.
EVALUATION FORMAT
EVALUATION COMPETENCY
> Tests are teaching devices and should offer real help to the learner. They are for measuring skills or progress and should be designed so that the student is constantly competing with him/herself as well as other class members. The purpose of evaluation is to measure a student's ability and performance, plus to inform the teacher of the effectiveness of instruction.
> Tests should be planned for logical order and coverage. A test of a suitable type should be designed and developed to bring the learner's knowledge out into the open where it can be evaluated.
> Tests are based on the Important tasks, knowledge, and skills within the objectives. At times, written tests are required for cognitive and affective objectives, while in other times performance tests are required to judge the development of psychomotor as well as affective objectives. The objectives provide the behavior to be tested, the conditions under which the test should take place, and to what criteria or standards should the test be held.
> Skills tested by "doing" are performance tests. How well students perform at the end of the instruction should coincide with the performance called for in the objectives. The creation of test items should reflect the performance that is stated in the objectives Performance tests, as well as written tests, can be objective or subjective evaluations of knowledge, attitudes and skills. Performance tests are geared to tasks, while written tests are geared toward the knowledge of facts, concepts and principles which underlie the task.
> All learners do not start at the same level No two learners have the same background of knowledge or ability. Individualistic learning styles must be taken into consideration when creating both written and performance tests.
> in the process of evaluation, a teacher should be concerned with three basic domains of learning:
- 1) Cognitive or knowledge including recall, recognition, comprehension and analysis, the development of intellectual abilities;
2) Psychomotor or manipulative skills centering in the development of physical abilities; and
3) Affective or the learning and adoption of attitudes, feelings, interests and values related to the profession being studied.
PERFORMANCE CRITERION
> Competency standards must reflect those competencies required for employment in the occupational field the student is studying;
> Occupational Analysis of the knowledge, tasks and attitudes inherent in the jobs the student should be qualified for upon completion of the program can determine standards and criterion;
> Advisory Committees can provide expert advice in the establishment of competency standards and performance criterion;
> Once a list of competencies is generated, then the level of excellence must be determined by direct observation, employee self-reports, and/or published job skills described in job descriptions for those particular positions;
> An Occupational Competency Survey can be utilized to gain information
relative to the types, importance, and degree of proficiency required by employers regarding the technical and general knowledge, skills and attitudes of prospective employees;
> Prepared Occupational Curricula will provide insight into appropriate competency standards and performance criterion accepted by other programs;
> Constant update and awareness of changes in the workplace is needed to adjust competency standards and performance criterion to properly prepare students with the most relevant knowledge, skills and attitudes needed for successful employment.
DEVELOP EVALUATIONS BEFORE INSTRUCTION
> Can construct tests before we develop the materials to be used to learn. Assessment of the task should be independent of how the task is learned. Helps to "Keep us Honest" in developing training materials.
> After objectives are developed, tests can be developed, followed by materials and media. Performance testing should require the student to perform the task as it should be performed on the job. Written tests should be carefully devised to ensure that the test matches the knowledge of associated tasks. Before designing tests, look at the task statements or terminal and enabling objectives to see what behavior, conditions and criteria the learner is being called upon to demonstrate.
> A GOOD TEST IS ONE WHICH IS OBJECTIVE, VALID, RELIABLE, COMPREHENSIVE AND PROVIDES FOR ECONOMY OF TIME IN GIVING AND SCORING.
- 1. OBJECTIVE - When a test can be used by two or more examiners of equal competence and given identical or closely similar scores, it is said to have objectivity. It is a quality dependent upon purely impersonal, factual evidence rather than upon judgment, personal opinion or bias. GIVING AND SCORING OF A TEST RATHER THAN TO THE PERSON TAKING THE TEST.
2. VALID - WHEN A TEST MEASURES WHAT IT IS INTENDED TO MEASURE, IT IS SAID TO HAVE VALIDITY. This requires careful selection of test items to avoid irrelevant and non-essential questions which are not true measures of knowledge or ability. Every term in the test should be representative of the main purpose of the unit of study being tested.
3. RELIABLE - A test is said to have reliability when it gives consistent results whether given at different intervals to the same group or given to different groups who have received the same instruction. RELIABILITY: THEREFORE, REFERS TO THE ACCURACY WITH WHICH A TEST MEASURES THE THINGS THAT IT IS SUPPOSED TO MEASURE.
