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Midterm Exam 3rd Tri 2019-2020

This document contains a midterm examination for an educational evaluation course. It includes 6 essay questions assessing various topics related to measurement, evaluation, and assessment in education. 1. The first question asks students to identify variables to measure learner potential, progress, and achievement, and discuss appropriate measurement scales. 2. The second question compares formative and summative evaluation in terms of their functions and classifications. 3. The third question outlines the steps to assess learner performance relative to a specific objective using a performance-based assessment example. 4. The remaining questions cover additional topics such as principles of measurement/evaluation, ensuring valid and reliable teacher-made tests, using portfolios for performance-based assessment

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58 views5 pages

Midterm Exam 3rd Tri 2019-2020

This document contains a midterm examination for an educational evaluation course. It includes 6 essay questions assessing various topics related to measurement, evaluation, and assessment in education. 1. The first question asks students to identify variables to measure learner potential, progress, and achievement, and discuss appropriate measurement scales. 2. The second question compares formative and summative evaluation in terms of their functions and classifications. 3. The third question outlines the steps to assess learner performance relative to a specific objective using a performance-based assessment example. 4. The remaining questions cover additional topics such as principles of measurement/evaluation, ensuring valid and reliable teacher-made tests, using portfolios for performance-based assessment

Uploaded by

tsinitongmaestro
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Republic of the Philippines

President Ramon Magsaysay State University


(Formerly Ramon Magsaysay Technological University)
Iba, Zambales, Philippines
Tel/Fax No.: (047) 811-1683
GRADUATE SCHOOL
Castillejos Extension

MIDTERM EXAMINATION
First Trimester School Year 2018-2019
MA 212 (Educational Evaluation)

Direction: Answer the following essay questions briefly but substantially.

1. Measurement is the systematic process of determining the quantity of the learner’s


potentials, progress and achievement in the educative process by means of
appropriate instruments. Identify at least 2 variables each in terms of the learner’s
potential, progress and achievement. How will you measure these variables and what
measurement scale/s will you use? (10 pts.)

Performance-measures of performance are based from the results of quizzes and other
forms of exams. It is also manifested through attendance and participation to
classroom activities, I will use quartile measurement scale because it measures the
performance of the learners and serve as indicator to improve results and bring the
low performer higher.

Knowledge and Skills-Knowledge can be measured with written or oral exams where
a person documents or explains what they know.Determining levels of proficiency in
skills or capabilities generally involves observing students in action and noticing or
evaluating what they can do, I will use Mean as a measure scale because this is the
goodway to find the average data of the students in research, academics and sports,
we use this to get their final grade or overall performance

2. Evaluation is the process of determining the quality or worth of the different


dimensions of educational outcomes in terms of certain standards. Its major goal is to
influence decision-making or policy formulation through the provision of
empirically-driven feedback. The most important basic distinction in evaluation types
are the formative and summative evaluation. Compare them in terms of their
functions and classification. (10 pts.)
Formative evaluation is used during the teaching learning process to monitor the
learning process, while summative evaluation is used after the course completion to
assign the grades. Formative evaluation is developmental in nature. the aim of this
evaluation is to improve students learning and teachers learning while summative
evaluation is terminal in nature, it only purpose is to evaluate students achievement.

3. Assessment is the process of gathering, analyzing and interpreting educational data


before, during and after the educative process. Discuss the steps in assessing learner
performance relative to a specific objective by the use of illustrative examples (10pts)

Performance Based Assessment

1. Define the purpose of assessment-whether formative (instructional improvement);


or or summative (grading)

2. Determine the skills, learning outcomes and taxonomy level


There is limited time in classroom assessing, so what do we do now?
so we should determine skills and decide which learning outcome will be a
performance based or traditional based, but performance based assessment is only
assesses higher order thinking skills or complex cognitive outcomes , receiving,
responding, and valuing for effective outcomes and psychomotor skills
Thus, we should create a list of skills appropriate in performance based
assessment.

