_

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 Measurementspublished in 1904 in which were found statistical
procedures and tests upon which statistical
techniques and tests of today were based.

2. Thorndike Handwriting Scale

- 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

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
peoples characteristics like intelligence or
personality.
Gustav Theodore Fechner
-published a book entitled Elemente der
Psychophysicwhich 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.He introduced 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 Tests

1. 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

Famous Scales to Measure Traits

1. Scott Man- to Man Scale- used extensively with

2.

3.
4.
5.
6.

soldiers during the first World War.

Woodworth Personal Data Sheet- used to measure
the ability of soldiers to adjust to army life also during
the war years.
X-O Test published in 1919 by Pressey. It was used to
measure emotionality.
Test to measure Introversion-Extraversion- made
by Marston
Test to measure ascendance-submissivenessmade by Allport
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 Measurement

Measuring 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 pupils knowlwdge, attitude, etc. ( Bradfield
and Moredock, 44)

3. Quiz- is a relatively short test given periodically to

measure achievement in material recently taught
or 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 students
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
MEASUREMENT

1. 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.

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.
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.

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.

b. Concurrent Validity- refers to the

correspondence
of 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.
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.

2. Reliability- is the degree of consistency of

measurement that it gives

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.

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 .
Made Tests..

Teacher-

3.Given to a large
portion of the
population for which
they are intended for
3.Given only to a class or
the computation of
classes for which the
norms.
tests are intended.
4.Generally correlated
Usually no norms are
with other tests of
computed.
known validity and
4.Not subjected to any
reliability or with
statistical procedures to
measures such as
determine their validity
school marks to
and reliability.
determine their validity

Standard Tests .
Made Tests..

Teacher-

5.Highly objective
5.Maybe objective and may
be essay in which case
6.Have their norms
scoring is subjective.
computed for purposes
6. Have no norms unless
of comparison and
the teacher computes the
interpretation.
median, mean and other
measures for comparison
7. Measure innate
and interpretation.
capacities and
characteristics as well as 7.Generally measure
subject achievement only.
achievement.

Standard Tests .
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.

Teacher-

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 Tests
A. According to Function

1. Psychological test- a test that measures an

individuals 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 persons
potential ability for performance of a type of activity.
c. Personality test- is a test designed to measure some
aspects of an individuals 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
individuals personality in which the stimulus is usually
unstructured and produces re3sponses reflecting the
persons individuality.

d. Vocational and professional interest

inventory
-a test used to determine the extent to
which a persons likes and dislikes relate to a
given vocation or profession ( Good,566)
2. Educational test- an achievement test
which aims to measure a persons knowledge,
skills, abilities, understanding, and other
outcomes in subjects taught in school.
( Good,556-557)

B. According to Construction

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

1.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 ones 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

Program
1.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

Program
1.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
4.
5.
6.
7.

teaching.
Objectives give continuity to the lesson.
Objectives determine the outcome of learning.
Objectives may serve as the basis for determining
the effectiveness of a teaching process.
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 Objectives

The 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

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.

(3)

Sec 4 Batas Pambansa Blg.232

(2) To train the nations manpower in the middlelevel 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. 232

Sec. 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
Objectives

The 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
Scale
Characteristics
of Objectives

1.Do the objectives give direction to 1

_
_
teaching?
2.Do they tell exactly what to teach?
3.Do
they
help
determine
the _ _
technique of teaching?
_
_
4.Do they give continuity to the lesson?
5 Do they determine the outcomes of _ _
_
_
learning?
6. Do they help in determining the
_
_
outcome of the learning process?

_
_

_
_

_
_

_
_

_
_

_
_

_ _

_ _

_ _

_ _

_ _

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?

12. Do they stimulate important

1
learning outcomes?
_
_
13.Are they properly formulated?
_
_
14. Do they determine test content? _
_

_
_
_

_ _
_ _
_ _

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

CURRICULA

The 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
Very adequate
Adequate
Fairly adequate
Inadequate
Very inadequate

WEIGHT
5
4
3
2
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 Scale

FACILITY
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
Composition
1.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 Learner
Various 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.
5.
6.
7.
8.
9.

Observation
Questionnaire and/or interview
Health Examination
Autobiography and philosophy of life
Parental interview
Visitation

Marking and Grading

The 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.

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.
6.

THE TEACHER

Among 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 Rated
7. Health
1.Mastery of the subject
matter
2. Punctuality and
attendance
3. Strategies
4. Classroom
management
5. Ability to gather and
organize instructional
materials
6. Professional growth

8. Attitudes
9. Emotional and social
ability
10. Approachability
11. Productive
scholarship
12. Leadership qualities
13. Cooperation

Rating the Teacher

The teacher may be rated using the 5point rating scale as follows:
Very good- 5
Good 4
Fair3
Poor2
Very poor- 1

Characteristics Rating

5
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 AVERAGE
IF THE RATERS ARE MANY
WM=WF WM- Weighted mean or Weighted Average
N TWF- total weighted frequency
(Weight x frequency, then add)
N- number of raters

Table of Verbal Description

Equivalents
CATEGORY
Very Good
Good
Fair
Poor
Very poor

RANGE OF AVERAGE
OR MEAN
4.50 and above
3.50-4.49
2.50-3.49
1.50-2.49
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. Registrars office
2. Principals or Deans 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

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 ParentTeachers 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 5point rating scale may be used to measure
the level of public school relations that the
school has with the community
people.

THE ADMINISTRATION

The 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.