Assessment in Learning

Prepared by: Sittie Nermin A. H.Noor

Assessment of Learning

Itfocuses on the development and utilization of assessment

tools to improve the teaching learning process.

MEASUREMENT: refers to the quantitative aspect of

evaluation.

EVALUATION: the qualitative aspect of evaluation.

TEST: consist of questions or exercise or other devises of
measuring the outcome of learning.
Classification of Test
1. According to manner and
response

a. oral
3. According to nature of answer
b. written
a. personality test
2. According to method of
b. intelligence test
preparation
c. aptitude test
a. subjective
d. achievement or summative
b. objective test
e. Sociometric test
f. Diagnostic or formative test
g. Trade or vocational test
  Objective test – test which have definite answers and therefore are not subject for
personal bias.
 Teacher made test – constructed the teacher based on the content of
 different subject taught.
 Diagnostic test – to measure a student strength and weaknesses.
  Formative test – done to monitor students attainment of the instructional
objectives.
 Summative test – done at the conclusion of instruction.
 Standardize test – are test for which contents have been selected and
 for which norm and standards have been established.
 Criterion referenced measure – a measuring device with a
predetermined level of success or standard on the part of the test takers.
 Norm referenced measure – is a test that is scored on the basis of the
norm or standard level of accomplishment by the whole group taking the
test.
Criteria of a Good Examination

Validity

Refers to a degree to which the test measures what it is intended to

measure. It is usefulness of the test for a given measure.
 Reliability
Pertains to the degree to which test measures what is suppose to measure.
The test of reliability is the consistency of the result when it is administered to
different group of individuals with similar characteristics in different places to
different times.
 Objectivity
is the degree to which personal bias is eliminated in the scoring to

the quality of measurement, essentially we mean to have the amount of
information contained in a score generated by the measurement.
Measurement may differ in the amount on information the members
contain. These are:

 Nominal Measurement
  Are the least sophisticated, they merely classify object or events by
assigning numbers to them. These numbers are arbitrary and imply no
qualification, but the categories must be mutually and exhaustive.
 Ordinal Measurement
  Ordinal scales classify, but they also assign rank order. Example, ranking
individuals in a class according to their test scores. Their scores are ordered
from highest to lowest.
 Ratio Measurement.
  The most sophisticated type of all measurement includes all the
proceeding properties, but in a ratio scale, the zone point includes the
absence of what is being measured.
 Norm-referenced and criterion-referenced Measurement
 Norm-referenced has been used in education; norm-referenced test continue
to comprise a substantial portion of the measurement in today’s schools.
Criterion-referenced measurement emphasize that the type of measurement
or testing depends on how the scores are interpreted. Both type can be use
effectively by the teacher.
 Norm-referenced interpretation
  Stems from the desire to differentiate among individuals of some defined
groups on whatever is being measured.
 Criterion-referenced interpretation
  It means referencing an individual’s performance to some criterion that is a
defined performance level. A second meaning for this term involves the idea
of a defined behavioral domain that is, a defined body of learner’s behavior.
Distinction between Norm-Referenced and
Criterion-
Referenced Test
Criterion-Referenced Tests
  Focus on a specific group of learner behaviors. Criterion referenced test
ends to focus more on sub skills than on board skills.

Norm-Referenced Test
 Are usually more general and comprehensive and cover a large domain of content and
learning tasks.
Stages in Test Construction

I. Planning the test

A. Determining the objectives
B. Preparing the table of
C. Selecting the appropriate
item format
D. Writing the test items
E. Editing the test items
II. Trying out the test
B. administering the second try- out
then item analysis
III. Establishing test validity
IV. Establishing the test reliability
V. Interpreting the test scores

A. administering the first try-

out
then item analysis
 Major consideration in test construction

 Type of test
  It is a take home test rather that an in class test, how do you
make sure that students work independently, have equal access to
sources and resources, or spent a sufficient but not enormous
amount of time on the task? The test plan must include a wide
array of issues. Anticipating this potential problem allows the test
constructor to develop positions or policies that are consistent with
his/her testing philosophy
Major consideration in test construction