4. COMPREHENSIVE - A TEST SHOULD GIVE ADEQUATE COVERAGE OF THE SUBJECT OR THAT PART OF THE SUBJECT TO BE TESTED. The questions should cover all the points emphasized in the lesson. Written tests, such as the - essay type, have only a few questions and are obviously not comprehensive.
5. CONVENIENT - A test should be EASY TO USE AND SHOULD PROVIDE FOR ECONOMY OF TIME IN ADMINISTERING AND SCORING. Its construction should be such that it is possible to test a larger number of items in a class period, and the Instructor is able to score a larger number of tests with true objectivity.
COMPETENCY BASED TESTING TECHNIQUES
1. Objective written tests - measure cognitive knowledge attainment. Based on and will wary according to subject matter. The amount of knowledge covered will also have an impact on scope of test. Most tests must be specially designed for specific programs.
2. Direct objective measures - actual physical measurements such as stopwatches, rulers, tapes, micrometers, levels, scales and measuring cups are used in determining accuracy of performance
EIGHT TYPES OF OBJECTIVE QUESTIONS TO MEASURE COGNITIVE LEARNING
CONSTRUCTED-RESPONSE ITEMS
1. ESSAY - Integration of advanced cognitive knowledge; tests mastery of complex principles and processes; should define the type of answer that is required within the question; should provide adequate time for response; scored on the basis of teacher's personal judgment of worth of answer so should use ANALYTICAL SCORING TECHNIOUE WHICH IS - weighting certain desired responses and scoring the answer in relation to how many elements are included into the answer key words help students determine what is expected; i. e. explain, classify, define, compare etc.; Should indicate how much detail is desired; avoid "Tell me all you Know", any answer Is good, need thought provoking questions which requires students to apply concepts and principles in a practical situation.
2. SHORT ANSWER - Primarily to measure outcomes in early stages of learning; gauges the retention of facts rather than concepts; needs proper phrasing; should elicit one response or short series of related responses; should be direct with the answer clearly definable in the question; could include a blank space at the end of the question for the response.
RECOGNITION QUESTIONS
3. MULTIPLE CHOICE - Contains two parts: the incomplete or questioning statement or STEM which preceeds the choices or RESPONSES; the responses should include the correct answer, distractors and incorrect responses; the directions should be clear on how to indicate the chosen response; should discriminate between levels of performance; each stem should focus on one problem/question; generally phrase the stem In positive term but can use negative terms on occasion, can underline or capitalize the negative word for emphasis; all responses should be in grammatical agreement; distractors and incorrect responses should relate to the proper response be plausible but incorrect; careful with "a" or "an" at the end of the stem to indicate answer; or a statement which is accurate in content but does not answer the question; use small case letters; should be written so that students who have not yet mastered a particular set of knowledge will experience difficulty In answering
4. MATCHING - Two columns with STEMS and RESPONSES; must match each response with the corresponding stem; all responses are plausible, homogeneous and related to one topic; good for gauging ability to identify technical terms, tools, parts, or materials; some recommend to use more or fewer numbers of responses than stems; instructions should be clear on how to indicate matches and if a response can be used more than once; can use pictures or drawings to be matched with written items; place all items on the same page.
5. TRUE OR FALSE - Lowest on reliability rating; the element of guessing makes even the possibility of getting 50% correct a reality; must be read and evaluated in light of whether or not the student believes it true or false; should not be too obvious or ambiguous; statements relate to facts, ideas or concepts; properly prepared students should instantly recognize true or false statements; make statements short and simple; avoid "partly" true or false statements; avoid using double negatives; avoid absolute terms such as always, never, none, all etc.; directions should Indicate how the students indicates choice, i.e. circles, writes a letter?
RECALL OUESTIONS
6. SIMPLE RECALL - Supplies answers to incomplete statements by recalling one or two words, numbers, dates or symbols; only one blank to fill in with each statement; blanks should be the same length and could be arranged in a column besides the statement.
7. PICTORIAL RECALL - Series of drawings or diagrams with blanks to place the name of the parts; blanks should be uniform in length.
