of achievement of learners by means of
appropriate measuring instruments.

Evaluation- is the process of determining the

quality or worth of achievement in terms of
certain standards.
Instruments Used in Measurement
Measuring instrument –a device , tangible or otherwise , used
for determining the quantity of achievement.
1. Examination- is an appraisal of ability,achievement, or
status in any respect. It may also refer to the instrument in
such an appraisal.
2. Test- atype of measuring instrument whose general
characteristic is that it forces responses from a pupil and such
responses are considered to be indicative of the pupil’s
knowlwdge, attitude, etc. ( Bradfield and Moredock, 44)
3. Quiz- is a relatively short test given periodically to measure
achievement in material recently taught
or on any small, newly completed unit of work.
4. Item- is a part of the test that elicits a specific response (
Bradfield and Murdock,44)
Results of Measurement
1. Score- is a number that indicates the quantity of achievement
of an individual in a test which is commonly determined in
terms of items correctly answered.
2. Achievement- is the level of measure of knowledgeor
proficiency of performance of a pupil or a student in a subject
taught in school.
Factors that make educational measurement difficult
1. Many of the objects of measurement are highly abstract,
hence, cannot be measured directly.
2. Manyof the objects of measurement which aremeasured
as distinct entities by themselves may actually refer to the
same thing.
3. There is no zero point to start measurement from.
4. Most of the objects of measurement are behaviors and are
subject to change.
5. An object of measurement may be measured differently
by different persons and for different purposes. This
causes confusion.
6. There is lack or scarcity of measuring instruments that
give accurate measurement.
7. Environmental factors affects the student’s ability to
assimilate and also affect their ability to score in a test.
8. The human element of the measurer also affects
measurement.
9. The health of the measured also affects measurement.
10. Cheating adversely affects accurate measurement.
11. Absences also affect measurement.
 FUNCTIONS OF MEASUREMENT
1. Instructional functions
-when measurement is used to determine the outcomes of
teaching and learning processes and when it is used to make
learning more effective.
a. Principal instructional functions- are the basic
purposes of measurement.
1. To determine what knowledge, skills, abilities,
habits, and attitudes have been acquired.
2. To determine what progress has been made in the
acquisition of the learning outcomes mentioned above.
 3. To determine the strengths, weaknesses, difficulties and
needs of the students. (Diagnostic function)
b. Secondary instructional functions are also called
auxiliary functions. It helps make teaching and learning
more effective
1. To help in the formation of study habits.
2. To develop the effort-making capacity of the students.
3. To serve as aid for guidance, counseling, and prognosis.
2. Administrative and supervisory functions of
measurement
- are those that help in making the instructional
functions more effective.
a. To maintain standards
1. To maintain their standards, some schools, colleges
and universities administer tests to applicants for
enrollment to determine who should qualify to enrol.
2. to determine who should be allowed to take courses
in college that involve much intellectual activity.
3. Achievement in school subjects is measured by
means of tests and the results serve as basis for
determining who should be promoted to the next
higher level and who should be retained.

4. For social purposes, the government administers

examinations to determine who should be licensed to
practise their professions.
5. For efficiency reasons, the government administers
tests to determine who should enter the government
service.
b. To classify or select students for
social purposes:
1. Grouping of students into classes or sections based on ability
for instructional purposes is an old educational practice.
2. Tests are used to discover the extremely bright and talented
students, the very dull or handicapped ones, or those with
special talents.
3. For the purposes of granting scholarships
4. Tests are also given for emotional, educational, and
vocational guidance and counseling purposes.
c. To determine the efficiency of teachers, the
effectiveness of their methods, techniques and
strategies, their strengths, weaknesses and needs.
d. To determine the standard of instruction of a school,
district, division, region or the educational system as a
whole.
e. To serve as basis or guide for curriculum making and
development.
f. To serve as guide for administrators and supervisors in
making their educational plans and programs for their
schools.
g. To set up norms of performance.
h. To keep parents informed of the progress made by their
children in school.
i. To serve as basis for research.

