Short Answer Open- •Easy to construct •Difficult to score as •To measure to recall of
Ended •Adaptable to specific more than one answer facts and specific
subject content may be correct knowledge
Fill in The Blank •Can be more focused •Diffuclt to score when •To measure recall of
and easily scored more than one answer facts and specific
may be correct knowledge
Essay •Easy to construct •Scoring is quite time •To measure application
•Enables students to consuming and higher cognitive
demonstrate a broad skills
knowledge base
Selected- response Short-answer test Essay test
test
Behavior
Learning
Reactions
Kirkpatrick’s Four
Levels of Evalution
Figure 1
1- Reactions : Measures how students have reacted to the
training – Program evalution sheets
2- Learning : Measures what students have learned from the
training – Individual pre- and post test for comparisons
3- Behavior : Measures whether what was learned is being
applied in the life – Observations and feedback from
others
4- Result : Measures whether the application of learning in
class is achieving result – difficult to measure
++++++++++++++++++++++++++++
+++
Level 2 : Can they do it (objectives)? Do they
show the skills and abilities?
Level 1 : did they like the experience?
Satisfaction? Use? Repeat use?
• Student Records
- portfolio
- report cards
- info cards
- anecdotal notes
Interest Inventory
Observations
KWL (focus on K and W)
Class discussions
Observational Checklist
Anecdotal Notes
Class work
Conference Notes
(writing/reading)
Questioning
Traditional
* paper/pencil test
Altenative
* Projects
* Portfolios
* Presentations
Alternative Response
Matching
Multiple Choice
• Stem contains a declarative statement
E. Rational number
Read each example. The write the name of the literary
technique beside the example. A literary technique may be used
more than once
Personification Simile Metaphor Alliteration
____ The kitten studied the ball of clay carefully-taking stock of its shape and
size- triyng to decide whether it was going to attack him
____ The stump sat upright, looking down over the clear-cut valley with disdain
Advantages : compact easy form, easy to
construct, easy to score
1 90 20 0.7
2 80 70 0.1
3 100 0 1
4 100 100 0
5 50 50 0
6 20 60 -04
Use the following table as a guideline to
determine whether an item ( or its
corresponding instruction) should be
considered for revision.
Item Discrimination Item Difficulty
(D)
High Medium Low
D = < 0% review review review
D > = 30 % ok ok ok
First question of item analysis : how many
people choose each response?
If there only one best response, then all other
response options are distracters.
Example from in class assignment (N=35):
Which method has best internal consistensy ?
a) Projective test 1
b) Peer ratings 1
c) Forced choice 21
d) Differences n.s. 12
A perfect test item would have 2 characteristics :
1. Everyone who knows the item gets it right
2. People who do know the item will have responses equality
distributed across the wrong answer.
1 50 33 25 20
2 75 56 44 36
4 69 41 26 18
6 66 32 17 10
10 62 21 8 3
20 59 9.2 1.4 .3
50 56 1 .01 .0004
Negative Marking…
- Elimination strategy reduces odds of
wrong answer penalty
- subtracting a percentage of the number
of wrong answer obtained from the final
grade
- give a grade of 4 a correct answer and a
score of – 1 for a wrong on a 4 choice
question
- A score of less than zero is possible
-students hate negative marking
-negative marking is not practised in
descriptive examinations
- A poor substitute for a test that is too short
with too few answer options
Educational Measurement
and Evaluation
• Disadvantages
Meaning of a grade may very widely
Does not address strengths & weaknesses
K-2 student’s may feel threatened by them
Advantages
- Easy to use.
- Easy to interpret (theoretically)
- Concise
- More continuous than Letter Grades
- May be combined with Letter Grades
Disadvantage
- Meaning of grade may vary widely
- Does not address strengths & weaknesses.
- K-2 students may feel threatened by them
- Meaning may need to be explained/interpreted.
Advantages
- less emotional for younger students.
