2. ADD A FOOTER 2
Audio visual Aid are defined as
any device used to aid in the
communication of an ideas. As such,
virtually anything can be used as an
audio visual aid provided it
successfully communities the idea or
information for which is designed.
3. 3
Device is any means
other than the subject-
matter itself that is
employed by the teacher in
presenting the subject to
the learner.
4. 4
1. To change students attention
2. To stimulate the imagination
and develop the mental imagery
of the pupils
3. To facilities the understanding of
the learners
4. To develop the ability
5. 5
1. Demonstration
2. Field Trips
3. Laboratory Experiments
4. Pictures, films, stimulation,
models
5. Real Objects
6. ADD A FOOTER 6
1. Extrinsic
2. Intrinsic
3. Material Devices
4. Mental Devices
7. 7
Non projected aids are
those that do not require
the use of audiovisual such
as a projector and screen.
8.
9. 9
It is focuses on the development
and utilization of assessment tools to
improve the teaching-learning process.
It emphasizes on the use of testing for
measuring knowledge, comprehension
and other thinking skills. It allows the
students to go through the standard
rubrics for performance-based and
portfolio assessments.
10. 1
0
Measurements refers to the quantitative
aspect of evaluation . It involves outcomes
that can be qualified astatically.
Evaluation is the quantitative aspect of
evaluation. It involves value judgement.
Test consists of questions or exercises or other
devices for measuring the outcomes of
learning.
11. Classification of test
1
1
Manner to respond
a. Oral
b. Written
Method of preparation
a. Subjective/essay
b. objective
Nature of answer
a. Personality test
b. Intelligence test
c. Aptitude test
d. Achievements or
summative test
e. Sociometrist test
f. Diagnostic or formative test
g. Trade or vocational test
12. Classification of test
1
2
Objective test are tests which have definite answers and
therefore are not subject to personal bias.
Teacher-made test or educational tests are constructed by the
teachers based on the contests of different subjects taught
Diagnostic test are used to measure a students strengths and
weakness, usually to identify decificienciens in skills of
performance.
Formative and summative are terms often used with
evaluation, but they may also be used with testing.
Formative testing is done to monitor students attainment of
the student progress.
Summative is done at the conclusion of instruction and
measures the extent to which students have attained the desire
outcomes.
13. Classification of test
1
3
Standardize test are already valid, reliable and objective.
Standard or norms are the goals to be achieved
express in terms of the average performance of the
population tested.
Criterion-reference measure is a making device with the
with a predetermined level of success or standard on the
part of the test-takers.
Norm-reference measure is a test that is scored on the
basis of the norm or standard level of accomplishment by
the whole group taking the test.
15. 1
5
Validity
validity refers to the degree to which a test measures what it is
intended to measure.
Reliability
reliability pertains to the degree to which a test measure what it
suppose to measure.
Objectivity
objectivity is the degree to which personal bias is criminated in
the scoring of the answer.
Nominal Measurements
nominal scale are the least sophisticated; they merely classify
objects or events by assigning numbers to them.
16. 16
Ordinal measurement
ordinal scale classify, but they also assign rank order.
Interval measurements
in order to be able to add and subtract score, we use interval
scales, sometimes called equal interval or equal unit measurement.
Ratio measurement
the most sophisticated type of measurement includes all the
preceding properties, but in a ratio scale, the zero point is not
arbitrary, a score of zero
17. 17
Norm-Referenced and criterion referenced
measurements
when we contrast norm-referenced measurement (or lasting) with
criterion-referenced measurement, we are basically referring to two
different ways of interpreting information.
Norm-referenced interpretation
norm-referenced interpretation stems from the desire to
differentiate among individuals or to discriminate among the individuals
of some defined group on whatever is being measured.
Achievement test as an Example most standardized achievement
tests especially those covering several skills and academic areas, are
primarily designed for norm-referenced interpretations.
18. 18
Criterion-reference interpretation
• the concepts of criterion-referenced testing have developed.
• Criterion-reference interpretation is an absolute rather than relative
interpretation, reference to a defined body of learner behavior, or, as
is commonly done, to some specified level of performance.
Distinctions between norm-referenced and criterion-
referenced test
although interpretation, provide the distinction between norm-
reference and criterion-referenced tests, the two types do tends to differ in
some ways. Norm-reference teat are usually more general and
comprehensive and cover a large domain of content and learning tasks.
19. 19
I. Planning the test
A. Determining the Objectives
B. Preparing the table of specifications
C. Selecting the appropriate item format
D. Writing the test items
E. Editing the test items
II. Trying out the test
A. Administering the first tryout-item analysis
B. Administering the second Tryout-then item analysis
C. Preparing the final form of the test
III. Establishing Test Validity
IV. Establishing the Test Reliability
V. Interpreting the Test Score
20. 20
Type of test
our usual idea of testing is an in-class test that is
administrated by the teacher. Hoe ever, there are many variations
on this theme; group test, written test, oral test, speed test, power
test, pretests, and post tests. Each of these has different
characteristics that must be considered when the test are planned.
