atc (national seminar,2000)
TRANSCRIPT
![Page 1: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/1.jpg)
Jump to first page
TTesting,
Kanchana Prapphal
for Quality Assurance in Teaching
MMeasurement
and EEvaluation
![Page 2: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/2.jpg)
Jump to first page
TTests, ests, MMeasurement easurement and and EEvaluationvaluation
Test: 1. Measurement instrument
2. Designed to elicit specific sample of behavior
Measurement:
1. Quantification: assigning numbers
2. Characteristics: abilities, traits, attributes, constructs
3. Rules and procedures: must be replicable
![Page 3: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/3.jpg)
Jump to first page
Evaluation: 1. Systematic
2. Gathering of information
3. Making decisions: value judgments
Measurement = Testing+ Quantitative Data
Evaluation = Testing + Quantitative Data + Qualitative Data
+ Judgment
(Bachman, 1990)
TTests, ests, MMeasurement easurement and and EEvaluationvaluation
![Page 4: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/4.jpg)
Jump to first page
Uses of tests in Uses of tests in educational educational programsprograms� Individuals
� a. students� b. teachers� c. administrators
� Programs� a. effectiveness� b. appropriateness� c. efficiency� d. revision
![Page 5: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/5.jpg)
Jump to first page
Assumptions Assumptions necessary for using necessary for using teststests
� 1. Information regarding
educational outcomes is essential to
effective formal education.
� 2. Educational outcomes are
measurable.
(Bachman,
1990)
![Page 6: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/6.jpg)
Jump to first page
Learning Learning OutcomesOutcomes
� Learning outcomes are statements of what is expected that a student will be able to DO as a result of a learning activity.
� Quality Assurance:INPUTINPUT PROC
ESSPROCESS
OUTCOMES
OUTCOMES
Descriptors
Descriptors
![Page 7: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/7.jpg)
Jump to first page
Bloom’s Bloom’s TaxonomyTaxonomy
� Three domains of educational activities:
� Cognitive Domain: involves knowledge and the development of intellectual attitudes and skills
� Affective Domain� Psychomotor Domain
(Bloom, 1956)
![Page 8: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/8.jpg)
Jump to first page
Cognitive Cognitive ObjectivesObjectives
� Knowledg
e� Comprehe
nsion
� Application
� Analysis� Synthesis� Evaluation
SimpleSimple
Complex
Complex
![Page 9: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/9.jpg)
Jump to first page
KnowledgeKnowledge
The remembering of previously learned material
Examples of learning objectives:-know common terms
-know specific facts
-know methods and procedures
-know basic concepts
-know principles
![Page 10: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/10.jpg)
Jump to first page
Knowledge Knowledge (Example)(Example)
Who wrote Brave New World?
A. D.H. Lawrence
B. Aldous Huxley
C. Hemmingway
D. Shakespeare
![Page 11: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/11.jpg)
Jump to first page
ComprehensionComprehensionThe ability to grasp the meaning
of material
Examples of learning objectives:
-understand facts and principles
-interpret verbal materials
-interpret charts and graphs
-translate verbal material to mathematical formulae
justify methods and procedures
![Page 12: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/12.jpg)
Jump to first page
Comprehension Comprehension (Example)(Example)
What is the main idea of this
paragraph?
A. Nitrous oxide can cause an
environmental problem.
B. Nitrous oxide is a potent
greenhouse gas.
C. Nitrous oxide destroys the earth’s
ozone layer.
D. Nitrous oxide’s concentration
appears to be rising.
![Page 13: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/13.jpg)
Jump to first page
ApplicatApplicationion
� The ability to use learned material in new and concrete situations
� Examples of learning objectives:� -apply concepts and principles to
new situations� apply laws and theories to practical
situations� solve mathematical problems� construct graphs and charts� demonstrate the correct usage of a
method or procedure
![Page 14: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/14.jpg)
Jump to first page
Application Application (Example)(Example)
Which one of the following values approximates best to the
volume of a sphere with radius 5m?A. 2000 m3
B. 1000 m3
C. 500 m3
D. 250 m3
E. 125 m3 (MCQ)
![Page 15: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/15.jpg)
Jump to first page
AnalyAnalysissis
� The ability to break down material into its component parts
� Examples of learning objectives:� - recognize unstated assumptions� -recognize logical fallacies in
reasoning� distinguish between facts and
inferences� evaluate the relevancy of data� analyze the organizational structure
of a work
![Page 16: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/16.jpg)
Jump to first page
Analysis Analysis (Example)(Example)
Here are the five Basic Needs
determined by Maslow:
1. Comfort and survival
2. Safety
3. Belongingness and love
4. Self-esteem and the esteem of others
5. Self-actualization
![Page 17: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/17.jpg)
Jump to first page
Analysis Analysis (Example)(Example)
Determine in what way the Germans meet these needs and to
what extent the German pattern differs from the American
pattern. Give examples.