 Test Length
  A major decision in the test planning is how many items should
included on the test. There should be enough to cover the class period or
attention span or fatigue limits of the students usually restrict the test
length
Major consideration in test construction

Item Formats
  Determining what kind of items to include on the test is a major
decision once the planning decisions are made, the item writing begins.
This task is often the most feared by the beginning test constructors.
However, the procedures are more common sense than formal rules.
Pointers to be considered in preparing a
test
1. Are the instructional objectives clearly defined?
2. What knowledge, skills and attitudes do you want to measure?
3. Did you prepare table of specifications?
4. Did you formulate well defined and clear test items?
5. Did you employ correct English writing items?
6. Did you avoid giving to the correct answer?
7. Did you test the important ideals rather than the trivial?
8. Did you adapt the test’s difficulty to yours student’s ability?
9. Did you avoid using textbook jargons?
10. Did you cast the items in positive form?
11. Did you prepare a scoring key?
12. Does each item have single correct answer?
13. Did you review your items
Different types of test

1. The test items should be selected very carefully. Only important facts should be included.
2. The test should have extensive sampling of items.
3. The test items should be carefully expressed in simple, clear, definite, and meaningful sentences.
4. There should be only one possible correct response for each test item
5. Each item should be independent. Leading clues to other items should be avoided.
6. Lifting sentences from books should not be done to encourage thinking and understanding.
7. The first person personal pronouns and we should not be used.
8. Various types of test items should be made to avoid monotony.
9. Majority of test items should be of moderate difficulty, few difficult and few case items should be
 included
10. The test items should be arranged in ascending order of difficulty, easy items should
the beginning encourage the examinee to pursue the most difficult items the end.
Different types of test
11. Clear , concise, and complete directions should precede sample test items be
provided for
 expected responses.
12. Items which can be answered previous experience alone without knowledge of the subject
matter should not be included.
13. Catchy should not be used in the test items.
14. Test items must be based upon the objectives of the course and upon the course content.
15. The test should measure degree of achievement or determine difficulties of the learners.
16. The test should emphasize ability to apply and use facts as well as knowledge of facts.
17. The test should be of such length that it can be completed within the allotted by all or nearly
all of the pupils, the teacher should perform the test herself to determine its approximate
time allotment.
18. Rules governing good language expression, grammar, spelling, punctuation, and capitalization
should be observed items
19. Information on how scoring be done should be provided.
20. Scoring keys in correcting and scoring tests provided.
Pointers to be observed on constructing
and scoring the deffirent kinds of test
A. Recall types
1. Simple recall type
a) This type consists of questions calling for a single word or expression as an answer.
b) Items usually begin with who, where, when, and what.
c) Score is the number of correct answers.

