ASSESSMENT AND EVALUATION

Question 1

defined as a
process of appraising
something or someone.

Answer 1

Assessment

Question 2

made to
identify the level of
performance of an
individual.

Answer 2

Assessment

Question 3

Assessment:________________ Evaluation:______________

Answer 3

Quantitative; Qualitative

Question 4

Making judgment about the
value or worth of objects or
events based on some
measurement to arrive at a
decision.

Answer 4

Evaluation

Question 5

Performed to determine the
degree to which goals are
attained.

Answer 5

Evaluation

Question 6

a process of collecting, reviewing and using data, for the purpose of improvement in the current performance.

Answer 6

Assessment

Question 7

described as an act of passing judgement on the basis of set of standards

Answer 7

Evaluation

Question 8

Assessment by nature is…

Answer 8

Diagnostic

Question 9

Evaluation by nature is…

Answer 9

Judgemental

Question 10

Provides feedback on performance and areas of improvement

Answer 10

Assessment

Question 11

Determines the extent to which objectives are achieved

Answer 11

Evaluation

Question 12

Purpose of Assessment is…

Answer 12

Formative

Question 13

Purpose of Evaluation is…

Answer 13

Summative

Question 14

Orientation of Assessment…

Answer 14

Process Oriented

Question 15

Orientation of Evaluation…

Answer 15

Product Oriented

Question 16

a chart that spells out the content and level of
knowledge to be tested; it can be general or specified based on teacher’s
preference.

Answer 16

Examination blueprint

Question 17

Factors that determines the number of items in the
Examination:

Answer 17

a. amount of material taught
b. type of test question used
c. amount of time available for testing

Question 18

learner is compared with a reference
group of learners

Answer 18

Relative terms (norm reference)

Question 19

learner is compared to a well defined
performance criteria

Answer 19

Absolute terms (criterion reference)

Question 20

CRITERIA FOR SELECTION OF EVALUATIVE
DEVICES/TOOL:

Answer 20

Validity
Reliability
Objectivity
Relevance
Practicality

Question 21

the degree of accuracy which a test measures what is
intends to measure.

Answer 21

Validity

Question 22

adequacy with which the test item measured on
the areas.

Answer 22

Content validity

Question 23

the extent to which a relationship exists
between the test scores and later success.

Answer 23

Predictive validity

Question 24

extent to which a relationship exist between
test scores ad an accepted contemporary criterion of performance on
the variable the test is supposed to assess.

Answer 24

Concurrent validity

Question 25

the consistency with which the test measures what it intends to measure.

Answer 25

Reliability

Question 26

Dimensions of reliability:

Answer 26

a. Examinee/students b. Examiner/scorer c. Test content d. Time e. Situation

Question 27

a test is administered twice; the correlation between the scores is an estimate of temporal reliability.

Answer 27

Test-retest method

Question 28

two alternate or equivalent forms of a test are constructed and administered and 1 3 weeks interval.

Answer 28

Alternate or equivalent forms of method

Question 29

odd numbered and even numbered items are scored as separate tests.

Answer 29

Split-half method

Question 30

the degree of agreement between the judgment made by independent and competent observers as to whether or not a learner’s test performance meets the criteria stated in a learning objective.

Answer 30

Objectivity

Question 31

the degree to which the criteria established for selection of questions conform with the aims of the measuring instrument.

Answer 31

Relevance

Question 32

* the convenience in using the test instrument; * refer to the development of evaluative device capable of being administered and scored with reasonable ease within the limits of time and of the resources imposed by circumstances.

Answer 32

Practicality

Question 33

Consider practicality as to:

Answer 33

a. Test construction b. Administration c. Scoring d. No. of examinees

Question 34

KNOWLEDGE - Formal Evaluation Instruments:

Answer 34

Objective Examination - Selection Type, Supply Type, Interpretative Exercises Subjective Examination - Free response, restricted response, project assignment

Question 35

KNOWLEDGE - Non-Formal Evaluation Instruments:

Answer 35

Practical Exam Oral Exam observational reports

Question 36

ATTITUDES - Direct Methods:

Answer 36

Questionnaires Semantic Differential Attitude Goals Observation Rating Scale

Question 37

ATTITUDES - Indirect Methods:

Answer 37

Test of judgment Test of memory and perception Information test

Question 38

contains the stem, the key and a distractor

Answer 38

Multiple choice

Question 39

contains premises/hypotheses, and the responses/alternatives which contain the jokers.

Answer 39

Matching type

Question 40

responses which do not match any premise

Answer 40

Jokers

Question 41

there are only two possible answers, that is true or false, correct or incorrect, right or wrong.

