Factors in constructing evaluative instruments

1. Factors in
Constructing
Evaluative
Instruments
Prepared By:
Catherine A. Matias
BSED-III Social Science

2. Objective Instruments
Objective Instruments Evaluation of learning,
most of the time, requires the use of
classroom testing such as oral tests,
performance tests, or pencil-and- paper tests
with objective and essay questions. These
tests are considered as objective instruments
of assessing students’ learning.

3. Classification of Objective Instruments
The following are the description of the different tests classified as objective
instruments:
1. Achievement test- It measures how well a
student has mastered specified instructional
objectives.
2. Intelligence test. It measures the students
broad range of abilities

4. Classification of Objective Instruments
3. . Diagnostic Test- It measures a
student’s strengths and weaknesses in a
specific area of study.
4. Formative Test- It measures a
students progress that occurs over a short
period of time.
5. Summative Test- This measures the
extent to which the students have attained
the desired outcomes for a given chapter
or unit.

5. Classification of Objective Instruments
6. Aptitude test- It measures the ability, or
abilities in a given area
7. Survey test- It measures general
achievement in a given subject or area and is
more concerned with the scope of coverage.
8. Performance test. It measures a student’s
proficiency level in a skill. It requires manual or
other motor responses.

6. Classification of Objective Instruments
9. Personality test- This is a test that measures the
ways in which individual’s interest is focused with
other individuals or in terms of the roles that other
individual has ascribed to him and how he adopts in
the society.
10. Prognostic test. It is a test which predicts the
student’s future achievement in a specific subject
area.

7. Steps for
Measurement

8. The major steps for measurement include:
1. Refer back to your project’s original goals and pre-defined outcomes,
then identify:
a. The factors that you want to measure and
b. Who will be measured.
2. Determine the most appropriate design and data collection
measures, such as qualitative or quantitative and whether you will use a
randomized control trial, one group pre-test/post-test measure or other
study design.
3. Search the literature to find studies similar to yours (both in terms of
goals and population). Extract the constructs (or measurement scales)
described and determine which (if any) are relevant for your population
(e.g., “motivation to succeed” or “classroom engagement”).

9. The major steps for measurement include:
4. Search on these terms and constructs to find evaluation instruments
(including interview guides or templates for ethnographic research for
qualitative studies) that may already exist.
5. Define your measurement protocol, including the data collection
techniques and the type of analysis that will be conducted on the data.
6. Collect and analyze your data according to your protocol.
7. Gather evidence of reliability and validity of the instrument as used in
your study.
8. Compare the data against your goals and pre-defined outcomes to
determine how well you met your goals and what areas could be further
studied and/or improved.

10. Scoring
Procedure

11. Score the Assessment
1. Rubric Development: Develop scoring guides that match criteria in
assessment frameworks.
2. Training Materials Development: Develop training materials after
receiving actual student responses to the items during a pilot assessment.
3. Pilot scoring: Identify and address any mismatches between what NCES
expected from students, how they interpreted the item, and what students
actually provided.
4. Operational Scoring: Seek to develop consensus/agreement by having
the team score consistently according to the rubric and training sets.
5. Trend Scoring/Monitoring: Maintain consensus by scoring consistently
with how items were scored in previous years.

12. Method of
Recording and
Reporting
Assessment
Result

13. Assessment is an Integral Part of What Teacher
Always Do
1.PLANNING
Knowing and sharing what is to be
learned
2. TEACHING
Assessment as part of
effective learning and
teaching
3. RECORDING
Summarizing success and
progress
4. REPORTING
Providing useful feedback
5. EVALUATING
Using assessment to evaluate
learning and teaching

14. Planning
In planning , Assessment should be
incorporated and evident in our
Forward Plans. we need to plan for
groups and where appropriate
individuals. We need to plan
effective tasks and flexible teaching
methods that maintain the correct
balance across the curriculum. We
should strive to design tasks that
aid progress and are challenging,
yet attainable.

15. Teaching
Teaching is the second stage of
the assessment process and is
based on the planning already
done. Teachers should encourage
a problem solving approach and
create an atmosphere which
promotes the exploration of new
ideas and activities. Teachers
should use a variety of teaching
and learning approaches to meet
the needs of all pupils.

16. Recording
Our teachers’ forward plans/programs of
study can serve a dual purpose as plans
and records. Recording will enable
teachers to share with pupils successful
learning and identify development needs
and next steps. It will monitor the
effectiveness of teaching and pupils’
progress in relation to attainment
outcomes and targets. It will enable
teachers to report to parents and other
teachers. It will also inform the Head
Teacher about attainment levels in
classwork .

17. Reporting
a. Teaching records (as part of the forward
plans)
A brief indication of teaching methods
used
An evaluative comment of how the
class/groups have coped
A note of next steps
b. Individual Records
Folios/collections of work
test results
Indications of levels of achievement
c. Summaries of overall class performance
Submission of test results to the Head
Teacher 3 times a year

18. Cont…..
Generally, Records of
day-to-day progress will
be kept by staff on a
group/individual basis.
At the senior end the
pupils themselves can
complete most of these
sheets.

19. Cont…
Teachers should only note
significant strengths and
weaknesses in formal record
sheet and indicate the need for
longer-term action such as
reinforcement. Their strengths
and weaknesses and areas for
development will be reported to
parents through school reports

20. What to Record???
Teachers should record
for each pupil only what is
useful and relevant for
planning next steps in
learning and for reporting
progress. This should
include brief comments on
progress in relation to
particular strengths and
development needs.

21. When to Record???
Teachers should
update their
individual/group pupils
records termly.
Recording should also
take place prior to
planned parental
consultation or reports
to parents.

22. Kinds of Evidences We Can Use
Conversation with
pupils/parents/teachers
Written evidence (pupil’s work)
Comments written on pupil’s work
Oral questioning Extension work –
pupils able to apply knowledge/skills to
new situations
Cognitive Abilities Tests (C.A.T.)
results
Co-operation in a project

23. Reporting
Reporting will contribute to
communication and cooperation
amongst teachers and parents.
Reporting of pupil reports serves a
number of purposes. They provide
feedback to pupils, they inform
parents of their child’s progress and
provide agenda for parents’
meetings, and they pass information
from one teacher to another for from
one school to another.

24. Cont…
Reporting to Pupils :
This can take the form of
discussion, written comments
on work, identifying areas of
strengths and setting targets
for areas needing to be
worked on, encouraging any
improvement or task well
done (a simple sticker is very
effective!)

25. Cont…
Reporting to Parents:
Mostly , It is in the
school policy to issue 2
written reports per year.

26. Cont…
Reporting to Teachers:
This will take the form of
passed on record sheets,
pupil reports and informal
discussions among the
teachers.
Reporting to School Board:
The Head Teacher will
provide information to the
principal about overall
attainment in the school.

27. Assessment Schedule
Daily :
Regular feedback to pupils
about success and
progress in daily work.
WEEKLY:
Assess week’s work e.g.
spelling test, teachers
worksheets, meeting of
short-term target

28. Assessment Schedule
TERMLY :
Assess Forward Plans and targets
focused for assessment. strategies.
Consider appropriate assessment
Reflect on previous assessment and
evidence to evaluate effectiveness of
teaching.
AT END OF TOPIC :
Oral and written feedback identifying
success and progress and areas of
difficulty for the pupils.