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16 Cards in this Set

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Three types of evaluation
1.Diagnostic evaluation –
2.Formative evaluation –
3.Summative evaluation
Diagnostic evaluation
necessary at the start to determine students’ individual levels of competence, to identify those who have already achieved mastery of the requisite learnings, and to help classify students into tentative small groups for instruction.
Formative evaluation
used to monitor learning process during instruction and to provide continuous feedback to student and parents.
Summative evaluation
at the end of a unit , marking period, or course to:
a. determine the extent of the students’ achievement and competence
b. Provide basis for assigning grades
c. Provide the data from which reports to parents and transcripts can be prepared.
Measurement
process used to obtain data concerning student learning
Assessment
– having more emphasis on authentic, alternative, or performance based measurement as compared to teacher-made test
Evaluation
process in which the teacher uses information derived from many sources to arrive at a value judgment
NORM-REFERENCED EVALUATION
A. USED TO INTERPRET A SCORE OF AN INDIVIDUAL BY COMPARING IT WITH THOSE OF OTHER INDIVIDUALS
B. RANKS STUDENTS
C. IOWA, CAT
STANINE (1-9)
D. 1-3 – BELOW
E. 4-6 – AVERAGE
F. 7-9 – ABOVE
CURVE E – INDEX
PERCENTILE
Ex. 57% means scored better than 57% and lower than 43%
CRITERION-REFERENCED EVALUATION
a. USED TO INTERPRET A PERSON’S PERFORMANCE BY COMPARING IT TO SOME SPECIFIED CRITERION
b. INDIVIDUAL MASTERY
c. LEAP
- 5 ACHEIVEMENT LEVELS
1. ADVANCED 65% AND ABOVE
2. MASTERY 55% - 65%
3. BASIC 45% - 54%
4. APPROACHING BASIC 38% - 44%
5. UNSATISFACTORY 37% AND BELOW
VALIDITY
EXTENT TO WHICHA MEASURING DEVICE MEASURES WHAT IT PURPORTS TO MEASURE
Content validity
degree to which an instrument samples the subject matter in the area to be measured or the degree to which it coincides with the instructional objectives that are measured
High content validity
good match between test questions and instructional objectives
Low content validity
poor match between test questions and instructional objectives
RELIABILITY
CONSISTENCY OF THE RESULTS
PRACTICALITY
refers to the ease of administering the measuring device, the time required, the energy expended to collect the data, and the ease with which the data can be interpreted.
Establishing framework for evaluation
1. Identify the reasons for assessing student performance
2. Plan to gather information for both formative and summative evaluation
3. Identify course content that is to be evaluated
4. Use multiple approaches when gathering assessment information
5. Devise an evaluation plan before instruction