ADMINISTRATIVE AND SUPERVISORY

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ADMINISTRATIVE AND SUPERVISORY USES OF TESTS AND
MEASUREMENT

• Maria Luz B. Sotto

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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.

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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.

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

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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

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• 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

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• 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

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• 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

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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.

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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.

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• 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.

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• 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.

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• 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.

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• 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.

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• 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.

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• 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

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• 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.

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• 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.

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• 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.

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• 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.

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• 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.

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• 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.

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• 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.

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• Thank you!