Training of Measurement & Evalaution.ppt

Training on
Measurement, Assessment & Evaluation
By Beyene Belayneh
Nov, 2024
Job, Skill& Enter/Dev’t Bureau
ARBEGONA TVET 1

Training Outlines
 Measurement, Assessment & Evaluation
 Blooms Taxonomy of Educational Objectives
 Table of Specification
 Item Analysis

Discuss on the following Basic Terms
Measurement
Assessment
Evaluation

1. Measurement
 Quantitative determination of how much an individual
perform on a given task.
 It is all about the numbers and being able to quantify the
performance or the abilities.
 Measurements are more objective as they have numerical
standards to compare and record. It answers the question
“how much”. Example
 Abebe got 93 marks in a test of Properties of metal.

--Measurement
is the process of assigning numbers to events
based on an established set of rules.
It simply indicates the numerical value
Its scope is narrow & also objective

2.Assessment
 A process of collecting, reviewing and using
information about educational/training quality
 It is done for the purpose of improving student
learning,
 Involves assessment of student learning
outcomes at different levels of education.

--Assessment--
Assessment refers to the process of gathering and
synthesizing information from multiple sources
Assessment is the process of documenting
knowledge, skills, attitudes and beliefs, usually in
measurable terms.

Purpose
Discovering and documenting students’:-
 strengths and weaknesses,
 planning and enhancing instruction.
Used to determines whether or not the goals of
education are being met.
Used to improve the quality of performance.
It plays a major role in how students learn, their
motivation to learn, and how teachers teach.

Types of Assessment
Types of Assessment
1.Formative Assessment
is the process of determining the learner’s/
trainee’s progress in attaining the learning outcome.
It identifies the specific learning errors that need to
be corrected, and provides reinforcement for
successful performance as well.

2. Summative Assessment.
 Determines the extent to which competence have been
achieved.
 And, the result of this assessment decision shall be
expressed in the term ‘competent or not yet
competent’.
 Techniques or tools for obtaining information about
trainees’ achievement include oral or written test,
demonstration and on-site observation.

D/ces B/n Formative & Summative Ass--
D/ces B/n Formative & Summative Ass--
Problem Solving Capacities:-Generate solutions to specific
problems in a field of work.
Accountability & Responsibility:- Supervise the routine
work of others;
Knowledge & Skill :- Ability to apply expertise in a range
of cognitive and practical skills.
Operational Environment:-Competence in self-management
within the guidelines of work contexts.

--Cont’d--
Brain storming
Discuss on the following points
a)Define the term “Vocation”
b)Explain the term “Profession”
c) Describe the meaning of “Occupation”

Principles of Assessment
Principles of Assessment
 It is central to classroom practice.
 It should be educative.
 It should be fair.
 It should be designed to meet their specific purposes.
 It should lead to informative report.
 It should lead to school wide evaluation process.
 It focuses on out students learn.
 It should be valid.

---Pple of Ass--
 It is reliable.
 It is objective
 It is a key professional skill.
 It is a part of effective instructional planning.
 It is sensitive and collaborative.
 It should be inclusive and equitable.
 Information of an assessment should be explicit, assessable
and transparent.

Characteristics of good assessment Tools
Characteristics of good assessment Tools
 Reliability
 Validity
 Objectivity
 Practicability
 Comprehensiveness

--Xtics--
a) Reliability
 a tool refers to the degree of consistency and accuracy.
b) Validity
 A test is said to be valid when it measures what it needs
to measure.
 Validity of a test refers to it's truthfulness.
c) Objectivity
A tool is said to be objective if it is free from personal bias of
interpreting its scope as well as in scoring the responses.