2. Completion type
a) Only important words or phrases should omitted avoid confusion.
b) Blanks should equal lengths
c) The blank, as much possible, is placed near end of the sentence.
d) Articles a, an, and the be provided before omitted word phrase to clues for answers.
e) Number ofcorrect answers
Pointers to be observed on constructing
and scoring the deffirent kinds of test
3. Enumeration type
a) the exact number of expected answers should be stated.
b) Blanks should be on equal length.
c) Score is the number of correct answer.
4. Identification type
a) The items should make an examinee think of word, number or group of
words that would complete the statement or answer the problem.
b) Score is the number of the correct answer
Pointers to be observed on constructing
and scoring the deffirent kinds of test
B. Recognition types
1. True-false or alternate-response type
a) Declarative sentences should be used.
b) The number of “true” and “false” items should be more or less equal.
c) The truth or falsify of the sentence should not be too evident.
d) Negative statements should be avoided.
e) The “modified true-false” is more preferable than the “plain true-false”
f) In arranging the items, avoid the regular recurrence of “true” and “false” statements.
g) Avoid using specific determiners like: all, always, never, none, nothing, most, often, some, etc. avoid weak
statements as may, sometimes, as rule, in general, etc.
h) Minimize the use qualitative terms like few, great, many, more etc.
i) Avoid leading clues answers in all items.
j) Score is the number of correct answers in “modified true-false and right answer minus wrong answers “plain true
 false”
Pointers to be observed on constructing
and scoring the deffirent kinds of test
2. Yes-No type
a) The items should be more interrogative sentence.
b) The same rules in “true or false” are applied.
3. Multiple response type
a) There should be three of five choices. The number of choices choose in the item.
b) The choices should be numbered or lettered so that only the number or letter can be written on the space
provided.
c) If the choices are figures, thy should be arranged in ascending order.
d) Avoid the use of “a” or “an” as the last word prior to the listing of the responses.
e) Random occurrence of responses should be employed.
f) The choices, as much as possible should be at the end of the statement.
g) The choices should be related in some way or should belong to the same class.
h) Avoid the use of “none of these” as one of the choices.
i) Score is the number of correct answers.
Pointers to be observed on constructing
and scoring the deffirent kinds of test
4. Best answer type
a. There should be three in five choices all of which are right but
vary in their degree of merit, importance or desirability.
b. The other rules for multiple response items are applied here.
c. Score is the number of correct answer
Pointers to be observed on constructing
and scoring the deffirent kinds of test
5. Matching type
a) There should be two columns under “A” are the stimuli which should be longer and more
descriptive than the responses under column “8”. The response may be a word, a phrase, a
number or a formula.
b) The stimuli under column “A” should be numbered and the responses under column “B” should
be letered. Answers will be indicated by letters only on lines provided in column “A”.
c) The number of pairs usually should not exceed twenty items.
d) The number of responses in column “B” should be two or more than the number of items in
column “A” to avoid guessing.
e) Only one correct answer for each item should be possible.
f) Matching sets should neither be too long or too short.
g) All items should be in the same page.
h) Score is the number of the correct answer.
Pointers to be observed on constructing
and scoring the deffirent kinds of test
C. Essay type examination
1. Comparison of two things.
2. Explanation of the use of meaning of a statement or passage.
3. Analysis
4. Decision for or against
5. decision
Pointers to be observed on constructing
and scoring the deffirent kinds of test
 How to construct essay examinations
1. Determine the objectives or essentials for each question to be
evaluated.
2. Phrase questions in simple, clear and concise language.
3. Suit the length of the questions to the time available for answering the
essay examination. The teacher should try to answer the test herself.
4. Scoring:
a) Have a model answer in advance
b) Indicate the number of points for each question.
c) Score a point for each essential
Advantages and disadvantages of the
objective type of test

