measurement and evaluation of learning powerpoint presentation
- 1. MEASUREMENT AND EVALUATION OF LEARNING PRINCIPLE OF TEACHINGS
- 2. WHAT IS MEASUREMENT? Process by which information about the attributes or characteristics of things are achieved and differentiated. It implies quantitative value which can be placed in a physical property or stating an outcome of instructions. Quantification is necessary to make the determination or differentiation of the attribute less ambiguous and subjective (Oriondo, 1984). Is an instrument or device use to determine individual’s achievement, personality, attitudes, and among others anything that that can be express quantitatively (Calmorin, 1994).
- 3. WHAT IS EVALUATION? Is depicted as a systematic approach to assessing the outcomes of measurements or tests, assigning meaning based on value judgments. It involves determining the achievement of instructional objectives by students, incorporating data gathering and interpretation in light of specified goals. Statistical treatment is applied to discern the significance of values, whether they meet standards. Evaluation is seen as an integral part of various activities, aligning with goals, employing set criteria, and contributing to decision-making processes.
- 4. SCOPE OF EVALUATION Curricular Offerings, School Programs, and Instructional Materials/Facilities: Assessing the relevance, realism, and responsiveness of courses to societal needs. Appraising school programs to ensure teachers are not overloaded. Evaluating adequacy and currency of instructional materials and facilities. Mentors (Teachers): Appraising teachers based on the MODERN TEACHER qualities. Assessing their effectiveness, efficiency, and economic delivery of goods and services. Evaluating teacher qualifications. Pupils/Students: Evaluating whether students have achieved the learning task goals.
- 5. FUNCTIONS OF MEASUREMENT AND EVALUATION Student Achievement: Measurement and evaluation determine whether students have attained the learning task goals. Instructional Evaluation: The effectiveness or ineffectiveness of instruction is ascertained through measurement and evaluation. Learning Motivation: Knowledge of achievement test results sparks student interest, motivating them to improve if scores are low or maintain high scores. Success Prediction: Measurement and evaluation predict a student's success or failure, with consistently high scores suggesting likely success. Diagnosis of Difficulties: Measurement and evaluation, especially diagnostic tests, help identify the specific weaknesses of learners.
- 6. PRINCIPLES EVALUATION Objective-Based Evaluation: Evaluation should align with clearly stated instructional objectives, ensuring a focus on significant aspects of the educative process and prioritizing pupil growth and progress. Purposeful Selection of Procedures: Evaluation procedures and techniques should be chosen based on clearly defined objectives, emphasizing appropriateness over characteristics like accuracy or objectivity. Comprehensive Assessment: Evaluation should encompass various outcomes of instruction, including knowledge, comprehension, thinking skills, attitudes, behaviors, and performance, utilizing diverse tests and measuring devices. Continuous and Integral: Evaluation should be continuous, integrated into the teaching and learning process, and aligned with the ongoing educational program for continuous improvement and change. Diagnostic and Functional Evaluation: Evaluation should serve a purpose, aiming to improve learning styles, teaching methods, and overall conditions affecting learning and teaching. Cooperative Approach: A cooperative effort involving pupils, teachers, school administrators, and parents is essential for effective evaluation of pupils' progress. Judicious Use of Evaluation: Recognizing the inherent errors in evaluation instruments, users should be cautious in their construction, skillful in their application, and prudent in interpreting results to mitigate errors and enhance the value of evaluation information.
- 7. TYPES OF EVALUATION Placement Evaluation: Determines students' initial knowledge and skills, guiding the teacher on appropriate methods and where to start the subject. Uses tests like aptitude tests, readiness tests, inventories, and observations. Formative Evaluation: An ongoing part of teaching, conducted frequently to assess whether students have mastered learning tasks. Identifies errors for correction, offers feedback, and allows for reinforcement or remediation. Assists teachers in handling errors, improving remediation, and predicting summative test results. Diagnostic Evaluation: Detects learning difficulties not revealed by formative tests or addressed by remedial instruction. Offers comprehensive insights into underlying causes of learning issues. Examples include detailed tests like the Silent Reading Test. Summative Evaluation: Assesses learners' achievement at the end of the teaching-learning process, such as at the end of a unit. Measures specific objectives, assigns grades, compares outcomes across groups, and provides feedback to students. Techniques include oral reports, projects, term papers, themes, and teacher- made achievement tests.
- 8. TEST Tests are tools used to gather information for evaluation purposes, benefiting teachers in enhancing instruction, aiding students in self- understanding, assisting parents in educational and vocational planning, and supplying school administrators with data for planning and evaluating educational programs.
- 9. TEST USES Instructional Uses: Provide effective guidance for individual pupils and the entire class. Measure achievements and guide improvements in teaching methods. Identify specific objectives for emphasis. Offer insights on presenting and organizing subject matter. Help students recognize strengths and weaknesses, motivating learning. Administrative Uses: Support quality control by assessing curriculum strengths and weaknesses. Inform selection decisions, such as university entrance tests or the NCEE. Facilitate classification and placement decisions, like readiness tests. Contribute to accreditation or certification processes, as seen in comprehensive exams. Aid in evaluating the effectiveness of instructional programs. Guidance Uses: Predict individual success in a field of study, assisting in course selection.
- 10. TYPES OF TEST Educational and Psychological Tests: Educational Test: Measures instructional effects, including achievement, formative, summative, and accomplishment tests. Psychological Test: Aims to measure intangible aspects of behavior like attitudes, intelligence, and aptitude. Mastery Test and Survey Test: Mastery Test: Measures mastery of specific instructional objectives. Survey Test: Evaluates a student's general achievement across a broad range of learning outcomes. Individual Tests and Group Tests: Individual Tests: Administered one-on-one, often oral intelligence tests. Group Tests: Administered to groups for efficiency. Speed Tests and Power Tests: Power Test: Measures ability by increasing difficulty, with sufficient time for all items. Speed Test: Assesses how quickly and accurately examinees answer within time limits. Verbal Tests and Non-verbal Tests: Verbal Test: Requires words for understanding and responding. Non-verbal Test: Uses numbers, drawings, or objects without relying on words. Informal Tests and Standardized Tests: Informal Tests: Teacher-made assessments. Standardized Tests: Created by experts, administered under standard conditions, and interpreted using established norms. Supply Tests and Selection Tests: Supply Tests: Require recalling and supplying answers (e.g., completion or essay tests). Selection Tests: Require recognizing and selecting correct responses (e.g., multiple-choice or matching tests). Criterion-Referenced and Norm-Referenced Tests: Criterion-Referenced Test: Describes an individual's performance without comparing to others. Norm-Referenced Test: Compares an individual's performance to a group, indicating relative position (e.g., percentile rankings).