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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).

Section 9 of Presidential Decree No. 49 provides:


No copyright shall subsist in any work of the
Government of the Republic of the Philippines. However,
prior approval of the government agency or office wherein
the work is created shall be necessary for exploitation of
such work for profit.
This material was originally produced by the Bureau of Elementary
Education of the Department of Education, Republic of the
Philippines.

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.

EVALUATION OF LEARNING OUTCOMES


What this module is about
The implementing rules and regulations of the Governance of
Basic Education Act of 2001 ( R.A. 9155) specifies that school
heads shall have the authority, accountability and
responsibility for implementing, monitoring and assessing the
school curriculum and being accountable for higher learning
outcomes. This law emphasizes the need for a school head to
have a thorough understanding and adequate knowledge of
the fundamental concepts and principles of assessment and
evaluation to effectively apply these tools to measure learning
in schools.
This module is intended to guide you in your task of evaluating
learning outcomes and utilizing results of evaluation to
improve school performance.
This module is divided into two lessons:

Lesson 1 Educational Evaluation and Assessment


In this lesson, you will be exposed to the distinctions between
and among evaluation, assessment, and measurement
including their types and purposes. Alternative assessment
tools and process will also be discussed.

Lesson 2 The Evaluation Process


This lesson presents the evaluation process that includes the
formulation of objectives, evaluation methodology, tools, data
gathering, analysis, interpretation and utilization of results.
This resource will discuss Lesson 2 of this module:

What are the objectives of this lesson ?


After studying this lesson , you should be able to:
describe the process involved in evaluation;
plan action steps in effectively utilizing assessment
results for the improvement of your schools; and

acknowledge the role and importance of evaluation in


improving learner performance
Test Your Knowledge
How much do you know about the topics to be discussed in this
lesson ? Answer the following questions.
1. Why do we evaluate?
2. What are the steps in the evaluation process?
How did you find the pretest? Make affirmations of your answers as
you go through the activities in this lesson .

Lesson 2: The Evaluation Process


At this point, you already have a clear idea of evaluation, its
nature and scope. In this lesson, we shall deal with the
evaluation process that involves formulating objectives,
identifying
and
developing
appropriate
assessment
instruments/tools, their statistical analysis, data gathering and
processing, and utilizing assessment results.
Before we proceed, let us take a look at the objectives of this
lesson. At the end of the lesson, you are supposed to:
identify and state assessment objectives;
identify the different and appropriate assessment
methodologies and instruments/tools;
gain insights into how these instruments/tools are
developed;
describe how data gathering, analysis, and interpretation
procedures are done; and
explain how assessment results can be effectively
utilized.
As a school head, you must realize how to go about the
evaluation process. It can be viewed as a cyclical process
made up of four phases: preparation, assessment, evaluation
and reflection. This process involves your teacher as a
decision-maker throughout the four phases. The following
paragraphs illustrate the different phases of the evaluation
process which your teacher will go through.

During the preparation phase, decisions are made to identify


what is to be evaluated, the type of evaluation to be used (i.e.,
formative, summative, or diagnostic), the criteria against which
student learning outcomes will be judged, and the most
appropriate assessment techniques with which to gather
information on student progress.
In the assessment phase, the teacher identifies informationgathering
strategies/techniques,
constructs
or
selects
instruments, administers them to the students, and collects
and organizes the information on student learning progress.
The teacher continuously make decisions in this phase. The
identification and elimination of bias (e.g., gender and culture
bias) from the assessment techniques and instruments, and
determining where, when, and how assessments will be
conducted are examples of important considerations for the
teacher.
During the evaluation phase, the teacher interprets the
assessment information and makes judgments about the
student progress. Based on the judgments or evaluation,
teachers make decisions about students, parents, and
appropriate school personnel.
Then, in the reflection phase, the teacher is given the
opportunity to consider the extent to which the previous
phases in the evaluation process have been successful. In
particular,
the
teacher
evaluates
the
utility
and
appropriateness of the assessment techniques used. Such
reflection assists the teacher in making decisions concerning
improvements or modifications to subsequent teaching and
evaluation.

