About Education technology and Assessment of learning

1. EDUCATION
TECHNOLOGY

2. EDUCATION
TECHNOLOGY
Audio visual aids are defined as any device
used to aid in the communication of an
idea. As such, virtually anything can be
used as an audio visual aid provided it
successfully communicates the idea or
information for which it is designed.

3. DEVICE
Device is any means other than the
subject- matter itself that is employed
by the teacher in presenting the
subject matter to the learner.

4. PURPOSE OF VISUAL
DEVICES
1.To change students attention
2.To stimulate the imagination and develop the mental
imagery of the pupils
3.To facilitate the understanding of the pupils
4. To provide motivation to the learners
5.To develop the ability to listen

5. TRADITIONAL FORMS OF
VISUAL AIDS
1.Demonstration
2.Field Trips
3.Laboratory Experiments
4.Pictures,films,simulations,models
5.Real Objects

6. CLASSIFACTION OF
DEVICES
1.Extrinsic
2.Intrinsic
3. Material Devices
4.Mental Devices

7. NONPROJECTED
AUDIOVISUAL AIDS
Non projected aids are those that
do not require the use of
audiovisual equipment such as a
projector and screen.

8. ASSESSMENT
OF LEARNING

9. ASSESSMENT OF
LEARNING
It focuses on the development of
assessment tools to improved the
teaching- learning process.
MEASUREMENT refers to
quantitative aspect of evaluation. It
involves outcomes that can be
quantified statistically.

10. EVALUATION is the qualitative aspect
of determining the outcomes of
learning, it involves value judgment.
TEST consists of questions or
exercises or other devices for
measuring the outcomes of learning.

11. CLASSIFICATION OF TESTS
1.According to manner of response
a. Oral
b. Written
2.According to method of preparation
a.Subjective / essay
b.Objective

12. 3. According to the nature of answer
a. Personality tests
b. Intelligence test
c. Aptitude test
d. Achievment or summative test
e. Sociometric test
f. Diagnostic or formative test
g. Trade or vocatrional test

13. OBJECTIVE TESTS
Are tests which have
definite answers and
therefore are not subject to
personal bias.

14. TEACHER-MADE TESTS
Or educational tests are
constructed by the teachers
based on the contents of
different subjects taught.

15. DIAGNOSTIC TESTS
Are used to measure a
student’s strengths and
weakness, usually to identify
deficiencies in skills or
performance.

16. FORMATIVE AND
SUMMATIVE
Are terms often used with
evaluation, but they may
also be used with testing.

17. SUMMATIVE TESTING
The conclusion of instruction
and measures that extent to
which students have attained the
desired outcomes.

18. STANDARDIZED TESTS
Are already valid, reliable
and objective

19. STANDARDS OR NORMS
Are the goals to be achieved
expressed in terms of the
average performance of the
population tested.

21. CRITERIA OF A GOOD
EXAMINATION
O Validity
O Reliability
O Objectivity
O Nominal Measurement
O Examination type
O Identification type

22. ORDINAL
MEASUREMENT
Ordinal scales classify, but they
also assign rank order. An example
of ordinal measurement is ranking
individuals in a class according to
their score.

23. INTERVAL
MEASUREMENT
In order to be able to add and
subtract scores, we use interval
scales, sometimes called equal
interval or equal unit
measurement.

24. 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 includes the absence of
what is being measured.

25. Norm-Referenced and criterion referenced
measurement
Norm-Referenced Interpretation
 Achievement test as an example
Criterion- Referenced Interpretation
Distinctions between Norm-Referenced and criterion-
Referenced test

26. STAGES IN TEST
CONSTRUCTING
1. 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

27. O II. Trying Out the test
A. Administering the first tryout-then item
Analysis
B. Administering the second tryout –then item
Analysis
C. Preparing the final form of the test

28. III. Establishing test validity
IV. Establishing the test Reliability
V. Interpreting the test score

29. MAJOR CONSIDERATION
IN TEST CONSTRUCTION
Type of test
TEST LENGTH
ITEM FORMATS

30. TEST LENGTH
A major decision in the test planning is how many
items should be included on the test.
Most teachers want test scores to be determined
by how much the student understand rather than
by how quickly he or she answers the questions.

31. ITEM FORMATS
ODetermining what kind of items
to include on the test is a major
decision . Should they be
objectively scored formats such
as multiple choice or matching
type?

32. POINTS TO BE CONSIDERED IN
PREPARING TEST
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 specification
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 the correct answer?
7.Did you test the important ideas rather than the trivial?

33. 8.Did you adapt the test’s difficulty to your
student’s 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 item have a single correct answer?
13. Did you review your items?

34. GENERAL PRINCIPLES IN
CONSTRUCTING DIFFERENT
TYPES OF TEST
1.The test items should be selected very carefully.
2.The test should have extensive sampling of
items.
3.The test items should be carefully expressed
in simple, clear, definite, and meaningful
sentences
4.There should be only one possible correct
response for each test items.
5.Each item should be independent. Leading
clues to other items should be avoided.

