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Polytechnic University of thePhilippines

Taguig CampusWritten Report in Assessment and Evaluation of Learning (SEED 3083)

Topics: Types of Teacher-Made Examinations and Oral Examinations

Prepared by: Group 5 (B.I.M.B.Y.)

Submitted to: Dr. Juanita B. Carlos

February 9, 2013

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Group V: B.I.M.B.Y.

(Brave Individuals Made to Bless theYouth)

Chairman: Moldez, Romar O.

Recorder: Gagalac, Michelle Angela A.

Evaluator: Galinato, Ronniel G.

Members:

1. Bartolay, Jennet B.

2. Chavez, Analyn P.

3. Flores, Nairie Jane Z.

4. Paulo, Arneil Leandro P.

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Table of Contents

The Group Members2

Objectives4

Procedure4

Major Classes of Teacher-Made Examinations5

Types of Questions/Items Asked in Examinations According to what they Measure

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Types of Oral Examination According to Number Answering 10

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Types of Oral Examination According to the Objectives of Measurement

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Advantages of Oral Examination12

Disadvantages of Oral Examination13

Improving Construction and Conduct of Oral Examinations 14

Example of an Oral Examination15

References15

Objectives

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At the end of the report, students will be able to:

1. Recall about the use of teacher-made examinations;

2. Identify the different types of teacher-made examinations;

3. Distinguish the types of questions or items asked in examinations according to whatthey measure;

4. Illustrate the concept of oral examinations based on number answering and based on objectives of measurement;

5. Recognize the advantages and disadvantages of conducting oral examinations;

6. Assess the oral examinations from the personal accounts of the students;

7. Develop ways on how to improve the construction and conduct of oral examinations; and

8. Standardize a better and efficient oral examination in order to become a more valid educational measurement.

Procedure

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A. Recall about the comparison between Standardized test and Teacher-made test

B. Discussion of the reporters on their respective topics

C. Asking of related questions by the reporter to the students as well as by the students to the reporter

D. Narration of personal experiences of the students during the time they had answered anoral exam

E. Evaluation of the knowledge gained from the reports in the form of asking HOTS questions

F. Conducting an oral exam applying the principles and suggestions stated in the reports

Major Classes of Teacher-Made Examinations

As mentioned in the earlier lessons, teacher-made examinations are constructed by teachers given to theirstudents for the purpose of marking and promotion. In addition, they are the principal tools in measuring

Reported by: Jennet B. Bartolay

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school achievement. They are grouped in the following classes:

1. Oral Examinations These are tests wherein they solicit responses in the form ofspoken words. The questions could be given inthe form of spoken words or in writing. Examples of this test are oral recitation andoral defense of a thesis/dissertation in graduate studies.

Oral Recitation refers to the practice of having the entire class recites important facts, identifications, definitions, and procedures within the instruction and later when they need to be revisited. Concept development generally precedes oral recitation. Whole class recitation(repetition) of this information should be repeated a number of times, however the total time involved should not exceed two and one-half minutes.

Oral recitation is just one method of helping students memorize information. Adults often use it when trying to remember a license plate numberor grocery list. This practice anchors information in the brain and helps students absorb and retain information upon which understanding and critical thought is based. Themore sophisticated mental operations of analysis,synthesis, and evaluation are impossible without rapid and accurate recall of bodies of specific

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information.

The process also keeps students engaged in learning, helps them verbalize their knowledge, and suggests that if the information being presented is important enough for the entire class to recite, it is worth remembering.

Oral Defense for Thesis/Dissertation refers toa specialized type of oral examination wherein itfocuses in the presentation of a thesis or dissertation wherein a set of panelist tries to clarify some points in the presented study and the students are required only to answer those orally.

2. Written Examinations These are tests in which the answers are given in writing. The questions may be given orally orin writing. Examples of which are essay and objective examinations.

Essay Examination an assessment technique thatrequires students to thoroughly respond to a question or prompt by developing, organizing, andwriting an original composition. The purpose of an essay test is to assess students' abilities toconstruct a logical, cohesive, and persuasive writing piece.

