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ADVANCE EDUCATIONAL PSYCHOLOGY

By : Jocelyn B. Camero

HISTORICAL DEVELOPMENT OF TESTS AND MEASUREMENT

EDUCATIONAL MEASUREMENT

-refers to the use of educational assessments and the analysis of data such as scores obtained from educational assessments to infer the abilities and proficiencies of students

Chinese were the first people to utilize the examination to measure ability. It was informally begun in 225 B.C. and became a definite civil service examination system in 29B.C. ( Ross,32)

Rev. George Fisher

- an English schoolmaster who started the earliest scientific process of measuring achievements of pupils.

- in 1864, he devised an instrument called the “Scale Book”

- inventor of educational measurement.

J.M. Rice- a school administrator who started the development of

objective tests like spelling and similar tests in arithmetic and language in 1894 from which evolved the more modern objective tests in different subjects.

E. L. Thorndike

- father of educational measurement.

- wrote books

1. “Mental and Social Measurements”- published in 1904 in which were found statistical procedures and tests upon which statistical techniques and tests of today were based.

- published in 1904 which assigned quantitative values to different qualities of handwriting.

C.W. Stone

- in 1908, he constructed two tests in arithmetic which deals on the ff:

1. fundamental operations

2. arithmetic reasoning - used in school surveys and was considered his most notable contribution to educational testing and measurement( Flores,2)

S.A. Curtis (1909)

- originated the concept of norms and standards

2. “Thorndike Handwriting Scale”

M. Hillegas

- constructed the “Hillegas Composition Scale “ in 1912 and became the basis of composition scales.

PSYCHOLOGICAL MEASUREMENT

-is the development of procedures to measure people‘s characteristics like intelligence or personality.

Gustav Theodore Fechner

-published a book entitled “Elemente derPsychophysic”which contained the beginnings of quantitative psychological measurement.

QUANTITATIVE PSYCHOLOGY-the American Psychological Association

defines Quantitative Psychology as "the study of methods and techniques for the measurement of human attributes, the statistical and mathematical modeling of psychological processes, the design of research studies, and the analysis of psychological data".

H.L. F. Helmholtz

- his greatest contributions were his experiments in the sensory fields of vision and hearing and in the measurement of the speed impulse and reaction-time.

( Flores,3)

Wilhelm Wundt

-established the first psychological laboratory in Leipzig, Germany.

- His experiments on visual, auditory, cutaneous, olfactory and others resulted in the study of individual differences in physical and mental traits.

Francis Galton& J. Mc Keen Cattell- conducted earliest experiments in learning about the mind.

Galton- devised a whistle and tests that measured discrimination of heat, weight, pain, and sound. He also measured mental imagery.

- his most important contribution was his statistical analysis in which he suggested a graphical method of correlation.

Cattell - made tests which he used in measuring keenness of sight and hearing, rate and accuracy of movement, ability to perceive weight, pitch and time , sensitivity to pain, imagery and memory. He suggested the term mental tests in 1890. ( Ross, 41)

Alfred Binet- a French psychologist who was the first to devise an

instrument to measure the more complex mental functions.Heintroduced the term “mental age”.

Stern - he introduced the concept of representing intelligence as the ratio of mental age to chronological age and suggested the term “mental quotient” in 1912 which became I.Q.( Ross,26)

Group Intelligence Test

- started during the first world war . It was tried with the recruits in the United States Army. It was first constructed by Arthur Otis with the help of Robert Yerkes and Lewis Terman.

Group Intelligence Tests Developed in 1917

1. Army Alpha- verbal test

2. Army Beta- performance test

Pintner and Paterson

- are the first men to construct a performance test to measure the intelligence of deaf children called Pintner-Paterson Performance Scale

Carl E. Seashore

- a pioneer in the measurement of aptitude. He constructed the first test to measure the musical ability called the “Seashore Test of Musical Ability which came out in 1915.

