PSTMLS Assessment and Evaluation
test
A ____ will serve as the vehicle used to observe an attribute whether in a written test, observation, oral question, or assessment intended to measure the respondent's knowledge or other abilities
Reliability
A good test should also be highly reliable Meaning the test should give similar results even though different testers administer it, or different people score in different forms of the test are given, and the same person takes the test 2 or more different times
Formative Assessment
A kind of assessment which is sometimes called continuous assessment that is being carried out on an on-going basis while students are actually working through a course or major unit thereof
Norm
A set of scores obtained by whom the test is intended The scores obtained by these groups provide a basis for interpreting any individual score
Objectivity
A test is objective when it makes for the elimination of the scorer's personal opinion, bias, or judgment
Find out the causes of learning problems and plan to take remedial actions.
Aim of diagnostic evaluation
Summative Evaluation
Although the results of these are primarily used for assigning grades, or maybe certifying the learner's mastery of instructional objectives, they can also be used to give feedback on the appropriateness of objectives and the effectiveness of instruction.
Evaluation
An ______ can be used as a final review to gauge the quality and success of your instruction
Formative Assessment
Are designed to assist the learning process by providing feedback to the learner which can be used to identify the strengths, weaknesses, hence, improve future performance of the students
Process Assessment
Because this provides more detailed information, this assessment is usually most useful when a student is learning a new skill
Assessment and Evaluation
Both require criteria. Both use measures. Both should be evidence-driven.
Assessment
By taking the ______, teachers try to improve the student's path towards learning
Objectivity
Equally important to the others Meaning, will the test give an equally competent student the same results as that of another student with maybe the same intellectual level? Will the two be able to get more or less similar results?
Summative Assessment
Evaluates student's learning, knowledge, proficiency, or success at a conclusion of instructional period
Validity
Example: A valid test measures the accuracy of a certain laboratory process or work
Standard tests
Example: Aptitude Test, Intelligence Test, Personality Test, IELTS, TOEFL, and other language tests.
Content Evaluation
Example: Asking a patient to give a return demonstration or asking the other laboratory staff to examine a tissue under a microscope after guiding them first.
Analogy Type
Example: If A is B, then C is what?
Outcome Evaluation
Example: If you train your colleague then you expect them to incorporate their knowledge into practice. Inside the laboratory, outcome evaluation should be given
Process Assessment
Example: If you want to assess if your students know the right procedure of analyzing blood sample
Formative Assessment
Example: In class discussions, in class quizzes, in class questions, assignments, reflections, and other periodic tests Often used to identify learning gaps of your students along the way
Recall Type
Example: Simple recall, completion type, and identification type of test
Summative Assessment
Example: Sitting an examination, undergoing a practical or situational assessment, submitting a major item or collection of work i.e., dissertation, thesis, portfolio, standardized test the teachers give, final reports, final presentation, final projects
Recognition Type
Example: True or false test, yes or no, agree/disagree, and multiple-choice test
Recall Type Recognition Type Matching Type Analogy Type
Examples of Objective type tests
What is the effect of the transfusion medicine program for MTs on subsequent laboratory staff turnover? Does this program help? Is the cost incurred worth it?
Examples of questions appropriate for impact evaluation related to your profession, includes:
Process Assessment
Focus on the steps or procedures or the whole task
Outcome Evaluation
Focuses on a longer time-period than content evaluation
Product Assessment
Focuses on evaluating the results or outcome of a certain process, not the whole process itself
Evaluation
Focuses on graze and might reflect classroom components other than course content and mastery level
Assessment
For students and teachers, defines what is important, what counts, how they will spend their time, and how they will see themselves as both players in the whole learning process
Standard tests Teacher-made tests
Generally, all tests can be divided into two:
Good tests need norms
Good tests need norms
right assessment
If you want to change the direction of your lessons and how your students learn, choosing the _____ is necessary
In another way, the purpose of impact evaluation is to obtain information that will help decide whether continuing an education activity is worth the cost
In another way, the purpose of impact evaluation is to obtain information that will help decide whether continuing an education activity is worth the cost
Assessment
In teaching, _____ is the systematic process of documenting and using empirical data to measure knowledge, skills, attitudes, and beliefs.
Standard tests
Instruments of measurement which measures what it aims to measure correctly with constant results
Summative Evaluation
Is a type of evaluation given at the end of the course or unit of instruction to find out which student, and to what extent, has mastered the intended learning outcomes.
