Documente Academic
Documente Profesional
Documente Cultură
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EVALUATION OF LEARNING
OUTCOMES
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Lesson 2: The Evaluation
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Process
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An Excerpt from the Q-Learn
Department of Education
BUREAU OF ELEMETARY EDUCATION
2ND Floor Bonifacio Building
DepEd Complex, Meralco Avenue
Pasig City
Revised 2010
by the Learning Resource Management and Development System
(LRMDS),
DepEd - Division of Negros Occidental
under the Strengthening the Implementation of Basic Education
in Selected Provinces in the Visayas (STRIVE).
This edition has been revised with permission for online distribution
through the Learning Resource Management Development System
(LRMDS) Portal (http://lrmds.deped.gov.ph/)
under Project STRIVE for BESRA,
a project supported by AusAID.
Reflect
Have you experience going through the different phases of the
evaluation process? Do you agree that the evaluation process
is cyclical and not sequential? Why?
Study
The following discussions deals with the specific activities that
must be undertaken in the different phases of the evaluation
process.
Preparation Phase
4
Read
The following shows some familiar instructional objectives
relevant to the elementary school curriculum.
Instructional Objectives in the Curriculum
Bloom, Krathwohl, and their associates have provided us,
educators, with taxonomies of educational objectives that have
been our frame of reference for communicating learner
outcomes. A taxonomy is a classification scheme. The
taxonomies are divided into cognitive, affective (c/o Jarolimek
& Foster, Sr.):
Domain
Cognitive
Affective
Psychomotor
Deals With
Intellectual outcomes;
thinking; informational
learning; knowledge and
knowing
Feelings, emotions,
interests, attitudes,
values, appreciation,
ideals
Motor skills, physical
abilities, control of
muscular coordination
Examples
Subject matter, facts,
concepts, generalizations,
intellectual skills such as
critical thinking, evaluating,
synthesizing, applying,
comparing, contrasting
Art or music appreciation,
enjoyment of literature,
sensitivity to human needs,
concern for the
environment, interest in
learning
Physical education skills,
sports skills, typing,
handwriting , operating
equipment or machines
6
Remember
Reflect
Most teachers think that it is difficult to prepare behavioral
objectives for affective and/or psychomotor outcomes. Do you
agree with them? Why? Why not?
Study
After familiarizing yourself with the instructional objectives
your teachers deal with in their lessons, there is also the need
to look into the array of assessment instruments/tools that are
should be developed/constructed.
Assessment Phase
Identifying and Developing Appropriate Assessment
Procedures/Techniques
To evaluate a broad range of learning objectives, a wide variety of
assessment techniques and procedures must necessarily be used.
Therefore, it is important that the school head be familiar with them
to extend technical assistance to his/her teachers.
The first part in this section of the module deals with some
informal assessment techniques. Each example will be followed
by
suggestions/guidelines
on how
such
should
be
constructed/developed.
Procedure
Group
Assessment of
Cognitive Gain
Things to note
Assessment of
Attitude/Value
Change
Things to note:
Assessment of
Skill
Development
Things to note:
9
Do the learners:
talk with
understanding
about the topics
under study?
Observation
Checklist
cite examples of
out-of-school
applications of
ideas studied?
propose new
plans of action
based on the
information
gained?
Used to:
indicate mastery,
as on a pass-fail
performance.
record specific
areas of strength
or weakness in
the knowledge of
Extent to
which the
learners
express like
or dislike of
a topic
Presence or
absence of
comments
suggesting
racism,
sexism, or
prejudice
Extent of
Openness to
new ideas
Evidence of
responsible
selfevaluation
Do the Learners:
show
respect for
the ideas
and feelings
of others?
carry a fair
share of the
workload?
show
evidence of
responsible
habits of
work?
Used to:
record
observation
of specific
behaviors of
learners
(such as
attitudes
toward
Ability to
express
ideas
Ability to use
standards in
evaluating
work
Evidence of
being
informed on
the topic
Do the learners:
use relevant
skills
independent
ly when they
are needed?
have
apparent
deficiencies
in skills?
avoid using
certain
important
and needed
skills?