Other Aptitude Tests1. Stenquist Test of General Mechanical Ability (1918)

2. Mathematical ability test by Rogers (1918)

3. McAdory Art Test- one of the earliest art test developed by Margaret McAdory Siceloff published in 1933.

Personality Tests

- is very useful in industry, business and in the government. It is used to measure traits such as attitude, temperament, social ability, temperament, values, emotion, vocational interests, extroversion, introversion, levels of dominance and submissiveness.

- Galton- most influential in the development of tests to measure traits.

Famous Scales to Measure Traits1. Scott Man- to –Man Scale- used extensively with soldiers

during the first World War.

2. Woodworth Personal Data Sheet- used to measure the ability of soldiers to adjust to army life also during the war years.

3. X-O Test – published in 1919 by Pressey. It was used to measure emotionality.

4. Test to measure Introversion-Extraversion- made by Marston

5. Test to measure ascendance-submissiveness- made by Allport

6. Test to measure social attitudes and interests- by Hart in 1925

Measurement and Evaluation

Measurement-is the process of determining the quantity of achievement of learners by means of appropriate measuring instruments.

Evaluation- is the process of determining the quality or worth of achievement in terms of certain standards.

Instruments Used in MeasurementMeasuring instrument –a device , tangible or otherwise , used

for determining the quantity of achievement.

1. Examination- is an appraisal of ability, achievement, or status in any respect. It may also refer to the instrument in such an appraisal.

2. Test- a type of measuring instrument whose general characteristic is that it forces responses from a pupil and such responses are considered to be indicative of the pupil’s knowlwdge, attitude, etc. ( Bradfield and Moredock, 44)

3. Quiz- is a relatively short test given periodically to measure achievement in material recently taughtor on any small, newly completed unit of work.

4. Item- is a part of the test that elicits a specific response ( Bradfield and Murdock,44)

Results of Measurement

1. Score- is a number that indicates the quantity of achievement of an individual in a test which is commonly determined in terms of items correctly answered.

2. Achievement- is the level of measure of knowledge or proficiency of performance of a pupil or a student in a subject taught in school.

Factors that make educational measurement difficult

1. Many of the objects of measurement are highly abstract, hence, cannot be measured directly.

2. Many of the objects of measurement which are measured as distinct entities by themselves may actually refer to the same thing.

3. There is no zero point to start measurement from.

4. Most of the objects of measurement are behaviors and are subject to change.

5. An object of measurement may be measured differently by different persons and for different purposes. This causes confusion.

6. There is lack or scarcity of measuring instruments that give accurate measurement.7. Environmental factors affects the student’s ability to

assimilate and also affect their ability to score in a test.

8. The human element of the measurer also affects measurement.

9. The health of the measured also affects measurement.

10. Cheating adversely affects accurate measurement.

11. Absences also affect measurement.

FUNCTIONS OF MEASUREMENT1. Instructional functions

-when measurement is used to determine the outcomes of teaching and learning processes and when it is used to make learning more effective.

a. Principal instructional functions- are the basic purposes of measurement.

1. To determine what knowledge, skills, abilities, habits, and attitudes have been acquired.

2. To determine what progress has been made in the acquisition of the learning outcomes mentioned above.

3. To determine the strengths, weaknesses, difficulties and needs of the students. (Diagnostic function)

b. Secondary instructional functions are also called auxiliary functions. It helps make teaching and learning more effective

1. To help in the formation of study habits.

2. To develop the effort-making capacity of the students.

3. To serve as aid for guidance, counseling, and prognosis.

2. Administrative and supervisory functions of measurement

- are those that help in making the instructional functions more effective.

a. To maintain standards

1. To maintain their standards, some schools, colleges and universities administer tests to applicants for enrollment to determine who should qualify to enrol.

2. to determine who should be allowed to take courses in college that involve much intellectual activity.

4. For social purposes, the government administers examinations to determine who should be licensed to practise their professions.

5. For efficiency reasons, the government administers tests to determine who should enter the government service.

3. Achievement in school subjects is measured by means of tests and the results serve as basis for determining who should be promoted to the next higher level and who should be retained.

b. To classify or select students for

social purposes:

1. Grouping of students into classes or sections based on ability for instructional purposes is an old educational practice.