3. Design and develop the performance task


Create an activity or task that will allow the students to demonstrate knowledge,
skills and attitudes that they have learned and we should consider the following;
time allotted, availability of classroom resources, data needed to judge the quality
of student’s performance and activity should in line with issues, concepts,
problems that are important for the development of subject matter

4. Define the performance criteria


These are the specific behaviours that students should perform to properly carry
out a performance or produce a product. It focuses either on performance or
product. this should be specific, clearly stated and observable

5. Create the scoring instrument-judging the quality of the work of the learners on
the performance assessment. Rubrics are important because they clarify for
students the qualities their work should have. This point is often expressed in
terms of students understanding the learning target and criteria for success. For
this reason, rubrics help teachers teach, they help coordinate instruction and
assessment, and they help students learn.

4. Principles, etymologically, mean the beginning and end of all things. How is this
definition applied in measurement, evaluation and assessment of educational
outcomes. (10 pts)

It applies for the same reason, that assessing students and evaluating and measuring
the results must be ongoing and frequent.

5. Tests are effective in assessing cognitive student learning while performance-based


assessment, like portfolios, can evaluate authentic tasks like reasoning, giving oral
presentations, operating equipment, writing reports and other higher order thinking
skills. As an evaluator:

5.1. How can you ensure that your teacher-made tests are valid and reliable.
(10 pts)
By ensuring a deep knowledge and understanding of the domain to be
assessed (such as the national curriculum) to ensure assessments provide
adequate and appropriate coverage.

5.2. Give a contextual definition of portfolio as a tool in performance based


assessment and describe its features by discussing how learners performance
is measured through this tool. (10 pts,)
A portfolio is a living and changing collection of records that reflect your
accomplishments, skills, experiences,and attributes. It highlights and
showcases samples of some of your best work, along with life experiences,
values and achievements.—Useful in an academic setting; shows the efforts or
steps taken to complete a specific project or independent study. For example,
if you have the experience of producing a school play, you would create a
portfolio that incorporated the materials and research that was involved.

6. The CIPP Model is a management-oriented evaluation designed to provide definitive and


valid information for decision-makers. It considers who will use the evaluation results, how
they will be used, and to what aspect/s of the system they will be applied. The following are
the steps associated within the CIPP framework:

Evaluation Levels Class of Decision-making


Context Planning
Input Structuring
Process Implementing
Product Recycling

2.1. Enumerate at least five (5) questions that an evaluator may aim to answer for each
evaluation level in order to gather a definitive and valid information to make decisions in
improving a curricular program. (20 pts)
Context
Is there a need for the course?
Input
Is the course content clearly defined?
Process
Is teaching and learning affected by practical/institutional problems?
Product
How was the overall experience for the teachers and for the students?

7. Discuss the nine-step process program evaluation by giving a brief description of each step
in the process specifying the guide questions which will direct the evaluator on data
collection. (20pts)
1. Define the purpose and scope of the evaluation
The scope of your evaluation must also be determined. It may be narrow or broad;
it may focus on all students or targeted groups. A narrow, focused evaluation might seek
answers to questions

2. Specify the evaluation questions


Your evaluation questions can be inspired by several sources including:,Program
objectives,Program goals , Strategic plans , Needs assessments that have been conducted

3. Determine the evaluation design


You can collect data immediately after an intervention, after it is completed,
during its implementation, several times throughout the program’s implementation, or
several years after a program has been completed.
4. Create a data collection action plan
Data sources might also include records about your program such as number of
career development plans completed and signed or time spent on a computerized career
development program.

5. Collect data
To do this, specify from whom you gather the data, who will gather the data and
how you intend to analyze the data.

6. Analyze data
Simple Frequency Counts. Many of your evaluation questions can be answered by
simple tallies or frequency counts

7. Document findings
To develop conclusions based on your data.and examine the results carefully and
objectively

8. Disseminate information
Presentations and discussions at staff/faculty meetings or TV and newspaper
interviews

9. Use the results for program improvement


Review the results, findings and conclusions. What in this mass of information
tells you that you should make changes in the program?

CORAZON ABELON-PERALTA
Lecturer

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