Used to:
evaluate the
use of
specific skills
(such as
giving an
oral report,
clarity of
speaking, or
10
a subject.
report learner
progress, as in
report cards.
Used to:
examine learners
orally who may
not be able to
read or write.
Conferences
discover evidence
of
misunderstanding
.
clarify the kinds
of assistance
needed by the
learner.
Anecdotal
Records
Work
Samples
discover the
nature of the
needed corrective
work.
Items listed under
Group Discussion and
Observation are
appropriate here.
Used to:
note qualitative
differences in a
learners work
products over
time (a written
report, booklet,
map, or a
classroom test)
show ability to
apply, analyze, or
summarize ideas.
classmates/
authority/
attending
school).
Used to:
learn
specific
interest of
individual
learners
(likes,
dislikes,
preferred
activities,
books,
topics, etc.)
use of
references).
Used to:
diagnose
specific
problems.
check the
proficiency
of skill use
on an
individual
basic.
11
assigned
work.
Used to:
Diaries and
Logs
matching causes
and effects
arranging events
in order or
arranging steps in
a sequences.
providing reasons
or explanations
for events.
supplying a
generalization
based on given
facts.
note
originality
and creative
abilities.
Used to:
remind the
learners of
the gap
between
intentions
and
behavior.
Used to:
find out
about likes,
dislikes,
interests,
and
preferences
for activities
through the
use of such
exercise as
the
following:
Used to:
show
improvemen
t in skill use
over time.
Used to:
check the
proficiency
of skill use
or diagnose
specific
difficulties
through the
use of
exercise
such as the
following:
from a list,
select the
things you
like best, like
least.
Check what
you like to
do during
your free
time.
write ends to
unfinished
stories that
deal with
emotions,
prejudice,
and
discriminatio
Locating
places on a
map.
Making an
outline of
material
read, or
finishing a
partially
completed
outline.
Using an
index to find
information.
12
n.
2. Rating Scale
PARTICIPATES IN GROUP DISCUSSIONS ON CONTROVERSIAL
ISSUES
1. Initiates Ideas:
Always waits
for
others to
offer ideas
Occasionally
Always ready
offers ideas
to offer ideas
Comment:
2. Participates in discussions:
Quiet, doesnt
out
contribute
freely
Occasionally
Speaks
contributes
Comment:
13
3. Anecdotal Records
Name: Teresa Planas Place: Classroom Date: Nov. 13
Incident: I called on Teresa to answer questions which I was
certain she could answer. She just looked down and mumbled
something about not knowing the answer. I later found out that
she did know the answer. She solved two math problems
correctly. When I asked her privately, she gave me the right
answers to other similar problems.
Interpretation: Teresa is new to the class and does not seem
sure of herself. I need to have a private conference with and
get her involved in small group work.
14
4. Questionnaires
HOW DO YOU FEEL ABOUT SCIENCE ACTIVITIES
Sometimes
Depends
Seldom
Never
Quite a bit
Some
A little
Not at
Agree
Undecided
Disagree
d. Etc.
1. Living on a farm
2. Living in other lands
3. How pioneers lived
4. Inventors and inventions
5. Space flights
6. How to make things
7. List other topics you like to read about.
Reflect
Recall who among your teachers are using these tools
appropriately and correctly? Maybe you can help them.
Read
For the meantime, read on for the formal assessment
instruments/tools.
16
Read
Some Guidelines in Constructing Multiple Choice Test Items
(Oriondo and Antonio)
a. The main stem of the test item may be constructed in
question
from, completion form or direction orm.
Example:
Question Form
Which is the same as one hundred seventy-five?
a.
b.
c.
d.
Completion Form
17
c.
d.
Direction Form
Add: 38 + 75
a.
b.
c.
d.
c.
d.
a.
b.
c.
d.
.
c. tubers
d. cuttings
a. 6
b. 7
c. 6 and 2/3
Improved Item:
How many 10 centavos are in one peso?
a. 6
b. 8
c. 10
c. lizard
d. cockroach
Reflect
Have your teachers been using multiple-choice tests? Do they
follow the guidelines? Which ones were not followed? What do
you intend to do about this?