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

Formulating Instructional Objectives


Instructional objectives play a vital role in the teachinglearning process. When properly stated they serve as guides
for both teaching and learning, communicate the intent of the
instruction to others, and provide guidelines for evaluating
pupil learning.
A schools evaluation program should be concerned with the
scope and quality of the teachers instructional objectives and
the extent to which these meet the needs of the various
learners and the school community as a whole. Hence, all
teachers in the school, through the leadership of the school
manager, should pay particular attention to the formulation of
the instructional objectives in their daily plans to ensure the
attainment of the school goals and objectives.
Such objectives include not only mastery of subject matter but
also growth in their learners mental, physical, emotional
health, along with the development of necessary values and
attitudes.
The Philippine Elementary Learning Competencies (PELC)
contains generally almost all the desired objectives for our
learners development. What may be added are those on the
affective aspect.
These objectives in the PELC are stated in behavioral terms.
What are behavioral objectives?
Behavioral objectives specify in observable and measurable
terms the expected output performance from our learners.
These are preferred over the non- behavioral ones, because
the latter express the intent of instruction in broad general
terms.
Activity 2.1
Write three behavioral objectives. Just choose whatever
learning area you like. Write these in your journal. Compare
them with the samples that follow.
Do your objectives contain the three elements of behavioral
objectives? These elements are: (1) the expected learner
behavior, (2) the condition within the behavior is to occur, and
5

(3) the acceptable level or standard of the expected behavior


(Jarolimek & Foster, Sr.).
Example:
In a science quiz containing 20 examples, learner
will differentiate between descriptions of physical
and chemical changes, with 80 percent accuracy.
In this example, the expected learner behavior is that learner
will differentiate between descriptions of physical and chemical
changes; the condition is that the learner will provide
evidence of success in a science quiz containing 20
examples, and the acceptable level of attainment is with 80
percent accuracy (Jarolimek & Foster, Sr.).

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

Listed below are samples of objectives in the three domains:


On the Cognitive Domain:
1. Following a science lesson, the learner will demonstrate
that a current-carrying wire acts as a magnet.
2. After reading a chapter on why European settlers came to
the English colonies, learners will recall four of the five
major reasons given.
Below is a chart that shows the cognitive levels according to Blooms
Taxonomy of Objectives and suggested behavioral terms which can
be used in constructing behavioral objectives:
Blooms Taxonomy of Educational Objectives: Cognitive
Domain (McMillan, 2001)
Level
Illustrative Verbs
Knowledge:
Recalling
and Names, matches, lists, recalls,
remembering previously learned selects, retells, states, defines,
material, including specific facts, describes, labels, reproduces
events, persons, dates, methods,
procedures, concepts, principles,
and theories
Explains,
converts,
interprets,
Comprehension: Understanding paraphrases, predicts, estimates,
and grasping the meaning of rearranges,
rephrases,
something; includes translation summarizes
from one symbolic form to another
(e.g., percent into fractions),
interpretation,
prediction,
inferences, restating, estimation,
generalization, and other uses
that demonstrate understanding
Changes, demonstrates, modifies,
produces,
solves,
constructs,
Application: Use of abstract applies, uses, shows
ideas,
rules,
or
generalized
methods
in
novel,
concrete
situations
Distinguishes,
compares,
subdivides,
diagrams,
Analysis:
Breaking
down
a differentiates, relates, classifies,
communication into constituent categorizes
parts
or
elements
and
understanding the relationship
among different elements
Generates, combines, constructs,
7