2. Tests are used to discover the extremely bright and talented students, the very dull or handicapped ones, or those with special talents.

3. For the purposes of granting scholarships

4. Tests are also given for emotional, educational, and vocational guidance and counseling purposes.

c. To determine the efficiency of teachers, the effectiveness of their methods, techniques and strategies, their strengths, weaknesses and needs.

d. To determine the standard of instruction of a school, district, division, region or the educational system as a whole.

e. To serve as basis or guide for curriculum making and development.

f. To serve as guide for administrators and supervisors in making their educational plans and programs for their schools.

g. To set up norms of performance.

h. To keep parents informed of the progress made by their children in school.

i. To serve as basis for research.

SCOPE AND FUNCTIONS OF EVALUATION

1. Evaluation makes appraisal of the educational objectives, programs, curricula, instructional materials, and other facilities.

2. Evaluation makes appraisal of the teacher, his/her methods and strategies, attitudes, and values.

3. Evaluation appraises the learner.

……SCOPE AND FUNCTIONS OF EVALUATION

4. Evaluation make appraisal of the public relations of the school.

5. Evaluation make appraisal of the achievement scores of the learners.

6. Evaluation conducts research.

CHARACTERISTICS AND CLASSIFICATIONS OF EDUCATIONAL MEASURING INSTRUMENTS

1. Validity- is the degree of accuracy by which it measures what it aims to measure.

Types of Validity

a. Content validity- refers to the relevance of the test to the subject matter or situation from which they are taken.

c. Predictive validity- refers to the degree of accuracy of how a test predicts the level of performance in a certain activity which it intends to foretell.

d. Construct validity- refers to the agreement of test results with certain characteristics which the test aims to portray.

b. Concurrent Validity- refers to the correspondenceof the scores of a group in a test with the scores of the same group in a similar test of already known validity used as criterion.

Factors of reliability

a. Adequacy-refers to the appropriate length of the test and the proper sampling of the test content.

b. Objectivity- a test is objective if it yields the same score no matter who checks it or even if it is checked at different times.

c. Testing condition-refers to the conditions of the examination room.

d. Test administration procedures-the manner of administering the test also affects its reliability.

2. Reliability- is the degree of consistency of measurement that it gives

3. Usability – refers to the characteristics of administrability, scorability, economy, comparability and utility of a test.

Classification of Measuring Instruments

1.Standard test- one for which content has been selected and checked empirically, for which norms have been established, for which uniform methods of administering and scoring have been developed, and which may be scored with a relatively high degree of objectivity./(Good,565).

2. Teacher- made tests- are those made by teachers and administered to their students to determine the achievements of the latter in the subjects they are taking for purposes of marking and promotion.

Standard Tests Differentiated from Teacher –Made Tests

Standard Tests are……

1. Prepared by specialists who know very well the principles of test construction.

2.Prepared very carefully following accepted principles of test construction

Teacher-Made Tests……

1. Prepared by teachers who may not know very well the principles of test construction.

2.Often prepared hurriedly and haphazardly to be able to meet the deadline for administration.

Standard Tests…. Teacher-Made Tests..

3.Given to a large portion of the population for which they are intended for the computation of norms.

4.Generally correlated with other tests of known validity and reliability or with measures such as school marks to determine their validity and reliability.

3.Given only to a class or classes for which the tests are intended. Usually no norms are computed.

4.Not subjected to any statistical procedures to determine their validity and reliability.

Standard Tests …. Teacher-Made Tests..5.Highly objective

6.Have their norms computed for purposes of comparison and interpretation.

7. Measure innate capacities and characteristics as well as achievement.

5.Maybe objective and may be essay in which case scoring is subjective.

6. Have no norms unless the teacher computes the median, mean and other measures for comparison and interpretation.

7.Generally measure subject achievement only.

Standard Tests …. Teacher-Made Tests..8.Intended to be used for a

long period of time and for all people of the same class in the culture where they are validated.

