MODULE IV:

TESTING AND EVALUATION

TESTING
 isdefined as the administration of test and
use of test results to determine whether
the learners can be promoted to the next
grade/year level or must be retained in the
same grade/year level and will undergo a
restudy of the same lesson.
 Inthe field of teaching, written and oral
are the common ways of measuring the
pupils achievements and non-achievement.
MEASUREMENT

 Measurement is an instrument or
device to determine individual’s
achievement, personality, attitudes,
and anything that can be expressed
quantitatively.
EVALUATION

 according to Good, evaluation

refers to the consideration of
evidence in the light of value
standard and in terms of the
particular situations and the goals
which the groups or individuals are
striving to attain.
 USES OF EVALUATION;

1. Appraisal of the school program,

curriculum, and the instructional
materials.
2. Appraisal of the teacher
3. Appraisal of the school child.
A. CRITERIA FOR SELECTING TESTS

1. VALIDITY
-this is the degree to which a test
or measuring instrument measures
what it is intended to measure.
-the truthfulness of the response.
VALIDITY IS CLASSIFIED UNDER FIVE
TYPES NAMELY;
CONTENT VALIDITY
-means the extent to which the
content of the test is truly a
representative of the content of
the course. It is the relevance of a
test to different types of criteria.
CONCURRENT VALIDITY
-is the degree to which the test agrees with or
correlate with a criterion which is a setup as an
acceptable measure.

PREDICTIVE VALIDITY
-is concerned with the relation of tests scores to
performance at some future time. This is what the
scholastic aptitude tests (SATs), that the students take
in high school are supposed to do.
CONSTRUCT VALIDITY
-Is the extent to which the test measures the
attributes or “constructs” it is suppose to
measure.

CRITERION VALIDITY
-this validity has to correlate with a
particular or measure of performance.
USABILITY

-The characteristic of a test by

which it should be easy for students
to understand, easy to administer
and score appropriate in degree of
difficulty and within budget
limitations if it has to be purchased.
 FACTORS AFFECTING USABILITY:
1. Unclear directions
2. Reading vocabulary and sentence structure too
difficult
3. Inappropriate level of difficulty of the test items
4. Poor constructed
5. Ambiguity
6. Test items inappropriate for the outcomes being
measured
7. Test too short
8. Improper arrangement of items
9. Identifiable pattern of answers
RELIABILTIY

Itis the extent to which a test is

dependable, self-consistent, and
stable. In other words, the test
agrees with it self. It is concerned
with the consistency of responses
from one time or another.
 4 methods in estimating the
reliability of a good measuring
instrument;
Test-re-test method
Parallel forms method
Split half method
Internal consistency method
B. STANDARDIZED AND NON- STANDARDIZED
TESTS
A STANDARDIZED TEST
-Is an instrument that contains a set of items
that are administered and measured according to
uniform scoring standards.

NON-STANDARDIZED
-Usually referred to as teacher-made test or
classroom-made test, have not been tested on
several sample population and therefore are not
accompanied by narrative data.
NORM REFERENCED TEST (NRT)
-norm-reference tests are standardized test.

CRITERION REFERENCE TESTS (CRT)

-measure an individuals ability in regard to a
criterion, that is, a specific body of knowledge or
skill.
 DIFFERENCES BETWEEN NORM-
REFERENCED AND CRITERION TESTS
 The norm- reference test measures a
students level of achievement at a given
period of time compared to other students
elsewhere.
 scores from a criterion – referenced test
do not indicate a relative level of
achievement or a produce standards
because no comparisons are made.
C. CLASSROOM TESTS
 the tests, often called objective tests like multiple
choice, matching type, completion, and a true or
false are the short-answer test.
 According to Mehrens and Lehrran , there are five
factors to consider in choosing between short-
answer and essay tests:
1. Purpose of the tests
2. Time and numbers tested
3. Facilities
4. Age of students
5. Teacher’
D. EVALUATING STUDENTS
 REASONS FOR EVALUATION
-the following are five purposes of
evaluating the students according to
Robert Slavin:
1. MOTIVATION OF STUDENTS
-Evaluation, if properly conducted and presented to
the students can motivate them.
2.FEEDBACK TO STUDENTS
-Students’ need to know the results of their effort.
3.FEEDBACK TO TEACHERS
-evaluation provides information to teachers on the
effectiveness of their instruction. STT
4. INFORMATION TO PARENTS
-Evaluation should be sent to parents regularly,
and parents should be instructed in home-based
reinforcement and follow up procedures.

5. INFORMATION FOR SELECTION

-Evaluation can be used to select and sort the
students for different types of instruction.
TYPES OF EVALUATION
 FOUR BASIC EVALUATION
TECHNIQUES;
1. PLACEMENT EVALUATION
-this is to find where the students should be
placed. It sometimes called pre-assessment and
takes place before instruction.
2.DIAGNOSTIC EVALUATION
-This is a means of discovering and monitoring
learning difficulties, and the strength and
weaknesses of a students.
3. FORMATIVE EVALUATION
-This kind of evaluation monitors the progress
and development of a certain student within a
certain lesson.
4.SUMMATIVE EVALUATION
-it is the result of the lengthy exams for all the
students and it is a summary. It also measures the
product of instruction at the end of the
instruction.
 EVALUATION METHODS AND
APPROACHES
 Everyone is evaluated and makes
evaluations on a daily and informal
basis. Students and teachers’ are
continuously evaluating each other in
class on an informal basis.
INFORMAL EVALUATION
 Testing
is the most obvious method by
which the students are evaluated.
 According to Philip Jackson, evaluation
without tests occur on a daily basis and
considered to be the most powerful and
influential than tests.
a second source of daily evaluation is the
judgement of peers.
A third source is the student self-
judgement.
EVALUATION OTHER THAN TESTING
 The student performance and progress can
be measured other than tests, although
testing is the most common source of data
and should be included as part of the total
evaluation.
QUIZZES
-Quizzes are brief informal exams. They
provide an excellent basis for checking
homework and for evaluating the progress of
the students.
 GRADING