Test length
a major decision in the test planning is how many items
should be included on the test. There should be enough to cover
the content adequately, but the length of the class period or the
attention span or fatigue limits of the students usually restrict the
test length.
21. 21
Item formats
determining what kind of items to include on test
is a major decision. Should they be objectively scored
formats such as multiple choice or matching type?
Should they cause the students to organize their own
thoughts through short answer or essay formats?
These are important questions that can be answered
only by the teacher In terms of the local context, his or
her students, his or her classroom and the specific
purpose of the test.
22. 22
1. Are the instructional
objectives clearly defined?
2. What knowledge, skills and
attitudes do you want to
measure?
3. Did you prepare a table of
specifications?
4. Did you formulate well
defined and clear test items?
5. Did you employ correct
English in writing the
items?
6. Did you avoid giving clues to
correct answer?
7. Did you test the important
ideas rather than the
trivial?
8. Did you adapt the tests
difficulty to your students
ability?
9. Did you avoid using
textbook jargons?
10.Did you cast the items in
positive form?
11.Did you prepare a scoring
key?
12.Does each items have a
single correct answer?
13.Did you review your items?
23. 23
A. Recall types
1. simple recall type
a. this type consist of question calling for a single word or expression as an
answer.
b. Items usually begins with who, where, when and what.
c. Score is the number of correct answer.
2. completion type
a. Only important words or phrases should be omitted to avoid confusion.
b. Blanks should be of equal lengths.
c. The blank as much as possible, is placed near or at the end of the
sentence.
d. Articles a, an and the should not be provided before the omitted word or
phrase to avoid clues for answers.
e. Score is the number of correct answer.
24. 24
3. Enumeration types
a. The exact number of expected answers should be
stated.
b.Blanks should be of equal lengths
c. Score is the number of correct answers.
4. Identification type
a.The items should make an examinee think of a word,
number , or group of words that would complete the
statement or answer the problem.
b.Score is the number of correct answers.
25. 25
B. Recognition type
1. True-false or alternative-response type
a. declarative sentences should be used.
b. The number of “true” and “false” items should be
more or less equal.
c. The truth or falsity of the sentence should not be
too evident.
d. Negative statements should be avoided.
e. The “modified true-false” is more preferable than
the “plain true-false”.
26. f. In arranging the items, avoid the regular recurrence of
“true” and “false” statements.
g. Avoid using specific determiners like; all, never, none,
nothing, most, often, some, etc. and avoid weak statements
as may, sometimes, as a rule, in general etc.
h. Minimize the use of qualitative terms like; few, great,
many, more, etc.
I. Avoid leading clues to answers in all items.
j. Score is the number of correct answer in “modified true-
false and right answers minus wrong answers in “plain true-
false.” 19
27. 27
2. yes-No type
a. The items should be in interrogative sentences.
b. The same rules as in “true-false” are applied.
3. Multiple-response type
a. There should be three to five choices. The number of choices used in the first item
should same number of choices in all the items of this type of test.
b. The choices should be numbered or lettered so that only the number or letter can
be written on the blank provided.
c. If the choices are figures, they should be arranged in ascending order.
d. Avoid the used of “a” or “an” as the last word prior to the listing of the responses.
e. Random occurrence of responses should be employed.
f. The choices should be related in some way or should belong to the same of the
statements.
g. The choices, as much as possible, should be at the end of the statements.
h. Avoid the use of “none of these” as one of the choices.
i. Score is the number of correct answers.
28. 28
4. Best answer type
a. There should be three to five choices all of which are right but vary in their degree of merit,
importance or desirably
b. The other rules for multiple-response items are applied here.
c. Score is the number of correct answers.
5. Matching type
a. There should be two columns. Under “A” are the stimuli which should be longer and more
descriptive than the responses under column “B”. The response may e a word a phrase, a
number, or a formula.
b. The stimuli under column “A” should be numbered and the responses under column “B” should
be lettered. Answered will be indicated by letters only on lines provided in column “A”.
c. The number of pairs usually should not exceed twenty items. Less than ten introduces chance
elements. Twenty pairs may be used but more than twenty is decidedly wasteful of time.
d. The number of responses in column “B” should be two or more than the number of items in
column “A” to avoid guessing
e. Only one correct matching for each item should be possible.
f. Matching sets should neither be too long nor too short.
g. All items should be on the same page to avoid turning of pages in the process of matching type
29. 29
C. Essay type examinations
Common question types od essay questions ( the types are related to purposes of which
the essay examinations are to be used.)
1. Comparison of two things
2. Explanation of the use or meaning of a statements or passage.
3. Analysis
4. Decision for against
5. Discussion
How to construct essay examinations.
1. Determine the objectives or essentials for each question to be evaluated.
2. Phrases question in simple, clear and concise language.
3. Suit the length of the questions to the time available for answering the essay
examination. The teacher should try to answer the test herself.
4. Scoring:
a. Have a model answer in advance.
b. Indicate the number of points for each question.
c. Score a point for each essential.
