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ADMINISTRATIVE AND SUPERVISORY

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Title: ADMINISTRATIVE AND SUPERVISORY


1
ADMINISTRATIVE AND SUPERVISORY USES OF TESTS AND
MEASUREMENT
  • Maria Luz B. Sotto

2
SPECIFIC OBJECTIVES
  • To obtain a proper concept of importance of tests
    and measurement in school administration and
    supervision.
  • To acquaint the students with different types of
    tests useful in administration and supervision.
  • To appreciate the values and limitations of
    educational and intelligence tests in
    administration and supervision.

3
The Importance of Tests and Measurement in School
Administration and Supervision
  • Like, teaching, administration or supervision
    becomes more productive when followed by
  • 1. An accurate appraisal of its results and
    the tests scores are used to guide.
  • 2. To adjust, or to revise the status of the
    pupils learning.

4
  • 3. Chief function of the school administrator or
    supervisor is to cooperate with his teachers
  • formulating
  • organizing
  • integrating the tests results

5
TYPES OF TESTS USEFUL
  • 1. Intelligence tests- individual and group
    tests.
  • a. Army Alpha
  • b. Army Beta
  • c. Aptitude tests
  • d. Detroit First Grade Intelligence Test
  • e. Haggerty Intelligence Examination
  • f. Hen - mon- Helson Tests of Mental Ability

6
  • g. Kuhlman- Anderson Intelligence Test
  • h. Macquarrie Test of Mechanical Ability
  • Merrill- Palmer Scale of Mental Test
  • j. Miller Mental Ability Test
  • k. National Intelligence Test
  • l. Otis Group Intelligence Test
  • m. Otis Self- Administering Test of Mental
    Ability
  • n. Philippine Mental Ability Test
  • o. Philippine Self- Administering Intelligence
    Test

7
  • p. Terman Group Test of Mental Ability
  • q. Thorndike Intelligence Examination
  • r. Philippine Teacher Selection Test
  • 2. Educational Tests or Achievement Tests-measure
    the achievement of the pupils in different
    subjects.
  • Philippine Educational Achievement Tests
  • Philippine Achievement Tests
  • Philippine Secondary Tests In Third Year
    Philippine Social Life

8
  • d. Philippine Secondary Test In Third Year
    Biology
  • e. Philippine Secondary Test In The Third Year
    English
  • f. Philippine Secondary Test In Fourth Year
    Economics
  • g. Philippine Secondary Test In Fourth Year
    English

9
The Different Types Of Standardized Non-
Standardized Educational Tests
  1. Survey Tests- batteries of achievement tests.
  2. Diagnostic Tests- designed to discover or to
    diagnose specific learning difficulties of the
    pupils.
  3. Prognostic Tests-aptitude tests
  4. Non-standardized Tests-no fixed forms.

10
Criteria of Good Tests
  1. Validity-determined by the degree to which it
    actual measures what is supposed to measure.
  2. Reliability- the consistency of measurement.
  3. Objectively-the opinion is eliminated from giving
    scoring.
  4. Graduated difficulty-arranged according to a
    graduated scale of difficulty.

11
  • 5. Ease of administration scoring-the case in
    giving and taking the examination.
  • 6. Having a Fixed Norm-an important
    characteristics of a standardized test.
  • ADMINISTRATIVE SUPERVISORY USES OF
    INTELLIGENCIES TESTS
  • 1. Admission to college university-discover
    individual aptitude for study in the college.

12
  • 2. Classification of Students- the use of
    intelligence tests.
  • 3. Guidance-to assist the learner to acquire
    sufficient understanding of himself his
    environment.
  • 4. Scholarship- help the school administrator to
    select students for scholarship in which the
    (I.Q) (A.Q) form the bases of selection.
  • 5. For Discovering Exceptional Students-to
    discover bright and dull students.

13
  • 6. For Curriculum Making- help in planning the
    differentiated curriculum depending upon the
    medium obtained.
  • ADMINISTRATIVE SUPERVISORY USES OF EDUCATIONAL
    TESTS
  • To measure the growth of pupils in knowledge,
    habits, skills, abilities, and attitudes.
  • To measure the standard of the school under ones
    supervision direction.

14
  • 3. To diagnose the difficulties or weakness of
    the students teaching staff.
  • 4. To measure the effectiveness of teaching
    methods and techniques.
  • 5. To measure the progress of the pupils or the
    school by comparing the result of their past
    tests.
  • 6. To measure the efficiency of the teachers in
    service.

15
  • 7. To classify students into sections or classes.
  • 8. To set up standards of the pupils performance
    in different subjects.
  • 9. To guide the administrator and supervisor in
    planning their educational program.
  • 10. To provide good public relations between the
    school and the community.

16
  • SCHOOL GRADE
  • Percentage System
  • The Normal- Curve Or The Missouri Plan
  • FACTORS INFLUENCING THE STUDENTS PERFORMANCE
  • Evident b. observable c. Recognized
  • d. Some are hidden e. subtle
  • f. overlooked

17
  • Basic Principles of Good Marking System
  • A marking system should be clear and definite.
  • A marking system should be realistic , reasonable
    , and as true to human life patterns as possible.
  • A marking system should provide sufficient range
    of grades so that various degrees of attainment
    can be indicated.

18
  • 4. A marking system should be based on objective
    measures or standards that can be checked
    objectively or rated consistently with a degree
    of reliability.
  • 5. A marking system should utilize statistical
    procedures in converting scores into grades.
  • 6. A marking system must be used as means to an
    end and not as an end in itself.

19
  • 7. The marking system should be in harmony.
  • 8. The marking system should be designed and
    utilized primarily for the purpose of benefiting
    the pupil rather than the teacher.
  • 9. The marking system should be developed
    democratically with the cooperative participation
    of persons concerned.

20
  • 10. The grading system should be evaluated
    continuously and modified.
  • 11. The manner in which the grading reports are
    submitted to the parents.
  • Weakness of the Teacher- Made- Test Or Non-
    Standard Tests
  • A good administrator or supervisor
  • 1. aware of the common weakness of the
    teachers testing procedures.

21
  • 2. need to guard against the weakness that arise
    with the so- called objective tests, such as the
    true- and- false, the completion, the multiple
    choice, and the matching type.
  • general knowledge of the common errors made by
    the teachers.
  • Limitations of Standardized Educational
  • Tests
  • 1. Standardized educational tests do not measure
    all contents in learning.

22
  • 2. They are not adapted to all conditions.
  • 3. Standardized educational tests tend to produce
    mediocrity in teaching.
  • 4. The fixed norm penalizes the dull or slow
    pupils.
  • 5. Standardized tests are not valid , owing to
    differences in materials taught and method and
    devices used.
  • 6. Standardized tests do not prove helpful in
    many experimental situations.

23
  • Misuses of Test Results
  • Giving a series of tests with no clear -cut
    purpose and then doing nothing except compiling
    the results for a report.
  • Arise from failure to realize the limitations.
  • Found in using the tests to do things.
  • The tendency to regard norms as standard to be
    attained rather than the simple measure of
    present conditions.

24
  • Thank you!
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