Reflection on Module 1
Measurement is a process of obtaining a numerical description the degreeto which an individual possesses a particular characteristic.
Evaluation
it refers to the process of examining the performance of the students.
It also determines whether or not the student has met the lesson
instructional objectives.
Test
is an instrument or systematic procedure design to measure the quality,
ability, skill or knowledge of student by giving a set of question in a
uniform manner.
Testing
is a method used to measure the level of achievement or the performance
of the learners. It also refers to the administration, scoring and
interpretation of an instrument ( procedure) design to elicit
information about performance in a sample of a particular area of
behavior.
Types of Evaluation
Teachers need continuous feedback in order to plan, monitor and evaluate their
instruction. Obtaining feedback may take any of the following types:
diagnostic, formative, summative.
Diagnostic evaluation is normally undertaken before instruction, in
order to assess students’ prior knowledge of a particular topic or lesson. Its
purpose is to anticipate potential learning problems and group/ place the
students in a proper course or unit of study.
Diagnostic evaluation can also be called pre-assessment, since it is
designed to check their ability levels of students in some areas so that
instructional starting points can be established.
Formative evaluation is usually administered during the instruction of
process to provide feedback to students and teachers on how well the former are
learning the lesson being taught. A result of this type of evaluation permit
teachers to modify instruction as needed.
Summative evaluation is undertaken to
determine student achievement for grading purposes. Grades provide the teachers
the rationale for passing or failing students, based on a wide range of
accumulated behaviors, skills, and knowledge. Through this type of evaluation,
the students’ accomplishments during a particularly marking term or summarize
or summed up.
Examples of summative evaluation are
chapter tests, homework grades, completed project grades, periodical tests,
unit tests, and achievement tests.
Reflection on Module 2
In this
Module, the students learned to define and identify the Learning Targets and
instructional Objectives. They have explained and differentiate the types of
learning targets, discuss the characteristics and role of instructional
objectives and enumerate and explain the three learning outcomes.
What is Learning Target?
Terms
associated with learning targets are goal, objective, competency, outcome,
standard, and expectation. Learning target is defined as a statement of the
student performance that includes both a description of what students should
know or able to do at the end of a unit of instruction and the criteria for
judging the level of performances demonstrated.
The word
learning is used to convey that targets emphasis on the importance how students
will change. The learning targets are composed of content and criteria. Content
is what students should know and able to do. On the other hand, criteria are
dimensions of students performance used for judging attainment.
Types of learning targets
Knowledge learning
targets. Knowledge of the subject matters is the foundation upon which other
learning is based. Teachers expect their students to master at least some
contents. Marzano et al. (1993) suggested that knowledge is differentiated as
declarative and procedural knowledge.
Reasoning Learning
Targets. Due to the advent of technology, the accessibility to information has
resulted in an increased attention to thinking skills. Such capabilities may be
described by a number of different terms, including problem solving, critical
thinking, analysis, comparing, intellectual skills, intellectual abilities,
higher-order thinking skills, and judgment.
Skill Learning
Targets. In the most classrooms, there are things teachers want their students
to be able to do; for example, in a scientific class, a teacher may want
students to operate a laboratory apparatus. In cases like these, success lies on
doing the task well. The challenge for teachers to asses lies on the clarity of
terms or the usage of the words, or both.
A skill is
something that the student demonstrates, something done. Skill learning targets
involve a behaviour in which knowledge and reasoning are used in an overt
manner.
Product Learning
Targets- product, like skills, are dependent on the prior attainment of
knowledge and reasoning targets. Products are samples of student work the
demonstrates the ability to use knowledge and reasoning in the creation of
tangible product like term paper, investigate report, artwork, or other
projects.
Thus, products are
used to demonstrate knowledge, reasoning, and skills. Performance- based assessment
are examples of how product learning targets are measured.
Affective Learning
Targets- affective learning includes emotions, feelings, and beliefs that are
different from cognitive learning, like knowledge, reasoning and skills. It can
be described as being positive or negative, and most teachers hope that,
students will develop positive attitudes toward school subjects and learning, themselves
as learners, and other students and schools.
There are roles of
instructional objective should be followed.
1.
Objectives give direction to teaching
2.
Objectives aid the teacher in making
decision
3.
Objectives tell exactly what to teach
4.
Objectives help in determining the
technique of teaching
5.
Objectives given continuity to the lesson
6.
Objectives determine the outcomes of
learning
7.
Objectives may serve as a basis for
determining the effectiveness of teaching process.
8.
Objectives determine tests content.
The three learning outcomes
·
Cognitive domain
·
Affective domain
Reflection on module 4:
Development of Assessment Tools
The
Module 4 which is the Development of Assessment Tools has given us the
knowledge to improve our Tests. As future teachers, we must be familiar with
the different types of Assessment tools which are the multiple choices, True or
False, Matching type, Completion and also the Cloze Test. And to know the
advantages and disadvantages of these Assessment Tools, We really have to know
the advantages and disadvantages of these so that, we will be able to set limit
on giving these kind or types of Assessment Tools. In order to develop these
Assessment Tools, We have to consider the suggestions in making it. Since the
Test is one way of knowing or determining the learning of the Students, it must
be developed for it is important for the teachers. In giving a Test, We found
out that there are a lot of things to consider. It is essential for the effectively
of the Teacher.