9.Generally copyrighted.

8.Intended to be used only once or twice to measure achievement of students in a subject matter studied during a certain period.

9.Not copyrighted.

Classifications and Uses of Standard TestsA. According to Function

1. Psychological test- a test that measures an individual’s ability or personality as developed by general experience.( Good,561)

Types of Psychological Test

a. Intelligence test-a composite test made of parts that have been found to correlate well with some practical measure of intellectual ability, such as success in school. This is popularly called the I.Q.test. It measures general mental ability.

……….. Types of Psychological Test

b. Aptitude test- a test designed to indicate a person’s potential ability for performance of a type of activity.

c. Personality test- is a test designed to measure some aspects of an individual’s personality.

Types of Personality Tests

1.Rating Scale- a device used in evaluating products, attitudes or other characteristics of instructors or learners.

2. Personality Inventory- a measuring device for determining an individual's personal characteristics.

3. Projective test- a method of measurement of an individual’s personality in which the stimulus is usually unstructured and produces re3sponses reflecting the person’s individuality.

d. Vocational and professional interest inventory

-a test used to determine the extent to which a person’s likes and dislikes relate to a given vocation or profession ( Good,566)

2. Educational test- an achievement test which aims to measure a person’s knowledge, skills, abilities, understanding, and other outcomes in subjects taught in school. ( Good,556-557)

B. According to Construction1.Structured Test-a test is said to be structured when the examinee is required to respond within the framework or design of the test and correct responses are expected.

2. Unstructured Test- the examinee is free to respond in any way he likes, thinks, feels, or has experienced and there are no incorrect answers.

C. According to the Number of Persons to Whom Test is Administered

1. Individual test- administered to only one person at a time.

2.Group test- can be given to more than one person at a time

D. According to the Degree to Which Words Are Used in Test Items and in Pupil Responses

1.Verbal Test- is of the paper –and- pencil test variety but questions may be presented orally or in written form or objects may be presented for identification. The answers , however, are given in words usually written but sometimes given orally.

2.Nonverbal test-is a test which a minimum amount of language is used.

3.Performance test- is also a nonverbal but the pupils may be required to use paper and pencil for responding or the manipulation of physical objects and materials.

E. According to Difficulty of items

1. Speed test-a test whose items are of the same level of difficulty.

2. Power test- have different degrees of difficulty and are arranged in ascending order of difficulty i.e. from easy to difficult.

F. According to the Arrangement of Items

1. A test in which the arrangement of items is not important.

2. Scaled Tests- the items are of different difficulty and are arranged from easy to difficult.

G. According to the Amount to be Performed

1.Maximum- performance test- the examinee is urged to accomplish as much as he can to show his ability, capacity, etc.

2.Typical performance test- tries to reveal what a person really is.

ADVANTAGES OF STANDARD TESTS

1.Standard test are generally reliable.

2.Standard test are accompanied by manuals of instructions concerning their administration and scoring.

3.Standard tests have norms with which test results are compared and given meaning.

….ADVANTAGES OF STANDARD TESTS

4. Standard tests ca be used again and again provided they are not given to the same group twice.

5. Standard tests provide a comprehensive coverage of the basic knowledge, skills, abilities and other traits that are generally considered as essential.

Limitations of Standard Tests1.Since standard tests are for general use, their contents may

not fully correspond to the expected outcomes of the instructional objectives of a particular school, subject or course.

2.Since standard test are very objective, they may not be able to measure the ability to reason, explain, contrast, organize one’s ideas, and the like.

3.Standard tests of the right kind for a purpose may be very scarce and hard to find.

THE EVALUATION PROGRAM-its purpose is maximize the effectiveness of

instruction.The Evaluation Committee Members

1.The head of the school, as chairman, on account of his position, or his representative if he does not have time to attend to the work of evaluation.

2.The deans of colleges and heads of other instructional departments, if school is a college or university, on account of their strategic positions.

3.The chairmen of the departments of the different disciplines.