8. COMPLEX RECALL - Similar to simple recall but written in a paragraph form with certain words or phrases missing for the student to complete; the context of the paragraph should revolve around one concept, process or procedure.
TAXONOMY CATAGORIES & USE OF SINGLE- ITEM FORMAT
> Knowledge is learned at different levels. Benjamin Bloom developed a taxonomy of cognitive learning.
1. KNOWLEDGE - Requires students to be able to recall and recognize correct information, facts, ideas and concepts. Questions such a True or False, Multiple Choice or Matching may evaluate students attainment of this level.
2. COMPREHENSION - Require students to translate material from one form to another; interpret the meaning of material; extrapolate or extend meaning beyond the data. Measure comprehension only where the situations are NEW to the students. It encountered during instruction, only knowledge outcomes are measured. Translation - can be measured in single-item format, while interpretation & extrapolation in complex item-types where items are based on a given paragraph, table, map, graph or picture. Students are asked to explain in their own word
3. APPLICATION - Most demonstrate not only grasp of meaning, but also apply it to NEW concrete situations; to determine the extent to which students can transfer learning and can effectively use it in solving new problems; application of facts, principles, rules, methods, procedures or theories. Best measured with a series of test items based on a common situation Essay questions can also be used & may be most desirable BUT single item questions can be effective for specific types of applications; select problems students have not previously encountered & cannot be solved by general knowledge alone;
4. ANALYSIS - Breaking into component parts is basic; Three Levels:
(1) Identification of Parts - Analysis of Elements - to recognize assumptions, distinguish between facts/opinions, conclusions from facts which support them;
(2) Identification of Relationships Between Parts - Analysis of Relationships to identify relationships among ideas, recognize cause-effect relationships & distinguish between relevant & irrelevant arguments, factors or variables;
(3) Identification of the Way the Elements are Organized - Analysis of Organizational Principles - requires students to recognize/infer the form, pattern or structure which is implicit in a communication such as prose, poem, music, painting; ability to identify writer's purpose, point of view, bias, persuasive techniques, literary form; present the student with a set of materials to be analyzed the product must be new. Ask the student to do all three levels of analysis.
5. SYNTHESIS - Putting parts together to form a product which is new to the student. Assumes a certain amount of creative activity.
(1) Produce a Unique Communication - essay, story , poem, music, speech;
(2) Produce a Plan or Proposed Set of Operations - plan for an experiment, specifications for making articles of furniture, clothes, scientific process or social interaction;
(3) Produce a set of abstract relations: hypothesis to account for diverse phenomena, simple theory, conceptual scheme for classifying things or events. Emphasize ability to produce Original ideas & to Organize them Depends on Product Evaluation - Quality is judged in terms of defined criteria - So construct objectives, test items, prepare sets of specifications for tests or develop system for classifying outcomes; Need balance between freedom of expression & adherence to conventional procedures.
6. EVALUATION - Judging the value of a thing with aid of a criteria BOTH judgement & USE of criteria are essential features; Based on criteria not opinion - (1) Internal evidence such as accuracy, consistency, logical order; (2) External criteria such as accepted standards; efficiency, economy, utility with which a product serves a particular purpose; Criteria given or student supplies it. Detect fallacies in arguments; recognize appropriate criteria; detect various types or errors; identify means-ends relationships. Better to give a complete work and Analyze it. Make Judgments of various parts with criteria & Synthesize results into overall judgment of accuracy & value for given purpose in a error.
PSYCHOMOTOR EVALUATION
> Observe students and pass judgment on whether or not quality of performance meets standards of employability. Will use some kind of PERFORMANCE TEST WFTH A CHECKLIST AND A RATING SCALE TO EVALUATE PROCESS AND PRODUCT.
The teacher is concerned with measuring PROCESS, PRODUCT, and/or BOTH.
> Process Evaluation measures the student's ability to perform a given procedure as he/she actually performs in the presence of the instructor;
> Product Evaluation measures the product of the student's performance;
> Process/Product Evaluation measures boah the procedure demonstrated and the result achieved;
DEVELOPING A CHECKLIST:
> Each item should be stated simply and clearly so that the student, teacher and/or employer involved in the evaluation understands what is expected.
