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Measurement & Evaluation
��. ��. ������� �� ���ก��
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“ Students can, with difficulty,
escape from the effects of poor teaching
BUT
They cannot escape from the effects of
poor assessment”
Boud , 1995
Evaluation• Measurement + Judgment
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Measurement, Assessment and Evaluation
� What are the differences?
� What do the terms have in common?
Evaluation is…Evaluation is…
� a a continuouscontinuous processprocess
�� based upon based upon criteriacriteria
�� cooperativelycooperatively developeddeveloped
�� concerned with measurement of the concerned with measurement of the
performance of performance of learnerslearners , ,
the effectiveness of the effectiveness of teachersteachers
and the quality of the and the quality of the programprogram
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Commonly Used Assessment Terms
Determine to which individual have achieved the intended outcome. Includes written and performance assessments plus judgments
A procedure that requires individual to perform tasks andthe process or product of the
performance is judged using prespecified criteria.
Achievement Assessment
Performance Assessment
NE. Gronlund. 6 th.edition.1998
Commonly Used Assessment Terms
Authentic Assessment
Alternative Assessment
An assessment procedure that
emphasizes the use of tasks and
contextual settings like those in
the “real world”
An assessment procedure
provides an alternative to
paper-and-pencil testing
NE. Gronlund. 6 th.edition.1998
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��������� � ��
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�!�"!����#$�"!����
ก� ��ก��
Sir William Osler (Sir William Osler (Sir William Osler (Sir William Osler (1913191319131913 ))))
��������� ���� ����� . ������������ก�� ก.�. 2447
“The primary purpose of assessment and evaluation is
to improve learning.”
“Program Planning and Assessment, 2000” p. 13
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Assessment
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"�#"���$�%���&�'ก(�%��!� %�)�!�� !� *ก�ก��ก+,
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��������� ���� ����� ��������� ���� ����� ��������� ���� ����� ��������� ���� ����� . . . . ������������ก�� ก������������ก�� ก������������ก�� ก������������ก�� ก....����. . . . 2447
Assessment should be...• Meaningful
� valued; relates to objectives• Performance based
� application• Relevant
� real life • Motivating
� gives future direction• Reinforce learning• Instructive
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Two Types of AssessmentFormative Summative
• Did learning occur?
• At the end
• Follows instruction
• Is learning taking place?
• Continuous
• Throughout
• Provides feedback
• Informs instruction
“ When the cook tastes the
soup, that’s formative
When the guests taste the
soup, that’s summative”
- Robert Stake
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How to Evaluate?
Assessment/Evaluation
• Formative (ongoing)
Feedback
Evaluation
• Summative (end of rotation)
Student Teacher Program
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Sole emphasis on outcome Assessing of process
Recent Trends in Assessment
Mc. Millan JH. Classroom Assessment. 2 nd.ed.2001
To
Isolated skills Integrated skills
Isolated facts Application of knowledge
Paper and pencil Authentic tasks
From
Mc. Millan JH. Classroom Assessment. 2 nd.ed.2001
Individuals Groups
After instruction During instruction
“Objective ” test Performance- based test
Single assessment Multiple assessments
Sporadic Continual
Recent Trends in Assessment
ToFrom
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Model of An Instructional System
ResourcesResourcesResourcesResources
Broad educational goalsBroad educational goalsBroad educational goalsBroad educational goals
Community needs / OutcomeCommunity needs / OutcomeCommunity needs / OutcomeCommunity needs / Outcome
LearningLearningLearningLearningExperiencesExperiencesExperiencesExperiencesEvaluationEvaluationEvaluationEvaluation
Specific objectivesSpecific objectivesSpecific objectivesSpecific objectives
Methods Methods Methods Methods & & & &
InstrumentsInstrumentsInstrumentsInstruments
LearnerLearnerLearnerLearnerneedsneedsneedsneeds
E L
O
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4. ก�����ก��-����0ก����ก��5. %��ก��"�/�#�A�,��ก����ก��
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� -��������A&�#����ก�� ( Cognitive & Meta - cognitive )
�����ก������ !"�#�������ก������ !"�#�������ก������ !"�#�������ก������ !"�#��
� ��ก����ก��� !"���#$%��&'(() ( Communication, IT )
��0�1��2)�#�34��5676849�#"1 ( Act independently )
� ก��#�34��562)��0�1�� �?8@ก�� (Team work )
� (8�@��@��D��!8EF��18GH�ก�� ( Critical thinking, analysis, synthesis )
� ก��FKG&�9G��H38G9L�G1 ( Authentic)
� 8'MGN�8���1"��@OP ( Emotional maturity)
� (8�@��@��D��1��1(@ (Social )
� (8�@F��%S9G ('OT��@ L�G4�T��@
ก��������ก���ก��� ���:�.�. 2542
Steps in Designing Assessment
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1. ก(�%����"A�����#-�/�#ก��������2. ���.��% -��,-����) �%�"����"A�����#-�3. �� �# Table of Specification
4. �)�ก��>�ก�����.�- Paper Pencil Test, Performances,
- Authentics, Alternative.