4. Guidance Counselor or Guidance Coordinator

5. Registrar

6.Accountant of the school

7. Statistician of the school

8.Psychometrician or one who knows psychological measurement

9.A representative of the students or pupils

10. Others

Functions of the Evaluation Committee

1.To setup functional evaluation program

2.To formulate long-ranged evaluation program.

3.To formulate and approve policies, plans, and designs for an effective accomplishments of the evaluation objectives.

4. To coordinate all evaluation activities.

5. To designate persons or subcommittees with the needed qualifications to perform tasks that require technical know-how or small but necessary tasks which the committee may not have the expertness nor the time to perform

6.To resolve certain problems that may arise in the process of evaluation

7.To make a periodic appraisal of the total educational program of the school.

Characteristics of the Evaluation Program1.A good evaluation program must have a blueprint, a

flowchart.

2. A good evaluation program must have clear-cut policies and objectives.

3. A good evaluation program is systematic.

4.A good evaluation program is comprehensive.

5. A good evaluation program is cooperative.

6. A good evaluation program is dynamic.

7. A good evaluation program aims to improve instruction.

Components of the Evaluation Program1.Goals, objectives, outcomes

2. Curricula

3.Additional educational programs

4.Instructional materials

5.Non-teaching aid physical facilities

6. Testing ( Measurement)

7.The Learner(Pupil, Student)

8. Marking and grading

9.The teacher and his methods

10.Student services

11.extra- or Co-curricular activities

12.Public relations

13.Administration

14. Research

Educational Goals and Objectives

Objective-is an end or aim towards which efforts are exerted for its attainment.

Goal- is also an objective but it is broader in scope and takes long-range programs to attain it.

Importance and Functions of Objectives 1. Objectives give direction to teaching.

2. Objectives tell exactly what to teach.

3. Objectives help in determining the technique of teaching.

4. Objectives give continuity to the lesson.

5. Objectives determine the outcome of learning.

6. Objectives may serve as the basis for determining the effectiveness of a teaching process.

7. Objectives determine test content.

Characteristics of Objectives

1.The objectives of a teacher must be in harmony with the educational objectives of the whole country and of the school to which he belongs.

2. Objectives must be stated clearly and unequivocally.

3. Objectives must fit the age, grade level and other psychological traits of the learner.

4.Objectives must be behavioral.

5.Objectives for a particular subject matter must cover all the important aspects of that subject matter.

6.Objectives should stimulate important learning outcomes.

Formulation of Instructional Objectives

Instructional objectives are the objectives used by the teacher in his actual teaching.

Two Kinds of Instructional Objectives

1.Specific objective- is an objective for a small unit of learning which is complete by itself and which can be attained in one or two periods of study.

2. General objective-is broader in scope and it includes a big unit of study which may encompass several specific objectives

Implicit Educational ObjectivesThe national educational objectives are

mandated to be objectives of all schools and all teachers for that matter. If they are not expressly stated by the schools and teachers, they are implied and should be integrated into or with the objectives of the schools and teachers.

National Educational Objectives In 1986 Constitution

Sec.3 (1) All educational institutions shall include the study of the Constitution as part of the curricula.

(2) They shall include patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge , and promote vocational efficiency.

(3) At the option expressed in writing by the parents or guardians, religion shall be allowed to be taught to their children or wards in public and elementary and high schools within the regular class hours by instructors designated or approved by the religious authorities of the religion to which the children or wards belong, without additional cost to the Government.

………Sec 4 Batas Pambansa Blg.232

(2) To train the nation’s manpower in the middle-level skills required for national development;

(3) To develop the professions that will provide leadership for the nation in the advancement of knowledge for improving the quality of human life; and

(4) To respond effectively to changing needs and conditions of the nation through a system of educational planning and evaluation.

