Writing a plausible options

1.       Make sure there is only one correct answer.

The teacher should avoid writing options that may be open to debate or argument. The correct answer must be unquestionably correct which everybody should agree and accept.

The teacher should avoid two possible keys.

Ex. which animal is hatched from egg?

A.      Spider   C.  Rabbit

B.      Snake    D. carabao

This item has two correct answers-spider and snake. It must be revised in changing one of the options in order to have only one correct answer.

2.       Make the options homogenous.

Homogenous options are those that belong to one category or classification. If the key is an animal, the distracters should also be animals. Homogenous options are plausible alternatives. Plausible alternatives have the possibility to be chosen by the uninformed students.

Ex. Which of the following is a cephalopod?

A.      Snail                       C.   Clams

B.      Tusk shell             D.  Octopus

The distracters belong to the same phylum as with the correct answer.

3.       Make all options grammatically consistent and parallel in form with the stem of the item.

Options should be consistent in tense, article, or grammatical form with stem. If the stem calls for a future tense, the key and the distracters should be stated in the same tense to make the options parallel in form.  If the stem calls for a word that begins with a consonant, then the article ‘a’ should be used. The other options should be words which have initial consonants in order to make them parallel in form.

Ex. How the movement of bones is is made possible?

A.      By pushing the skeletal muscle

B.      By pulling the skeletal muscles.

C.      Muscles and bones are combined

D.      Muscles pushes the other muscles

Alternatives C and D are not parallel in form with the key. They must be change or revived

C.      By combining the muscle and bones

D.      By pulling and pushing the muscles

All the options are in parallel form. They are all in gerund form.

Measurement and Evaluation Defined

Measurement defined

•           Process of quantifying individual’s achievement, personality, attitudes, habits and skills

•          Quantification appraisal of observable phenomena

•          Process of assigning symbols to dimensions of phenomena

•          An operation performed on the physical world by an observer

•          Process by which information about the attributes or characteristics of things are determined and differentiated

Evaluation defined

•          Qualitative aspect of determining the outcomes of learning.

•          Process of ranking with respect to attributes or trait

•          Appraising the extent of learning

•          Judging effectiveness of educ. experience

•          Interpreting and analyzing changes in behavior

•          Describing accurately quantity and quality of thing

•          Summing up results of measurement or tests giving meaning based on value judgments

•          Systematic process of determining the extent to which instructional objectives are achieved

•          Considering evidence in the light of value standard and in terms of particular situations and goals which the group of individuals are striving to attain.

*TESTING – a technique of obtaining information needed for evaluation purposes.

FUNCTIONS OF MEASUREMENTS

1. INSTRUCTIONAL

                a) Principal (basic purpose)

                - to determine what knowledge, skills, abilities, habits and attitudes have been acquired

                - to determine what progress or extent of learning attained

                - to determine strengths, weaknesses, difficulties and needs of students

1.b) Secondary (auxiliary functions for

                effective teaching and learning)

                - to help in study habits formation

                - to develop the effort-making capacity of students

                - to serve as aid for guidance, counselling, and prognosis

2. ADMINISTRATIVE/SUPERVISORY

                - to maintain standards

                - to classify or select for special purposes

                - to determine teachers efficiency, effectiveness of methods, strategies used

                (strengths, weaknesses, needs); standards of instruction

                - to serve as basis or guide for curriculum making and developing

                - to serve as guide in educational planning of administrators and supervisors

                - to set up norms of performance

                - to inform parents of their children’s progress in school

                - to serve as basis for research

Functions of Evaluation By Lorenzo Taguinod

1. Evaluation assesses or make appraisal of

       - Educational objectives, programs, curricula, instructional materials, facilities

       - Teacher

       - Learner

       - Public relations of the school

       - achievement scores of the learner

2. Evaluation conducts research

Principles of Evaluation By Juliet Gulaga

Evaluation should be

1. Based on clearly stated objectives

2. Comprehensive

3. Cooperative

4. Used Judiciously

5. Continuous and integral part of the teaching – learning process

Types of Evaluation used in classroom instruction By Freician Cantero

1.  Diagnostic Evaluation – detects pupil’s learning difficulties which somehow are not revealed by formative tests. It is more comprehensive and specific.