assembles, formulates forecasts,


Synthesis:
Arranging
and projects, propose, integrates
combining elements and parts
into novel patterns or structures
Justifies,
criticizes,
decides,
judges,
argues,
concludes,
Evaluation: Judging the quality, supports,
defends,
evaluates,
worth, or value of something verifies, confirms
according to establishing criteria
(e.g., determining the adequacy of
evidence to support conclusion)
On the Psychomotor Domain:
1. Draw vertical and horizontal straight lines after a
demonstration by the teacher and according to his/her
specifications.
2. Hop and skip easily and naturally following a
demonstration by the teacher.
On the Affective Domain:
1. After listening to the teacher read excerpts from a book
dealing with life on the frontier, several learners will ask
to read the entire book themselves.
2. During the week following the music lesson, the children
will express the desire to participate in a similar musical
activity.
Fortunately, our teachers are somewhat freed from formulating
the behavioral objectives for these domains because the
descriptions of behaviors that are expected from the learners
are mostly listed in the Philippine Elementary Learning
Competencies (PELC) for every learning area and grade level in
the elementary school curriculum.
Activity 2.2
Go over your teachers lesson plans and take note of the types
of objectives they have in their lessons. Do your teachers also
include affective and psychomotor objectives in their lessons,
whenever applicable? Make sure they do.

Remember

The following are points to remember in formulating objectives


may be useful as you provide technical assistance to your
teachers:
1. A good instructional objective states clearly what the
learners are supposed to learn.
2. As the teacher writes affective objectives, they should try
to think how they would evaluate whether or not they
have been achieved.
3. Psychomotor objectives should be stated in a way that
clearly focuses on the learners ability to do something .

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

How well do the


learners use the
appropriate
vocabulary?
Are the essential
concepts
understood?
Discussion
Are the important
concepts needing
further study?
Is the factual
base adequate for
the ideas being
discussed?

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.)

Items listed under


Group Discussion
and Observation
are appropriate
here.
Used to:
note greater
sensitivity to
others in
written work
and artwork.
note
increased
concern for
neatness of
work;
concern for
punctuality
in
completing

use of
references).

Used to:
diagnose
specific
problems.
check the
proficiency
of skill use
on an
individual
basic.

Items listed under


Group Discussion
and Observation
are appropriate
here.
Used to:
note
qualitative
differences
in
proficiency
in the use of
specific
skills.
illustrate
learners
ability to
structure
responses.

11

assigned
work.

Used to:

Diaries and
Logs

help the learners


recall what has
been learned.

Teacher-made Used to:


tests
evaluate
understanding of
concepts,
generalizations,
trends, and
informational
content through
the use of such
exercises as the
following:

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.

Informal Assessment Techniques


Samples of some of these assessment techniques follow:
1. Product Checklist (Hannah and Michaels):
Line Graph Checklist
Accuracy of Data:
source noted
data listed
data checked
Appropriateness of Scales:
horizontal scale
vertical scale
Format and Appearance:
line drawn neatly
titled printed clearly
source of data given

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. (You may include scales for other items such as:


comments are
pertinent to topic, offers data to support position,
supports ideas
of others.)
Checklist and rating scales are helpful guides to observing
learners performance during activities and also in the
examination of products/outputs they have made. These are
also useful in learners self-evaluation.
In a checklist, a blank space is provided for simply checking off
each behavior or characteristic when such is demonstrated.
Rating scales may be in the form shown above or sometimes
numerals are provided (e.g., 1,2,3, etc.) to provide the teacher
the behavior, product or characteristic, or about the extent or
frequency that each item occurs or is present.

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.

Anecdotal records are useful in gathering information from


observation of individual learners. A description of the learners
behavior has to be recorded. Such factual description should
include positive and/or negative behavior. These records are
written on separate cards or sheets.

14

The following guidelines in writing anecdotal records are useful


to your teachers, as well as to you as you assist them in
preparing these:
1. Decide in advance what to observe; check objectives for the
learner to be observed.
2. Record specific behavior or action as soon as possible after
the observation.
3. Record several specific anecdotes over a period of time to
get data on change/s, if there are any.
4. Write factual descriptive information about a single specific
incident.
5. Write the interpretation and suggested next steps in a
separate section.

