Testing,

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Testing,
Measurement
and Evaluation
for Quality Assurance in Teaching

• Kanchana Prapphal

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Tests, Measurement and Evaluation

• Test 1. Measurement instrument
• 2. Designed to elicit specific sample
  of behavior
• Measurement
• 1. Quantification assigning numbers
• 2. Characteristics abilities, traits,
  attributes, constructs
• 3. Rules and procedures must be
  replicable

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Tests, Measurement and Evaluation

• Evaluation 1. Systematic
• 2. Gathering of information
• 3. Making decisions value
  judgments
• Measurement Testing Quantitative Data
• Evaluation Testing Quantitative Data
  Qualitative Data
• Judgment
• 
  (Bachman, 1990)

4
Uses of tests in educational programs

• Individuals
• a. students
• b. teachers
• c. administrators

• Programs
• a. effectiveness
• b. appropriateness
• c. efficiency
• d. revision

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Assumptions necessary for using tests

• 1. Information regarding educational outcomes is
  essential to effective formal education.
• 2. Educational outcomes are measurable.
• 
  (Bachman, 1990)

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Learning Outcomes

• Learning outcomes are statements of what is
  expected that a student will be able to DO as a
  result of a learning activity.
• Quality Assurance

INPUT
PROCESS
OUTCOMES
Descriptors
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Blooms Taxonomy

• Three domains of educational activities
• Cognitive Domain involves knowledge and the
  development of intellectual attitudes and skills
• Affective Domain
• Psychomotor Domain
• (Bloom, 1956)

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Cognitive Objectives

• Knowledge
• Comprehension
  
• Application
• Analysis
• Synthesis
• Evaluation

Simple
Complex
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Knowledge

• The remembering of previously learned material
• Examples of learning objectives
• -know common terms
• -know specific facts
• -know methods and procedures
• -know basic concepts
• -know principles

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Knowledge (Example)

• Who wrote Brave New World?
• A. D.H. Lawrence
• B. Aldous Huxley
• C. Hemmingway
• D. Shakespeare

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Comprehension

• The ability to grasp the meaning of material
• Examples of learning objectives
• -understand facts and principles
• -interpret verbal materials
• -interpret charts and graphs
• -translate verbal material to mathematical
  formulae
• justify methods and procedures

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Comprehension (Example)

• What is the main idea of this paragraph?
• A. Nitrous oxide can cause an environmental
  problem.
• B. Nitrous oxide is a potent greenhouse gas.
• C. Nitrous oxide destroys the earths ozone
  layer.
• D. Nitrous oxides concentration appears to be
  rising.

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Application

• The ability to use learned material in new and
  concrete situations
• Examples of learning objectives
• -apply concepts and principles to new situations
• apply laws and theories to practical situations
• solve mathematical problems
• construct graphs and charts
• demonstrate the correct usage of a method or
  procedure

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Application (Example)

• Which one of the following values approximates
  best to the
• volume of a sphere with radius 5m?
• A. 2000 m3
• B. 1000 m3
• C. 500 m3
• D. 250 m3
• E. 125 m3 (MCQ)

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Analysis

• The ability to break down material into its
  component parts
• Examples of learning objectives
• - recognize unstated assumptions
• -recognize logical fallacies in reasoning
• distinguish between facts and inferences
• evaluate the relevancy of data
• analyze the organizational structure of a work

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Analysis (Example)

• Here are the five Basic Needs determined by
  Maslow
• 1. Comfort and survival
• 2. Safety
• 3. Belongingness and love
• 4. Self-esteem and the esteem of others
• 5. Self-actualization

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Analysis (Example)

• Determine in what way the Germans meet these
  needs and to
• what extent the German pattern differs from the
  American
• pattern. Give examples.
  
• (Valette)

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Synthesis

• The ability to put parts together to form a new
  whole
• Examples of learning objectives
• -write a well organized theme
• -give a well organize speech
• write a creative short story
• propose a plan for an experiment
• integrate learning from different areas into a
  plan for solving a problem

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Synthesis (Example)

• Write a paragraph summarizing the text you have
  read. Your
• summary should have a topic sentence defining the
  problem,
• some of the causes, some of the effects, and a
  conclusion.

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Evaluation

• The ability to judge the value of material for a
  given purpose based on definite criteria
• Examples of learning objectives
• - judge the logical consistency of written
  material
• -judge the adequacy with which conclusions are
  supported by data
• judge the value of a work by the use of internal
  criteria (organization) or external standards of
  excellence

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Evaluation (Example)

• The United States took part in the Gulf War
  against Irag BECAUSE of the lack of civil
  liberties imposed on the Kurds by Saddam
  Husseins regime.
• A. The assertion and the reason are both correct
  and the reason is valid.
• B. The assertion and the reason are both correct
  but the reason is invalid.

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Evaluation (Example)

• C. The assertion is correct but the reason is
  incorrect.
• D. The assertion is incorrect but the reason is
  correct.
• E. Both the assertion and the reason are
  incorrect.
• 
  (MCQ)

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Verbs specifying different sorts of outcome
(Knowledge)
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Comprehension
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Application
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Analysis
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Synthesis
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Evaluation
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Advantages of specifying learning outcomes

• Help students learn more effectively.
• Make it clear what students can hope to gain from
  a course.
• Help instructors to design their materials more
  effectively.
• Help instructors select the appropriate teaching
  strategy.
• Assist in setting examinations based on the
  materials delivered.
• Ensure that appropriate assessment strategies are
  employed.

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Process Descriptors
Quality Assurance in Teaching
Behavioral Objectives
Product Descriptors
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References

• Bachman, L.F. 1990. Fundamental Considerations
  in Language Testing. Oxford Oxford University
  Press.
• Bloom, B.S. (Ed.) 1956. Taxonomy of Educational
  Objectives The Classification of Educational
  Goals Handbook I, Cognitive Domain. N.Y.
  Toronto Longmans, Green.
• Cronbach, L.J. 1989. Essentials of Psychological
  Testing. Fourth Edition. N.Y. Harper Row

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References (continued)

• Gronlund, N. and Linn, R.L. 1990. Measurement
  and Evaluation in Teaching (6th ed.). N.Y.
  Macmillan.
• Thorndike, R. L. and Hagen, E. (1969).
  Measurement and Evaluation in Psychology and
  Education (3 rd ed.). N.Y. Wiley.
• http//www..coun.uvic.ca
• http//www. reach.ucf.edu
• http//www.uct.ac.za

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Chulalongkorn University -- Academic Testing
Center (CU-ATC)
Http//www.cuatc.chula.ac.th