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The document discusses measurement and evaluation in education, including the differences between criterion-referenced and norm-referenced tests, the steps of constructing tests, conducting item analysis, and calculating difficulty and discrimination indexes.

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Leo Noel Villamer
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37 views4 pages

Exam

The document discusses measurement and evaluation in education, including the differences between criterion-referenced and norm-referenced tests, the steps of constructing tests, conducting item analysis, and calculating difficulty and discrimination indexes.

Uploaded by

Leo Noel Villamer
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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I.

Essay
1. What is measurement? Differentiate it from Evaluation. –
Measurement is the assignment of a number to a feature of an object or event that
can be compared to other topics, whereas evaluation entails following a series of
planned steps to better understand a program or service.

2. Why is evaluation considered an integral part of teaching learning process?


- Helps in developing, assessing, and improving educational programs. It
functions as an in-built monitor within the training, allowing you to check your
learning progress on a regular basis. It also provides ongoing feedback on flaws
and strengths, allowing corrective action to be made.

3. How a criterion-referenced test does differ from a norm-referenced test?


A norm-referenced test compares students to a normal distribution of scores,
whereas a criterion-referenced test compares students to a set standard of
performance based on learning objectives. In this post, you will learn about the
differences between these two types of examinations in terms of purpose, design,
interpretations, and educational implications.

4. What are the steps of Constructing Test-Made tests?


 Planning on the test.
 Writing items of the test.
 Preliminary administration/ Experimental try-out of the test.
 Reliability of the final test.
 Validity of the final test.
 Preparation of norms final test.
 Preparation of manual and reproduction of the test.
5. Discuss how to conduct item analysis.
- Four steps to item Analysis
1. Test score reliability
2. Item difficulty
3. Item discrimination
4. Distractor information

-We undertake item analysis to assist teachers in examining exams and


determining whether they are an appropriate means of testing their
students.

6. What is the importance of TOS?


- This table is designed to assist teachers in aligning objectives, instruction, and assessment. It
includes necessary planning documents for the test development process. Table Specifications
are important because they indicate the achievement domains being measured and guarantee that
the test has a fair and representative sample of questions.

7. What is Difficulty Index/ Discrimination Index?


- The Index of Difficulty is the percentage of the total group that responded
incorrectly to the item (including omissions), whereas the Index of Discrimination is the
difference between the percent of correct responses in the upper and lower groups.

8. Discuss the steps in the U-L methods of item analysis. Here are the steps in the
U-L methods of item analysis
1. The test scores are arranged from highest to lowest.
2. Get the Upper group and the lower group scores.
3. The number of students from the upper group was tallied.
4. The number of students from lower groups was tallied.
5. The percentage of students from the upper group is obtained by dividing the
number of students who got the item correct. (Upper Group)
6. The percentage of students from the lower group is obtained by dividing the
number of students who got the item right. ( lower group).
7. Convert frequencies to proportion.

P = number of correct answers


n

8. Compute the difficulty index


Difficulty index – Pu + Pl

9. Compute for the discrimination index


Discrimination Index = Pu – Pl
(1/2) N
10. What is validity? How validity is Established?
- The extent to which the scores accurately represent the variable for which they are meant.
Validity is an assessment based on several sorts of evidence. Validity can be proven by
demonstrating a clear relationship between the test and the outcome it is intended to measure.

11. What is reliability? How can it be established?


Reliability refers to how consistently a method measures something. If the same result can be
consistently obtained using the same procedures under the same conditions, the measurement is
deemed reliable. It entails administering the measure to a group of people once, then repeating it
on the same group of people later, and then examining test-retest correlations between the two
sets of scores. This is usually accomplished by plotting the data in a scatterplot and calculating
Pearson's

II. Complete the Table of Specification.

Contents Budget of No. Domain Item


Work/Time % of Placement
allotment item Cog. Aff. Psycho. Total Remakrs
s 50% 35% 15%

I 7 28% 14 7 5 2 14 1-14 Easy


II 6 24% 12 6 4 2 12 15-26 Easy
III 4 16% 8 4 3 1 8 27-34 Average
IV 5 20% 10 5 4 1 10 35-44 Average
V 3 12% 6 3 2 1 6 45-50 Difficult
TOTAL 25 100 50 25 18 7 50

III. Find the Difficulty Index and the Discrimination Index.


No. of pupils tested: 60

Remarks
Item Upper 27% Lower 27% Difficulty Discrimination *Rejected
Number Index Index **Retained
*** Revised
1 13 6 13+6/32=13.8 13-6/16=44 Retained
2 16 10 .81 .38 Revised
3 15 7 .68 .50 Retained
4 14 5 .59 .56 Retained
5 10 10 .63 0 Reject
6 12 6 .56 .38 Retained
7 9 12 .66 -.19 Reject
8 11 5 .50 .38 Retained
9 6 3 .28 .19 Revised
10 8 4 .38 .25 Revised
11 5 2 .22 .19 Revised

Difficulty Index Index of Discrimination


0-.20 – Very Difficulty Below 0.1 – Poor
.21-.80 – Average 0.20-0.29 – marginal item
.82 – 1.0 – Very Easy 0.30 – 0.39 – good
0.40 – up – very good

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