SCOPE AND FUNCTIONS OF EVALUATION

1. Evaluation makes appraisal of the educational objectives,
programs, curricula, instructional materials, and other
facilities.
2. Evaluation makes appraisal of the teacher, his/her methods
and strategies, attitudes, and values.
3. Evaluation appraises the learner.
……SCOPE AND FUNCTIONS OF EVALUATION

4. Evaluation make appraisal of the public

relations of the school.
5. Evaluation make appraisal of the achievement
scores of the learners.
6. Evaluation conducts research.
 CHARACTERISTICS AND CLASSIFICATIONS OF
EDUCATIONAL MEASURING INSTRUMENTS

1. Validity- is the degree of accuracy by which it measures

what it aims to measure.

Types of Validity
a. Content validity- refers to the relevance of the test to the
subject matter or situation from which they are taken.
b. Concurrent Validity- refers to the correspondence
of the scores of a group in a test with the scores of the
same group in a similar test of already known validity used
as criterion.

c. Predictive validity- refers to the degree of accuracy of how

a test predicts the level of performance in a certain activity
which it intends to foretell.
d. Construct validity- refers to the agreement of test results
with certain characteristics which the test aims to portray.
2. Reliability- is the degree of consistency of measurement
that it gives
Factors of reliability
a. Adequacy-refers to the appropriate length of the test and
the proper sampling of the test content.
b. Objectivity- a test is objective if it yields the same score no
matter who checks it or even if it is checked at different
times.
c. Testing condition-refers to the conditions of the
examination room.
d. Test administration procedures -the manner of
administering the test also affects its reliability.
3. Usability – refers to the characteristics of
administrability, scorability, economy,
comparability and utility of a test.
Classification of Measuring Instruments
1.Standard test- one for which content has been
selected and checked empirically, for which
norms have been established, for which uniform
methods of administering and scoring have been
developed, and which may be scored with a
relatively high degree of objectivity./(Good,565).
2. Teacher- made tests- are those made by
teachers and administered to their students to
determine the achievements of the latter in the
subjects they are taking for purposes of marking
and promotion.
 Standard Tests Differentiated from Teacher
–Made Tests
Standard Tests are……
1. Prepared by specialists who
know very well the principles
of test construction.
2.Prepared very carefully
following accepted principles
of test construction
Teacher-Made Tests……
1. Prepared by teachers who
may not know very well the
principles of test
construction.
2.Often prepared hurriedly and
haphazardly to be able to
meet the deadline for
administration.
 Standard Tests….
3.Given to a large portion of
the population for which
they are intended for the
computation of norms.
4.Generally correlated with
other tests of known
validity and reliability or
with measures such as
school marks to determine
their validity and reliability.
Teacher-Made Tests..
3.Given only to a class or
classes for which the tests
are intended. Usually no
norms are computed.
4.Not subjected to any
statistical procedures to
determine their validity
and reliability.
 Standard Tests ….
5.Highly objective
6.Have their norms computed
for purposes of comparison
and interpretation.
7. Measure innate capacities
and characteristics as well as
achievement.
Teacher-Made Tests..
5.Maybe objective and may be
essay in which case scoring is
subjective.
6. Have no norms unless the
teacher computes the
median, mean and other
measures for comparison and
interpretation.
7.Generally measure subject
achievement only.
Standard Tests ….
8.Intended to be used for a
long period of time and for
all people of the same class
in the culture where they
are validated.
9.Generally copyrighted.
Teacher-Made Tests..
8.Intended to be used only
once or twice to measure
achievement of students in
a subject matter studied
during a certain period.
9.Not copyrighted.
Classifications and Uses of Standard Tests
A. According to Function
1. Psychological test- a test that measures an individual’s
ability or personality as developed by general experience.(
Good,561)
Types of Psychological Test
a. Intelligence test-a composite test made of parts
that have been found to correlate well with some
practical measure of intellectual ability, such as
success in school. This is popularly called the
I.Q.test. It measures general mental ability.
………..  Types of Psychological Test

