Learning Assessment and Evaluation
Misconception/Preconception Check - It helps to
\ Classroom Assessment
Advantage
• Gaining insight into student learning while there
is still time to make changes.
• Demonstrating to learners that the teacher really
cares if they are succeeding
• Building rapport with learners
• Spending only short amounts of time to gain
valuable information.
• Using the flexibility of CAT's to adapt to the
needs of individual classes
• Helping learners to monitor their own learning
• Gaining insight into your own teaching.
Disadvantage
• It takes little time
• They do take some class time away from other
activities
• They can be overused to the point of frustration
of the learners
• They do provide some negative feedback for the
educator
One-Minute Paper - This CAT is most commonly used.
It is often called just Minute Paper. This technique is
used in the last two or three minutes of the class period.
Muddiest Point - this is another very popular
assessment technique. The teacher discovers areas in
which learners struggle the most and finds better ways
to deal with the content in the future.
Directed Paraphrasing - requires learners to put into
their own words something they have just learned. It
provides valuable feedback on learner understanding
and their ability to translate information.
Application Cards - Learners to apply the theoretical
material they are being taught and also helps them to
see immediate relevance of what they are learning.
Background Knowledge Probe - has a slightly different
application from the previous CAT's. It is used before
teaching new content to discover what the learners
already know about the material.
It is an ungraded pretest.
expose these mistaken ideas that may hinder learning
Self-Confidence Surveys - It allows learners to express
their possible lack of confidence in learning certain
content or skills. It help the learners to focus on
improvement and teachers to focus on assignments that
will build confidence
Evaluation of Learning
1.Multiple-Choice Questions - A form of an
objective assessment in which respondents are asked to
select only correct answers from the choices offered as
a list.
2.True-False Questions - are designed to test a
learner's ability to identify the correctness of statements
of fact or principle. They are limited to testing the lowest
levels of knowing, knowledge and comprehension, and,
have limited usefulness in tests for medical students.
3.Matching Questions - it test knowledge, the lowest
level of knowing. They are useful in determining whether
learners can recall the memorized relationships between
two things such as dates and events, structures and
functions, terms and their definitions. It is easy to
construct and to score, but because they test only recall,
they should be used sparingly.
4.Essay-Type Questions - They are time consuming for
test takers to answer, thus limiting the amount of
knowledge sampling you can accomplish in a short time.
Time consuming to score. On the other hand, essay-type
questions lend themselves to testing the highest levels
of knowing, especially analysis, synthesis, and
evaluation.
Test Item Analysis
1.Item Difficulty - defined as the proportion of test
takers who answer the question correctly. It is useful to
calculate item difficulty because questions that are very
easy or very difficult may not serve any useful purpose.
2.Item Discrimination - an estimate of the usefulness of
an item in differentiating between learners who did well
on the whole test and those who performed poorly