4. Questionnaires
HOW DO YOU FEEL ABOUT SCIENCE ACTIVITIES

How do you feel about your activities in Science? Encircle your


answer.
a. I feel free to make suggestions for experiments.
Always

Sometimes

Depends

Seldom

Never

b. I like to work in small groups on projects.


Very much
all

Quite a bit

Some

A little

Not at

c. I get a lot of good ideas from science lessons.


Strongly Agree
Strongly Disagree

Agree

Undecided

Disagree

d. Etc.

WHICH TOPICS DO YOU LIKE TO READ


ABOUT?
Put an X on the blank before each item you like to read about. At the
bottom, list other topics that interest you.
15

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.

Questionnaires are designed to survey learners general


interests and attitudes. Information generated from them can
help the teacher plan activities, topic, individual assignments,
etc. related to their learners interests.

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.

Formal Assessment Techniques


1. Multiple-Choice Items. These are, by far, the most
widely used item type. They are appropriate for
measuring an exceptionally wide array of mental
processes and can be effectively used with varied subject
matter.

16

Two major parts of a multiple-choice item: the stem and the


options.
The stem is the part where the question is asked or the task
is set. The Options (others call these choices or
alternatives) may be three or more. One of these, the key
response, is the right answer. The others are called
distracters, decoys or foils. These try to enable all
learners to find the best or right answers.
Manner of phrasing some multiple-choice items:
as questions, where the stem is a complete question
ending with a question mark.
as incomplete sentences. Each option is a way to
complete the sentence.
Therefore, each option must not be capitalized and must
end with a period.
Some test developers designate options using numerals,
capital letters or lower-case letters. Any style is acceptable;
however, there should be consistency in terms of style in
the whole test.

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

One hundred is the same as


a.
b.

c.
d.

Direction Form
Add: 38 + 75
a.
b.

c.
d.

b. The main stem should be clear. Avoid awkward stems.


Example:
An Awkward Stem: If there are 9 chairs in the classroom and
16 children in the class, the classroom lacks how many
chairs?
a.
b.

c.
d.

Improved Stem: There are 16 children and 9 chairs in the


classroom. How many more chairs are needed?

a.
b.

c.
d.

c. Questions that tap only rote learning and memory should be


avoided.
Example of a question that tap only rote learning:
Mango can be grown from
a. seeds
b. spores

.
c. tubers
d. cuttings

d. Questions should tap only one ability


Example of a question that requires more than one ability
How many 15 centavos are in one peso?
18

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

e. Each question should have only one answer, not several


possible
answers.
Vague Item:
What are the differences between invertebrates and
vertebrates? (There are many differences between them:
according to structure, etc.)
Improved Item:
Animals with backbones are vertebrates.
Which animals is an invertebrates.
a. dog
b. snake

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

Directions: Write T if the statement is true. Write


F if its not true.
1. All fish live in water
2. Penguins live in the desert.
3.
Some birds build their nests on the
ground.

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

b) Omit key words and phrases, rather than trivial details.


Example:
Poor: Jose Rizal was born on June
Improved: Jose Rizal was born on

, 1861.
.

c) Make the blanks of uniform length.


d) Avoid grammatical clues to the correct answer.
e) The required response should be a single word or a brief
phrase.
f) Prepare a scoring key that contains all acceptable
answers.
g) Allow one point for each correctly filled blank.