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5. �� �#-�)'�#�)����.� "��3��,-�)'�#�)�6. ก(�%����� �A��&�' .� -����, ���ก���7. ก(�%��ก�<�ก���% -�*��8. ��"�4��ก��"�����...��#ก���� ��#ก�<�9. ��-���%�-�)'�#�)����.�...-���"�# -���&�'�#10. ���#��.�
/� �"��"����ก��������.�
Always look at the way you assess and ask
“How will this benefit my students ?”
(S. Mc. Aleer : 2001)
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1.ก(�%��3�����#%���/�#ก��������
������ ����������ก����ก��
-����� C ognitive
&�ก�� P sychomotor
3"-"� A ttitudes
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Determine a Cognitive LevelHigher level learning
Organize concepts
Assess concepts
Relate two or more principles
Clarify information
Apply principles and predict outcomes
Itemize information1. Remembering
2. Understanding
3. Applying
4. Analyzing
5. Evaluating
6. Creating
Bloom’s Classification 2003
Apply knowledge and / or judgment
to a realistic situation
Thinking, Reasoning, Understanding
Application of Knowledge Item
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Application of Knowledge?Application of Knowledge?
1.1. What is the mode of action of thyroid hormone? What is the mode of action of thyroid hormone?
( In other words, how does it control gene expressi on?) ( In other words, how does it control gene expressi on?)
In what ways it is similar to the mode of action of retinoic In what ways it is similar to the mode of action of retinoic
andand 11,,2525--dihydroxyvitamin D?dihydroxyvitamin D? ( ½ pages or less)( ½ pages or less)
2. a) What are the basic components of the gas chromatograph? (3 marks)
b) In the analysis of lipid composition of foods by GC, explain the esterification of fatty acids and give reasons for conducting this step.(4 marks)
c) What is the P/M/S ratio?
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2. Table of Specification(Blueprint )
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Domain of InterestDomain of InterestDomain of InterestDomain of Interest
Test SampleTest SampleTest SampleTest Sample
SamplingSamplingSamplingSampling
Test SampleTest SampleTest SampleTest Sample
Test Blue Print Test Blue Print Test Blue Print Test Blue Print 012�ก�����3��012�ก�����3��012�ก�����3��012�ก�����3��
012�012�012�012� �4��0��!��4��0��!��4��0��!��4��0��!�
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"�!�7�"�!�7�"�!�7�"�!�7��4�8972!�4�8972!�4�8972!�4�8972!////�ก!9;<��ก!9;<��ก!9;<��ก!9;<�
//// 01"=��>�01"=��>�01"=��>�01"=��>�
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2222. . . . ก�����3��" Eก��>0���A@�ก�����3��" Eก��>0���A@�ก�����3��" Eก��>0���A@�ก�����3��" Eก��>0���A@� 18181818 8888 10101010
3333 �A�����1���>ก�����3���1�"02�A�����1���>ก�����3���1�"02�A�����1���>ก�����3���1�"02�A�����1���>ก�����3���1�"02 19191919 8888 11111111
4444. . . . ก�����3����� ����ก��>� A�=����ก�����3����� ����ก��>� A�=����ก�����3����� ����ก��>� A�=����ก�����3����� ����ก��>� A�=���� 30303030 11111111 19191919
5555. . . . ก�����3��������2A�2� ก�����3��������2A�2� ก�����3��������2A�2� ก�����3��������2A�2� / / / / ก����ก��ก����ก��ก����ก��ก����ก��
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3��K012�2#�3��K012�2#�3��K012�2#�3��K012�2#�15151515 4444 11111111
�0��0��0��0� 75757575 26262626 49494949
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Theories and Systems of Psychology
Content Content AreasAreas
Instructional ObjectivesInstructional Objectives
Total Total ItemsItems
Knows Knows Basic Basic
AntecedentsAntecedents
Knows Knows Founding Founding
PsychologistsPsychologists
Knows Knows Basic Basic TenetsTenets
Can CompareCan Compareand Contrast and Contrast
SystemsSystems
StructuralismStructuralism 22 22 22 22 88
