Chapter IV:

Data
Management
in Present
Measurement
e d b y: K
ristelle
E . Lade
ra
ACTIVIT
Y!
Actor: Kim So Hyun
Movie: Rewind
Artist: Taylor Swift
 TEST
SCORING
Test scores are determined by a student’s
performance in the various items of a test.
What is test
score?
Scoring is giving the numbers for person's
achievement after doing a specific task.
 Objective test scoring
Examples: Multiple choices
tests/Matching tests/ Fill in blank tests
Scoring Test Scoring these tests is simple in which
with Items every correct answer is given a score
of one (1), and that the wrong one is
given a score of zero (0).
A type of test Interpretability in
which scores are compared to EXAMPLE
those of a norm group to assess
performance relative to others.
A.) Criterion-Reference Tests OBJECTIVE
B.) Group-Based Test TEST
C.) Norm-Referenced Test
D. ) Standardized Test
Subjective Test Scoring

Example: Essay tests

1. Prepare an essay Scoring Test with
rubric. Determine what Items
you are looking for and
how many points you will
be assigning for each
aspect of the question.
Subjective Test Scoring

Example: Essay tests

2. Avoid looking at Scoring Test with
names. Some teachers Items
have students put
numbers on their essays
to try and help with this.
.
Subjective Test Scoring

Example: Essay tests

3. Score one item at a Scoring Test with
time. This helps ensure Items
that you use the same
thinking and standards for
all students.
 Subjective Test Scoring
Example: Essay tests
4. Avoid interruptions when
scoring a specific question. Scoring Test with
Again, consistency will be Items
increased if you grade the
same item on all the
papers in one sitting.
 Subjective Test Scoring
Example: Essay tests
5. Beware of negative influences
that can affect essay scoring. Scoring Test with
These include handwriting and Items
writing style bias, the length of
the response, and the inclusion
of irrelevant material.
 Subjective Test Scoring
Example: Essay tests

6. Review papers that are on Scoring Test with

the borderline a second time Items
before assigning a final
score.
Why is it important to EXAMPLE
consider the cost of test
procurement in evaluating
SUBJECTIVE
the effectiveness of
classroom assessment? TEST
Scoring Test
Example:
with Prose Reading Comprehension
Test
and
Passages
 INTERPRETIVE RUBRIC
Advanced The student can identify details from the text. He/she can give insightful evidence to support
conclusions and make inferences. He/she can interpret unfamiliar words based on context. A

Proficient The student can identify the main idea and details about the text. He/she can give evidence from the
text to support conclusions. His/her ability to make inferences is limited as he/she can understand B
familiar words, but have trouble interpreting new words.

S ELF
Developing The student can identify the main idea and a few details about the text. He/she struggle to provide

R EF LEC TIevidence and make inferences. He/she can understand familiar words when they are used in familiar
context. C

ON
Emerging The student’s ability to interpret individual words significantly limits his/her understanding of the text.
He/she can identify the main idea of the text, but cannot give details or textual evidence to support D
conclusions about the text.

Beginning The student cannot understand the words in the text well enough to be able to identify the main idea or
any details about the text. E
Political education has many connotations. It may be defined
as the preparation of a citizen to take well informed,
responsible and sustained action for participation in the
national struggle in order to achieve the socio-economic
objectives of the country. The predominant socio- economic
objectives in India are the abolition of poverty and the creation
of a modern democratic, secular and socialist society in place
of the present traditional, feudal, hierarchical and in egalitarian
one.
Under the colonial rule, the Congress leaders argued that political
education was an important part of education and refused to accept
the official view that education and politics should not be mixed with
one another. But when they came to power in 1947 they almost
adopted the British policy and began to talk of education
being defiled by politics. ‘Hands off education’ was the call to political
parties. But in spite of it, political infiltration into the educational
system has greatly increased in the sense that different political
parties vie with each other to capture the mind of teachers and
students.
The wise academicians wanted political support, without political
interference. What we have actually received is infinite political
interference with little genuine political support. This interference
with the educational system by political parties for their own ulterior
motives is no political education at all and with the all round growth
of elitism, it is hardly a matter for surprise that real political education
within the school system (which really means the creation of a
commitment to social transformation) has been even weaker than in
the pre-independence period.
During that time only, the struggle for freedom came to an end and the
major non- formal agency of political education disappeared. The press
played a major role by providing some political education. But it did not
utilize the opportunity to the full and the strangle hold of vested
interests continued to dominate it. The same can be said of political
parties as well as of other institutions and agencies outside the school
system which can be expected to provide political education. After
analyzing all these things , it appears that we have made no progress in
genuine political education in the post-education period and have even
slided back in some respects.
For instance, the education system has become even more elite-
oriented. Patriotism has become the first casualty. The father of the
nation gave us the courage to oppose government when it was wrong,
in a disciplined fashion and on basic principles. Today, we have even
lost the courage to fight on basic issues in a disciplined manner
because agitation and anarchic politics for individual, group or party
aggrandizement has become common. In the recent times the
education system continues to support domination of the privileged
groups and domestication of the under- privileged ones.
The situation will not change unless we take vigorous steps
to provide genuine political education on an adequate scale.
This is one of the major educational reforms we need, and if
it is not carried out, mere linear expansion of the existing
system of formal education will only support the status quo
and hamper radical social transformation.
Which word is nearly opposite in meaning as “defile” as
used in the passage?
a.) disparage
b.) forgery
c. ) degenerate
d.) sanctify
According to the passage, what should be the main purpose
of political education?
a.) To champion the cause of elitism
b.) To bring qualitative change in the entire education system
c.) To create an egalitarian society
d.) To prepare the young generation with high intellectual
acumen.
• Based on the passage, what are the major drawbacks
of the present education system? How will you
compare it to the education system in the modern
time?
 Objective test scoring

Oral assessments gauge students’

Scoring Test knowledge and skills based on the
with Oral spoken word, typically guided by
Communicatio questions or small tasks.
n Coding
Oral assessments can take on
different formats, including:
• Presentation on a prepared topic
(individual or group, live or Scoring Test with
recorded)
• Interviews or discussions to Oral
assess a student’s knowledge or Communication
skills Coding
• Simulations or demonstrations of
skills individually or with others
(e.g., client or patient)
Fluency and Coherence
• The ability to speak fluently, without
repeating, taking pauses, and having STUDENTS
the know-how to self-correct.
• Knowing the usage of the right words,
vocabulary, and grammar. ARE
• Speaking coherently with appropriate,
strong, and cohesive features.
SCORED
• Having a clear knowledge of the topic BASED
that is being asked to speak on.
ON:
Lexical Resource STUDENTS
• correct use of collocation.
• varied range of words.
• Knowing how to paraphrase words
• Using less common vocabulary.
ARE
SCORED
BASED
ON:
Grammar Range and Accuracy STUDENTS
• Proper structuring of sentences
• Word flow and sentence construction
should be accurate.
• Tenses should be used in the right
ARE
manner. SCORED
• Answers should be grammatically
correct. BASED
ON:
Pronunciation (P) STUDENTS
• Use annotation.
• Correct pronunciation of a word.
• Ability to be understood throughout
the test.
ARE
SCORED
BASED
ON:
Thank you!

Present
ed b y: K
ristelle
e. La de
ra