---Xtics--
d) Practicability
The test or evaluation system should be easy to prepare, easy
to administer, easy in scoring etc.
e)Comprehensiveness
It refers to its length and extensiveness as to cover the
complete course or learning experiences to be tested.
Have to test objectives in terms of knowledge,
understanding, skills, abilities, interests and attitudes

3.EValuation
 Evaluation is a process that critically examines a
program.
 Measuring or observing the process to judge it or to
determine it for its value by comparing it to others or
some kind of a standard (Weir & Roberts, 1994).
 It involves collecting and analyzing information about
a program’s activities, characteristics, and outcomes.

--Evaluation--
Its purpose is to:-
 make judgments about a program,
improve its effectiveness, and/or
inform programming decisions.
 The focus of the evaluation is on grades.

Classification of assessment based on mode of
Classification of assessment based on mode of
Response
Response
A)Oral and B) written
A)Oral examination
 Candidate gives spoken responses to questions from
one or more examiner.
It is always applicable in the TVT system.
 Its purpose is to confirm a student´s knowledge of a
subject matter and/or confirm a grade.

---Oral Ass--
Used trainees to demonstrate sufficient knowledge &
skill of the subject.
Used to show how well the student has understood the
material.
It is also subjective, & there isn’t just one correct answer
to the test questions.
Increases opportunity for interaction, leading to a greater
sense of connection for instructors.

B) Written Test
tests that are administered on paper or on a
computer (as an e- Exam).
A test taker who takes a written test could respond
to specific items by writing or typing within a given
space of the test or on a separate form or document.

Features of written examinations
Written examinations are typically characterized by
supervision and time- restriction for completion.
 Knowledge part’s of any Learning outcome covers at least 3
items type from the following alternatives
a) True/false b) Matching items
c) Multiple choice questions d) Fill-up, Short answer and
e) Extended answers or essays (Subjective) type.

A)True/False Item (10-15 Questions)
 It offers only two opposing answers.
 Questions can effectively diagnose a learner’s level of
understanding of complex concepts but can be subject to
guesswork.
 Used to measure the ability to identify whether
statements of fact are correct.
 Questions are usually a declarative statement that the
student must judge as true or false.

Tips for writing True/False Questions
Construct statements that are definitely true or false,
without additional qualifications.
Use relatively short statements.
Eliminate extraneous material.
Keep true and false statements approximately the same
length.
Include an equal number of true and false questions.

---T/F---
Test only one idea in each question.
Have students circle T or F for each question rather than
write the letter which can lead to debate.
Avoid verbal clues, specific determiners (e.g., the, a, an),
and complex sentences.
Avoid absolute terms such as, never or always.

--T/F
Do not arrange answers in a pattern (i.e., TTFFTTFF,
TFTFTF).
Avoid taking statements directly from text.
 Always state the question positively.
Example; 1.Addis is the capital of France.

B) Matching questions(5 Qns)
Matching questions consist of a column of key words
presented on the left side of the page and a column of
options placed on the right side of the page.
 Students are required to match the options associated with
a given key word(s). Or
Learner is asked to match terms from one list with terms
on another list in terms of certain specifications.

Tips for writing matching questions
 Provide more possible options than questions.
 Use longer phrases as questions and shorter phrases as
options.
Keep questions and options short and homogeneous.
 Avoid verbal cues and specific determiners (e.g., the, a,
an).
Number each question and use alphabetical letters for the
options.

--Matching
Specify in the directions the basis for matching and
whether or not responses can be used more than once.
Make all questions and all options the same type (e.g., a
list of events to be matched with a list of dates).
Allow the responses to be used more than once.
The response should include at least 2 or 3 extra items.

Example
Example
PART-II: Match the items listed under column “A” with those expressions listed under column
“B” and write letter of your choice on the space provided (1 pt
each).
“A” “B”
___1. The property of breaking without warning A. Elasticity
___2. A combination of high strength and medium ductility B. Ductility
__ 3. The capacity to be rolled or hammered into thin sheets C. Malleability
__4. The capacity to be drawn from a larger to a smaller diameter of wire D. Toughness
__5. The ability of material to return to its original size, shape and dimension E. Brittleness
F. Weld ability
G. Cast ability

C) Multiple choice questions
(Max of 30 Questions)
It is a question type where the respondent is asked to
choose one or more items from a limited list of choices.
It consists of a stem, the correct answer, and distractors.
Ask students to select the correct response from one or
more of the choices from a given list.
 The stem/beginning part of a question should contain only one
main idea.