FunctionalismFunctionalism 22 22 22 22 88
Modern Modern AssociationAssociation
22 22 33 33 1010
BehaviorismBehaviorism 22 33 33 44 1212
GestaltGestalt 33 22 33 22 1010
Existential Existential PsychologyPsychology
33 33 33 33 1212
Total ItemsTotal Items 1414 1414 1616 1616 6060
Topics Guide to the Preliminary Examination
Topic Approximate % in paperPaper 1 – Companion AnimalsClinical medicine 50
Surgery 40Reproduction 10
Paper 2 – Agricultural AnimalsClinical medicine 40
Surgery 10
Reproduction 20
Flock and herd 20
Epidemiology 10
Paper 3 – Public Health and PathologyPublic Health 15
Microbiology / parasitology / parasitic diseases 25
Pathology 40
Infectious diseases 20
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4. ก(�%��-�)'�#�)�
*����>�ก�����
Evaluation Methodology According Evaluation Methodology According to Domains to be Evaluatedto Domains to be Evaluated
Practical Skills
IntellectualSkills
Communication Skills , Attitudes
IndirectMethods
DirectObservation
Carrying out of project
Practical Tests
MCQMCQ
EssayEssay
SAQSAQ
MEQMEQOral testsOral tests
QuestionnairesQuestionnaires
in Real situationsin Real situations
Anecdotal RecordAnecdotal Record
Global Rating Global Rating ScalesScales
in Simulated in Simulated ConditionsConditions
OSCEOSCEOSLEROSLER
ReportReport
Chart auditChart audit
Log bookLog book
PortfolioPortfolio
Written tests
CRQ
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Educational Objective MCQ ?? Reason
Write complete sentences No Response must be supplied( Essay )
Identify error in punctuation Yes Response may be sel ectedResponse may be selected
Express own idea clearlyExpress own idea clearly No Response must be supplied Response must be supplied (Essay )(Essay )
Uses gestures appropriately in Uses gestures appropriately in giving speechgiving speech
No Response must be Response must be suppliedsupplied( performance)( performance)
Identify part of sentenceIdentify part of sentence Yes Response may be selecte dResponse may be selected
Deciding When MCQ Should Be Used (Examples)
Objective or Essay
analyze infer
apply interpret
compare predict
differentiate
Brigham Young U. 2002
Essay Questions
compose evaluate
create explain
defend generate
describe illustrate
design justify
develop propose
Objective items(MCQ)
classify
identify
list
recall
recognize
Directive Verbs for Question Types
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5. �����
��!"�#$��%&���%�(Reviewing & Editing) (Reviewing & Editing) (Reviewing & Editing) (Reviewing & Editing)
���� ���� ����
��ก������� ��
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Why these assessment tools?
• Validity
• Reliability
• Objectivity
• Opportunity for feedback
• Educational effect
• FeasibilityTannehill Deborah, U of Idaho
Validity
�� "����"A�����#-� *��@-�#�� �#"����"A�����#-� *��@-�#�� �#
/�#%��ก��"�/�#%��ก��"�
�� "���) �%� ����"������#����!� "���) �%� ����"������#����!�
&�'�A�#&�'�A�#
�� "������,-��������A"������,-��������A(( level oflevel of
performance)performance)
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Reliability
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�� .�ก��������3� �)'�A)�!� .�ก��������3� �)'�A)�!�
Valid, Reliablenot Valid,not Reliable
not Valid, Reliable
Validity v.s Reliability����
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-����C������ (Objectivity)
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� .� ��'����8��-���%+�"�#ก�� ����C�-(�"�,&�'A�ก" �#
Summary
The assessment methods should :
– have validity
– be reliable
– provide the opportunity for feedback
– have a positive educational effect
– are feasible
Tannehill Deborah, U of Idaho
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