Study
Let us move on to the next item type, the Alternate-response
tests.
2. Alternate-Response Test Items. These items (e.g.,
True-False or Yes-No) are quite common among teachers
because they are easily prepared.
Sample:
19
However, you must have learned that they test only lowlevel thinking skills; hence, these should be used sparingly.
If there is really a need to do so, your teachers have to be
aware of some important guidelines like the following:
Some Guidelines in Constructing Alternative-Response Items
a) Avoid specific determiners (e.g., all, always, never,
sometimes, generally, etc.).
b) avoid the exact wording of the textbook.
c) avoid ambiguous statements. Some of these statements
appear to be true but are really false because of just
some inconspicuous word, phrase or letter.
d) Avoid ambiguous statements. An ambiguous statements
is one that may be true with one interpretation (Oriondo
nd Antonio).
e) Avoid unfamiliar, figurative, or literary language.
Activity 2.3
Discuss with your teachers which of the above guidelines they
find quite difficult to use. If needed, consult any reference on
classroom assessment/testing.
Now, comes the next test type, the Completion Items.
3. Completion Items. Sometimes called Fill-in-the Blanks,
this is another type of test items that are relatively easy to
prepare. These are useful in assessing facts, details, or
statements that learners should be able to recall in context.
Your teachers should observe the following guidelines in
constructing them:
20
Study
Guidelines in Constructing Completion Items
a) Avoid indefinite statements.
Example:
Poor: Andres Bonifacio was born in
.
Improved: Andres Bonifacio was born in the year
, 1861.
.
Reflect
Recall who among your teachers always use completion items.
Do they meet the guidelines you have just studied? Take note
of those who need assistance.
Read
Another kind of test is the Matching type. Read on to be able to
help your teachers correctly design more effective ones.
4. Matching Test Items. These are useful in assessing
learners ability to associate elements, identify relationships,
and identify pairs that go together. These test items occur in
21
caroling
going to the beach
using raincoat
B.
A
bidisprereun
a)
c)
d)
e)
f)
g)
again
b) apart
before
not
two
three
away from
22
Reflect
Do you think your teacher will find difficulty constructing
matching test items? Let us not. Now that you have been
exposed to the relevant guidelines, you will be able to help
those who find difficulty. Your school-based in-service trainings.
5. Essay Test Items. Essay items are useful in assessing
higher-level objectives that involve such processes as
analyzing,
synthesizing,
predicting,
and
evaluating.
Learners competence in expressing and organizing events,
interrelating causes and effects, and other high-level
cognitive operations can be appraised.
Study
Variations on the essay question include take-home tests,
using a
composition (such as a poem or journal article) as a
stimulus for an evaluation essay, a book review, or a term paper.
Some samples are shown below.
Sample A.
Directions: Explain in one page the steps you would take to
demonstrate to the class two principles of electromagnetic
induction.
Include the apparatus that will be required and note how it
will be
used.
Directions: Compare and contrast two proposals for
elimination of
water pollution. Include steps to be taken, cost, and time
required
Next, select the proposal you prefer and list the reasons for
your choice.
24
Study
Let us move on to another important aspect of the evaluation
process.
C.
Evaluating
Instruments
the
Quality
of
Assessment
Remember:
26
scores.
Evaluation Phase
Data Gathering, Analyzing and Interpreting (Using
Some Statistical Analysis Procedures)
An effective program of evaluating learner performance should
include a variety of methods for securing data and information
and recording evidences. The school manager and the
teachers can secure such data through classroom
observations, during class discussion, individual reports and/or
supervised study. However, test still provide the more concrete
and detailed evidence. But such should be used to supplant
data collected through the aforementioned means.
This section deals with numerical data, scores that are
obtained when learner performance is measured. Adequate
analysis and interpretation of the quality of test depend on the
understanding of numerical data.