b. Aptitude test- a test designed to indicate a person’s potential

ability for performance of a type of activity.
c. Personality test- is a test designed to measure some aspects of
an individual’s personality.
Types of Personality Tests
1.Rating Scale- a device used in evaluating products, attitudes
or other characteristics of instructors or learners.
2. Personality Inventory- a measuring device for determining
an individual's personal characteristics.
3. Projective test- a method of measurement of an individual’s
personality in which the stimulus is usually unstructured and
produces re3sponses ref lecting the person’s individuality.
 d. Vocational and professional interest inventory
-a test used to determine the extent to which a
person’s likes and dislikes relate to a given
vocation or profession ( Good,566)

2. Educational test- an achievement test which aims to

measure a person’s knowledge, skills, abilities,
understanding, and other outcomes in subjects taught
in school. ( Good,556-557)
B. According to Construction
1.Structured Test-a test is said to be structured when the
examinee is required to respond within the framework or
design of the test and correct responses are expected.
2. Unstructured Test- the examinee is free to respond in any
way he likes, thinks, feels, or has experienced and there are no
incorrect answers.

C. According to the Number of Persons to Whom Test is

Administered
1. Individual test- administered to only one person at a time.
2.Group test- can be given to more than one person at a time
D. According to the Degree to Which Words Are Used in
Test Items and in Pupil Responses
1.Verbal Test- is of the paper –and- pencil test variety but
questions may be presented orally or in written form or
objects may be presented for identification. The
answers , however, are given in words usually written
but sometimes given orally.
2.Nonverbal test-is a test which a minimum amount of
language is used.
3.Performance test- is also a nonverbal but the pupils may
be required to use paper and pencil for responding or
the manipulation of physical objects and materials.
 E. According to Difficulty of items
1. Speed test-a test whose items are of the same level of
difficulty.
2. Power test- have different degrees of difficulty and are
arranged in ascending order of difficulty i.e. from easy to
difficult.
F. According to the Arrangement of Items
1. A test in which the arrangement of items is not
important.
2. Scaled Tests- the items are of different difficulty and are
arranged from easy to difficult.
 G. According to the Amount to be Performed
1.Maximum- performance test- the examinee is urged to
accomplish as much as he can to show his ability, capacity, etc.
2.Typical performance test- tries to reveal what a person really is.
ADVANTAGES OF STANDARD TESTS
1.Standard test are generally reliable.
2.Standard test are accompanied by manuals of instructions
concerning their administration and scoring.
3.Standard tests have norms with which test results are compared
and given meaning.
….ADVANTAGES OF STANDARD TESTS
4. Standard tests ca be used again and again provided
they are not given to the same group twice.
5. Standard tests provide a comprehensive coverage of
the basic knowledge, skills, abilities and other traits
that are generally considered as essential.
 Limitations of Standard Tests
1.Since standard tests are for general use, their contents may
not fully correspond to the expected outcomes of the
instructional objectives of a particular school, subject or
course.
2.Since standard test are very objective, they may not be able
to measure the ability to reason, explain, contrast,
organize one’s ideas, and the like.
3.Standard tests of the right kind for a purpose may be very
scarce and hard to find.
THE EVALUATION PROGRAM
-its purpose is maximize the effectiveness of
instruction.
The Evaluation Committee Members
1.The head of the school, as chairman, on account of his
position, or his representative if he does not have time
to attend to the work of evaluation.
2.The deans of colleges and heads of other instructional
departments, if school is a college or university, on
account of their strategic positions.
3.The chairmen of the departments of the different
disciplines.
4. Guidance Counselor or Guidance Coordinator
5. Registrar
6.Accountant of the school
7. Statistician of the school
8.Psychometrician or one who knows
psychological measurement
9.A representative of the students or pupils
10. Others
Functions of the Evaluation Committee