Summative Assessment
Is used primarily to make decisions for or to determine readiness for progression
Measurements of Evaluation
It is also a process of determining a quantitative or qualitative attribute of induvial or groups of individuals that is of academic relevance
Evaluation
It is feedback coming from the teacher that can be useful for the students
Assessment
It is the feedback coming from the students and these are helpful for teacher's decision- making process
Reliability
It is usually checked by comparing different sets of scores
Outcome Evaluation
Just as process evaluation occurs concurrently with the learning and teaching process, this occurs after teaching has been completed or after a program has been carried out
Impact Evaluation
Keeping in mind the purpose for conducting an impact evaluation should be helpful in maintaining the level of roughout the whole process
Matching Type
Measures the ability to identify the relationship between a set of similar items - each of which has two components: - Words and their definitions - Symbols and their meanings - Dates and the corresponding events - Causes and effects - People and their accomplishments - Others
Product Assessment
Most appropriate for documenting proficiency or competency in a given skill
Validity
Often assessed by checking how the test scores correspond to some criteria that is, for example, same behavior, personal accomplishments, or characteristics that reflect the attribute that the test is designed to gauge
Teacher-made tests
Only given to classes where the test is intended
institution of a new process the habitual use of a new technique, behavior the integration of a new value or attitude
Outcome evaluation measures changes. That can include:
Essay
Permit students to formulate answers to questions in their own words
Norm
Provide a basis for comparing the individuals within a group The test should be able to provide this kind of relationship
To determine whether learners have acquired the knowledge or skills taught during the learning experience
Purpose of Content Evaluation
To determine the relative effects of education on the institution or the community where you belong
Purpose of Impact Evaluation
To determine the effects and outcomes of teaching efforts
Purpose of Outcome Evaluation
Outcome Evaluation
Similar to that of summative evaluation in the classroom, because its intent is also to sum what happened, as a result of education
Product Assessment
So just as we mentioned in the previous example, here we may focus on the accuracy of the blood test results.
Summative Assessment
Sometimes called final assessment because they are being carried out at the end of a course or major unit
Quality of test items Reliability of test measures Procedures of administering and scoring Interpretation of scores
Standard vs Teacher-made: Differences
Both are constructed on the basis of a carefully planned table of specifications Both have the same type of test items Both provide clear directions to the students
Standard vs Teacher-made: Similarities
Recognition Type
Student must be able to recognize the correct answer from among several answers put before him.
Recall Type
Students must bring forth recall (by his own mental effort) the correct answer
Content Evaluation
Takes place immediately after the learning experience to answer the guiding question to what degree did the learners learn, what was imparted to him/her
Teachers cannot just make any kinds of tests, there are things that they should observe of a good test:
Teachers cannot just make any kinds of tests, there are things that they should observe of a good test:
Objective
Test consisting of factual questions requiring extremely short answers that can be quickly and unambiguously scored by anyone with an answer key
Analogy Type
Test questions where a pair of words are given, and you are asked to choose another pair with the same relationship.
Teacher-made tests
Tests used to determine and evaluate the progress of students in school or any educational setting
test score
The ____ is indication of what was observed through the test, can also be quantitative and qualitative in nature
Evaluation
The process of ______ is to gather, summarize, interpret, and use data. It's basically the same with Assessment but the purpose is to determine the extent if each teaching or action was successful
Assessment
The process of _______ is to gather, summarize, interpret, and use data to decide or provide a direction for action. It helps teachers know where to go in teaching
Standard tests
The test construction process of _____ demands a more critical analysis and are usually prepared by specialists who both know the subject matter and the principles of test construction
Validity
The test must really measure what it has been designed to measure
Observational techniques or specially prepared diagnostic techniques
These techniques can be used to diagnose the problem
Standardized tests
These tests are good and better in quality and may be more reliable and valid
Formative Evaluation
This happens during instruction with the purpose of providing ongoing feedback to students and teachers regarding success and failure of the whole teaching and learning process
Formative Evaluation
This strengthens or sometimes improves the object being evaluated
Teacher-made tests
This test is not often subjected to any statistical procedure to determine its validity and reliability
Objective Essay
Two Kinds of Teacher-Made Tests:
Diagnostic Evaluation
Type if evaluation that is concerned with finding out the reasons for student's persistent or recurring learning difficulties, hence the word 'diagnostic,' that cannot be resolved by standard corrective measures or formative evaluation
Formative Evaluation
Type of evaluation that is used to monitor students' learning progress.
Essay
Used to measure what students know because they utilize their own storehouse of knowledge to answer a question
Characteristics of a Good test
Validity Reliability Objectivity Norm
While assessment and evaluation are highly interrelated and they are often used interchangeably as terms, they are not synonymous at all.
While assessment and evaluation are highly interrelated and they are often used interchangeably as terms, they are not synonymous at all.
Tests and quizzes
___ and ___ are devices used to obtain such information
Testing
____ is a technique of obtaining information needed for measurement and evaluation purposes
Essay
also determine students' ability to analyze, synthesize, and solve problems
Measurement
quantifying an individual's achievement, personality, person's attitude, habit, and skills