Answer 41

Alternate response

Question 42

examinee is presented with a direct question or an incomplete statement

Answer 42

Supply Type

Question 43

Examples of Supply Type:

Answer 43

* Fill in the blanks * Definition of terms

Question 44

Interpretation of graphs, table, pictures, situational analysis

Answer 44

Interpretative Exercises

Question 45

the learners perform the skills to be evaluated; simulated or actual

Answer 45

Practical Exam

Question 46

assigning a learner a task or project to complete and then evaluate on the basis of the product of the completed performance.

Answer 46

Project assignment

Question 47

usually a six step bipolar adjective scale indicating direction and intensity

Answer 47

Semantic Differential

Question 48

Likert Scale

Answer 48

Attitude Goals

Question 49

observation at work of cognitive and affective behavior and scale of observable behavior.

Answer 49

Observational Rating Scale

Question 50

Free answer testing

Answer 50

Test of judgment

Question 51

based on the assumption that what is perceived and remembered is influenced by one’s attitude.

Answer 51

Test of memory and perception

Question 52

based on the assumptions that incases of uncertainty, people tend to guess in the direction of their attitude.

Answer 52

Information test

Question 53

– the assignment of numbers to objects or events according to logically accepted rules

Answer 53

Measurement

Question 54

Five Basic components of Evaluation:

Answer 54

Audience Purpose Questions Scope Resources

Question 55

is the persons or groups for whom the evaluation is being conducted

Answer 55

Audience

Question 56

to decide whether to continue a particular education program or to determine the effectiveness of the teaching process

Answer 56

Purpose

Question 57

directly related to the purpose, are specific, and measurable

Answer 57

Questions

Question 58

determined in part by the purpose for conducting the evaluation and in part by available resources

Answer 58

Scope

Question 59

include time, expertise, personnel, materials, equipment’s, and facilities

Answer 59

Resources

Question 60

Evaluation Models: to make adjustment in an educational activity, as soon as they are needed, whether those adjustments be in personnel, materials, facilities, learning objectives or even the health professional educator’s attitude.

Answer 60

Process (Formative) evaluation

Question 61

Evaluation Models: to determine whether learners have acquired the knowledge or skills taught during the learning experience

Answer 61

Content evaluation

Question 62

Evaluation Models: to determine the effects or outcomes of teaching efforts; its intent is to summarize what happened as a result of education

Answer 62

Outcome (Summative evaluation

Question 63

Evaluation Models: to determine the relative effects of education on the institution and the community; the purpose is to obtain information that will help decide whether continuing an educational activity is worth its cost.

Answer 63

Impact evaluation

Question 64

Evaluation Models: – designed and conducted to assist an audience to judge and improve the worth of some object/ educational program

Answer 64

Program evaluation

Question 65

Components of Evaluation Design:

Answer 65

Evaluation Structure Evaluation Method Evaluation Instruments

Question 66

all evaluations should be systematic and carefully and thoroughly planned before they are conducted

Answer 66

Evaluation Structure

Question 67

include those actions that are undertaken to carry out the evaluation according to the design structure; all evaluation methods deal with data and data collection

Answer 67

Evaluation Methods

Question 68

using existing instruments because instrument development requires expertise, time and expenditure of resources; requires rigorous testing for reliability and validity.

Answer 68

Evaluation Instruments

Question 69

Three methods to minimize the effects of unexpected events:

Answer 69

1. Conduct a pilot test first 2. Include extra time 3. Keep a sense of humor

Question 70

– basis for interpreting the results obtained from a test

Answer 70

Reference system

Question 71

may measure the acquisition of skills and knowledge from multiple sources such as notes, texts and syllabi.

Answer 71

Norm-reference system/relative standard

Question 72

measure performance on specific concepts and are often used in a pre-test/post-test format

Answer 72

Criterion reference system/absolute standard

Question 73

refers to the process of adjusting student grades in order to ensure that a test or assignment has the proper distribution throughout the class

Answer 73

a. grading on a curve (SD

Question 74

the scores are added up and divided by the number of scores. The mean is sensitive to extreme scores when population samples are small.

Answer 74

combining scores to obtain mean score

Question 75

calculated based on the number of questions correct out of the MPL required, not the total number of questions

Answer 75

calculating minimum pass level (MPL)

Question 76

an important tool to increase test effectiveness. It provides statistics on overall performance, test quality, and individual questions. Each items contribution is analyzed and assessed. To write effective items, it is necessary to examine whether they are measuring the fact, idea, or concept for which they were intended.

Answer 76

item analysis