31. ADD A FOOTER 31
a. The objective test is free from personal bias in
scoring.
b. It is easy to score. With a scoring key, the test can
be corrected by different individuals without
affecting the accuracy of the grades given.
c. It has high validity because it is comprehensive
with wide sampling of essentials.
d. It is less time-consuming since many items can be
answered in a given time.
e. It is fair to students since the slow writers can
accomplish the test as fast as the fast writers.
32. ADD A FOOTER 32
a.It is difficult construct and requires
more time to prepare.
b.It does not afford the students the
opportunity in training for self- and
thought organization.
c.It cannot to be used to test ability in
theme writing or journalistic writing.
33. ADD A FOOTER 33
a. The essay examination can be used in practically all
subject of the school curriculum.
b. It trains students for thoughts organization and self
expression.
c. It affords students opportunities to express their
originality and independence of thinking.
d. Only the essay test can be used in some subject like
composition writing and journalistic writing which
cannot be tested by the objective type test.
e. Essay examination measures higher mental abilities
like comparison, interpretation, criticism, defense of
opinion and discussion.
f. The essay test is easily prepared
g. It is inexpensive
34. ADD A FOOTER 34
a. The limited sampling of items makes the test
unreliable measure of achievements or abilities.
b. Question usually are not well prepared.
c. Scoring is highly subjective due to the influence of
the correctors personal judgment.
d. Grading of the essay test is inaccurate measure of
pupils achievements due to subjectivity of
scoring.
35.
36. A simple, common sense
technique for describing a set
of test scores is through the
use of a frequency
distribution.
A frequency distribution is
merely a listing of the
possible score values and the
number of persons who
achieved each score.
37. 37
Table 1. Scores of students on a 50-item Test
Students Score Students Score
A 48 N 43
B 50 O 47
C 46 P 48
D 41 Q 42
E 37 R 44
F 48 S 38
G 38 T 49
H 47 U 34
I 49 V 35
J 44 W 47
K 48 X 40
L 49 Y 48
M 40
38. 38
Table 2. Frequency Distribution of the 25 scores of Table 1
Score Frequency Score Frequency
50 1 41 1
49 3 40 2
48 5 39 0
47 3 38 2
46 1 37 1
45 0 36 0
44 2 35 1
43 1 34 1
42 1
39. 39
• When there is a wide range of scores in a frequency
distribution, the distribution can be quite long, with a
lot of zeros in the column of frequencies.
• If we were to changes the frequency distribution in Table
2 into a grouped frequency distribution, we might choose
intervals such as 48-50,45-47, and so forth. The
frequency corresponding to interval 48-50 would be 9
(1+3+5). The choice of the width of the interval is
arbitrary, but it must be the same for all intervals.
40. ADD A FOOTER
40
Table 3. Group Frequency Distribution
Score Interval Frequency
48-50 9
45-47 4
42-44 4
39-41 3
36-38 3
33-35 2
41. 41
Frequency Distributions are helpful for
indicating the shape to describe a distributions of
scores, but we need more information than the shape to
describe a distribution adequately. We need to know
where on the scale of measurement a distribution is
located and how the scores are dispersed in the
distribution.
there are three commonly used measures of
central tendency: the mean, the median, and the mode,
but the mean is by far the most widely used.
42. 42
The mean of a set scores is the
arithmetic mean. It is found by
summing the scores and dividing the
sum by the number of scores. The
mean is commonly used measure of
central tendency because it is easily
understood and is based on all of the
scores in set.
43. 43
Another measure of central tendency is
the median which is the point that divides the
distribution in half; that is, half of the score is
fall above the median and half of the scores
fall below the median.
when there are only a few scores, the
median can often be found by inspection. If
there is an odd number of score, the middle
score is the median. when there are tied scores
In the median is halfway between the two
45. ADD A FOOTER
45
The measure of central tendency
that is the easiest to find is the mode.
The mode is the most frequency
occurring score in the distribution. The
mode of the scores in Table 1 is 48 . Five
person had score of 48 and no other
scores of 48 and no other score occurred
as often.
46. 46
Measures of central tendency are
useful for summarizing average
performance, but they tell us nothing
about how the scores are distributed
or “spread out” around the averages.
Two sets of test scores may have equal
measures of central tendency, but they
might differ in other ways.
47. 47
The range indicates the
difference between the highest and
lowest scores in the distribution. It
is simple to calculate, but it
provides limited information. We
subtract the lowest from the
highest score and 1 so that we
include both scores in the spread
48. 48
The variance measures
how widely the scores in the
distribution are spread
about the mean. On other
words, the variance is the
average squared difference
between the scores and the
mean.
49. 49
The standard deviation
also indicates how spread out
the score are, but it is
expressed in the same units as
the original scores. The
standard deviation is computed
by finding the square root of
the variance.
51. 51
A graph of a distribution of test
scores is often better understood
than is the frequency distribution
or a mere table of numbers. The
general pattern of scores, as well as
any unique characteristics of the
distribution, can be seen easily in
simple graphs.