Learner
Mary
Nona
Thelma
Susan
Terry
Rosie
Mike
Dan
Lea
Mark
Mario
Score
98
94
87
85
80
80
77
76
74
74
74
Simple
Frequency
Distribution
Score
98
94
87
85
80
77
76
74
f
1
1
1
1
2
1
1
3
Grouped
Frequency
Distribution
Interval
94-98
89-93
84-88
79-83
74-78
f
2
0
2
2
5
Read
Let us move on to essay and performance tests. Your teachers
have to be adept at grading such tests.
29
Reflect
How often do your teachers give essay tests to their learners?
performance tests? In which particular learning area and
specific topics do your teachers use essay and/or performance
tests?
Reporting Grades
Read
Reporting Cards. Report cards are the traditional way of
informing parents about their childrens achievement in school.
They are issued usually on a quarterly basis with the primary
intention of eliciting the parents acceptance and support for
their children. Many report cards contain both grades and
checklist items, with the latter concentrating on the traits or
values being emphasized in the school. Parents usually want to
know both aspects: How is my child progressing in knowledge
of each subject being studied, as well as in observed affective
and social characteristics?
No one report card can be offered as a model. Each school or
school system has worked out its own reporting system
(Stanley and Hopkins). We, in the DepEd, are governed by
DepEd Orders, Memoranda, etc. on how our learners should be
graded and how such grades should be reflected in the report
cards.
Activity 2.7
1. Look for copies of DepEd orders, memos, etc. on grading
learners and preparing report cards. Do they follow the
guidelines stated above? Why or why not?
2. Secure some copies of report cards from private
elementary schools. Compare them with the ones you are
using. Note the similarities or differences. Would you
rather have a different way of preparing report cards?
Similar to those of the private schools? Why? why not?
Reflection Phase
Read
Utilizing Assessment Results
When assessment of ones learners is almost over (that means
the tests have been given and scored, and the grades are
ready) the final aspect of the evaluation process is
commencing; that means, the assessment results have to be
effectively utilized.
Reflect
How do your teachers make use of the results of their daily
tests? Their unit tests? Their grading period tests?
Read
Results of formative assessment like daily tests should make
the teachers interested in the description of the learning task
his/her learners can and cannot do. Scores in such criterionreferenced testing tell which specific knowledge and skills each
learner was able to comprehend or perform.
31
activities) to give
to the specific groups of learners as
remediation, reinforcement or enrichment exercises.
For example:
PRODED
Readings
for
the NESC
explains:
When only 50% of the learners in a class has attained the
mastery level (In the DepEd 75% is the mastery level.),
reteaching has to be done.
But when 25% or less of the learners have not reached
the desired mastery level, remediation should be done
with these learners.
When 75% or more of the learners have mastered the
skill, reinforcement should be done.
For reteaching the same skill, the teacher has to prepare a new
lesson utilizing instructional activities and materials different
from the ones he/she used in the previous lesson.
For remediation, he/she has to identify the learners who did
not master the previous lesson. Then, he/she can provide
remedial activities that can be either or a combination of the
following: Individual coaching/tutoring, paper reaching, home
assignment,
additional
practice
exercises/drills,
or
programmed material on the topic).
For reinforcement, the teacher can provide the learners with
higher level, challenging and varied activities to further
enhance their learning.
Activity 2.8
Below is a hypothetical example of the math test results of Mr.
Santos. Study and analyze them. Then, answer the questions
found below the table of frequency distribution.
No. of Learners: 50
No. of Test Items:
60
Frequency Distribution of Scores
Score
60
58
57
55
50
49
46
41
38
35
f
2
1
3
1
5
2
3
10
7
6
Score
34
33
30
28
25
20
18
15
12
f
2
2
1
3
5
2
1
2
2
Questions:
1. What percentage of the class passed? Failed?
2. What is your instructional decision?
3. What instructional adjustments do you propose?
33
Reflect
How often do your teachers conduct PTCA meetings to share
their learners performance? Do your teachers observe certain
guidelines in conducting conferences with your learners
parents/guardians? What are these?
Read
As a school manager you have a greater role and wider scope
of responsibility in utilizing assessment results.