-can encourage risk taking for students
that may not want to take the course for a
grade
Disadvantages
- Less reliable than a continuous measure
- Does not contain much information relative to a
student’s achievement.
Advantages
- results in a detailed list of student
achievements.
- may be combined with other measures.
Disadvantages
- may become too detailed to easily
comprehend.
-Difficult for record keeping
Advantages
- Involves a personal discussion of
achievement.
- May be used as a formative, ongoing
measure
Disadvantages
- Teachers needs to be skilled in discussion and
offering+ and-feedback.
- Time consuming.
-Some students may feel threatened.
- Difficult for record keeping.
Advantages
- Involves personal discussion of achievement and
may alleviate misunderstanding.
-Teacher can show samples of work and rational for
assessment.
-May improve relations with parents.
• Disadvantages
- teachers need to be skilled in discussion and
offering=and- feedback
-time consuming
-may provoke parent-teacher anxiety
-may be inconvenient for parents
-Difficult for record keeping
Advantages
- most useful as an addition form of
communication
Disadvantages
- short letters may not adequately communicate
a student’s achievement.
- require good writing skills
-time consuming.
Discuss with students ( and parents when
approprite0 the basis of all grading, and all
grading procedures, at the beginning of the
course/school year
Grades should reflect, and be based on,
student’s level of achievement, using only
those assessments that validly measure
achievement
Grade should reflect, and be based on, a
composite of several valid assessments.
When combining several valid assessments,
each assessment should be appropriately
weighted
An appropriate type of grading framework
should be adopted, given the ultimate use of
the grade.
All borderline grades should be re-evaluated
based on a careful examination of all
achievement evidence
Emphasize fair grading and scoring.
Grade relative to specific learning objectives.
Base grades primarily on current
performance.
Provide accurate, timely and helpful feedback.
Use a sufficient number of assessments.
Don’t lower grades due to misbehaviors or
attendances.
Use professsional judgment.
Harmful to a students psyche.
Do not motivate but may provide disincentive
Mastery may not be the purpose of the
activity-or 100% performance may be
necessary
Performance may be necessary to determine
acquisition of skill (e.g.,piano, computer)
Written activities do not emphasize oral
communication which may be a more
functional skill
There are vast differences in grading
practices between teachers and schools.
Most schools lack a standardized and
codified grading policy.
A grade, a simple symbol, is incapable of
conveying the complexity of a student’s
achievement.
Grading is not always valued by teachers and
thus often suffers from carelessness.
Teachers often use grading as form of
discipline and motivation, rather than as an
assessment report
Select content
Develop of instructional strategy
Develop and select instructional materials
Constructs tests and other instruments for
assessing and evaluating
Improve you as a teacher, and our overall
program
Learning outcomes Formula
Bloom’s Taxonomy
Characteristic of Good Learning Outcomes
Learning Outcomes Exercise
Write your Learning Outcomes
5 Questions for Instructional Design
For example:
Students identifies, consults and evaluates
reference books appropriate to the topic in
order to locate background information and
statistics.
Bad Outcome
- Use Illiad and Texshare in order to access
materials not available at UT Arlington
Library.
Good Outcome
- Utilize retrieval services in order to obtain
materials not owned by UT Arlington library.
Bad Outcome
- Students will construct bibliographies and
in-text references using discipline
appropriate styles in order to contribute to
academic discourse in their discipline.
Good Outcome
- Construct bibliographies and in-text
references using discipline appropriate styles
in order to correctly attribute other’s work
and ideas.
We’re taking a friend camping for the first
time (not roughing it too much).
What do they need to know?
We’ll concentrate on how to build a fire
Why do we want our friend to be able to
properly build a fire?
Now let’s write the learning outcome
What is our verb (use Bloom’s)
Why?
A test is reliable when it yields consistent results.
To establish reliability researchers establish
different procedures :
Criterion-Referenced:
-Allows for a cooperative classroom atmosphere
-No assumptions about form of distribution
-Small group statistics not a problem
-Difficult to know just where to set criteria