Objective Examination intended to measure an individual's abilities and to be scored without bias or judgment. Sometimes there is confusion

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that the test itself is not biased, but it is important to remember that the impartiality of the exam is based on the scoring procedures rather than on the questions or on the structure of the test. An objective test is distinct from subjective or projective tests, which are more prone to bias in scoring.

3. Performance Examinations These areexaminations in which the responses are givenby means of overt actions.

Calisthenics (Physical Education) refers to exercises that are done in a rhythmic, systematicway using the body weight for resistance. Typicalcalisthenic exercises include pushups, jumping jacks, squats and crunches and focus on building strength, endurance and flexibility. These days, we regularly see calisthenic exercises in traditional strength training workouts as well asin circuit training and boot camp training.

Marching and assembling a gun (Military Training) Dressmaking (Garments) Troubleshooting (Computer Hardware Servicing)

Questions:

When you were a student, on which type of teacher-made exam do you usually excel? Why?

Give at least two reasons why performance exams are seldom done by teachers.

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Types of Questions/Items Asked in ExaminationsAccording to what they Measure

1. Questions/Items that measure knowledge of factsor factual information.

Examples:

What is the ordinal position of Barack Obama asPresident of the United States of America?

Chanos chanos is the national fish of what country?

How many planets in the Solar System that areconsidered to be terrestrial?

Phoenicia is the ancient name of (a) Egypt (b)Lebanon (c) Sudan.

2. Questions/Items that measure understandingparticularly of terminologies, ideas and concepts,methods and procedures.

Examples:

Explain the meaning of linguistics.

How could you find the perimeter of a square?

Reported by: Romar O. Moldez

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Mayonnaise is an example of _______________.

Give the formula for weighted mean.

3. Questions/Items that measure reasoning power,critical thinking, analytical ability, criticalevaluation, etc.

Examples:

Why must the Filipinos be educated for theautomated elections?

Based from the principle of Hinduism, why do youthink some value reincarnation and karma?

We must preserve our natural resources because_________.

(a) it is part of our obligation as livingthings.

(b) it would take more than a lifetime toreplenish some of those.

(c) it is stated in the universal law.

(d) some of them are only endemic in thePhilippines.

As a student, why do we need to comply with therules and regulations of the university?

4. Questions/Items that measure performance skill.

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Examples:

Recite the poem Trees by Joyce Kilmer.

Spell the word paranoia.

Sing a few lines from the song Way Back in to Love.

Execute the basic foot movements in dancing.

5. Questions/Items that measure values, attitudes,and appreciations, especially in literature, musicand art, scientific achievement, and socialinteractions.

Examples:

As a future teacher, what do you think are thevalues that need to be reintegrated to thestudents?

Do you tell a lie if it is the only way to escapefor offenses?

How can you show cleanliness inside and outsideyourself?

If you were Galileo, would you insist on yourbelief even if it contradicts the belief of theclergy then?

6. Questions/Items that measure judgment.

Examples:

Reproductive Health Law should not be questioned

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for its validity. (Agree or Disagree)

Evaluating the Marcos dictatorship, thePhilippines then became a crime-free country.(True or False)

Evaluating the domains of educational objectives,affective domain is the most important (Agree orDisagree).

If you are a student teacher and you witnessedthat one of your students did not comply with hisschool requirements frequently, what will you dofirst?

(a) Ask him about this matter personally afterclass.

(b) Let his parents come to school and talk tothem.

(c) Seek assistance from the Guidance Counselorof the school.

7. Questions/Items that measure interest(personal, social, educational, vocational,leisure, etc.).

Examples:

Which do you prefer to watch, Korean dramas orFilipino teleseryes?

Which will you buy first in the near future,

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house and lot or luxury car?

What do you prefer before sleeping, having anadvanced study for the lessons to be taught orwatching your favorite TV program?

What pet would you like to be given to you as apresent, a gold fish or a hamster?

8. Questions/Items that measure social andemotional adjustment.

Examples:

Are you having enough time to review for someexams?

Do you consider yourself as ambivert?

As of now, is there anything that disturbs yourconcentration?

Can you conclude today that you’re a calm person?

