Assessment 1 (Key Concepts) Educational Measurement

Measurement Assessment and Evaluation  Measurement involves the use of standardized instruments
Evaluation – Involves interpretation and analysis of data  Educational measurement is more difficult because it involves
gathered from measurement and assessment, ranking, measuring quantities and qualities that aare more abstract,
appraising, judging, interpreting and analyzing, unseen and cannot be touched.
Assessment - Ongoing process of gathering and organizing  (OBJECTIVE)Testing – one of the procedures that can be
evidence of what a student can do into interpretable form. used to measure knowledge of a subject matter
- Obtaining information relative to some known objective or  (SUBJECTIVE)Perception – through rating – another way
goal. of measuring
- All tests are assessment but not all assessment are test  Educational Measurement
- We assess to determine whether or not an objective or goal Indicators, Variables, Factors
has been obtained.  Indicator (I)– presence or absence of a measured characteristic
Measurement – quantifying an individual’s achievement,  I=1 if the characteristic is present
personality, attitudes, habits, skills.  I=0 if the characteristic is absent
 Variable (x)– Group of indicators
 X= class participation
 I1, I2, I3,....In denotes participation of student
Evaluation  N= total number of participation
Learning/ Assessment  X = (∑𝑛𝑥=1 𝐼𝑥 )/𝑁
Assessment  Factor – Group of variables
(Gathering and organizing information about traits) Evaluation
e.g:X1 = computational skills
Objectives
Measurement (Interpreting X2 = reading skills
• SMART and judging
• General data about
X3 = Vocabulary
(Quantification of Traits)
(Declarative traits and X4 = Logic and reasoning
) • Test making
• Traditional (Pen and X5 = Manual dexterity
• Specific Paper)
decisions)
What to evaluate? (educational context)
(Procedural • Alternative (Performance
) based, Portfolio,  Teaching (teachers)
 Learning (students)
 Curriculum/Program (subject)
Why assessment is given emphasis in the subject?
 Assessment is on going process of finding evidences of learning
 It gives a more deeper analysis of the students abilities, what he
can and cannot do.
Roles of Assessment
 ASSESSMENT FOR LEARNING – done during and before learning
 Placement – done prior to instruction
 Placement of student according to aptitude or
achievement
 Aptitude – area of discipline a student would
most likely excel
 Achievement – Extent to which a student
attained the goal or objective
 Equivalency tests - PEPT
 Formative – done during instruction
 Diagnostic – done during instruction
 ASSESSMENT OF LEARNING – done after instruction
 Summative assessment – evaluates achievement at the
end of instruction
 ASSESSMENT AS LEARNING – assessment as a subject.
Assessment Targets
Target Description
Skills Ability to demonstrate achievement
related skills
Knowledge Mastery of substatiative subject matter
Reasoning Ability to use knowledge to reasoning and
solve problems
Affective Attainment of affective states such as
attitudes, interests and self efficacy
Products Ability to create achievement-related
products
 Performance Based Assessment (SKILLS and PRODUCTS)
Assesses the demonstration of their learning. An alternative
assessment that is designed to encompass a better overall
representation of student progress
 Process oriented performance based assessment
 Concerned with the actual task performance rather
than the output or product of the activity.
 The learning objectives in process oriented
performance based assessment are stated in directly
observable behaviors (Learning Competencies)
 Product oriented performance based asssessment
 Performance based tasks require performance-based
assessment in which the actual student performance
is being assessed through a PRODUCT, that
demonstrates levels of task achievement.
ACTIVITY
 Discuss the difference between assessment and evaluation.
 Create an instructional objective on a specific topic and discuss
on how you are going to assess student learning before, during
and after instruction. Discuss further, the learning
target/targets that you are going to assess. There is no limit as
to how many targets you are going to assess as long as you can
provide assessment tools to assess such targets. Follow the
following format:
1. Topic
2. Specific Objective
Kind of learning Target
Level of Cognitive/Knowledge Target (If cognitive)
3. Assessment Before Learning
Sample Question/Test Item
4. Assessment During Learning
Sample Question/ Test Item
5. Assessment After Learning
Sample Question/Test Item