> The items should be the important parts (crucial steps) of the skill, not the trivial points that are common knowledge to the student;
> The sequence of the items should be the same as the sequence of steps needed to complete the task;
> Items that should be include on a checklist are:
- a. Student name
b. Date of Observation
c. Name of evaluator and title
d. Directions
e. Title of task
f. The list of items or steps that must be accomplished
g. Columns for Yes/No; Accomplished/Not Accomplished, Acceptable/unacceptable. An N/A column may be needed for a situation where an item may not apply.
h. A section for comments about the work
i. If students are to use the checklist, leave columns or a section for them to evaluate their work
j. If frequency or time taken to perform the task is important, a column needs to be provided for this information
THREE TYPES OF RATING SCALES
1. ADJECTIVE - Descriptive adjectives are used to indicate quality such as Superior, Excellent, Good, Fair, and Poor Somewhat flexible because the teacher can use a sliding scale of meanings or definitions to suit different sets
of circumstances; the disadvantage is that each word can mean one thing to the evaluator and another to the learner; Should specify and demonstrate the kind of behavior needed to achieve each rating to increase fairness and objectivity.
Could also indicate Very Slow, Slow, Average, Rapid and Very Rapid, etc.
2. NUMERICAL - Numbers are used to measure the degree of performance; usually an odd number scale is used so that the midpoint can be equated to "average" performance, i.e. 5 - 4 - 3 - 2 and 1, high to low;
3. GRAPHIC - Uses both adjectives and numbers more valid and reliable because descriptive phrases relating to behavior and numerical markings are considered concurrently; A 5 point rating scale could be used with a descriptor for each number; Do not allow long time lapses between observations and ratings; list of observable traits which warrant ratings must be available to students and evaluators; keep impersonal and clinical during observation and rating; use more than one observer when possible.
POINTS TO CONSIDER FOR RATING SCALES:
> The items should include all the essential criteria necessary to have a satisfactory product;
> The items should be broken into components that can be rated, such as the color, texture, appearance, and flavor of a baked cake;
> Each component listed should be rated according to how close it comes to the criteria specified in the performance objective;
> The overall scale should be clear, simple, and easy to use for the evaluator, and should provide a range of ratings;
> Assign numerical values to each of the factors being observed i.e. Accuracy - 30 pts., Neatness - 15 pts., Speed - 20 pts, Neatness - 15 pts. etc.
> Once a TOTAL NUMBER OF POSSIBLE POINTS is determined, then a point range for each letter grade needs to be determined i.e. 100-91 = A, 90-81 =B etc.
BENEFITS OF PERFORMANCE EVALUATIONS:
> Will evaluate the efficiency and effectiveness of student -sk[ft in performing particular operations;
> Can make written observations on the accuracy of a skill & completion time; > Will evaluate the quality of work;
> Students can evaluate their own work;
> Students can see what is expected of them to reach desired performance;
TIPS FOR IMPLEMENTATION:
> Preparing the area and materials that will be needed_gbgA4_QLlilfne will help make the test run smoothly and effectively;
> Observing the performance of a small group of students may be possible if the work involved is not very complex;
> May have to administer the test to one student at a time If so, other students should be engaged In other learning activities;
> A conference should be held with each student to discuss observations and help the student to understand progress and areas where improvement;
> Allowing students to rate their own work and to compare their rating with that of the teacher may also be helpful. This would serve as another -means of showing students what the teacher looks for and where improvement is needed.
LEVELS OF THE PSYCHOMOTOR DOMAIN
> Like the Cognitive Domain, there are levels of psychomotor learning. Elizabeth Simpson developed the following taxonomy of psychomotor learning:
PERCEPTION - Process of becoming aware of objects, qualities, or relations by way of the sense organs;
SET - Preparatory adjustment for a particular kind of action or experience. Three different distinct aspects of set have been identifies: Mental, Physical, and Emotional;
GUIDED RESPONSE - Overt behavioral act of an individual under the guidance of another individual (the teacher). Emphasis is upon the abilities that are components of a more complex skill;
MECHANISM - Student has achieved a certain confidence and degree of skill in the performance of an act. The habitual act is a part of the student's repertoire of possible responses to stimuli and the demands of situations where the response is appropriate;
COMPLEX OVERT RESPONSE - Individual can perform a motor act that is considered complex because of the movement pattern required. The act can be carried out efficiently and smoothly, that is, with a minimum expenditure of energy and time;
ADAPTATION - Altering more activities to meet the demands of new problematic situations requiring a physical response;
ORIGINATION - Creating new motor acts or ways of manipulating materials out of understanding, abilities, and skills developed in the psychomotor area.