Tips for Taking Multiple-choice Exams
 All options should be homogenous and nearly equal in
length.
 Read the question or statement carefully.
 Try to answer the question in your head before reading
the answer choices.
 Read all of the answer choices carefully.
 Eliminate answers you know are incorrect

--Ctn’d-
If you know more than on answer is correct, consider if "all
of the above" is possibly the correct choice.
 If "all of the above" isn't a choice, or isn't the correct
choice, then select the BEST answer from those you think
are correct.
Never leave a multiple-choice question blank unless you
are penalized for guessing.
Using incomplete statements place the blank space at the end.

D) Fill up (or) Completion items
 It formed similarly to Multiple choice item but
without the offered answers.
 Learners have to write an answer into the free space
provided for it,
 It requires the student to insert the correct word,
phrase, number, or symbol into an incomplete
sentence.

Tips to prepare Fill-in-the blank
Ask a direct question that has a definitive answer.
Use only one blank per item.
Place the blank near the end of the sentence.
Ensure that each blank calls for a single idea
Ensure that blank lines are the same length
Avoid grammatical clues

Short answer or structured response
Short-answer questions or statements are similar to essay
questions, except they can be answered with just a few
words or sentences.
It test foundational knowledge which is usually factual.
It direct trainees to supply the appropriate words,
numbers, or symbols to answer a question or complete a
statement.

Essays Type Items
Essays Type Items
 Essay type questions are sometimes called long
answer questions.
 Extended answers or essays:
 It emphasis is on testing integration and development
of hypotheses.
 Used to examine the higher thinking level of the
trainees.

--Cont’d
It contain case studies that require the trainees to apply,
analyze, synthesize, or evaluate related products,
processes, information, ideas, or procedures.
 It require students to demonstrate through writing his/her
ability to :-
 organize this knowledge
 present the knowledge in a logical, integrated answer
writing ability

--Cont’d
organization of thought and ideas
synthesis of ideas into something new
analysis and evaluation
Explain
There are two types of long-answer question:
a)Extended response; is used when there is no limit on
scope, time, or length, and no reference to any resource.
b) Restricted response; is used when you wish to limit
the time, length, number of examples, or anything else
about the answer

Tips for Preparing Essay Type Questions
Give clear instructions on how to answer the question
Use words that the student/Trainess can understand
Test only essential abilities
Clarify the limits on the required answer
Identify the scoring method & assigned grade value before
giving the test.
 Ensure that students understand how their answers will be
scored.

Points to be considered During exam Preparation
Points to be considered During exam Preparation
 Any items type should have clear direction
 Number of questions prepared with respect to the
total mark of the exam.
 Type of questions/Items in which exam covers
 Time allowed to finalized the given assessment
 Instruction of each item type based on its nature
 Determination of marks allotted for each questions.

--Cont’d
 Rational aim of the given level/Unit of competences
 Objectives of the each Unit of competences
 Performance criteria's under each learning outcome
 Variable and the range of each concept
 Required knowledge and skills under evidence guide

Points into Consideration
Points into Consideration
 A good lesson makes a good question
 A good question makes a good content
 A good content makes a good test
 A good test makes a good grade
 A good grade makes a good student
 A good student makes a good COMMUNITY
(Source Jesus Ochave,2002).

