1

METHODS OF EVALUATION
A. OBJECTIVE EVALUATION
- THE WORD OBJECTIVE REFERS TO THE SCORING AND INDICATES
THERE IS ONLY ONE CORRECT ANSWER. OBJECTIVE TESTS RELY
HEAVILY ON YOUR SKILL TO READ QUICKLY AND TO REASON OUT
THE ANSWER.
LEVELS OF INTELLECTUAL OPERATION REQUIRED
1. Knowledge- remembering (recalling)
a. defines; describes; enumerates; identifies; labels;
lists; matches; names; reads; records; reproduces;
selects; states; views; writes;.
2. Comprehension- understanding
a. classifies; cites; converts; describes;
discusses; estimates; explains; generalizes; gives
examples; illustrates; makes sense out of; paraphrases;
restates (in own words); summarizes; traces;
understands.
3. Application- The use of previously learned information in new
and concrete situations to solve problems that have single or
best answers.
a. acts; administers; applies; articulates; assesses;
charts; collects; computes; constructs; contributes;
controls; demonstrates; determines; develops; discovers;
establishes; extends; implements; includes; informs;
instructs; operationalizes; participates; predicts; prepares;
preserves; produces; proects; provides; relates; reports;
shows; solves; teaches; transfers; uses; utilizes.
4. Analysis
a. analyzes; breaks down; categorizes; compares;
contrasts; correlates; diagrams; differentiates;
discriminates; distinguishes; focuses; illustrates; infers;
limits; outlines; points out; prioritizes; recognizes;
separates; subdivides.
5. Synthesis- Creatively
a. adapts; anticipates; collaborates; combines;
communicates; compiles; composes; creates; designs;
develops; devises; expresses; facilitates; formulates;
generates; hypothesizes; incorporates; individualizes;
initiates; integrates; intervenes; invents; models;
2
modifies; negotiates; plans; progresses; rearranges;
reconstructs; reinforces; reorganizes; revises; structures;
substitutes; validates.
6. valuation- personal values!opinions
a. appraises; compares ! contrasts; concludes;
criticizes; criti"ues; decides; defends; interprets; udges;
ustifies; reframes; supports.
QUESTION TYPES VERSES
COGNITIVE LEVELS OF LEARNING
KNOWLEDGE
COMPREHENSION
APPLICATION ANALYSIS
SYNTHESIS
EVALUATION
MULTIPLE CHOICE (MC)
TRUE/FALSE (TF)
MATCHING
COMPLETION/ CLOZE TEST
MC
ESSAY
PERFORMANCE
MC
ESSAY
TYPES OF TEST QUESTIONS:
MULTIPLE-CHOICE ITEMS
TRUE-FALSE ITEMS
MATCHING ITEMS
FILL-IN, COMPLETION/ CLOZE TEST
ESSAY QUESTIONS
MULTIPLE CHOICE
GOOD FOR: Knowledge level
Some comprehension level, if appropriately constructed
ADVANTAGES DISADVANTAGES
VERSATILITY.
- appropriate for use in many different
subect!matter areas, and can be used to
measure a great variety of educational
obectives.
! "hey are adaptable to various levels of
learning outcomes, from simple recall of
Versatility.
! not adaptable to measuring certain
learning outcomes, such as the student#s
ability to$
% &rticulate e'planations
% (isplay thought processes
% )urnish information
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*nowledge to more comple' levels,
such as the student#s ability to$
% &naly+e phenomena
% &pply principles to new situations
% ,omprehend concepts and principles
% (iscriminate between fact and opinion
% -nterpret cause!and!effect relationships
% -nterpret charts and graphs
% .udge the relevance of information
% /a*e inferences from given data
% Solve problems
Validity.
! -n general, it ta*es much longer to respond
to an essay test 0uestion than it does to
respond to a multiple!choice test item, since
the composing and recording of an essay
answer is such a slow process.
! enables the teacher using multiple!choice
items to test a broader sample of course
content in a given amount of testing time.
Reliability.
! less susceptible to guessing than are true!
false test items, and
therefore capable of producing more reliable
scores.
Ei!ie"!y
! amenable to rapid scoring, which is often
done by scoring
machines.
% 1rgani+e personal thoughts
% 2erform a specific tas*
% 2roduce original ideas
% 2rovide e'amples
Dii!#lty $ C$"str#!ti$".
! generally more difficult and time!
consuming to write than other types of test
items.
ANATOMY OF A MULTIPLE CHOICE ITEM
3. 3hat is chiefly responsible for the increase in the
average length of life in the 4S& during the last
fifty years5
a. ,ompulsory health and physical education
courses in public schools.
6b. "he reduced death rate among infants and
young children
c. "he safety movement, which has greatly
reduced the number of deaths from accidents.
d. "he substitution of machines for human labor.
%%STEM
%%ALTER&ATIVES
% DISTRACTOR
% A&S'ER
% DISTRACTOR
% DISTRACTOR
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GENERAL GUIDELINES FOR DEVELOPING MULTIPLE- CHOICE
ITEMS
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TRUE OR FALSE
GOOD FOR: Knowledge level content
9valuating student understanding of popular misconceptions
,oncepts with two logical responses
ADVA&TAGES DISADVA&TAGES
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GUIDELINES FOR CONSTRUCTING GOOD TRUE-FALSE
STATEMENTS :
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EXAMPLE
THE PHILIPPI&E &ATIO&AL RED CROSS 'AS EST(LISHED O& THE YEAR
)*+, THEREFORE CELE(RATI&G THERE -. YEARS I& YEAR )***. /F0
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EXAMPLE
APPLYING GLOVES, ALWAYS PUT ON GLOVES ON THE NON-
DOMINANT HAND FIRST, THEN ON THE DOMINANT HAND. (T)
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EXAMPLE:
A& O(1ECTIVE TEST IS GE&ERALLY EASIER TO SCORE THA& A& ESSAY
TEST. /T0

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EXAMPLE:
AIRBORNE PRECAUTIONS REQUIRE THAT THE CLIENT BE CONFINED
IN A PRIVATE ROOM, AND WEARING A MASK IS NOT MORE
NECESSARY FOR THE CAREGIVERS.
5. &>1-( ";-,K@ -"9/S.
EXAMPLE:
AFTER A PROCEDURE, HANDS SHOULD BE WASHED WHILE
WEARING GLOVES. THIS IS TO PROTECT HANDS FROM
CONTAMINATION.
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EXAMPLE:
PROTECTIVE ISOLATION IS IMPLEMENTED TO PREVENT
TRANSMISSION OF INFECTION FROM THE CLIENT TO OTHER
PEOPLE. (F)
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PERFORMACE EVALUATIO& TOOLS
% GOOD FOR: &22:-,&"-18 1) K813:9(?9, SK-::S, &A-:-"-9S
ADVA&TAGES DISADVA&TAGES
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J ,an not be used in
some fields of study
J (ifficult to construct
J (ifficult to grade
J "ime!consuming to
give and ta*e