There
are also other Assessment Tools and Techniques these are the, Filling the Blanks,
Standardized Test, Intelligence and Aptitude Test, Personality Test, Infer nest
Inventory, Anecdotal Records, Case Study, Questionnaire, Rating Scale, and the
Sociogram. In here, you may determine the capacity and ability of the students,
and by determining it, surely the teaching will be very effective.
The
Discussant of every lesson presented the Definition of every specified
Assessment Tools, the difference, the advantages and disadvantages of it, the
Checklists and suggestions on making the specified Assessment Tools. And with
that, we learned and hopefully may apply it in the near future.
Reflection: Module 5
Characteristics of a Good Test
In
making a Test there should be characteristics to be followed. One of the
characteristics of the Test is the Validity, when you say the test is valid,
the content should be appropriate to the test that given to the students.
Validity is the degree to which a test measure what it is supposed to measure.
Here in validity the directions and constructing the questions should be
correct and clear to the students so that it is difficult to them to analyze.
If it is not clear and the construction is wrong it is not valid. Next of the
characteristics of a good test is the reliability. Reliability refers to the
extent to which assessments are consistent. It provides a measure of the extent
to which an examinee’s score reflects random measurement error. The longer the
test is, the more reliable it is, it should also have the item of difficulty so
that test would be identify if the test is easy or difficult, because when
there is little variability of a test can be determined by means of Pearson
product correlation coefficient, Spearman-brown formula and Kadar-Richardson
formula. Lastly is the objectivity of the test, it is acquiring knowledge by
reasoning solely based on the facts of reality and in accordance with the laws
of logic.
Therefore,
in making a good test it should have the characteristics so that the students
and teacher will not have a misunderstanding and difficulties with regard to
the test.
Reflection on Module 6:
Analyzing and using of Test item Data
In
making Test formats, item analysis are applicable to use especially to the
tests that are required the students to choose or best answer from the given
choices. So, the Multiple Choice test is most amenable test for item analysis.
Also item analysis describes the statistical analysis which allows measurement
of the effectiveness of individual test items. It can also be use as a
technique for the guidance and improvement of instructions of the instructors. Instructors
who construct their own examination may greatly improve the effectiveness of
test items and the validity of test scores if they select and rewrite their
item in the basis of item performance data. Test item must be evaluated thoroughly
to determine its merits before it can be classified as good. In computerized
procedures values come out in a matter of seconds but take a longer time to
compute when done manually. The difficulty of an item is understood as the
proportion of the persons who answer a test item correctly. The higher the proportion the lower of the difficulty.
What this means is that it has to do with an inverse relationship, the greater
the difficulty of an item, the lower its index. To calculate, the difficulty of
an item the number of persons who answered it correctly is divided by the total
number of the persons who answered it
Formula
of Index of difficulty:
Pvalue: R where
R is the total no. of students who got the right answer and N is the total
N
no. Of students who took the
examination.
The
index of discrimination is the difference between the proportion of the upper
who got the item right and the proportion of lower group who got the item
right. The possible range of the discrimination index is I.O (when DU= O and
DL=I) to I.O (when DU=I and DL=O).
Formula
of Discrimination Index:
Discrimination
Index= DU-DL
Analysis
should be done first before interpretation. An analysis is useless without
interpretation. There are two methods in interpreting test scores, first is
criterion-referenced interpretation and the norm-referenced interpretation.
Reflection on Module 7:
In
the Module 7 Educational Statistics I have learned what Statistics is.
Statistics is the study of the collection, organization, analysis, and
interpretation of data. It deals with all the aspects of this, including the
planning of data collection in terms of the design of surveys and experiments.
Learning to know Statistics and
its Statistical Formulas and how to solve will really help us especially when
we be having our thesis. There would be no need for us to hire an Statistician
to solve our Statistics problem.
There are two types of
Statistics the Descriptive Statistics which comprises the kind of analysis use
to describe the population and the Inferential Statistics that comprises those
methods concerned with the analysis of subset of data leading to predictions
or inferences about the entire set of data.
I have also learned the Measures
of Central Tendency, the Mean, Median and Mode. Mean is the most well-known
measure of Central Tendency, it is the sum of item values divided by the
number of items. The Median is the point
on the scale of scores below which half of the scores lie. And the Mode is
referred to as the most frequently occurring value in given set of data.
The Deciles, Quartile and Percentile is also
discussed in this Module. The deciles are the nine values of the variable
that divide an ordered data set into ten equal parts. The quartiles are the three
values of the variable that divide an ordered
data set into four equal parts. The
percentiles are the 99
values of the variable that
divide an ordered data set
into 100
equal parts.
The
Measures of Correlation, Correlation is a statistical measurement of the
relationship between two variables. Possible correlations range from +1 to –1.
A zero correlation indicates that there is no relationship between the
variables. A correlation of –1 indicates a perfect negative correlation,
meaning that as one variable goes up, the other goes down. A correlation of +1
indicates a perfect positive correlation, meaning that both variables move in
the same direction together. The Correlation coefficient (or coefficient
of correlation) is a calculated number which indicates the degree to which
two sets of numbers correlate.
The Formula for
Pearson’s r Moment Correlation
r= 
The
Formula for Spearman Rho
rho = 1- 
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