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METHODS OF EVALUATIONA. OBJECTIVE EVALUATION

- THE WORD OBJECTIVE REFERS TO THE SCORING AND INDICATES THERE IS ONLY ONE CORRECT ANSWER. OBJECTIVE TESTS RELY HEAVILY ON YOUR SKILL TO READ QUICKLY AND TO REASON OUT THE ANSWER.

LEVELS OF INTELLECTUAL OPERATION REQUIRED1. Knowledge- remembering (recalling)

a. defines; describes; enumerates; identifies; labels; lists; matches; names; reads; records; reproduces; selects; states; views; writes;.

2. Comprehension- understandinga. classifies; cites; converts; describes; discusses;

estimates; explains; generalizes; gives examples; illustrates; makes sense out of; paraphrases; restates (in own words); summarizes; traces; understands.

3. Application- The use of previously learned information in new and concrete situations to solve problems that have single or best answers.

a. acts; administers; applies; articulates; assesses; charts; collects; computes; constructs; contributes; controls; demonstrates; determines; develops; discovers; establishes; extends; implements; includes; informs; instructs; operationalizes; participates; predicts; prepares; preserves; produces; projects; provides; relates; reports; shows; solves; teaches; transfers; uses; utilizes.

4. Analysisa. analyzes; breaks down; categorizes; compares;

contrasts; correlates; diagrams; differentiates; discriminates; distinguishes; focuses; illustrates; infers; limits; outlines; points out; prioritizes; recognizes; separates; subdivides.

5. Synthesis- Creativelya. adapts; anticipates; collaborates; combines;

communicates; compiles; composes; creates; designs; develops; devises; expresses; facilitates; formulates; generates; hypothesizes; incorporates; individualizes; initiates; integrates; intervenes; invents; models; modifies; negotiates; plans; progresses; rearranges; reconstructs; reinforces; reorganizes; revises; structures; substitutes; validates.

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6. Evaluation- personal values/opinionsa. appraises; compares & contrasts; concludes;

criticizes; critiques; decides; defends; interprets; judges; justifies; reframes; supports.

QUESTION TYPES VERSES COGNITIVE LEVELS OF LEARNING

KNOWLEDGECOMPREHENSION

APPLICATION ANALYSISSYNTHESIS

EVALUATION

MULTIPLE CHOICE (MC)TRUE/FALSE (TF)

MATCHINGCOMPLETION/ CLOZE TEST

MCESSAY

PERFORMANCE

MCESSAY

TYPES OF TEST QUESTIONS:

– MULTIPLE-CHOICE ITEMS– TRUE-FALSE ITEMS – MATCHING ITEMS– FILL-IN, COMPLETION/ CLOZE TEST– ESSAY QUESTIONS

MULTIPLE CHOICE GOOD FOR: Knowledge level SOME COMPREHENSION LEVEL, IF APPROPRIATELY CONSTRUCTED

ADVANTAGES DISADVANTAGESVERSATILITY.- appropriate for use in many different subject-matter areas, and can be used to measure a great variety of educational objectives.- They are adaptable to various levels of learning outcomes, from simple recall of knowledge to more complex levels,such as the student’s ability to:

• Analyze phenomena

Versatility. - not adaptable to measuring certainlearning outcomes, such as the student’s ability to:• Articulate explanations• Display thought processes• Furnish information• Organize personal thoughts• Perform a specific task• Produce original ideas• Provide examples

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• Apply principles to new situations• Comprehend concepts and principles• Discriminate between fact and opinion• Interpret cause-and-effect relationships• Interpret charts and graphs• Judge the relevance of information• Make inferences from given data• Solve problems

Validity. - In general, it takes much longer to respond to an essay test question than it does torespond to a multiple-choice test item, since the composing and recording of an essay answer is such a slow process.- enables the teacher using multiple-choice items to test a broader sample of course content in a given amount of testing time.

Reliability.- less susceptible to guessing than are true-false test items, andtherefore capable of producing more reliable scores.

Efficiency- amenable to rapid scoring, which is often done by scoringmachines.

Difficulty of Construction.- generally more difficult and time-consuming to write than other types of test items.

ANATOMY OF A MULTIPLE CHOICE ITEM3. What is chiefly responsible for the increase in theaverage length of life in the USA during the lastfifty years?a. Compulsory health and physical educationcourses in public schools.*b. The reduced death rate among infants andyoung childrenc. The safety movement, which has greatlyreduced the number of deaths from accidents.d. The substitution of machines for human labor.

--STEM--ALTERNATIVES

- DISTRACTOR- ANSWER- DISTRACTOR

- DISTRACTOR

GENERAL GUIDELINES FOR DEVELOPING MULTIPLE- CHOICE ITEMS

1. DO NOT USE UNFAMILIAR WORS, TERMS OR PHRASES.EXAMPLE:

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2. DO NOT USE MODIFIERS THAT ARE VAGUE AND WHOSE MEANINGS CAN DIFFER FROM ONE PERSONTO THE NEXT SUCH AS MUCH OFTEN, USUALLY ETC.

3. AVOID COMPLEX OR AWKWARD ARRANGEMENTS. ALSO, AVOID USE OF NEGATIVES IN THE STEM AS THIS MAY ADD UNNNECESSARY COMPREHENSION OF DIFFICULTIES.