35. 6.Lifting sentences from books should not be done to
encourage thinking and understanding.
7.The first person personal pronouns/ and we should not be
used.
8.Various types of test items should be made to avoid
monotony
9.Majority of the test items should be of moderate difficulty.
10.The test items should be arranged in an ascending order of
difficulty.
11.Clear, concise and complete directions should precede all types of
test.
12.Items which can be answered by previous experience alone

36. 13.Catchy words should not be used in the test items.
14.Test items must be based upon the objectives of the course and
upon the course content.
15.The test should measure the degree of achievement or determine
the difficulties of the learners.
16.The test should emphasize ability to apply and use facts as well as
knowledge of facts.
17.The test should be of such length that it can be completed within the time
allowed by all or nearly all of the pupils.
18.Rules governing good language expression, grammar,
spelling,punctuation and capitalization should be observed in all items.
19.Information on how scoring will be done should be provided.
20.Scoring keys in correhcting and scoring tests should be provided.

37. POINTERS TO BE OBSERVED IN
CONSTRUCTING AND SCORING THE
DIFFERENT TYPES OF TESTS
A.RECALL TYPES
1.Simple recall type
2.Completion type
3.Enumaration type
4.Identifacation type

38. B.RECOGNATION TYPES
1.True-false or alternative-response type
2.Yes-No-Yes
3.Multiple-response type
4.Best answer type
5.Matching type

39. C.ESSAY TYPE
EXAMINATION
COMMON TYPES OF ESSAY QUESTION
1.Comparison of two things
2.Explanation of the use or meaning of a statement or
passage
3.Analysis
4.Decisions for or against
5.Discussion

40. HOW TO CONSTRUCT ESSAY
EXAMINATION
1. Determine the objectives or essentials for each question
to be evaluated
2. Phrase question in simple ,clear and concise language
3. Suit the length of the question to the time available for
answering the essay examination
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

41. ADVANTAGE AND DISADVANTAGES
OF THE OBJECTIVE TYPE OF TEST

42. O ADVANTAGE
a. the objective test is free from personal bias
in scoring
b. it easy to score
c. It has high validity
d. It is less time- consuming
e. It is fair to students

43. DISADVANTAGES
a. It is difficult to 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 be used to test ability in theme writing
or journalistic writing.

44. ADVANTAGE AND DISADVANTAGES
OF THE ESSAY TYPE OF TEST

45. ADVANTAGE
a. The essay examination can be used in practically all subjects of
the school curriculum.
b. It trains students for thought organization and self expression.
c. It afford students opportunities to express their originality and
independence of thinking.
d. Only the essay test can be used in some subjects 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
decision
f. The essay test is easily prepared
g. It is inexpensive

46. DISADVANTAGES
a. The limited sampling of items makes the
test unreliable measure of achievements or
abilities.
b. Questions usually are not well prepared.
c. Scoring is highly subjective due to the
influence of the corrector’s personal
judgment.
d. Grading of the essay test is inaccurate measure of

47. STATISTICAL MEASURES OR
TOOLS USED IN INTERPRETING
NUMERICAL DATA
Frequency Distributions
A simple, common sense technique
for describing a set of test scores is
through the use of a frequency
distribution.

48. TABLE 1.SCORE OF 25 STUDENTS
ON A 50-ITEM TEST

50. TABLE 2.FREQUENCY DISTRIBUTION
OF THE 25 SCORES OF TABLE 1

52. TABLE 3.GROUPED
FREQUENCY
DISTRIBUTION
SCORE INTERVAL FREQUENCY
48-50 9
45-47 4
42-44 4
39-41 3
36-38 3
33-35

53. MEASURES OF CENTRAL
TENDENCY
O Frequency distributions are helpful for indicating the
shape to describe a distribution of scores, but we need
more information than the shape to describe a distribution
adequately.

54. THE MEANO The mean of a set of scores is
the arithmetic mean. It is found
by summing the scores and
dividing the sum by the
number of scores.
X=
𝑥
𝑁
X is the mean,
X is the symbol for score , the
summation operator
N is the number of scores
For the set of scores in table 1
X=1100
N=25
So then
X=
1100
25
=44

55. THE MEDIAN
Another measure of central
tendency is the median which is
the point that divides the
distribution in half.

56. TABLE 4.FREQUENCY
DISTRIBUTION,CUMULATIVE FREQUENCIES
FOR THE SCORES OF TABLE 2

59. THE MODE
The measure of central tendency
that is the easiest to find is the
mode .The mode is its most
frequently occurring score in the
distribution.

60. MEASURES OF
DISPERSION
Measure of central tendency are useful for summarizing
average performance, but the tell us nothing about how they
scores are distributed or “spread out” around the averages.

61. THE RANGE
The range indicates the
difference between the
highest and lowest scores in
the distribution.

62. THE VARIANCE
The variance measures
how widely the scores in
the distribution are spread
about the mean.

63. THE STANDARD
DEVIATION
Also indicates how spread out the
scores are, but it is experiment in
the same units as the original
scores.

64. TABLE 5. COMPUTATION OF THE
VARIANCE FOR THE SCORES OF TABLE
1

67. GRAPHING
DISTRIBUTIONS
A graph of a distribution of test
scores is often better
understood than is the
frequency distribution or a mere
table of numbers.

68. THANK YOU!
PREPARED BY:
MAMARINTA,NOR-AILEN A.