Reported by: Arneil Leandro P. Paulo

Questions:

With respect to your personal capabilities, which of these types of questions could you not easily answer? Explain.

Relate the types of questions discussed to the multiple intelligences.

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Types of Oral Examination According to Number Answering

1.Individual oral examination This is anexamination in which a student is asked to answer aquestion/s in the presence of his classmates orother people. Its purpose for marking or for theselection of one to fill up a vacant position.

Examples:

Class recitation

Poem recital

Public speaking

Interviewing job applicants

Oral defense of a thesis/dissertation

2.Group oral test This is a test in which two ormore students are asked to answer a question inconcert or as a group.

Examples:

Choral renditions

Choral speaking

Questions:

Narrate your experience while answering an individual or a group oral test.

Differentiate the preparations done in answering for a job interview to a simple oral recitation in the classroom.

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Types of Oral Examination According to theObjectives of Measurement

1.Questions for marking In this type ofquestioning, the students are graded according tothe quality of their answers and such grades formpart of the overall achievement scores of thestudents in a particular subject.

Examples:

Class recitation

Oral defense of a thesis/dissertation

2.Questions for selection The purpose of thisquestioning is to fill up a vacant position eitherfor honor, for scholarship, for employment, and forother competitive positions.

Examples:

Questions asked in quiz bees

Questions asked in beauty contests

Reported by: Nairie Jane Z. Flores

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Questions asked in scholarship selection

Advantages of Oral Examination

1.It can be used in any grade or year level, especially in the lower grades.

2.It can be used in any subject.

3.It can be used for diagnostic purposes todiscover the strengths weaknesses, needs, studyhabits, and intellectual abilities of thestudents.

4.The difficulty of the question can be adjusted tosuit the ability of the student answering.

Reported by: Michelle Angela A. Gagalac

Questions:

On what instances where these types of oral examinations become invalid?

Enumerate other situations wherein questions for selection will be used.

Questions:

Share your personal insights regarding one of the four advantages of oral examinations.

If a teacher sees that his/her questions are not suitable for an oral exam, what must he/she do?

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Disadvantages of Oral Examination

1.Marking is too subjective and there is no way of standardizing questioning and scoring.

2.It is unfair since some students are asked toanswer difficult questions while others are askedto answer easy ones.

3.Since only one or two questions may be asked fora student, the amount of knowledge measured isvery limited.

4.It takes too long a time before all the studentsin a class are measured.

5.The results cannot be used for comparisonpurposes, that is, comparing the scores of thestudents, because the students are asked toanswer different questions of varyingdifficulties.

Reported by: Analyn P. Chavez

Questions:

As a teacher someday, how could you show fairness in giving oral examinations?

If an oral exam consumes more time, how long must an oral exam take?

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Improving Construction and Conduct of OralExaminations

Kostik and Nixon suggest the following to improve thequality of oral examinations:

1.The question should present a single, central point.

2.It should be stated in positive form.

3.It should enable the informed pupil to showevidence of attainment.

4.It should deal with an important point.

5.It should present an element of novelty if itseeks to measure high level outcome.

6.Proper advanced preparation is made before theexamination.

Reported by: Ronniel G. Galinato

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7.Consistent procedures should be followed in thequestion session.

8.Scoring and rating methods should besystematically applied.

9.The teacher should be as fair as possible.

Example of an Oral Examination

Answer the following questions as if you are in a job interview. You will be given 10 minutes to answer each question. Good luck!

1.Describe yourself as a future teacher.

2.What makes you different among the other applicantsfor the position of an English teacher?

Questions:

How is criticism involved in conducting an oral exam?

Give a novel question suitable to be answered in an oral exam.

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3.As a teacher, what are the professional and personal attributes that you must obtain?

4.How will you cope up to the situation wherein some of your students seems bored to your discussion?

5.What do you prefer, a second parent or an older brother or sister to your students? Explain.

References

http://www.rpdp.net/BAM/pdf/Oral%20Recitation.pdf

http://www.education.com

http://exercise.about.com/od/exerciseworkouts/g/calisthenics.htm

Calderon, Jose F. (1993), Measurement and Evaluation.Mandaluyong City: National Book Store, Inc. pages63-68.