1.To setup functional evaluation program

2.To formulate long-ranged evaluation program.
3.To formulate and approve policies, plans, and
designs for an effective accomplishments of the
evaluation objectives.
4. To coordinate all evaluation activities.
5. To designate persons or subcommittees with the
needed qualifications to perform tasks that require
technical know-how or small but necessary tasks which
the committee may not have the expertness nor the
time to perform
6.To resolve certain problems that may arise in the
process of evaluation
7.To make a periodic appraisal of the total educational
program of the school.
Characteristics of the Evaluation Program
1.A good evaluation program must have a blueprint, a
f lowchart.
2. A good evaluation program must have clear-cut policies
and objectives.
3. A good evaluation program is systematic.
4.A good evaluation program is comprehensive.
5. A good evaluation program is cooperative.
6. A good evaluation program is dynamic.
7. A good evaluation program aims to improve instruction.
Components of the Evaluation Program
1.Goals, objectives, outcomes
2. Curricula
3.Additional educational
programs
4.Instructional materials
5.Non-teaching aid physical
facilities
6. Testing ( Measurement)
7.The Learner(Pupil,
Student)
8. Marking and grading
9.The teacher and his
methods
10.Student services
11.extra- or Co-curricular
activities
12.Public relations
13.Administration
14. Research
 Educational Goals and Objectives
Objective-is an end or aim towards which efforts
are exerted for its attainment.

Goal- is also an objective but it is broader in

scope and takes long-range programs to attain
it.
Importance and Functions of Objectives
1. Objectives give direction to teaching.
2. Objectives tell exactly what to teach.
3. Objectives help in determining the technique of teaching.
4. Objectives give continuity to the lesson.
5. Objectives determine the outcome of learning.
6. Objectives may serve as the basis for determining the
effectiveness of a teaching process.
7. Objectives determine test content.
Characteristics of Objectives
1.The objectives of a teacher must be in harmony with the
educational objectives of the whole country and of the
school to which he belongs.
2. Objectives must be stated clearly and unequivocally.
3. Objectives must fit the age, grade level and other
psychological traits of the learner.
4.Objectives must be behavioral.
5.Objectives for a particular subject matter must cover all the
important aspects of that subject matter.
6.Objectives should stimulate important learning outcomes.
Formulation of Instructional Objectives
Instructional objectives are the objectives used by the
teacher in his actual teaching.
Two Kinds of Instructional Objectives
1.Specific objective- is an objective for a small unit of
learning which is complete by itself and which can be
attained in one or two periods of study.
2. General objective-is broader in scope and it includes a
big unit of study which may encompass several specific
objectives
Implicit Educational Objectives
The national educational objectives are
mandated to be objectives of all schools and all
teachers for that matter. If they are not expressly
stated by the schools and teachers, they are
implied and should be integrated into or with
the objectives of the schools and teachers.
National Educational Objectives In 1986 Constitution
Sec.3 (1) All educational institutions shall include the
study of the Constitution as part of the curricula.
(2) They shall include patriotism and nationalism,
foster love of humanity, respect for human rights,
appreciation of the role of national heroes in the
historical development of the country, teach the rights
and duties of citizenship, strengthen ethical and spiritual
values, develop moral character and personal discipline,
encourage critical and creative thinking, broaden
scientific and technological knowledge , and promote
