PROCESS OF

CLASSROOM
EVALUATION
Establishing a Framework for
Evaluation
1. Identify reasons for assessing
student performance.
Judging student mastery
Ranking pupils
Diagnosing difficulties
2. Plan to gather information for both
formative and summative evaluation


3. Identify course content that is to
be evaluated.
4. Relate the evaluation to the
prestated objectives
5. Include evaluation measures in
all three domains

Cognitive domain
Teacher made tests
Achievement tests
Standardized tests and scales
Psychomotor domain
Performance and products tests
Affective domain
Attitude scales, checklists, observations,
anecdotal records, interviews etc
6. Use multiple approaches when
gathering assessment information.

7. Devise an evaluation plan before
instruction
Performance Based Assessment
1. Product Assessment
Portfolio
Work Sample
Project or Report
Log or Journal
Model
Media Products

Performance Based Assessment
2. Performance Assessment
Oral presentation
Presentation with media
Science lab demonstration
Athletic demonstration
Musical, dance, drama presentation
Debate
Participation in an event
Ways to Rate Student Products or
Performance
Selecting Rating Criteria
1. Select the performance or product to be
assessed and either perform it yourself or
imagine performing it.
2. List the important aspects of the performance
or product.
3. Try to limit the number of criteria to be
observed
4. If possible, have groups of teachers think
through the criteria as a group
5. Express the criteria in terms of observable
student behavior or product characteristic
6. Avoid vague and ambiguous words.
7. Check for existing performance criteria
before constructing your own
Rating Approaches
Rating Scales
- Allows a teacher to judge student
performance along a continuum
- Maybe numerical ( 1 through 4),
descriptive (range of qwords) or a
combination of the 2.

Rubric
Type of rating scale which is more
thorough in judging student performance
than simple rating scale.
It provides more guidance for students as
they prepare their products or
performances
Checklists
- Written list of performance criteria.
- Enables one to note quickly whether a
characteristic is present.
Anecdotal Records
- Written account of events and behavior
that the teacher has observed
concerning students product or
performance.


Participation Chart
- Indicates the degree of involvement
and the type of involvement in
classroom discussion or activities.

Teacher Made Tests
1. Planning the classroom test
2. Selecting and Preparing Test Questions
3. Assembling the Test
4. Formatting and Reproducing the Test
5. Administering the Test
6. Scoring the Test

Planning the classroom test

1. Decide on the purpose of the test
2. Decide on what is to be tested
3. Prepare a table of specifications showing the
content and objectives to be tested.
4. Decide on when to test
5. Decide on what kinds of questions to use.
6. Decide how many questions to include.
7. Decide the level of difficulty of questions.
8. Decide on the format of the test.

Selecting and Preparing Test
Questions
Two categories of Test Questions
1. Essay
- Short answer or restricted response
- Discussion or extended responses
2. Objective
- Multiple choice, matching type, true-
false, short answer

Assembling the Test
Mechanical features of the test
- how the questions are grouped and
arranged.
- What directions are given
- How the test was formatted
Grouping and Arranging Items
Test items can be arranged according to:
- Type of items used
- Learning outcomes measured
- Difficulty of items
- Subject matter measured.
Sequence of Item Formats
1. True or false
2. Matching Items
3. Short Answer items
4. Multiple choice
5. Interpretive exercises
6. Essay questions
Writing Test Directions
1. Provide specific set of written directions foe
each item format
2. Indicate the basis for the student answering
the question
3. Indicate how the student is to record the
answers
4. Indicate the point value of each item.
5. Indicate the purpose of the test, the length of
time and whether students should guess.

Formatting and Reproducing the
Test
1. Space items so they are easily read,
answered and scored.
2. Items should be numbered
consecutively.
3. Keep all stems and options on one page.
4. For matching questions, have list of
premises and choices on one page.


5. Most convenient method in true-false,
multiple choice is circling the correct
answer.
6. Avoid definite response pattern.
7. See to it that the test is printed in the most
legible quality print.

Administering the Test
1. Provide comfortable testing conditions
2. Do not promote test anxiety
3. Avoid giving test after long vacation or during
some important school event.
4. During the test, remind the time.
5. Do not talk unnecessarily before the test.
6. Keep interruptions to the minimum
7. Avoid giving hints about any test item.
8. Discourage cheating through careful proctoring
Scoring the Test
By machine scanning, manual
Regardless of the scoring method, the
answer key should be prepared and
checked well in advance of the
administration of the test.
Each item should have equal weight.