evaluation used in classroom instruction

Evaluation Used in

Classroom Instruction

1. Placement Evaluation – evaluation which defines student’s

entry behaviors. It determines the

knowledge and skills he possesses which are

necessary at the beginning of instruction in a given subject area

2. Formative Evaluation – evaluation which provides the

student with feedback regarding his performance in attaining

instructional objectives. It identifies learning errors that need to be corrected and provides equally

reinforcement for successful performance. For teachers

formative evaluation provides information for making instruction

more effective

3. Diagnostic Evaluation –

evaluations used to detect pupils learning difficulties which somehow are not revealed by formative

tests. It is more comprehensive and

specified

4. Summative Evaluation –

evaluation which determines the extent to

which objectives of instruction have been

attained and is used for assigning grades/marks

GENERAL CLASSIFICATIO

N OF TESTS

1.Purposes / Uses of tests

1.1 Instructional Uses of Tests grouping learners for

instruction within a class identifying learners who need

corrective and enrichment experiences

measuring class progress for any given period

assigning grades/marks guiding activities for specific

learners (the slow, average, fast)

1.2 Guidance Uses of Tests assisting learners to set

educational and vocational goals

improving teacher, counselor and parents understanding of children with problems

preparing information data to guide conferences with parents about their children

Determining interests in types of occupations not previously

considered or known by the pupils

predicting success in future educational endeavor

1.3 Administrative Uses of Tests determining emphasis to be

given to the different learning areas in the curriculum

measuring the school progress from year to year

determining how well student are attaining worthwhile educational goals

determining appropriates of the school curriculum for students

of different levels of ability developing adequate basis for

pupil promotion or retention

2. Format of Test

2.1 Standardized Tests – tests that have been carefully constructed by experts in the light of accepted objectives

KINDS1. Ability Tests – combine verbal and numerical ability, reasoning

and computations. Ex. OLSAT Otis Lemon Standardized Ability Test

2. Aptitude Tests – test which measure potential in a specific field or area, predict the degree to which an individual will succeed in any given area such as art, music, mechanical task or academic studies. Ex. DAT Differential Aptitude Test

and computations. Ex. OLSAT Otis Lemon Standardized Ability Test

2. Aptitude Tests – test which measure potential in a specific field or area, predict the degree to which an individual will succeed in any given area such as art, music, mechanical task or academic studies. Ex. DAT Differential Aptitude Test

3. Achievement Tests – test which measure the students accomplishment or what has been taught and learned in school.Ex. Stanford Achievement Test in Reading for elementary grade.

4. Intelligence Tests – measures the intelligence quotient (I.Q.) of an individualEx. Stanford-Binet Intelligence Test

5. Diagnostic Tests – identifies the weaknesses of an individual’s achievement in any given field and which serves as basis to remedial instruction

2.2 Teacher-Made Tests – tests which measure and appraise student progress in terms of specific classroom objectives.

2.2.1 Classification of Teacher-Made Tests

2.2.1.1 Objective Test•Short-Answer•Completion

2.2.1.1 Objective Test•Short-Answer•Completion

2.2.1.2 Selective Test•True-False or Alternative Response Test – each test item is a declarative statement that the examinee is asked to mark true or false, right or wrong, yes or no and the like

•Matching Type – consist of two parallel columns with each word or number or symbol in one column being matched to a word, sentence, or phrase in the other column

•Multiple Choice Type – each item consists of a problem and a list of options or alternative or choices. The correct option is called answer and the remaining options are called distracters.

2.2.1.2 Essay Test•Restricted Essay•Non-Restricted Essay

3. Language Mode Test

3.1 Verbal Test – ordinary paper and pencil tests which require the use of word as response to items administered to students who have adequate vocabulary and reading skills.

3.2 Non-Verbal Tests – tests that do not necessarily require the use of words, administered to learners whose reading skills and vocabulary are inadequate.

OTHER CLASSIFICATIO

N OF TESTS

1. Educational Tests – primary function is the measurement

results/effects of instruction

2. Psychological Tests - test which

measure the intangible aspects of behavior

such as attitude, interests, intelligence,

aptitude and personality.

3. Mastery Test - achievement test which measure the degree to

which a pupil has mastered certain

instructional objectives or specific learning

outcomes

4. Speed Tests - test which measure

the number of items a pupil can

complete at a given time

5. Power Tests - measure the pupils

ability to answer more and more

difficult item within a given field

6. Criterion-Referenced Tests - described what a pupil

can do without reference to the

performance of others.Ex. Stelled 60

English words out of 80 words

7. Norm-Referenced Tests - determine

how a pupils performance compares

with that of others.Ex. Spelled better than

75% of the class