vocational efficiency.
(3) At the option expressed in writing by the
parents or guardians, religion shall be allowed to
be taught to their children or wards in public
and elementary and high schools within the
regular class hours by instructors designated or
approved by the religious authorities of the
religion to which the children or wards belong,
without additional cost to the Government.
………Sec 4 Batas Pambansa Blg.232
(2) To train the nation’s manpower in the middle-level skills
required for national development;
(3) To develop the professions that will provide leadership
for the nation in the advancement of knowledge for
improving the quality of human life; and
(4) To respond effectively to changing needs and conditions
of the nation through a system of educational planning
and evaluation.
Batas Pambansa Blg. 232
Sec. 4 The national objectives are:
(1)To provide for a broad general education that will
assist each individual, in the peculiar ecology of his
own society, to
a. attain his potentials as human being
b. enhance the range and quality of individual and
group participation in the basic functions of society
c. acquire the essential educational foundation if his
development into a productive and versatile citizen
Evaluation of Instructional Objectives
The desirable characteristics of objectives are given in
interrogative form and each characteristics of objective is
categorized into 5 orderable gradations with their
respective weights as follows:
Category Weight Average
Very much---------5 2.50-3.49 –--passing
Much---------------4 3.50-4.49---good to very good
Fairly much--------3 4.50 and above --excellent
Not much----------2
Not at all------------1
The Rating Scale
Characteristics of Objectives 5 4 3 2 1
_ _ _ _ _
1.Do the objectives give direction to
teaching?
2.Do they tell exactly what to teach? _ _ _ _ _
3.Do they help determine the technique _ _ _ _ _
of teaching?
4.Do they give continuity to the lesson? _ _ _ _ _
5 Do they determine the outcomes of _ _ _ _ _
learning?
6. Do they help in determining the _ _ _ _ _
outcome of the learning process?
 5 4 3 2 1
7. Are they in harmony with the school _ _ _ _ _
and national objectives?
8. Are they stated clearly and _ _ _ _ _
unequivocally?
9. Do they fit the age, grade level and _ _ _ _ _
other psychological characteristics of
the learner? _ _ _ _ _
10. Are they behavioral? Attainable?
11. Do they cover all the important _ _ _ _ _
aspects of the subject matter?
 5 4 3 2 1
12. Do they stimulate important _ _ _ _ _
learning outcomes?
_ _ _ _ _
13.Are they properly formulated? _ _ _ _ _
14. Do they determine test content?
Evaluation of instructional objectives may
be done in the following:
1.Inspecting the lesson plan of the teacher.
2.Observing the teacher at work.
3.Requiring the submission of syllabi.
4.Discussion in meetings and conferences.
5. Examining of test questions.
6. Examining test papers of students.
Evaluation of the Outcomes of Objectives
1. By testing
2. By observation
3. By student survey
4. By psychological testing
5. By interviews
How can the school products, the graduates, be evaluated?
1.By using the results of qualifying examinations.
2.By conducting an alumni survey
3.By conducting employers survey
4.By conducting community opinion survey
5. By conducting informal interviews
6.Through comments of competent authorities
7. Through the media
CURRICULA
The school can not decide on the subjects or courses offered
in the different grade and year levels in the elementary and
high school and in the baccalaureate courses in college but
it can do much on curriculum development and
enrichment.
Appraisal of such curriculum enrichments should not be
neglected by evaluation.
Additional Educational Programs
1.Moral and Spiritual Development Program
2.Outreach programs
Additional Educational Programs
1.Moral and Spiritual Development Program
2.Outreach programs