Batas Pambansa Blg. 232Sec. 4 The national objectives are:

(1)To provide for a broad general education that will assist each individual, in the peculiar ecology of his own society, to

a. attain his potentials as human being

b. enhance the range and quality of individual and group participation in the basic functions of society

c. acquire the essential educational foundation if his development into a productive and versatile citizen

Evaluation of Instructional ObjectivesThe desirable characteristics of objectives are given in

interrogative form and each characteristics of objective is categorized into 5 orderable gradations with their respective weights as follows:

Category Weight Average

Very much---------5 2.50-3.49 –--passing

Much---------------4 3.50-4.49---good to very good

Fairly much--------3 4.50 and above --excellent

Not much----------2

Not at all------------1

The Rating ScaleCharacteristics of Objectives

1.Do the objectives give direction toteaching?

2.Do they tell exactly what to teach?

3.Do they help determine the techniqueof teaching?

4.Do they give continuity to the lesson?

5 Do they determine the outcomes oflearning?

6. Do they help in determining theoutcome of the learning process?

5 4 3 2 1

_ _ _ _ _

_ _ _ _ _

_ _ _ _ _

_ _ _ _ _

_ _ _ _ _

_ _ _ _ _

7. Are they in harmony with the school and national objectives?

8. Are they stated clearly and unequivocally?

9. Do they fit the age, grade level and other psychological characteristics of the learner?

10. Are they behavioral? Attainable?

11. Do they cover all the important aspects of the subject matter?

5 4 3 2 1

_ _ _ _ _

_ _ _ _ _

_ _ _ _ _

_ _ _ _ _

_ _ _ _ _

12. Do they stimulate important learning outcomes?

13.Are they properly formulated?

14. Do they determine test content?

5 4 3 2 1

_ _ _ _ _

_ _ _ _ _

_ _ _ _ _

Evaluation of instructional objectives may be done in the following:

1.Inspecting the lesson plan of the teacher.

2.Observing the teacher at work.

3.Requiring the submission of syllabi.

4.Discussion in meetings and conferences.

5. Examining of test questions.

6. Examining test papers of students.

Evaluation of the Outcomes of Objectives

1. By testing

2. By observation

3. By student survey

4. By psychological testing

5. By interviews

How can the school products, the graduates, be evaluated?

1.By using the results of qualifying examinations.

2.By conducting an alumni survey

3.By conducting employers survey

4.By conducting community opinion survey

5. By conducting informal interviews

6.Through comments of competent authorities

7. Through the media

CURRICULAThe school can not decide on the subjects or courses offered

in the different grade and year levels in the elementary and high school and in the baccalaureate courses in college but it can do much on curriculum development and enrichment.

Appraisal of such curriculum enrichments should not be neglected by evaluation.

Additional Educational Programs

1.Moral and Spiritual Development Program

2.Outreach programs

Additional Educational Programs

1.Moral and Spiritual Development Program

2.Outreach programs

The function of evaluation is to see if these programs are being carried out as they have been intended to be and if they are not interfering too much with the regular educational programs.

Instructional Materials

- should also be evaluated in terms of their availability, adequacy, and how effectively they are being used to improve instructions.

1.textbooks

2.library references

3.laboratory equipment

4.audio-visual aids

5.modern technological gadgets

Rating Scale in Evaluating Instructional Materials

CATEGORY WEIGHT

Very adequate 5

Adequate 4

Fairly adequate 3

Inadequate 2

Very inadequate 1

Legend:

Very adequate- means that all in class can be supplied with the needed facilities at the same time.

Adequate- means that the important facilities are just enough for the users with some minor facilities missing.

Fairly Adequate- means that a few important and some minor facilities are missing

Inadequate- means that about half of the needed important and minor facilities are missing

Very inadequate- means that more than half of the needed important and minor facilities are missing or not available.

The Rating ScaleFACILITY 5 4 3 2 1

Textbooks

Library references

Laboratory equipment (may be itemized)

Audio-visual aids (may be itemized

How to compute the Weighted Mean

Use the formula WM= TWF

N

in which

WM= the weighted mean or average

TWF=the total of the products of the weights multiplied by their corresponding frequencies (raters)

N=the number of raters or their total frequency

NON-TEACHING AID FACILITIES

-refer to classrooms, their sizes, lighting, ventilation, temperature, freedom from distractions, and seats, chalkboards and necessary classroom fixtures. These are also concerns of evaluation.