 The purpose of grading is somewhat

different for teachers at different grade
levels. The same studies earlier cited
showed that elementary school teachers
rely more on their observations of the
student participation in class, motivation,
and attitudes than on tests.
 GENERAL PURPOSES FOR GRADING
1. Certification or as assurance that a student has
mastered specific content or learning
competencies achieved a certain level of
accomplishment.
2. Selection or identifying or grouping the
students for certain educational paths or
program.
3. Direction or providing information for diagnosis
and planning.
4. Motivation or emphasizing specific material or
skills to be learned and helping the students to
understand and improve their performance.

FORMS OF GRADES
- the letter grade is the most popular form in
which grades are presented. The letter grade
“represents a translation from a number base,
resulting from a combination of test scores,
rating.
 Most schools convert letters to an even
more general statement of evaluation as
follows;

O or A= superior, excellent, outstanding,

B+ = good, above average
B or C = fair, competent, average
D = minimum passing, weakness, or problems
F = failure
ABSOLUTE GRADE STANDARDS

 The grades may be given according to

fixed or absolute standards. The
students scores depend on the
difficulty of the tests given. In some
tests a score of 65 percent maybe
above average, but with an absolute or
fixed standards, it maybe a D.
RELATIVE GRADE STANDARDS
-Relative grading can be based on curve, either
a normal bell-shaped curve or a curve derived
from a simple ranking system.

CONTRACTING FOR GRADES

- the teachers and the students come to an
agreement early in the term concerning grades
for specific levels of performance or achievement
on various tasks.
MASTERY AND CONTINUOUS PROGRESS GRADING
-Both approaches require that teachers maintain
specific records of the students. Many elementary
schools and few high schools now stress mastery grading
and continuous progress grading.

GRADING FOR EFFORT

-Most teachers, especially in the elementary and high
schools, leave some room for judgement in grading.
 RECORDS AND REPORTS OF
PERFORMANCE
REPORT CARDS
- teachers judgement and the scores
on test are communicated to students
and parents by means of a report card.
 Absenteeism an the lateness called
tardiness.
 ELECTRONIC RECORDKEEPING

- The need for careful recordkeeping

is an important part of the teacher’s job
and has financial and legal implications
for the school.
 Not include actual grading,
rather;
1. Alphabetizing and entering names
2. Entering grades
3. Averaging grades for five categories
4. Performing statistical analysis such as
means or frequency distributions
5. Providing progress reports
Two researchers have listed 22 tasks that computerized
recordkeeping can accomplish more effectively than the
traditional recordkeeping book;

1. Permitting the teacher to make easy and quick

modifications of recorded scores, to correct clerical
errors, or to accommodate retests scores or new test
scores.
2. Computing grade averages and applying weighted
formulas to grade the students on various categories,
40%exams, 30% for weekly quizzes, 15% for
homework , and 15% class participation.
3. Converting numerical grades according to specific
standards.
4. Providing records of the students performance by
ranking, percentages, frequency distribution etc. for
subgroups or the entire class.
5. Making comparisons of students or subgroup on any
recorded category for purposes of placements,
diagnostic, formative, or summative evaluation .
6. Providing printouts of student’s performance on
specific tests or subtests for purposes of instruction.
7. Designating or flagging the students according to
specific levels of performance on specific tests
(students who failed, or who received 80% or higher)
8. Generating personal letters for individual students,
including specific comments about grades.
9. Generating reports that include standardized
comments about grades.
10. Reusing the names for different reports, labels,
printouts, or another grading period , creating class
lists for attendance, lateness, extra credit, etc.
 CUMMULATIVE RECORD

 The cumulative record is usually stored in the

main office or guidance office. Teachers are
permitted access to the cumulative records of the
students in their class to obtain information about
them.
COMMUNICATION WITH PARENTS

-According to Joyce Epstein, more than

85% of parents spend 15 minutes or more
helping their child at home when asked to
do so by the teachers. Parents expect
feedback from the teacher and school, and
usually welcome the opportunity to meet
with the teacher and to stay in touch
through phone calls letters, etc.
PARENTS CONFERENCES

 Scheduling parent -teacher

conferences is becoming increasingly
difficult because an increasing number
of children have only one adult living
at home, or to have two parents in the
work force, or have parents with
more than one job.
 The parent-teacher conference is helpful for both
parties. The conference helps the teacher

1.Understsnd and clarify parents’ impressions and

expectations of the school programs or particular
classes.
2. Obtain additional information about the child.
3. Report o the child’s developmental progress
and suggest things the parents can do to
stimulate development.
4. Develop a working relationship with the
parents.
5. Encourage parents support of the school.
 The conference helps parents:
1. Gain a better understanding of the child’s
school program.
2. Learn about the school activities that
than enhance the child’s growth and
development.
3. Learn about the child performance and
progress.
4. Learn about the schools’ faculty and
support staff.
5. Communicate concerns and ask questions
LETTERS TO PARENT
Letters to parents fail into three categories.
First, letter are sent to make the parents
aware of or invite them to participate in
certain classroom or school activities or
foundations.
Second, letters may be sent out regularly,
perhaps weekly or bimonthly, to keep parents
up to date about their children’s academic
work and behavior.
Parents are entitled to and appreciate this
communication. Informing parents and seeking their
input and support may help the minor problems before
the become serious.
Third, letters are written to address specific problems
such letters, problems are described, parents are asked
for their cooperation in one or more ways, and a
conference may be requested.
WE APPRECIATE YOUR TIME! 