Evaluation
This is the payoff step in instructional design plan for both the students and the teacher. The teachers are ready to measure the learning outcomes relating to the objectives. At present most teachers prepare a final examination for a topic unit, or course as the teaching time draws to a close. The teacher usually then develops essay or objective questions that refer to the subject content covered in the course or unit, making little reference to the objectives. One way to determine whether an instructor is teaching for high-level objectives - applying principles and problem-solving methods in the cognitive area, using tools and operating equipment under the motor-skill performance category or appreciation as an attitudinal objective is to examine the final examination or other evaluation instrument.
Standards of Achievement
In most conventional educational programs the performance of one student is generally compared to that of other students in the class. This results in a relative rating of each student within the group. The term grading on the curve is often used to describe the way a teacher assigns grades in such a relative standard or normative fashion. The term norm-referenced testing is used to describe this method of reporting achievement. It indicates that one student is more or less proficient. As a result of planning within an instructional design, we intend each student to reach a satisfactory level of achievement. Therefore, we need to measure learning outcomes against an absolute standard, rather than a relative standard. The standard is the criterion specified by the learning objectives. Criterion-referenced testing is the measurement of how well each student attains the required level of comprehension and competence specified for each objective pursued. This degree of achievement is independent of the performance of other students. The term competency-based instruction is used interchangeably with criterion-referenced instructions to identify a program that provides experiences so that most students reach a satisfactory level of proficiency in learning or in performing a task before they go on the next activity or level. When criteria are set and students successfully attain them, the concept of mastery learning, technique of prompting student success in learning as the proper outcome of an educational program. Its main application at present is for the accomplishment of psychomotor and other technically-oriented objectives. There is concern about the emphasis on mastery learning in some programs because some people fear that. Working with students to help them accomplish their objectives is reflected in criterion-referenced measurement and mastery learning. It fosters cooperation among students, as well. The norm-referenced approach, on the other hand, emphasizes competition.
Paper-and-Pencil Testing
Written test commonly take either objective or essay forms. The usual types of objective test are: true/false, matching, single-word completion, and multiple choice. Most objective tests measure knowledge on the lower cognitive levels though multiplechoice question can be used for testing, to some degree, on all levels of the cognitive domain. Essay test are more suitable for measuring students abilities to organize, relate, integrate, and evaluate ideas. Essay test may ask for a restricted response or an extended response.
Evaluating Performance and Psychomotor Objectives
If an objective requires verbal knowledge and other symbol responses, then paperand-pencil tests may be appropriate. But, when an objective includes the term be able to do or has other intent for performance, or skill, then measurement methods that are closed to the reality of the objective itself should be used. In cases where an activity itself, a performance, or even a product, is the expected outcome, make sure you establish criteria for judging the acceptability and quality of students work. A rating scale based on the criteria or the major elements of a task analysis can provide the objective means of evaluation.
Evaluating Objectives in the Affective Domain
Measuring the attainment of attitudinal and value objectives may require gathering data from students by various means. These means may include observing students behavior while they are engaged in appropriate activities, listening to their communication, having them complete questionnaires. To guide you in gathering data, you might consider developing these tools as appropriate to evaluation needs: Observational checklist on student behavior Anecdotal records Interview questions Multiple-choice questionnaires Rating scale that include pairs of bipolar adjectives along continuums (interesting-boring, useful-useless)
Testing with Audiovisual and Other Materials
In addition to written tests and actual performances, other testing techniques may be appropriate at times. Sometimes, while an actual performance may be desirable, it may not be realistically possible because of the number of students, the complexity of an
operation, cost, or the facilities and time required. They can concentrate on specific elements of complex situations, as in the examples below: Practical manipulation of picture of objects or materials for example, from a layout of pictures of tools require the student either to select the correct ones with which to perform an operation or to show which tools are used with particular materials. Audio recordings the identification or analysis of specific voices, descriptions, or situations. Photographs or slides the recognition or sequencing of steps in a process; examples or applications Film or videotape recordings identifying correct procedures; reacting to problem situations
Some Characteristics of Test
Regardless of whether written, performance, or media-based test are used, the evaluations phase of an instructional plan should be carefully developed. Some suggestions about evaluations are offered below: 1. Include an evaluation activity for each major objective. 2. An objective that is relatively important may require more than a single test item. 3. Make certain each test question directly measures the objective for which it is intended 4. State test questions clearly 5. In determining the efficiency of learning, post-test results often are compared to pretest scores.
Phases in the Evaluation of Learning
Knowing the results of learning experiences is important both to you and to your students. Therefore, at the end of a learning activity serving one or a series of objectives, plan a brief self-evaluation test for students. Self-evaluation is similarly important to the teacher or planning team. You should want to know how well the program you have developed is serving its objectives as it goes along. This is called formative evaluation, and it takes place during development and tryouts. It is useful for determining any weaknesses in the instructional plan so you can improve them before full-scale use. Formative evaluation also allows the teacher to determine whether, at any point in the instructional sequence, too much previous student knowledge has been assumed or whether the emphasis is on material student already know, so it does not require them to pay much attention. The careful analysis of the results of a program when it is in full use is called a summative evaluation. It is concerned with evaluating the degree of students final achievement of the objectives, as shown by the unit, course, or module post-test. This may also mean following up on students after a course is completed to determine if and 5
how they are using or applying the knowledge, skills, and attitudes treated in the program. Questions you might use in gathering data for formative and summative evaluations are suggested below: Formative Evaluation (during tryouts) 1. In terms of the objectives for the unit or module, do students learn at an acceptable level? Where are any weaknesses? 2. Are students able to use the knowledge or perform the skill at an acceptable level? Where are any weaknesses? 3. How long did the learning experience take? Was this acceptable? 4. Did the activities seem appropriate and manageable to the teacher and students? 5. Were the materials convenient and easy to locate, handle, use, file, and so forth? 6. What were the students reactions to the method of study? to the activities? to the materials used? to the evaluation methods? 7. Do the self-evaluation tests and the post-tests measure the learning objectives? 8. What revisions in the program seem necessary (content, format, and so on)? Summative Evaluation (during implementation) 1. To what degree are all objectives achieved? 2. Do students exhibit suitable retention and use of knowledge, skills, and attitudes formed, after a period of time? 3. With large numbers of students, was the use of materials easily managed? 4. Were facilities, schedules, and supervision appropriate to the program? 5. Was there care in handling equipment and materials? 6. Did the materials hold up after repeated use and handling? 7. What are students attitudes about the subject? The method of study? the activities? their relationships with the instructor and other students? In both formative and summative evaluations of new, full-course programs, engaging the services of a competent evaluator is recommended. A competent evaluator will know how to devise instruments for measuring students attitudes and instructors reactions, and how to analyze the data on learning for each objective.
References
Instructional design, J.E Kemp. Fearon Publisher Inc. 1977
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