Classrooms, seats chalkboards and fixtures may be rated as very adequate, adequate, fairly adequate, inadequate and very adequate.

lighting, ventilation, temperature, freedom from distractions and conditions of classrooms and seats and fixtures may be rated as very good, good, fair, poor ,very poor.

Testing Program Composition1.Standard psychological tests

2.Standard educational ( achievement) tests;

3.Teacher –made achievement tests;

4. Diagnostic tests, either standard or teacher –made;

5. Health tests ( examinations);

Standard Psychological Test- It measures:

a. General mental ability (intelligence)

b. Aptitude (ease with which one learns a certain activity.

c. Personality traits

d. Interests , either personal, vocational, or professional

Teacher -Made Examinations

-results are usually for diagnostic, marking, and promotion, as well as evaluation purposes.

Ex. Suppose a class performs poorly in a test.

What are the implications?

The low scores may have been caused by the following:

1.Poor teaching

2.Mentally weak students

3.Inadequate study materials such as textbooks and references and audio-visual aids.

4.Poor study habits of the students

5. Poor construction of the test

7. Unusual distractions during the test period.

8. Poor conditions of the room : poorly lighted, poorly ventilated, too hot or too cold.

The teacher-made test must also be judged as to whether they are properly designed or constructed to be able to measure effectively the expected learning outcomes.

5-PointRating Scale Tests- may be rated as very adequate, adequate, fairly

adequate, inadequate, very inadequate

ex.Individual tests (Psychological tests)

Validity, reliability, usability of tests

- may be rated as very high, high, fairly high,, low, or very low

The effectiveness of the testing program in measuring the learning outcomes may be rated as very effective, effective, fairly effective, ineffective,

very ineffective.

The LearnerVarious methods of appraising the learners:

1. The administration of the standard psychological tests, standard achievement test, and teacher-made tests.

2. Comparing performance in I.Q tests and performance in teacher-made tests.

3. Comparing present with previous performance.

4. Observation

5. Questionnaire and/or interview

6. Health Examination

7. Autobiography and philosophy of life

8. Parental interview

9. Visitation

Marking and GradingThe Evaluation Committee has to approve

policies to serve as criteria for evaluating achievement scores.

Among the policies to be formulated are:

1. The quality symbols to be used in grading, whether rank, percent, or letter symbols with their respective descriptive equivalents.

2. The different factors to be included in the evaluation such as the results in quizzes, tests, projects etc. with their respective weights.

3. An evaluation standard indicating the level of performance to be awarded a certain mark symbol

4. The lowest passing score or grad and the highest grade.

5. The number of level of grades whether 3,6,7,9 etc.

6. The multiples of grades, in multiple of 1,5 or 25 etc.

7. The method/s of transmuting raw scores into grades.

8.The methods of computing the final grade: averaging or cumulative

9.The lengths of tests and frequency of giving them.

10. What are to be measured by tests: factual knowledge, understanding, creative and critical thinking, reasoning power, judgment, skills, values, ability to organize ideas, etc.

THE TEACHERAmong the methods used by some schools to

evaluate the teacher are the following:

1. Observation of actual teaching work.

2. Examination of lesson plans, syllabi, tests and test papers of students.

3. Peer observation and evaluation.

4. Student evaluation

5. Self-evaluation

6. Meetings and conferences

7. Test performance of students

8. Observation of campus activities

9. Questionnaire and/ or interview

10. Administration of psychological tests

11. Autobiography and philosophy of life

12. Educational qualifications

13. Medical and dental examinations

14. Visitation

Characteristics of the Teacher that are Rated1.Mastery of the subject

matter2. Punctuality and attendance3. Strategies4. Classroom management5. Ability to gather and organize instructional

materials6. Professional growth

7. Health

8. Attitudes

9. Emotional and social ability

10. Approachability

11. Productive scholarship

12. Leadership qualities

13. Cooperation

Rating the TeacherThe teacher may be rated using the 5-point rating scale as follows:

Very good- 5

Good - 4

Fair- 3

Poor- 2

Very poor- 1

Characteristics Rating5 4 3 2 1

1.Mastery of the subject matter _ _ _ _ _2. Punctuality and attendance _ _ _ _ _ 3. Strategies _ _ _ _ _4. Classroom management _ _ _ _ _ 5. etc.