> Teachers should take into consideration the level of psychomotor learning they are attempting to evaluate and construct their performance tests with those levels in mind.
EVALUATING AFFECTIVE LEARNING
> Among the various devices that are used to assess student attitudes and values are:
1) Observation Checklists: Observations of students' work habits while they are at school and on the job can be recorded. A checklist could include items such as whether the students arrive on time to class or work, how prepared they are in class, how much they participate in the class activities and discussions, how well they work with others, and other behaviors;
2) Rating Scale: Can be used to assess general work habits and attitudes in the classroom and on the job, or to assess the performance of a student during a particular job or task that would require good attitudes;
3) Interviews: Either formal or informal interviews can be held between the teacher and student to assess the student attitudes. The formal or structured interview is held on a one-to-one basis. The questions are prepared ahead of time. The informal interview is less structured and is simply a conversation between the teacher and the student
4) Problem-Solving or Case Study: Used to determine if a student has achieved an affective objective. The teacher presents situations or scenarios on which the student must respond regarding affective considerations. The situation might question whether the student values a safe and orderly work area, or particular worker behavior.
5) Oral Exam (informal Interview or Essay): The teacher seeks insight into how the student feels about a laboratory or job experience by asking the student to evaluate his or her experience. The student should have been in the situation long enough to realize some progress;
6) Questionnaires and Inventories: The respondent is requested to either check an appropriate response or construct a response. Some inventories may ask the respondent to rate how he or she feels about something.
7) Teacher's Annotative Records: A record of each student that includes the jobs done, quality of work, attendance, attitudes and behavior while in class. These records document students' habits and attitudes.
LEVELS OF AFFECTIVE DOMAIN
> Similar to the other domains of learning, the affective domain has several levels of learning. Krathwohl and others developed the following taxonomy of affective learning:
RECEIVING - The student is aware of a given phenomenon. Sublevels of receiving include awareness, conscious willingness to receive, or selected attention;
RESPONDING - Student makes some observable change of behavior as a result of a stimulus. A personal value has not been developed. Sublevels of responding include compliance, willingness to respond, or satisfaction in response;
VALUING - Student develops a feeling that the concept has personal worth.
Personal worth may be defined as value to the student as an individual. Sublevels of valuing include acceptance, preference, and commitment;
ORGANIZATION - Student is able to see how a new value relates to values already held. Values may be classified into a ordered relationship which is consistent and harmonious. The building of an internally consistent value system;
CHARACTERIZATION - Student responds according to a set of values, unaware that a value or total philosophy Is influencing his/her reactions. The internalization to a set of value so that the individual acts consistently and predictably and these values take on the aspect of a personal characteristic.
> Teachers should keep these levels in mind when evaluating students to determine the depth of their affective learning.
Appendix
SAMPLE TEST SHEETS
|  |
REGULAR TRUE - FALSE TEST SHEET
ON
HEALTH OCCUPATION STRUCTURE AND FUNCTION
Name:_________________________________________________ Date: _______________
Directions: Read each of the following statements carefully before making a mark. Some of the statement are true and some are false. Indicate the answer selected by placing a small circle around the T or F in the corresponding right hand column.
| T | F |
| | |
| T | F |
| T | F |
| T | F |
| T | F |
| T | F |
| T | F |
| T | F |
| T | F |
| T | F |
| T | F |
| T | F |
| T | F |
| T | F |
| T | F |
| T | F |
| T | F |
| T | F |
.