The function of evaluation is to see if these
programs are being carried out as they have
been intended to be and if they are not
interfering too much with the regular
educational programs.
Instructional Materials
- should also be evaluated in terms of their availability,
adequacy, and how effectively they are being used to
improve instructions.
1.textbooks
2.library references
3.laboratory equipment
4.audio-visual aids
5.modern technological gadgets
 Rating Scale in Evaluating Instructional Materials

CATEGORY WEIGHT
Very adequate 5
Adequate 4
Fairly adequate 3
Inadequate 2
Very inadequate 1
Legend:
Very adequate- means that all in class can be supplied with
the needed facilities at the same time.
Adequate- means that the important facilities are just enough
for the users with some minor facilities missing.
Fairly Adequate- means that a few important and some
minor facilities are missing
Inadequate- means that about half of the needed important
and minor facilities are missing
Very inadequate- means that more than half of the needed
important and minor facilities are missing or not available.
 The Rating Scale
FACILITY 5 4 3 2 1
Textbooks
Library references
Laboratory equipment (may be
itemized)
Audio-visual aids (may be itemized
How to compute the Weighted Mean
Use the formula WM= TWF
N
in which
WM= the weighted mean or average
TWF=the total of the products of the weights multiplied
by their corresponding frequencies (raters)
N=the number of raters or their total frequency
NON-TEACHING AID FACILITIES
-refer to classrooms,their sizes, lighting,
ventilation, temperature, freedom from
distractions, and seats, chalkboards and
necessary classroom fixtures. These are
also concerns of evaluation.
 Classrooms, seats chalkboards and fixtures may
be rated as very adequate, adequate, fairly
adequate, inadequate and very adequate.
 lighting, ventilation, temperature, freedom from
distractions and conditions of classrooms and
seats and fixtures may be rated as very good,
good, fair, poor ,very poor.
Testing Program Composition
1.Standard psychological tests
2.Standard educational ( achievement) tests;
3.Teacher –made achievement tests;
4. Diagnostic tests, either standard or teacher –
made;
5. Health tests ( examinations);
Standard Psychological Test
- It measures:
a. General mental ability (intelligence)
b. Aptitude (ease with which one learns a
certain activity.
c. Personality traits
d. Interests , either personal, vocational, or
professional
Teacher -Made Examinations
-results are usually for diagnostic, marking, and
promotion, as well as evaluation purposes.
Ex. Suppose a class performs poorly in a test.
What are the implications?
The low scores may have been caused by the following:
1.Poor teaching
2.Mentally weak students
3.Inadequate study materials such as textbooks and
references and audio-visual aids.
4.Poor study habits of the students
5. Poor construction of the test
7. Unusual distractions during the test period.
8. Poor conditions of the room : poorly lighted,
poorly ventilated, too hot or too cold.
The teacher-made test must also be judged as to
whether they are properly designed or
constructed to be able to measure effectively the
expected learning outcomes.
5-PointRating Scale
Tests- may be rated as very adequate, adequate, fairly
adequate, inadequate, very inadequate
ex.Individual tests (Psychological tests)
 Validity, reliability, usability of tests
- may be rated as very high, high, fairly high,, low, or
very low
The effectiveness of the testing program in measuring the
learning outcomes may be rated as very effective,
effective, fairly effective, ineffective,
very ineffective.
The Learner
Various methods of appraising the learners:
1. The administration of the standard
psychological tests, standard achievement test,
and teacher-made tests.
2. Comparing performance in I.Q tests and
performance in teacher-made tests.
3. Comparing present with previous performance.
4. Observation
5. Questionnaire and/or interview
6. Health Examination
7. Autobiography and philosophy of life
8. Parental interview
9. Visitation
Marking and Grading
The Evaluation Committee has to approve
policies to serve as criteria for evaluating
achievement scores.
Among the policies to be formulated are:
1. The quality symbols to be used in grading,
whether rank, percent, or letter symbols with
their respective descriptive equivalents.
2. The different factors to be included in the
evaluation such as the results in quizzes, tests,
projects etc. with their respective weights.
3. An evaluation standard indicating the level of
performance to be awarded a certain mark
symbol
4. The lowest passing score or grad and the
highest grade.
5. The number of level of grades whether 3,6,7,9
etc.
6. The multiples of grades, in multiple of 1,5 or 25 etc.
7. The method/s of transmuting raw scores into
grades.
8.The methods of computing the final grade:
averaging or cumulative
9.The lengths of tests and frequency of giving them.
10. What are to be measured by tests: factual
knowledge, understanding, creative and critical
thinking, reasoning power, judgment, skills,
values, ability to organize ideas, etc.
THE TEACHER
Among the methods used by some schools to
evaluate the teacher are the following:
1. Observation of actual teaching work.
2. Examination of lesson plans, syllabi, tests and test
papers of students.
3. Peer observation and evaluation.
4. Student evaluation
5. Self-evaluation
6. Meetings and conferences
7. Test performance of students
8. Observation of campus activities
9. Questionnaire and/ or interview
10. Administration of psychological tests
11. Autobiography and philosophy of life
12. Educational qualifications
13. Medical and dental examinations
14. Visitation
Characteristics of the Teacher that are Rated
1.Mastery of the subject
matter
2. Punctuality and attendance
3. Strategies
4. Classroom management
5. Ability to gather and
organize instructional
materials
6. Professional growth
7. Health
8. Attitudes
9. Emotional and social ability
10. Approachability
11. Productive scholarship
12. Leadership qualities
13. Cooperation
Rating the Teacher
The teacher may be rated using the 5-point
rating scale as follows:
Very good- 5
Good - 4
Fair- 3
Poor- 2
Very poor- 1
Characteristics Rating
5 4 3 2 1
1.Mastery of the subject matter _ _ _ _ _
2. Punctuality and attendance _ _ _ _ _
3. Strategies _ _ _ _ _
4. Classroom management _ _ _ _ _
5. etc.
HOW TO COMPUTE THE AVERAGE
IF THE RATERS ARE MANY

