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Educational research measurement and evaluation

Calmorin, Laurentina P.

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Content
  • Nature and characteristics of research: Meaning of research -- Characteristics of the researcher -- Characteristic of research -- Types of research -- Classification of research -- Types of variables -- Research way as a progress: Teacher as a facilitator of research -- Man's major problems demand research -- Research standing of the Philippines -- Values of research to man -- Research designs: Historical method: Uses of historical method -- Major steps of historical method -- Sources of historical method -- Descriptive method: Types of descriptive research -- Descriptive survey -- Descriptive-normative survey -- Descriptive-status -- Descriptive-analysis -- Descriptive- classification -- Descriptive-evaluative -- Descriptive-comparative -- Correlational survey -- Longitudinal survey -- Experimental method: Types of experimental design -- Single-group design -- Parallel-group design -- Counter-balanced design -- Pretest-posttest group design -- Complete randomized design -- Case study method -- The cycle of case study -- The historical development of measurement and evaluation: The development of intellegence tests -- The development of achievement tests -- The development of character and personality measurement -- History of measurement and evaluation in the Philippines -- Functions of measurement and evaluation: Meaning of measurement and evaluation -- Scope of evaluation -- Characteristics of evaluation -- Functions of measurement and evaluation -- Kinds of tests -- Qualities of a good measuring instrument: Validity -- Reliability -- Usability -- Teacher-made tests construction: Steps in the constructing of teacher-made tests -- Essay examination -- Suggestions in constructing an essay examination -- Types of constructiong an essay examination -- Advantages of an essay examination -- Disadvantages of an essay examination -- Soring an essay examination -- Objective examination -- Recall type -- Rules and suggestions for the construction of simple-recall type -- Completion test -- Some rules and suggestions for the construction of a completion test -- Recognition type -- Alternative response test -- Multiple-choice test -- Stem-and-options variety -- Setting-and-options variety -- Group-term variety -- Structured-response variety -- Contained-options variety -- Matching type -- Rearrangement type -- Analogy -- Advantages of an informal type -- Limitations of an informal objective test -- Other evaluation instruments -- The testing programs: Steps in a complete testing program -- Planning the program -- Determining the purpose of the program -- Selecting appropriate tests -- Administering the test -- Scoring the test -- Analyzing and interpreting the scores -- Applying the results -- Re-testing -- Making suitable records and reports -- Criterion-referenced and norm-referenced measures: Behavioral objectives -- Concepts on criterion-referenced measure and norm-referenced measure -- Distinctions between criterion-referenced and norm-referenced measure -- Steps in the preparation of criterion-referenced measure -- Sample table of specifications -- Formative and summative evaluation -- Formative evaluation -- General principles in constructing test for formative evaluation -- Uses of formative evaluation for students -- Uses of formative evaluation for teachers -- Summative evaluation -- Uses of summative evaluation -- Making an item analysis -- Several benefits of item analysis -- Simplified item-analysis procedure -- The National College Entrance Examination (NCEE) and National Secondary Assessment Test (NSAT): Ultimate goals of the NCEE -- NCEE cut-off sores from 1973 to 1992 -- The meaning and scope of NCEE -- Sample questions and directions of the NCEE -- National Seondary Assessment Test (NSAT) -- Frequeny distributions and their graphic representation: Frequency distributions -- umulative frequency distributions -- Graphic representation of frequency distributions -- Histogram -- Frequency polygon -- Cumulative frequency polygon -- Cumulative perentage frequency polygon or ogive -- Advantages and limitations of histogram and polygon -- Measures of central tendency: The characteristics of the mean, median and mode: Mean -- Median -- Mode -- Advantages of the mean, median and mode -- Disadvantages of the mean, median and mode -- The arithmetic mean:The mean from ungrouped data -- The weighted arithmetic mean:The mean from grouped data -- Midpoint method -- Class-deviation method -- The median: The median from ungrouped data -- The median from grouped data -- The median from below -- Median from above -- The mode: The mode from ungrouped data -- The mode from grouped data -- Point measures: Quartile -- Decile -- Percentile -- Measures of variability: The range -- Quartile deviation or semi-interquartile range -- Quartile deviation from ungrouped data -- Quartile deviation from grouped data -- The average or mean deviation -- Average deviation from ungrouped data -- Average deviation from grouped data -- The variance: Variance from ungrouped data -- Working formula -- Machine formula -- Variance from grouped data -- Midpoint method -- Class-deviation method -- Standard deviation -- Standard deviation from ungrouped data -- Working formula -- Machine formula -- Standard deviation from grouped data -- Midpoint method -- lass-deviation method -- Interpretation of stanard deviation -- The standard deviation method of marking -- Coefficient of variation -- Measures of correlation: Perfect positive correlation -- Perfect negative correlation -- Spearman rank correlation coefficient or spearman rho -- Pearson product-moment correlation coefficient -- Interpretation of correlation value -- Scatter diagram or scattergram.
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