DETERMINING

APPROPRIATE EVALUATION
INSTRUMENTS

Presented by: Eiffel O. Usman

DETERMINING APPROPRIATE
EVALUATION INSTRUMENTS

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Evaluation is the picture
systematic process of
collecting, analyzing,
and interpreting
information to
determine the extent to
which students are
achieving instructional
objectives.
Concept of Evaluation

Aims basically to determine Click icon to add

students mastery of what has picture
been taught.
It is a two-part process:
1. Measuring pupils’ individual
performance.
2. Judging about the adequacy
of the-may use one of two
major approaches in
determining how well a pupil
has performed.
 2 Major Approaches of Determining
Students’ Performance
CRITERION-REFERENCE ASSESSMENT
 Each skill is expressed as an instructional
It is where the rating is based on
comparison of a students’ performance
with a pre-determined standard.
PURPOSE:
 To determine whether each student
has achieved specific skills or concepts.
 To find out how much students know
before instruction begins and after it
has finished.
CONTENT:
 Measures specific skills which make up
a designated curriculum. These skills
are identified by teachers and
curriculum experts.
objective.
ITEM CHARACTERISTICS:
 Each skill is tested by at least four items in
order to obtain an adequate sample of
student
performance and to minimize the effect
of guessing.
 The items which test any given skill are
parallel in difficulty.
SCORE INTERPRETATION:
 Each individual is compared with a preset
standard for acceptable achievement. The
performance of other examinees is
irrelevant.
 A student's score is usually expressed as a
percentage.
 Student achievement is reported for
individual skills.
 2 Major Approaches of Determining
Students’ Performance
NORM-REFERENCE ASSESSMENT
 It is where pupils’ performance is
compared to the average performance
of his/her classmates.
PURPOSE:
 To rank each student with respect to
the
achievement of others in broad areas
of knowledge.
 To discriminate between high and low
achievers.
CONTENT:
 Measures broad skill areas sampled
from a variety of textbooks, syllabi, and
the judgments of curriculum experts.
ITEM CHARACTERISTICS:
 Each skill is usually tested by less than
four items.
 Items vary in difficulty.
 Items are selected that discriminate
between high
and low achievers.
SCORE INTERPRETATION:
 Each individual is compared with other
examinees and assigned a score--
usually expressed as a percentile, a
grade equivalent 
score.
 Student achievement is reported  for
broad skill areas, although some norm-
referenced tests do report student
achievement for individual skills.
 TWO GENERAL CATEGORIES OF
EVALUATION
FORMAL EVALUATION INFORMAL EVALUATION
 It is an evaluation which is preplanned,  It is an evaluation that
systematic attempts by the teachers to results from teacher’s
ascertain what students have learned. It day-to-day observations
is also includes commercially-available of how students behave
standardized tests, such as; rating scales, and perform in class.
learning checklist, essay tests, true-false  Non-standardized
tests, multiple choice tests, matching
 No scores
tests.
  No comparing to the
Standardized test
 Scores are considered other students
 Scores are compared  Observing and
 Summative tests interviewing
 Could be beyond Normal classroom  Normal classroom
environment like testing facilities
environment
TYPES OF EVALUATION
1. Prior to Instruction: Pre-assessment

Pre-assessment are administered

before students begin a lesson, unit,
course, or academic program. Students
are not necessarily expected to know
most, or even any, of the material
evaluated by pre-assessments.
Purpose:
1. To establish a baseline .
2. To determine general academic
readiness for a course, program,
grade level,
TYPES OF EVALUATION

2. During Instruction: Formative Evaluation

Formative evaluation is in-process evaluation
of student learning that are typically
administered multiple times during a unit,
course, or academic program.
Purpose:
To give educators in-process feedback.
Formative Evaluation Strategies
- “I Learned” statements interviews -
Quiz
- Oral Presentation -
Questioning
- Problem solving activities -Self-
evaluation
TYPES OF EVALUATION

3. After Instruction: Summative Evaluation

Summative evaluation is used to evaluate
student learning at the conclusion of a specific
instructional period-typically at the end of a unit,
course, semester, program, or school year.
Purpose:
To determine whether students have learned
what they were expected to learn during the
defined instructional period.
 
Summative Evaluation Strategies
-Unit test - Performance Task-
Product/Exhibit
-Demonstration -Portfolio review