2.  Formative Evaluation – It provides feedback regarding the student’s performance in attaining instructional objectives. It identifies learning errors that neded to be corrected and it provides information to make instruction more effective.

3.  Placement Evaluation – It defines student’s entry behaviors. It determines knowledge and skills he possesses which are necessary at the beginning of instruction.

4.  4. Summative Evaluation – It determines the extent to which objectives of instruction have been attained and is used for assigning grades/marks and to provide feedback to students.

Qualities of a Good Measuring Instrument by Aubrey Galarion

1. VALIDITY

                Content, concurrent, predictive, construct

2. RELIABILITY

      Adequacy, objectivity, testing condition, test administration procedures

3. USABILITY

      (Practicality) ease in administration, scoring, interpretation and application, low cost, proper mechanical make – up

VALIDITY

Content validity – face validity or logically validity used in evaluating achievement test

Concurrent validity – test agrees with or correlates with a criterion (ex. entrance examination)

Predictive validity – degree of accuracy of how test predicts the level of performance in activity which it intends to foretell

Construct validity – agreement of the test with a theoretical construct or trait (ex. IQ)

TESTS

Classification of Tests

                according to manner of response:

                                Oral and Written

                according to method of preparation:

        Subjective/essay and Objective

   according to nature of answer

                                Intelligence test, Personality test,

        Aptitude test, Prognostic test, Diagnostic test,

        Achievement test, Preference test,

        Accomplishment test, Scale test, Speed test,

        Power test, Standardized test, Teacher – 

        made test, Placement test

Classicication of measuring instrument by roseviel Gabilo

Classification of Measuring Instrument

1.Standard Tests

       a) Psychological test – Intelligence test,

              Aptitude test, Personality (Rating scale)

        test, Vocational and Professional

        Interest Inventory

       b) Educational Test

2. Teacher – made test

       Planning, Preparing, Reproducing, Administering, Scoring, Evaluating, Interpreting

Types of teacher-made test by carlos come

Types of Teacher – Made Tests

1.     Essay type

         Advantages: easy to construct, economical, minimize guessing, develops critical thinking, minimize cheating and memorizing, develops good study habits

2.     Objective type

            a) Recall type – simple recall, completion type

            b) Recognition type – alternate response (true/false, yes/no, right/wrong, agree/disagree); Multiple choice (stem-and-options variety, setting-and-options variety, group-term variety, structured – response variety, contained-option variety)

            c) Matching type

            d) Rearrangement type

            e) Analogy type – purpose, cause and effect, synonym relationship, antonym relationship, numerical relationship

            f) Identification type

Multiple Choice Test
(Recognition type)

1.stem-and-options variety :  the stem serves as the problem

2.setting-and-options variety : the optional respon-ses are dependent upon a setting or foundation of some sort, i.e. graphical representation

3.group-term variety : consist of group of words or terms in which one does not belong to the group

4.structured – response variety: makes use of structured response which are commonly use in classroom testing for natural science subjects

5.contained-option variety: designed to identify errors in a word, phrase, sentence or paragraph.

importance of understanding culture

Why is understanding culture important if we are community builders?
It is becoming clear that in order to build communities that are successful at improving conditions and resolving problems, we need to understand and appreciate many cultures, establish relationships with people from cultures other than our own, and build strong alliances with different cultural groups. Additionally, we need to bring non-mainstream groups into the center of civic activity. Why?

• In order to build communities that are powerful enough to attain significant change, we need large numbers of people working together. If cultural groups join forces, they will be more effective in reaching common goals, than if each group operates in isolation.


• Each cultural groups has unique strengths and perspectives that the larger community can benefit from. We need a wide range of ideas, customs, and wisdom to solve problems and enrich community life. Bringing non-mainstream groups into the center of civic activity can provide fresh perspectives and shed new light on tough problems.


• Understanding cultures will help us overcome and prevent racial and ethnic divisions. Racial and ethnic divisions result in misunderstandings, loss of opportunities, and sometimes violence. Racial and ethnic conflicts drain communities of financial and human resources; they distract cultural groups from resolving the key issues they have in common.


• People from different cultures have to be included in decision-making processes in order for programs or policies to be effective. The people affected by a decision have to be involved in formulating solutions--it's a basic democratic principle. Without the input and support of all the groups involved, decision-making, implementation, and follow through are much less likely to occur.