(Valette)
![Page 18: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/18.jpg)
Jump to first page
SynthSynthesisesis
� The ability to put parts together to form a new whole
� Examples of learning objectives:� -write a well organized theme� -give a well organize speech� write a creative short story� propose a plan for an experiment� integrate learning from different
areas into a plan for solving a problem
![Page 19: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/19.jpg)
Jump to first page
Synthesis Synthesis (Example)(Example)
Write a paragraph summarizing the text you have read. Your
summary should have a topic sentence defining the problem,
some of the causes, some of the effects, and a conclusion.
![Page 20: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/20.jpg)
Jump to first page
EvaluationEvaluation
The ability to judge the value of material for a given purpose based on definite criteria
Examples of learning objectives:
- judge the logical consistency of written material
-judge the adequacy with which conclusions are supported by data
judge the value of a work by the use of internal criteria (organization) or external standards of excellence
![Page 21: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/21.jpg)
Jump to first page
Evaluation Evaluation (Example)(Example)
“The United States took part in the Gulf War against Irag BECAUSE of the lack of civil liberties imposed on the Kurds by Saddam Hussein’s regime.”A. The assertion and the reason are
both correct and the reason is valid.
B. The assertion and the reason are both correct but the reason is invalid.
![Page 22: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/22.jpg)
Jump to first page
Evaluation Evaluation (Example)(Example)
C. The assertion is correct but the reason is
incorrect.
D. The assertion is incorrect but the reason
is correct.
E. Both the assertion and the reason are
incorrect.
(MCQ)
![Page 23: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/23.jpg)
Jump to first page
Verbs specifying Verbs specifying different sorts of different sorts of outcome (Knowledge)outcome (Knowledge)
arrange order define recognize duplicate
label recall list repeat memorize
state relate reproduce
![Page 24: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/24.jpg)
Jump to first page
ComprehensionComprehension
classify locate describe recognize discuss
report explain restate express review
identify select indicate translate
![Page 25: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/25.jpg)
Jump to first page
ApplicationApplication
apply operate choose practice demonstrate
schedule dramatize sketch employ solve
illustrate use interpret write
![Page 26: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/26.jpg)
Jump to first page
AnalyAnalysissis
analyze differentiate appraise discriminate calculate
distinguish categorize examine compare experiment
contrast question criticize test
![Page 27: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/27.jpg)
Jump to first page
SynthesSynthesisis
arrange formulate assemble manage collect
organize compose plan construct prepare
create propose design write
![Page 28: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/28.jpg)
Jump to first page
EvaluaEvaluationtion
appraise judge argue predict assess
rate attach score choose select
compare support estimate evaluate
![Page 29: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/29.jpg)
Jump to first page
Advantages of Advantages of specifying specifying learning learning outcomesoutcomes� Help students learn more
effectively.� Make it clear what students can
hope to gain from a course.� Help instructors to design their
materials more effectively.� Help instructors select the
appropriate teaching strategy.� Assist in setting examinations
based on the materials delivered.� Ensure that appropriate assessment
strategies are employed.
![Page 30: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/30.jpg)
Jump to first page
Behavioral Behavioral ObjectivesObjectivesBehavioral Behavioral ObjectivesObjectives
Process Process DescriptoDescripto
rsrs
Process Process DescriptoDescripto
rsrs
Product Product DescriptDescript
orsors
Product Product DescriptDescript
orsors
Quality Quality AssuranAssuran
cecein in
TeachinTeachingg
Quality Quality AssuranAssuran
cecein in
TeachinTeachingg
![Page 31: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/31.jpg)
Jump to first page
References
� Bachman, L.F. 1990. Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
� Bloom, B.S. (Ed.) 1956. Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook I, Cognitive Domain. N.Y.; Toronto: Longmans, Green.
� Cronbach, L.J. 1989. Essentials of Psychological Testing. Fourth Edition. N.Y.: Harper & Row
![Page 32: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/32.jpg)
Jump to first page
References (continued)
� Gronlund, N. and Linn, R.L. 1990. Measurement and Evaluation in Teaching (6th ed.). N.Y.: Macmillan.
� Thorndike, R. L. and Hagen, E. (1969). Measurement and Evaluation in Psychology and Education (3 rd ed.). N.Y. :Wiley.
� http://www..coun.uvic.ca� http://www. reach.ucf.edu� http://www.uct.ac.za
![Page 33: Atc (national seminar,2000)](https://reader036.vdocuments.net/reader036/viewer/2022062412/5a650eed7f8b9ac75b8b4a4f/html5/thumbnails/33.jpg)
Jump to first page
Chulalongkorn UniversityChulalongkorn University -- Academic Testing Center (CU-ATC)Academic Testing Center (CU-ATC)Http://www.cuatc.chula.ac.th