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

cluster composed of a list of premises, a list of responses,


and direction for matching the two.
A wide variety of premise-response combinations can be used
as the basic for matching test items: dates and events; terms
and definations; writers and quotations; quantities and
formula, etc.
A.
Directions: Match the activities with their seasons by drawing a
line between the ones that go together.
a) rainy
b) summer
c) Christmas

caroling
going to the beach
using raincoat

B.
A

Direction: Match the following prefixes with their


meanings by placing the appropriate letter from column B
beside the term in column A. Each choice may be used once,
more than once, or not at all.
A
B
1.
2.
3.
4.
5.

bidisprereun

a)
c)
d)
e)
f)
g)

again
b) apart
before
not
two
three
away from

Rules for Constructing Matching Test Items


a) Choose homogenous premises and responses for any
matching cluster.
b) Make the lists of premises and responses relatively short.
c) Provide directions that clearly explain the intended basis
for matching.
d) Arranging responses or premises or both in alphabetical
order, usually prevents giveaway clues that can occur in
item writing.
e) It the responses are numerical quantities, arrange them
in order from low to high.
f) Use the longer phrases as premises, the shorter ones as
responses.

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.

To assist your teachers in preparing effective essay test items,


they should consider the following:
General Considerations in Preparing Good Essay Tests
a) Give adequate time and thought to the preparation of
essay questions.
b) The question should be written so that it will elicit the
type of behavior you want to measure.
23

c) Decide in advance what factors will be considered in


evaluating an essay response.
d) Adapt the length of the responses and the complexity of
the questions and answer to the maturity of the learner.
e) Prepare a scoring key. Rubrics will be very useful.
Activity 2.4
Discuss with your teachers when and how often they use essay
tests in testing their learners. Solicit their reactions as to the
difficulties met and how answers are scored.
Take note of these in your journal.
6. Performance Tests. In many situations, teachers are more
interested in a learners ability to demonstrate his/her skill
to answer written questions. For many types of performance
tasks, the learner actually performs with knowledge, rather
than merely recalling or recognizing it.
Examples: giving an extemporaneous speech, conducting an
interview, painting a scene in watercolor, typing 40 words per
minute, sewing an apron, setting the table, etc. In each of
these examples, the learner must demonstrate his/her ability
by actual performance; hence, the label performance test.
Samples:
Sample A: We have been studying shapes: circles and
squares. We will be taking a walk through the school
neighborhood. Include buildings, people, and cars.
Sample B: Survey members of your neighborhood about their
smoking habits. Present your results in the form of graphs or
tables. Write interpretations or conclusions based on the data.
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.
Knowing what to do is usually specified by the
instructional objective. For example, sewing an apron
clearly defines the task for the learner.

24

Specifying the conditions refers to such factors as the


length of time the learner is given to perform the task,
what aids can be used (needle, thread and/or sewing
machine for the example given), and any other variables
that may affect his/her performance.
Activity 2.5
In which of the learning areas do your teachers use
performance tests? Do they follow the aforementioned
guidelines? Solicit feedback from them.

Study
Let us move on to another important aspect of the evaluation
process.

C.
Evaluating
Instruments

the

Quality

of

Assessment

After discussing how tests and other assessment tools are


developed, we now turn our attention to the next important
concern in the evaluation process. This is the question of what
is a good test? Generally, a good test must possess two
characteristics: It must be reliable and valid. These are the
earmarks of a good assessment instrument.
Validity. This refers to the effectiveness of a test in measuring
what it intends to measure. The following are important
concepts about validity:
Validity is the most important quality any test can have.
It depends on the purpose for which a test is used, the
group with which it is used, and the circumstances in
which it is used.
It can be demonstrated best by tryout after the test has
been constructed.
A test itself is not valid or invalid; it is the inferences and
decisions that are made based on the test results that are
valid or invalid (Capper).
Valid test use requires good tests that are (a) based on
clear specifications of test content, and (b) capable of
yielding reasonably precise scores.
Validity is not very important for classroom tests and
other criterion-referenced measures if it is defined as the
25