The following are possible ways of utilizing assessment results:
1. in assisting individual teachers (by coaching/mentoring
them along their areas for improvement):
2. in planning with them as a group on how to improve
teaching and learning in your school (like discussing it in
your school LACs or in the preparation of your School
Improvement Plan);
3. in making educational decisions along certain areas that
might have been overlooked, (e.g., minimizing conduct of
Activity 2.9
1. Which of the abovementioned ways of utilizing
assessment results do you prefer to use? Why?
2. Select one and outline action steps on how you intend to
do it.
Summary
The construction of classroom, like other phases of teaching, is
an art that must be learned (Gronlund and Linn). The ability to
construct high-quality test items requires knowledge of the
principles and techniques of test construction and skill in their
construction/development.
We have discussed techniques for designing objective test
items (from Multiple Choice Tests to Matching Tests), as well as
essay and performance tests, including portfolios.
The value of the tests (in whatever from or type) depends on
the analysis on the use made of the results. Most tests if
correctly designed, administered, and scored provide helpful
suggestions on the use of the results in improving instruction.
The quality of learners performance should be conveyed to
them, their parents, and other teachers. If learners and their
parents have an accurate picture of the childrens total
performance and behavior, they are in a better position to
understand, develop appropriate aspirations, and take
appropriate actions.
Synthesis
Many in the education sector have used the terms
evaluation,
measurement,
and
assessment
interchangeably. However, these three are different from
each other as explained on this module.
Evaluation, as a continuing process, involves delineating,
obtaining, and providing information for making decisions.
Measurement, involves using an instrument or tool for the
score or rating to represent the degree to which a
trait/behavior is demonstrated/possessed.
Assessment is a method of collecting, interpreting, and
using information for a certain purpose (e.g., in improving
instruction or pupil performance).
Types/kinds of Evaluation: Formative and Summative
Evaluation Approaches: Norm-referenced and criterionreferenced
Newer Assessment Methods: Alternative Assessment,
Authentic Assessment, Performance Assessment and
Portfolio Assessment
36
instruments
CONGRATULATIONS!
You have just completed this lesson on the Evaluation Process.
Hopefully, you will have the opportunity to maximize the
learnings and insights you gained from this lesson by sharing
them with your co-school managers when the need and the
opportunity come.
Answer Key
Questions to Answer
38
1. Why do we evaluate?
To know about each pupil in order to direct progress
and in order to place her/him in proper groupings
within the class so that desirable social growth can
be made.
To gather accurate information pertaining to the
total achievement of pupils in school in order to
help in the interpretation of school achievement to
the school publics.
To gather information about pupils performance as
basis for decision making on the improvement of
the teaching-learning process.
To monitor pupils progress
To measure the end result of instruction
2. What are the steps in the evaluation process?
Formulation of objectives
Identification of methodology and tools/instruments
Analysis of data
Interpretation of data
Utilization of results
39
40
3. Completion
Avoid indefinite statements.
Omit key words and phrase, rather than trivial details.
Make the blanks of uniform length.
Avoid grammatical clues to the correct answer.
The required response should be a single word or a
brief phrase.
Prepare a scoring key that contains all acceptable
answers.
Allow one point for each correctly filled blank.
4. Matching
Choose homogenous premises and responses for any
matching cluster.
Make the lists of premises and responses relatively
short.
Provide directions that clearly explain the intended
basis for matching.
Arranging responses or premises or both in
alphabetical order, usually prevents giveaway clues
that can occur in item writing.
If the responses are numerical quantities, arrange
them in order from low to high.
Use the longer phrases as premises, the shorter ones
as responses.
5. Essay
Give adequate time and thought to the preparation of
essay questions.
The question should be written so that it will elicit the
type of behavior you want to measure.
Decide in advance what factors will be considered in
evaluating and essay response.
Adapt the length of the responses and the complexity
of the questions and answer to the maturity of the
learner.
Prepare a scoring key. Rubrics will be very useful
6. Performance
When preparing performance items, basically only one
major guideline should be followed (Brown): The task
must be structured so that the learners know exactly
what they are to do and under what conditions.
41
42