The 6 Levels of Questioning in the Classroom
Blooms Taxonomy of Educational Objectives

1, Remember
This base level involves recalling or recognizing
information from memory. It's the most basic level of
cognition, where students are asked to remember facts,
terms, basic concepts, or answers without necessarily
understanding what they mean.
Ex What is the capital of France?"
Key words:-
know, who, define, what, name, where, list, and when.
Cnt’d--

• Students are expected to comprehend the material,
which means they can interpret, translate, and
summarize the information.
Keywords:- explain, describe, identify, discuss,
and interpret.
• Ex. Can you explain the concept of non-ferrous
metals?
2,Understand

• Students are expected to use the information they have learned
in new situations.
• Involves problem-solving, implementing methods, and
demonstrating how concepts can be used in real-world
scenarios. Keywords :- demonstrate, apply, solve, use,
and illustrate
• It promotes critical thinking and problem-solving skills and
helps students see the relevance and applicability of what they
are learning.

Ex. Can you construct a model to demonstrate how the solar
system works?"
3.Apply

• Breaking down information into its component parts for better
understanding. Students are expected to differentiate, organize,
and relate the parts to the whole.
• it encourages students to examine information in a detailed way
and to understand how different parts relate to one another.
• Keywords:- compare, contrast, examine, classify, and break
down.

Ex "Explain the cause and effect relationship between events in
a historical period."
4.Analyze

• Students are expected to form judgments about the
value and worth of information based on criteria and
standards.
• This level encourages students to formulate their own
opinions and make judgments based on their
understanding and analysis of the information.
• Keywords:- judge, rate, evaluate, defend, and justify.
• Ex. Can you justify your solution to reduce inflation?
5,Evaluate

• Students are expected to use what they've learned to create
something new or original.
• generate new ideas, products, or ways of viewing things.
• Keywords:- design, construct, create, invent,
and compose.
• Ex. "Can you plan a way to ensure clean water access in
developing countries?"
6,Create

Table of Specification
Table of Specification
 Describe the Table of Specification in groups
(5Minute)

--TS
 Used to help teachers frame the decision making process
of test construction and
 Improve the validity of teachers' evaluations based on
tests constructed for classroom use.
 Enables the teacher to prepare a test containing a
representative sample of student knowledge in each of
the areas tested.
 It's best to identify major ideas and skills.

Example, Properties of Metal
Example, Properties of Metal

Item Analysis
Item Analysis is an important tool to increase test
effectiveness.
Each items contribution is analyzed and assessed.
 Item analysis is a process which examines student
responses to individual test items (questions) in order to
assess the quality of those items and of the test as a whole.
It is a scientific way of improving the quality of tests and
test items in an item bank.

Three Kinds of Item Analysis
I) Item difficulty
II) Item discrimination
III) Effectiveness of alternatives

I. Item Difficulty
It is the exam question of too easy or too hard.
When an item is one that every student either gets wrong or
correct, it decreases an exam’s reliability.
If everyone gets a particular answer correct, there’s less of a
way to tell who really understands the material with deep
knowledge.
 Its index ranges from 0 to 100; the higher the value, the
easier the question.

II. Item Discrimination
The ability of an item to differentiate among
students on the basis of how well they know the
material being tested.
The exam question discriminate between students
who understand the material and those who do not.

III. Effectiveness of alternatives
If a multiple-choice question has four possible
answers, two of the answers obviously incorrect,
thereby the
Remaining the question with a 50/50 percent
chance of being correct responses.

Feed Back Mechanism
Feedback is information given to the learner about the
learner’s performance relative to learning goals/outcomes.
It should aim to be capable of producing improvement in
students’ learning.
It redirects or refocuses the learner’s actions to achieve a
goal, by aligning effort and activity with an outcome.
It can be verbal or written, or can be given through tests or
via digital technology.

Impacts of Good Feedback
It is a dialogue rather than one-way communication.
It encourage students to reflect on their learning.
It encourages attention to the assessment task
It motivates the student to continue to work
It provides evidence of existing good practice
Clarifies the expected standards
Directs to suggestion where and how to improve.

62
Thank You
for
Your Attention !!!!

Training of Measurement & Evalaution.ppt

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