extent to which real test scores correlate with ideal


criterion measures.
Validity involves more than just the substance of the test. For
example, a science test may provide scores that could be valid
for making decisions about content that needs to be retaught
but invalid for inferring that learners can reason or can read
well.
In classroom assessments, teachers may use nonstatistical
procedures to establish validity of their uses. The following
suggestions are offered to enhance test validity of classroom
tests:
Ask other teachers to review the instrument for clarity
and purpose.
Prepare a good table of specifications.
Ask other teachers to judge the match between the
instrument and the learning objectives.
Use different methods to measure the same learning
objective.
Reliability. This is the extent to which assessment scores are
dependable and consistent. Like validity, reliability is a
judgement about the scores obtained from a specific instance
in which learners were required to respond to the questions.
There are several methods for estimating the reliability of a
test. The test-retest and parallel form methods have the
practical disadvantage of requiring two administrations, while
the latter requires the construction of two forms. Split-half and
internal consistency methods are more common because

only one test and one administration are required.


Reliability and validity are easily confused, but the difference is
simply explained by McMillan in this example: A measure of the
circumference of a persons wrist will provide a reliable results,
but it would be absurd to use the scores to indicate reading
ability. Likewise, a multiple-choice computer literacy test may
provide reliable scores (learners get about the same score
each time they take the test), but it may not be valid to infer
that the learners who obtain high scores have stronger
computer application skills than those who got low scores.

Remember:
26

scores.

Reliability addresses whether scores are consistent;


Validity pertains to the nature and meaning of the

Think of the district and division tests given as end-of-the year


assessment of learners performance. Are they valid and
reliable? How sure are you?

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.

Terms Related to Scores


Raw Score. This indicates the actual number of items a learner
has answered correctly. If 40 of 50 items are correct, then the
raw score is 40.
Frequency. This is a count of items or of learners who took the
test. This refers to the number of learners obtaining a specific
score or range of scores. Example: If 15 learners got a score of
85 and 10 learners scored 89, the frequency of scores from 85
to 89 is 25.
Percentage. This indicate the number of items or learners per
hundred. If there are 50 items on a test and a learner answered
25 of the items correctly, she answered correctly 50% of the
items.
27

Frequency Distribution. This is an approach in organizing a set


of data. This indicate number of learners who obtained
different scores.
In a simple frequency distribution, the scores obtained
are rank ordered from highest to lowest, and the number of
learners who obtained each score is tallied.
Grouped frequency distribution is used if there id a large
number of scores or learners who took the test. Here, score
intervals are created, and the number of learners whose scores
are within each interval is indicated.
Below is an example of both types of frequency distributions:

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

Measures of Central Tendency


Although frequency distribution can show how scores are
distributed, there is a need to capture the essence of such
distribution. These are the measures of central tendency.
These indicate, using a single number, the most typical or
average score.
Mean. This is the arithmetic average, calculated by adding all
the scores. The mean is usually represented by X or M. For the
set of scores above, the mean is 81.73.
The mean is very useful in examining the overall performance
of a class or school. Typically, a class or school average is
28

computed and compared with other classes or schools and/or


performance in previous years.
Median and Mode. Median is the midpoint of the distribution. It
is the value of the score that has 50% of the scores below it
and 50% above it. The median is found by rank ordering every
score that is the same. In the above example on frequency
distribution, the median is 80.
Mode. This is the score that occurs most frequently. There can
be more than one mode in a distribution. In the above example
on frequency distribution, the modes are 80 and 74.
Activity 2.6
In one of your school-based in-service trainings, you may take
up these topics and give your teachers some hands-on
activities using the results of their periodic grading tests or
even the district test results. With the inputs here you should
take the upper hand in that training.
After the tests have been scored and checked, the results must
be analyzed and interpreted. Both processes are done
together, for analysis is worthless without interpretation, and
interpretation is impossible without analysis (Stanley and
Hopkins).

Read
Let us move on to essay and performance tests. Your teachers
have to be adept at grading such tests.

Some Suggestions for Grading Essay Tests (Oriondo


and Antonio):
1.
2.
3.
4.

Use rubrics, if necessary.