HOW TO COMPUTE THE AVERAGEIF THE RATERS ARE MANY

WM=WF WM- Weighted mean or Weighted AverageN TWF- total weighted frequency

(Weight x frequency, then add)N- number of raters

Table of Verbal Description Equivalents

CATEGORY RANGE OF AVERAGE OR MEAN

Very Good 4.50 and above

Good 3.50-4.49

Fair 2.50-3.49

Poor 1.50-2.49

Very poor Below 1.50

STUDENT SERVICES Included to be evaluated are the services being rendered by

the school to its students and pupils. Such services are rendered in the ff:

1. Registrar’s office

2. Principal’s or Dean’s office

3. Guidance and Counseling Office

4. Accounting office

5. Medical and Dental Office or Clinic

6. Canteen

7. Library

8. Dormitory (if the school has one)

9. Other offices

Sample Questionnaire for Student Services

1. Are the employees serving the students friendly and helpful?

2. Are the services being rendered fast and efficient?

3. Are the standard operational procedures easy and convenient to follow?

(The list of questions may be expanded.)

The 5-point rating scale may be used to rate the services but the evaluation committee may design one which is satisfactory to it.

EXTRA-CURRICULAR OR CO-CURRICULAR ACTIVITIES

- refer to the activities of students that are outside the official classroom activities but are designed to help in the total development of the students.

examples:

sports, clubs, associations, fraternities,

student government, etc.

It is the function of the Evaluation Committee to look into whether these are contributing to the total development of the students, or impinging upon the efficiency of the instructional program, or too much burden to the students in time, effort and money.

PUBLIC SCHOOL RELATIONS- is an activity concerned with giving information to the

public about the school or creating good will for the school .

PRACTICES THAT IMPROVE

PUBLIC RELATIONS OF THE SCHOOL

1. Through the report cards of pupils or students which the school sends to the parents to inform them of the progress that their children are making in school.

2. Through the organization of the Parent-Teacher’s Association and calling meetings of the same.

3. Inviting community people to attend certain school activities.

4. Giving awards to some people in the community in recognition of their services rendered to the school or community.

5. Naming the whole school, or a building or a part of the building or a part of the campus after some people in recognition of the services they have given the school or to the community.

6. The school participating in some important community activities.

Public school relations must be continually evaluated. A good questionnaire may be prepared and administered to the representative sample community. A 5-point rating scale may be used to measure the level of public school relations that the school has with the communitypeople.

THE ADMINISTRATIONThe school administration should not exempt itself from evaluation. Some of its aspects to be evaluated are the following:

1. Enforcement of discipline

2. Rules and regulations

3. Effort to acquire needed instructional facilities

4. Adequacy of classrooms

5. Relationship with the students and the faculty

6. Capacity for planning and implementation

7. vision

A questionnaire given to the students and faculty may help in the evaluation of the administration. Observation and taking inventory may also be employed. The 5-point rating system may again be used.

RESEARCH- is an important part activity that schools should engage in.

Sample questions for evaluation of research

1.What kind of contribution does it give to national development goals?

2. Is the research intended to serve only the small community where the school is located?

3. Is it intended only for the solution of the school problems?

4. How scientific is the research conducted?

How often should evaluation be done?-While there should be a contuous evaluation of some aspects in the instructional program of the school, there should be an evaluation of the total educational program of the school once in a while.

It is suggested that the best total evaluation is accreditation by a nationally recognized accrediting association, where all the aspects of the educational program are looked into.