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Learning Objective:
Learning Objective:
After INFORMATION SHEET, YOU MUST be able to:
After INFORMATION SHEET, YOU MUST be able to:
1. determine the objectives of an institutional competency evaluation;
1. determine the objectives of an institutional competency evaluation;
2. identify the parts of an Institutional Competency Evaluation Tool Evaluation is a very significant element of the teaching learning process.
2. identify the parts of an Institutional Competency Evaluation Tool Evaluation is a very significant element of the teaching learning process.
The Institutional Competency Evaluation Tool
The Institutional Competency Evaluation Tool
The competency evaluation tool should be carefully developed so that it will be able to assess the four dimensions of competency such as the:
The competency evaluation tool should be carefully developed so that it will be able to assess the four dimensions of competency such as the:
1. Task Skill
1. Task Skill
2. Task Management Skill
2. Task Management Skill
3. Job Role and Environment Management Skill
3. Job Role and Environment Management Skill
4. Contingency Management Skills
4. Contingency Management Skills
Characteristics of Good Evaluation Tools
Characteristics of Good Evaluation Tools
1. Reliability This refers to consistency of scores by the same person when re-examined with the same test on different occasion. Your test is reliable if your test is consistent in testing what it is trying to test.
1. Reliability This refers to consistency of scores by the same person when re-examined with the same test on different occasion. Your test is reliable if your test is consistent in testing what it is trying to test.
Factors that may affect Reliability
Factors that may affect Reliability
a) Length of the test – the longer the test the higher the reliability.
a) Length of the test – the longer the test the higher the reliability.
b) Difficulty of the test – the bigger the spread of the scores the more reliable the measured difference is likely to be. Items should not be too easy or too difficult.
b) Difficulty of the test – the bigger the spread of the scores the more reliable the measured difference is likely to be. Items should not be too easy or too difficult.
c) Objectivity – this is achieved if scores are independent of the subjective judgment of individual examinees.
c) Objectivity – this is achieved if scores are independent of the subjective judgment of individual examinees.
2. Validity This is the degree to which the test actually measures what it purports to measure. It provides a direct check on how well the test fulfils its functions.
2. Validity This is the degree to which the test actually measures what it purports to measure. It provides a direct check on how well the test fulfils its functions.
Factors that influence the validity of test:
Factors that influence the validity of test:
a) Appropriateness of test items;
a) Appropriateness of test items;
b) Directions;
b) Directions;
c) Reading vocabulary and sentence structures
c) Reading vocabulary and sentence structures
d) Difficulty of items;
d) Difficulty of items;
e) Construction of test items – no ambiguous items or leading items;
e) Construction of test items – no ambiguous items or leading items;
f) Length of the test – sufficient length;
f) Length of the test – sufficient length;
g) Arrangement of items – from easy to difficult; and
g) Arrangement of items – from easy to difficult; and
h) Patterns of answers – no patterns
h) Patterns of answers – no patterns
3. Objectivity The test must be fair to all the examinee.
3. Objectivity The test must be fair to all the examinee.
4. Discrimination It must pick up the good examinees from the poor
4. Discrimination It must pick up the good examinees from the poor
5. Ease of Administration and Scoring The test must have the right length and level of sophistication to do the job.
5. Ease of Administration and Scoring The test must have the right length and level of sophistication to do the job.
Parts of the Competency Evaluation Tool
Parts of the Competency Evaluation Tool
1. Evidence Plan
1. Evidence Plan
2. Written Test
2. Written Test
3. Performance Test
3. Performance Test
4. Questioning Tool (with answers)
4. Questioning Tool (with answers)
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