Advantages
a. The objective test is free from personal bias in scoring.
b. It is easy to score. With a scoring key, the test can be corrected by different
individuals without affecting the accuracy of the grades given.
c. It has high vadility because it is comprehensive with wide sampling of
essentials.
d. It is less time- cosuming since many items can be answered in a given time.
e. It is fair to students since the slow writers can accomplish the test us fast as
the fast writers .
Advantages and disadvantages of the
objective type of test
Disadvatages
a. It is difficult to construct and requires more time to prepare.
b. It does noy afford the students the opooetunity in training for self. And
thought organization.
c. It cannot be used to test ability in theme writing or journalistic writing.
 Advantages and Disadvantages of the
Essay Type of Test
Advantages
a. The essay examination can be used in practically subjects of the school curriculum.
b. It trains students for thoght organization and self expression
c. It affords students opportunities to express their originality and independence of
thinking.
d. Only the essay test can be used in some sunjects like composition writing
journalistic writing which cannot be tested the objective type test
e. Essay examination measures higher mentak abilities comparison, interpretation,
defense of opinion and dicision.
f. The essay test is easily prepared.
g. It is inexpensive.
Disadvatages
a.
Advantages and Disadvantages of the
The kimited sampling of items makes the test unreliable measure of
achievements or abilities.
b. Essay
Questions Type
usually are not of Test
well prepared.
c. Scoring is highly subjective due to the influence of the correcter’s personal
judgment
d. Grading of the essay test is inaccurate measure pupil’s achievements due to
subjectivity of scoring.
Statistical Measures or Tools Used in
Interpreting Numerical Data
Frequency Distribution
A sample common sense technique for describing a set of test scores is through
the use of frequency distribution. It is merely listing of the possible score values
and the number of persons who achieve each scores.
Steps that are involved in creating the
Frequency Distribution
First, list the possible score values in rank order, from highest to lowest then a
second column indicate the frequency or number of person who receive each
scores.
When there is a wide range of scores in a frequency distribution, the disteibution
can be quite long, with a lot of zeros in the column of frequencies, such a
frequency distribution can make interpretation difficult and a confusing. A
grouped frequency distribution would be more appropriate in this kind of
situation. Groups of score values are listed rather than each separate possible
score value.
If we were to change the frequency distribution and table 2 into a grouped
frequency distribution, you might choose intervals such as 48- 50, 45 – 47, and so
forth. The frequency corresponding to intervals 48- 50 would be 9 (1+3+5). The
choice of width of the interval is arbitrary cramp, but it must be the same as all
intervals. In addtion, it is a good idea to have an odd numbered interval is a
whole number. This strategy will simplify subsequent grass at 10 descriptions of
data. The group frequency distribution is presented in table 3.
Measure of Central Tendency
Frequency distrbutions are helful for indicating the shape of to smdescribe a
distributions of scores, but we beed more information than the shape to describe
the distrivmbution adequately. We need to know we’re on the scale of
measurement a distribution is located and how the scores are dispersed in the
description.
The Mean
 The mean of the set of scores is the aristhmetic means. It is found by
summing the scores and dividing the sum by the number of scores.
 The mean is most commonly used measure of central tendency because it is
easily understood and based on all the scorwes in the set.
The Median
 The middle score us the median.
 When there is even a number of scores, tge median is halfway between the
two middle scores. However, when they are tied scores in the middle of the
distribution, or when the scores are in a frequency distribution, the median
may not be so obvious.
 A straightforward way to find this median is to augment the frequency
distribution with a column of cumulative frequency.
cumulative frequency
 Indicate the number of scores at or below each score. Table 4 indicates the
cumulative frequencies for the data in table 2.
Example :
7 persons scored at or below a score of 40, and 21 persons scored at or below a
score of 48.
To find the median, we need to locate the middle score in the culmulative
frequecy column, because this score is the median. Since there are 25 scores in
the distribution, the middle one is the 13th, a score of 46. Thus, 46 is a median
of this distribution; half of the people scored above 46 and half scored.
The Mode
 The measure of central tendency that is the easiest to find is mode.
 It is the most frequently occcuring score in the distribution. The mode of the
scores in table 1 is 48. 5 persons had two scoees of 48 and no other score
occurred as often.
The mean mis the arithmetic averagr.
The median divides the distribution in half.
The mode is the most frequent score.
Measure of Dispersion
 Measure of central tendency are useful for summarizing average
performances, but they tell us nothing about how the scores are distributed
or spread out around the averages.
The Range
 The range indicates the difference between the highest and lowest scores in a
distribution. It is simple to calculate, but it provides limited information. We
substruct the lowest from the highest score and add 1 so that we include both
scores in the spread between them. For the scores of table 2 the range is 50
-34+1=17.)
The Variance
 It is the average squared difference between the scores and the mean.
The Standard Deviation
 Also indicates how spread oit the scores are, but is expressed in the same
units as original scores. The standard deviation is computed by finding the
square root of the variance.
Graphing distribution
 A graph of distribution of test course is often better understood than is the
frequency distribution or mere table of numbers. The general pattern of
score, as well as and unique characteristics of the distribution, can be easily
seen in simple graphs.