Grade only one question at a time for all papers.
Grade the responses anonymously.
The mechanics of expression should be judged separately
from what the examinee writes.
5. Try to score all responses to a particular question without
interruption.

29

6. If possible, have two independent readings of the test


and use the average as the final score (to make the
scores more reliable).
Grading Performance Tests (Brown). First, you should define
for yourself, as clearly as possible, the bases of your evaluation
and the standards you will use. Second, you should
communicate these procedures and standards to the learners
so that they will know how their performance will be evaluated.

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.

In some private schools, ratings are supplemented by


checklists of the students traits such as cleanliness,
punctuality, initiative, etc. described in more concrete and

specific terms such as: Comes to school regularly and on


time. Checklists of this type are carefully prepared. These
30

checklists provide parents with information about the


objectives of the school and its success in attaining them with
their particular children.

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.

Having identified who among ones learners have or have not


mastered the lesson objectives, the teacher can then devise
appropriate instructional adjustments (e.g., follow-up lesson

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.

Results of Math Unit Test


Grade III-B
32

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?

What about the results of summative assessments?


Read
Results of summative assessments (e.g., by using unit or
grading period test? should give information to the teachers of
his/her learners performance in relation to the entire class. For
example, when there are more learners who did not reach the
mastery level, this indicates that the competency/objective
concerned was not learned sufficiently by the majority.
Therefore, there is the need for the teacher to review his/her
instructional procedure and the support instructional materials
used before remediation is undertaken.
But often, one aspect of utilizing assessment results is
overlooked. And this is: communicating effectively such results
to the stakeholders, including parents of the learners in your
school.
Let us read on to know how this can be done more effectively.

Communicating Results to Parents

33

The results of evaluation can be very useful to the parents,


other teachers, school manager and other stakeholders in the
school community. The learners records of achievement or
progress has to be made available inasmuch as such are very
useful in further motivating them to learn and their parents to
continue sustaining their efforts in supporting their schooling.
Periodic teacher-percent conferences are believed to be the
most ideal way of maintaining communication between the
school and home. Your teachers have to be reminded to make
these conferences a two-way affair, avoiding misunderstanding
between parent and teacher.
Another way of communicating to parents and others your
learners growth/progress is by reporting students portfolios
through the exhibitions of learners work, such as displays and
demonstrations of what they have learned and accomplished.

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

nonacademic activities when the test results of the


major learning areas are not convincing);
4. in comparing different grade levels or classes, to be able
to determine which of them should be given more
attention in terms of supervision, provision of additional
resources
(material
or
financial),
or
other
34

administrative/supervisory decisions of the schoolhead


concerned;
5. in providing information for use in helping teachers
counsel learners;
6. in networking/linkaging with other stakeholders, for
possible assistance (material, manpower or financial);
and
7. in meeting of School Governing Council (others call it
School Advisory Council), if your school has one, to
communicate the profile of your school and/or further
generate support.

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.

Apply What You Have Learned


35

Answer the following in your journal:


Enumerate the different steps in the evaluation process.
1. List at least four (informal or formal) assessment
instruments/tools and construct a sample item for each
one.
2. Differentiate between reliability and validity.
3. What are your plans relative to the learnings you have
gained in this lesson, especially on how your teachers
prepare assessment tools, how they utilize assessment
results, how they grade their pupils based on those
results, and how they report/communicate their pupils
grades to their respective parents/guardians?
4. Are there specific topics in this lesson that you till need to
know more about? List them down and after each one
write what you plan to do about it.

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

Informal Assessment Techniques: Group Discussion,


Observation, Checklists, Conferences, Anecdotal Records,
Work samples, Diaries and Logs, and Teacher-made Tests
Formal Assessment Techniques: Multiple-Choice Test,
Alternate-Response Test, Completion Test, Matching Test,
Essay Test, Performance Test and Portfolio Assessment.
The Evaluation Process consists of four phases, namely:
preparation phase, assessment phase, evaluation phase and
reflection phase. It is a cyclical and not a sequential process.
In evaluating the quality of assessment
consider validity and reliability.

instruments

The terms related to scores: raw scores, frequency,


percentage, and frequency distribution (simple or grouped).
This module also included guidelines that pertain to
constructing assessment instruments/tools, rating/grading
and communicating results to
parents/guardians.