.
| |
ONE RIGHT ANSWER MULTIPLE CHOICE TEST SHEET
ON SAWS USED IN BUILDING TRADES
Name: _____________________________________________________ Date: __________________
Directions: Each of the following statements is followed by four answers. Only one of these answers is correct. Read each statement carefully and select the answer. Place the letter of the answer selected in the corresponding blank space in the right-hand column.
b. makes teeth even in length. c. bends the teeth to proper width for cutting. d. makes the saw bind. | . _____C______ |
1. The crosscut saw is designed to cut
b. With the grain. c. on one side of the grain. d. between the grain. | . _____________ |
2. The ripsaw is used to cut.
b. with the grain. c. across the grain. d. between the grain. | . _____________ |
3. The compass saw is especially used for sawing
b. miter joints. c. inside curves. d. with the grain. | . _____________ |
4. A back saw:
b. has detachable blades c. is used for rough cuts. d. makes a very fine and finished cut. | . _____________ |
.
| |
.
MATCHING TEST SHEET
ON
AUTOMOTIVE
PISTON, CRANKSAFT, AND CONNECTING ROD ASSEMBLY
Name: ___________________________________________________ Date: ___________________
Direction: One item from column I is closely related to or associated with an item in column II. Place the capital letter of the associated term in column II in the blank at the left of the number in column I.
. Example ___A___ 1. Flywheel |
A. Absorbs power B. Reciprocates C. Expands . |
. Column I | . Column II |
_____1. Cam ground |
A. Crankshaft |
_____2. Oil ring |
B. Piston boss |
_____3. Impulse neutralizer |
C. Reciprocating |
_____4. Insert |
D. Piston |
_____5. Spurt hole |
E. Expander |
_____6. Up and down |
F. Rod |
_____7. Wrist pen |
G. Babbit |
. |
H. Oil-bath |
. |
I. Rotating |
. |
J. Power |
.
| |
.
SIMPLE RECALL TEST SHEET
ON
COSMETOLOGY
.
Name: ____________________________________________________ date: ____________________
Directions: Read each statement carefully. Wen the answer has been selected which will complete the statement correctly, place the answer in the corresponding blank space in the right-hand column.
| . Example: 1. After a wound has healed, a _______ forms. . | . ______scar_______ |
| |
1. A papule is ________ skin lesion. | . ________________ |
2. Whiteheads and blackheads are disorders common to the ____________ period | . ________________ |
3. The technical term for oil glands is ________ glands. | . ________________ |
4. Acne vulgaris or simplex is known as the common ___________. | . ________________ |
5. Another name for dandruff is __________. | . ________________ |
6. An eruptive skin affection sometimes caused by paraphenylene hair dyes is dermatitis ____________. | . ________________ |
7. A carbuncle differs from a boil in that it is ________ and deep-seated. | . _______________ |
8. The medical term for ringworm is ________. | . ________________ |
9. Pediculosis capitis is caused by head ______. | . ________________ |
10. Scrum-pox is technically called _____ contagiosa. | . ________________ |
11. Scabies is a contagious animal parasitic disease due to the itch ________. | . ________________ |
12. Trichoptilosis is the technical term for _________ hair ends. | . ________________ |
13. Monilethrix is the term for _________ hair. | . ________________ |
14. Abnormal white patches present on the skin are called __________. | . ________________ |
15. The common term for lentigines is __________. | . ________________ |
.
| |
ON
ARCHITURAL SYMBOLS
.
Name: _____________________________________________________ Date: ___________________
Direction: Identify each of the symbols and place the letter of the correct answer in the corresponding blank at the bottom of the page.
Example: 1. ____H_____ Brick
| . 1. _______ Hidden line | 7. _______ Cutting plane line |
2. _______ Exterior door in brick | 8. _______ Concrete |
3. _______ Ditto line | 9. _______ Exterior door in frame wall |
4. _______ French door in frame partition | 10. ______ Basement window |
5. _______ Dimension line | 11. ______ Break line |
6. _______ Interior door in frame | 12. ______ Double hung window in frame wall |
.
| |
.
ESSAY TEST SHEET
ON
MACHINE SHOP R.P.M
.
Name: ____________________________________________________ Date: __________________
Directions: Below are problems too be worked and answered. Show all work and place the answer in the blank space at the right of the page.
Example: 1. How many r.p.m. should a ¾" carbon steel drill turn when drilling cold rolled steel?
r.p.m. = (C.S. x 4)/ D r.p.m. = (50 x 4)/ (3/4) =200/(3/4) = 150