Evaluation, different types of test items
Download as PPTX, PDF11 likes1,000 views
This document discusses different types of evaluation and test items used in education. It describes formative evaluation as used to provide feedback during instruction, while summative evaluation determines if instructional objectives were achieved and is used for grading. Objective test items include supply, selection, and matching questions, while short answer questions assess a few key points and essays measure higher-order thinking. Standardized tests have established norms and procedures, whereas teacher-made tests focus on class-specific content and objectives.
Evaluation, different types of test items
- 1. Evaluation, different types of test items Shilna V
- 2. Evaluation
- 3. Evaluation Is a process wherein the parts, processes, or outcomes of a programme are examined to see whether they are satisfactory, particulary with reference to the programme’s stated objectives, or some of the standard of excellence
- 4. Purpose of evaluation (N.M. Downie) 1. Providing information for grading, promoting students and reporting to parents 2. Evaluating the effectiveness of a teaching method 3. Motivating the students 4. Selecting the students 5. Evaluating the entire educational institution and to show various aspects of it could be improved 6. Collecting information for effective educational and vocational counseling
- 5. Types of evaluation Placement evaluation Diagnostic evaluation Formative evaluation Summative evaluation
- 6. Formative evaluation Used to monitor the progress made during instruction To provide continuous feedback to both teacher and student
- 7. Summative evaluation To determine the extent to which the instructional objectives have been achieved Used to assign grades and certificates to students Provide information for judging the appropriateness of the course objectives and the effectiveness of the instruction
- 8. Distinction between formative and summative evaluation To determine the degree of mastery of a given task Tests given regularly during the course Limited to check the ability to apply a given principle to a new situation Limited to a selected situations To assess larger and more general outcomes of learning Tests at the end of the course Asses the ability to apply a skill in a variety of situations Number of items – larger Validity, reliability are established
- 9. Types of test items
- 10. Test items Evaluation tools Construction of a good test item is challenging Good test item needs subject knowledge along with techniques of writing test items
- 11. Preparation of test items Measure what students know, not what they do not know Simple, precise and easily comprehensible items Item should demand specific answers Give clear directions Use simple language
- 12. Criterion Referenced Test (CRT) and Norm Referenced Test (NRT) 1. CRT determine whether each student has achieved specific skills or concepts 2. To find out how many students know before instruction begins and after it has finished 3. Measures specific skills which make up a designed curriculum 1. NRT rank each student with respect to the achievement of others in broad areas of knowledge 2. Discriminate between high and low achievers 3. Measures broad skill areas sampled from a variety of text books and syllabi
- 13. Criterion Referenced Test (CRT) and Norm Referenced Test (NRT) 4. Parallel difficulty 5. Each student is compared with a preset standard for acceptable achievement 6. Score in percentage 7. Each skill is tested by at least four items 8. Help to eliminate competition and improve cooperation 4. Items vary in difficulty 5. Each student is compared with other examinees and assigned a score 6. Score in percentile 7. Each skill is tested by less than four items 8. Useful for student placement and advancement
- 14. Two types of achievement test Teacher made test Oral test Written test Practical test Standardized test
- 15. Types of written test items Objective type Short answer type Essay type
- 16. Objective type Response is objective Fixed response item Respondent cannot deviate from a definite answer
- 17. Types of objective type items Two types Supply type test item (Recall type) Simple recall type Completion type Selection type test item (Recognition type) Alternate response type Multiple choice test item Matching type test items
- 18. Short answer type questions Question based on a few value points on a particular aspect or concept Reduces the subjectivity through indicating the expected direction of answer Eg: Write three advantages of planning lesson.
- 19. Merits of short answer type Easy to prepare Suitable to all types of content including diagram, graph, and sketches No scope for guessing Can make more objective by fixing the value points Demerits of short answer type • Higher mental abilities cannot be evaluated • Much emphasis on rote learning
- 20. Essay type Essential component of higher education Descriptive answering To measure the memory, communication skill, subject mastery and analytical ability of students Evaluation of higher order thinking is possible Two forms- question form and statement form
- 21. Merits of essay type items Promote critical evaluation Enhances the organizational skill, ability to justify, and substantiate Proves the presentation of arguments Easy to prepare and administer • Suitable for selective contents only • Requires elaborate value points Demerits of essay type
- 22. Standardized test Comprises carefully selected items having being given to a number of sample or groups under standard conditions for which norms have been established after careful evaluation A standardized test is standardized in terms of Form and construction In the way of administration In the use of norms
- 23. Difference between teacher made test and standardized test Teacher made test Based on content and objectives specific to the class May deal either with a specific limited topic or skill or with large segments of knowledge and skill Developed by a single teacher Has fair reliability Limited usually to the class or school Standardized test Based on content and objectives common to many schools over a wide area Deals with large segments of knowledge or skill, usually only with a few items appraising any one skill or topic Develop with the help of experts Has high reliability Provides norms for various groups that are broadly representative of performance throughout the country