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.

What You Have Learned


37

But before we finally end, please take this test.


A. Differentiate the following:
1. measurement from evaluation
2. evaluation from assessment
3. formative test from summative test
4. norm-referenced test from criterion-referenced test
5. alternative assessment from authentic assessment
B. Describe the following briefly:
1. multiple-choice test
2. portfolio
3. rubrics
4. performance assessment
C. List guidelines in constructing the following, providing a
sample
test item for each:
1. multiple-choice tests
2. alternative response
3. completion
4. matching
5. essay
6. performance
7. rubrics
D. Briefly answer the following in your journal:
1. Why do we evaluate?
2. What are the steps involved in the evaluation process?
3. What may be included in their learners portfolios?

4. How can your teachers report their learners progress


to parents using portfolios?
5. How would you describe the evaluation process and
its phases?

Have you answered all the questions? Check your answers


against he Answer Key on the pages that follow. Do not worry if
you made some mistakes; Just go over that lesson or section
you think you have to master.

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

What Have You Learned


A.

1. Measurement is the process by which information about


the attributes or characteristics of things are determined
and differentiated while evaluation is a process of
summing up the results of measurements or tests giving
them some meaning based on value judgments.
2. In evaluation, the evaluator identifies the alternatives
about which decisions are to be made; in assessment, the
teacher collects data for improving their teaching
methods and for guiding students to be actively involved
in their learning.
3. Formative evaluation is used to find out to what extent
the pupils have learned a particular objective or skill,
while summative evaluation is used to find out to what
extent the pupils have achieved the expected outcomes
of learning.
4. Norm-referenced test is concerned with how one student
compares with others; criterion-referenced test is
concerned with how the student is compared to a
predetermined standard.

39

5. Alternative assessment is used to denote an alternative


to standard assessment techniques or traditional form of
assessment. Authentic assessment has to do with
assessment activities that are centered around
something meaningful to the child.
B. Describe the following:
1. Multiple-Choice test consists of a stem and alternatives or
options. It can measure a variety of learning outcomes
and is applicable to almost all subject matter content.
2. Portfolio is a collection of information or samples of
student work in one or more areas to give a broader view
of his achievement.
3. Rubrics are scoring guides used to evaluate a students
performance based on the sum of a full range of criteria
rather than a single numerical score.
4. Performance assessment uses a problem or question that
requires student to construct responses, devise
strategies, organize data, and justify answers.
C. Guidelines in Constructing the following:
1. Multiple-choice Tests
The main stem of the test item may be constructed in
question form, completion form or direction form.
The main stem should be clear. Avoid awkward stems.
Questions that tap only rote learning and memory
should be avoided.
Questions should tap only one ability.
Each question should have only one answer, not
several possible answers.
2. Alternative Response
Avoid specific determiners (e.g., all, always,
never, sometimes, generally, etc.).
Avoid the exact wording of the textbook.
Avoid trick statements. some of these statements
appear to be true but are really false because of just
some inconspicuous word, phrase or letter.
Avoid
ambiguous
statements.
An
ambiguous
statement is one that may be true with one
interpretation, and false with another equally plausible
interpretation (Oriondo and Antonio).
Avoid unfamiliar, figurative, or literacy language.

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

D. Answer to the Questions.


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
Gathering of data
Analysis of data
Interpretation of data
Utilization of results
3. What are included in the learners portfolio? Refer to page
9
4. How can your teachers report their learners progress to
parents using portfolios? Refer to page 45
5. How would you describe the evaluation process and its
phases? Refer to pages 13-14

42

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