4. DO NOT USE NEGATIVES OR DOUBLE NEGATIVES AS SUCH STATEMENTS TEND TO BE CONFUSING.

5. EACH ITEM STEM SHOULD BE AS SHORT AS POSSIBLE.

6. DISTRACTERS SHOULD BE EQUALLY PLAUSIBLE AND ATTRACTIVE.

7. ALL MULTIPLE QUESTIONS SHOULD BE GRAMMATICALLY CONSISTENT WITH THE STEM.

8. WRITE THE CORRECT RESPONSE WITH NO IRRELEVANT CLUES.

9. AVOID STEMS THAT REVEAL THE ANSWER TO ANOTHER ITEM.

10. AVOID ALTERNATIVES THAT ARE SYNONYMOUS WITH OTHERS OR THOSE THAT INCLUDE OR OVERLAPS THE OTHER.

11. AVOID PRESENTING SEQUENCED ITEMS IN THE SAME ORDER AS IN THE TEXT.

12. AVOID USE OF ASSUMED QUALIFIERS THAT MANY EXAMINEES MAY NOT BE AWARE OF.

13. AVOID USE OF UNNECESSARY WORDS OR PHRASES, WHICH ARE NOT RELEVANT TO THE STEM.

14. AVOID USE OF NON- RELEVANT SOURCES OF DIFFICULTY SUCH AS REQUIRING A COMPLEX CALCULATION WHAN ONLY KNOWLEDGE OF PRINCIPLE IS BEING TESTED.

15. AVOID SPECIFITY OF REQUIREMENTS IN RESPONSES.

16. INCLUDE AS MUCH OF THE ITEM AS POSSIBLE IN THE STEM.

17. AVOID USING “NONE OF THE ABOVE”, “ALL OF THE ABOVE”, OR OTHER SPECIAL DISTRACTORS.

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18. HAVING COMPOUND RESPONSE CHOICES MAY PURPOSEFULLY INCREASE DIFFICULTY OF AN ITEM.

19. KEEP THE ALTERNATIVES HOMOGENEOUS IN CONTENT.

TRUE OR FALSE GOOD FOR: Knowledge level content Evaluating student understanding of popular misconceptions Concepts with two logical responses

ADVANTAGES DISADVANTAGES♣ SAMPLE A LARGE AMOUNT

OF LEARNING PER UNIT OF STUDENT TESTING TIME

♠ TENDS TO BE VERY EASY♠ 50-50 CHANCE OF

GUESSING ♠ IT IS DIFFICULT TO

DISCRIMINATE BETWEEN STUDENTS THAT KNOW THE MATERIAL AND STUDENTS WHO DON'T

♠ TENDS TO BE LOW IN RELIABILITY

GUIDELINES FOR CONSTRUCTING GOOD TRUE-FALSE STATEMENTS :

1. DO NOT GIVE A HINT IN THE BODY OF THE QUESTION.

EXAMPLETHE PHILIPPINE NATIONAL RED CROSS WAS ESTBLISHED ON THE YEAR 1947 THEREFORE CELEBRATING THERE 50 YEARS IN YEAR 1999. (F)

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2. AVOID USING WORDS “ALWAYS”, “NEVER”, “OFTEN” AND OTHER ADVERBS THAT TEND TO BE EITHER ALWAYS TRUE AND ALWAYS FALSE.

EXAMPLEAPPLYING GLOVES, ALWAYS PUT ON GLOVES ON THE NON- DOMINANT HAND FIRST, THEN ON THE DOMINANT HAND. (T)

3. AVOID SPECIFIC DETERMINERS SUCH AS NEVER, NO, ALL, AND ONLY.

EXAMPLE: AN OBJECTIVE TEST IS GENERALLY EASIER TO SCORE THAN AN ESSAY TEST. (T)   

4. KEEP STATEMENTS SHORT IN LENGTH AND UNAMBIGUOUS.

EXAMPLE: AIRBORNE PRECAUTIONS REQUIRE THAT THE CLIENT BE CONFINED IN A PRIVATE ROOM, AND WEARING A MASK IS NOT MORE NECESSARY FOR THE CAREGIVERS.

5. AVOID TRICKY ITEMS.

EXAMPLE: AFTER A PROCEDURE, HANDS SHOULD BE WASHED WHILE WEARING GLOVES. THIS IS TO PROTECT HANDS FROM CONTAMINATION.

6. ENSURE THE STATEMENTS DEAL WITH NON-TRIVIAL INFORMATION TO DISCOURAGE ROTE MEMORIZATION.

7. MAKE WRONG ANSWERS MORE ATTRACTIVE BY WORDING ITEMS IN SUCH A WAY THAT THEY ARE NOT OBVIOUSLY WRONG.

EXAMPLE: PROTECTIVE ISOLATION IS IMPLEMENTED TO PREVENT TRANSMISSION OF INFECTION FROM THE CLIENT TO OTHER PEOPLE. (F)

8. WITH TRUE OR FALSE QUESTIONS, AVOID A GROSSLY DISPROPORTIONATE NUMBER OF EITHER TRUE OR FALSE STATEMENTS OR EVEN PATTERN THE OCCURRENCE OF TRUE AND FALSE STATEMENTS.

PERFORMACE EVALUATION TOOLS- GOOD FOR: APPLICATION OF KNOWLEDGE, SKILLS, ABILITIES

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ADVANTAGES DISADVANTAGES– MEASURES SOME SKILLS

AND ABILITIES NOT POSSIBLE TO MEASURE IN OTHER WAYS

♠ Can not be used in some fields of study

♠ Difficult to construct♠ Difficult to grade♠ Time-consuming to

give and take