• An appreciation of cultural diversity goes hand-in-hand with a just and equitable society. For example, research has shown that when students' cultures are understood and appreciated by teachers, the students do better in school. Students feel more accepted, they feel part of the school community, they work harder to achieve, and they are more successful in school.


• If we do not learn about the influences that cultural groups have had on our mainstream history and culture, we are all missing out on an accurate view of our society and our communities.
  As you think about diversity, it may be helpful to envision the kind of cultural community you want to build. In order to set some goals related to building relationships between cultures, resolving differences, or building a diverse coalition, it helps to have a vision of the kind of cultural community you hope for.
  
  
  
  Helpful tips to start building a diverse community
  In the book, Healing into Action, authors Cherie Brown and George Mazza list principles that, when put into practice, help create a favorable environment for building diverse communities. The following guidelines are taken from their principles:
  ·


• Welcome everyone. In order for people to commit to working on diversity, every person needs to feel that they will be included and important. Whether the person is a Japanese-American woman, a white man, a Jew, a gay person, an African-American, a Arab-American, a fundamentalist Christian, or speaks with an accent, has a disability, is poor, or is wealthy--each person needs to feel welcomed in the effort to create a diverse community. And each person needs to know that their culture is important to others.
  ·


• Guilt doesn't work in fostering diversity. Blaming people as a way of motivating them is not effective. Shaming people for being in a privileged position only causes people to feel bad; it doesn't empower them to take action to change. People are more likely to change when they are appreciated and liked, not condemned or guilt-tripped.
  ·


• Treating everyone the same may be unintentionally oppressive. Although every person is unique, some of us have been mistreated or oppressed because we are a member of a particular group. If we ignore these present-day or historical differences, we may fail to understand the needs of those individuals. Often people are afraid that recognizing differences will divide people from each other. However, learning about cultural differences can actually bring people closer together, because it can reveal important parts of each others? lives. It can show us how much we have in common as human beings.
  ·


• People can take on tough issues more readily when the issues are presented with a spirit of hope. We are bombarded daily with newspapers and TV reports of doom and gloom. People have a difficult time functioning at all when they feel there is no hope for change. When you present diversity issues you can say things like, "This is an excellent opportunity to build on the strengths that this organization has," or "There is no reason why we can't solve this problem together."
  ·


• Building a team around us is the most effective way of creating institutional and community change around diversity issues. You will be more effective if you have a group of people around you that works together closely. People often try to go it alone, but we can lose sight of our goals and then become discouraged when operating solo. It is important to take the time to develop strong relationships with a core of people, and then work together as a group.
  ·


• Recognize and work with the diversity already present in what appear to be homogenous groups. In working to combat racism and other forms of oppression many people become discouraged when they are unable to create a diverse group. Starting by recognizing differences in religion, sexual orientation, socioeconomics, parenting, and class backgrounds will help create a climate that welcomes differences; it will also lay the groundwork for becoming more inclusive.
  
  
  
  In Summary
  The American dream beckons us. In the words of James Banks, "Our nation's motto is e pluribus unum--out of many, one." The changing ethnic texture of the United States intensifies the challenge of educating citizens and creating an authentic unum that has moral authority. An authentic unum reflects the experiences, hopes, and reams of all the nation's citizens. An imposed unum, the kind that has existed throughout most of the nation's history, reflects one dominant cultural group. Our challenge, as a new century begins, is to establish an authentic unum that has moral authority and yet create moral, civic, and just communities in which citizens from diverse racial, ethnic, and cultural communities will participate and to which they will have allegiance"
  In this section we've gotten started. We've talked about what diversity is, why it is important, how to begin envisioning your ideal diverse community, and how to set up an environment that fosters diversity. This is only the beginning.
  In working towards your diverse organization or community there is much more to do. In the next sections we will talk about how to become aware of your own culture, build relationships with from different cultures, become allies to people discriminated against, overcome internalized oppression, build multicultural organizations and coalitions, and other topics as well.
  Each of us can build the kinds of communities we dream of. In our families, organizations, institutions, and neighborhoods, we can insist that we won't remain isolated from those who are different from ourselves. We can transform our neighborhoods, institutions, and governments into equitable, non-oppressive, and diverse communities.