WM=WF WM- Weighted mean or Weighted Average

N TWF- total weighted frequency
(Weight x frequency, then add)
N- number of raters
Table of Verbal Description Equivalents
CATEGORY RANGE OF AVERAGE OR
MEAN
Very Good 4.50 and above
Good 3.50-4.49
Fair 2.50-3.49
Poor 1.50-2.49
Very poor Below 1.50
 STUDENT SERVICES
 Included to be evaluated are the services being rendered by
the school to its students and pupils. Such services are
rendered in the ff:
1. Registrar’s office
2. Principal’s or Dean’s office
3. Guidance and Counseling Office
4. Accounting office
5. Medical and Dental Office or Clinic
6. Canteen
7. Library
8. Dormitory (if the school has one)
9. Other offices
Sample Questionnaire for Student Services
1. Are the employees serving the students friendly and
helpful?
2. Are the services being rendered fast and efficient?
3. Are the standard operational procedures easy and
convenient to follow?
(The list of questions may be expanded.)
 The 5-point rating scale may be used to rate the
services but the evaluation committee may design
one which is satisfactory to it.
EXTRA-CURRICULAR OR CO-CURRICULAR ACTIVITIES
- refer to the activities of students that are outside the
official classroom activities but are designed to help in
the total development of the students.
examples:
sports, clubs, associations, fraternities,
student government, etc.
It is the function of the Evaluation Committee to look
into whether these are contributing to the total
development of the students, or impinging upon the
efficiency of the instructional program, or too much
burden to the students in time, effort and money.
 PUBLIC SCHOOL RELATIONS
- is an activity concerned with giving information to the
public about the school or creating good will for the school
.
PRACTICES THAT IMPROVE
PUBLIC RELATIONS OF THE SCHOOL
1. Through the report cards of pupils or students which the
school sends to the parents to inform them of the
progress that their children are making in school.
2. Through the organization of the Parent-Teacher’s
Association and calling meetings of the same.
3. Inviting community people to attend certain school
activities.
4. Giving awards to some people in the community in
recognition of their services rendered to the school or
community.
5. Naming the whole school, or a building or a part of the
building or a part of the campus after some people in
recognition of the services they have given the school or to
the community.
6. The school participating in some important community
activities.
Public school relations must be continually evaluated.
A good questionnaire may be prepared and
administered to the representative sample
community. A 5-point rating scale may be used to
measure the level of public school relations that the
school has with the community
people.
THE ADMINISTRATION
The school administration should not exempt itself from
evaluation. Some of its aspects to be evaluated are the
following:
1. Enforcement of discipline
2. Rules and regulations
3. Effort to acquire needed instructional facilities
4. Adequacy of classrooms
5. Relationship with the students and the faculty
6. Capacity for planning and implementation
7. vision
A questionnaire given to the students and
faculty may help in the evaluation of the
administration. Observation and taking
inventory may also be employed. The 5-point
rating system may again be used.
 RESEARCH
- is an important part activity that schools should engage
in.
Sample questions for evaluation of research
1.What kind of contribution does it give to national
development goals?
2. Is the research intended to serve only the small
community where the school is located?
3. Is it intended only for the solution of the school
problems?
4. How scientific is the research conducted?
How often should evaluation be done?
-While there should be a contuous evaluation of some
aspects in the instructional program of the school,
there should be an evaluation of the total educational
program of the school once in a while.
It is suggested that the best total evaluation is
accreditation by a nationally recognized accrediting
association, where all the aspects of the educational
program are looked into.