MEASUREMENT AND EVALUATION

MEASUREMENT

EVALUATION

ASSESSMENT

TESTING
 Assessment

 Refers to the different components and activities of different schools..

 Systematic process of gathering, interpreting and using this information about
student learning.
 A process of gathering evidence of student’s performance over a period of
time to determine learning and mastery of skills.
 It emphasizes on individual student or groups of individuals and on the
academic program of a certain educational institution.
 Overall Goal of Assessment

Improve student learning and provide students, parents and

teachers with reliable information regarding student progress
and extent of attainment of the expected learning outcomes.
 Purpose of Assessment

Provide feedback to students.

 Serve as diagnostic tool for instruction.
 It answers the questions:
 “ Was the instruction effective?”
 “Did the students achieve the intended learning outcome?”
 Testing

 One of the different methods used to measure the level of

performance or achievement of the learners.
 Refers to the administration, scoring, and interpretation of the
procedures designed to get information about the extent of the
performance of the students.
 Such as: oral questionings, observations, projects, performances
and portfolios.
 Evaluation

 It originates from the root word “value”.

 It is defined as a process designed to provide information that will help us to

make a judgment about a particular situation.

The end result of evaluation is to adopt, reject or revise what has been
evaluated.
Objects of evaluation:
Instructional programs, school projects, teachers, students, and
educational goals.
 Measurement

 Process of quantifying or assigning number to the individual’s intelligence,

personality, attitudes and values, and achievement of the students.
 It expresses the assessment data in terms of numerical values and answer
the question, “how much”
 e.g. When a teacher gives to the test of the students such as Maria got 23
correct answers out of 25 items.
 Sarah got 95% in her Math first quarterly assessment.
 Julia’s score 88% in her laboratory test in Biology.
 Evaluation

 It originates from the root word “value”.

 Refers to the process of judging the quality of what is good and what is
desirable.
 Comparison of data to a set of standard or learning criteria for the purpose of
judging the worth or quality.
The end result of evaluation is to adopt, reject or revise what has been
evaluated.
Objects of evaluation:
Instructional programs, school projects, teachers, students, and
educational goals.
 Formative Evaluation

 Method of judging the worth of a program while the program

activities are in progress.
 It focuses on the process.
 Results of this evaluation give opportunities to the proponents,
learners and teachers how well the objectives of the program are
being attained.
 Its main objective is to determine the deficiencies so that the
appropriate interventions can be done.
 Summative Evaluation

 Method of judging the worth of a program at the end of the

program activities.
 It focuses on the result.
 Instruments used to collect data:
 questionnaire, survey forms, interviews/observation guide and
tests.
 Designed to determine the effectiveness of a program or activity
based on its avowed purposes.
 Role of Assessment in Classroom Instruction
A. Beginning of Instruction:
Placement
A type of assessment given at the beginning of instruction.
It is concerned with the entry performance and typically focuses on the
questions:
1. Does the learner possess the knowledge and skills needed to begin the
planned instruction?
2. To what extent has the learner already developed the understanding and
skills that are the goals of planned objectives?
3. To what extent do student’s interest, work habits, and personality indicate
that one mode of instruction might be better than another?
 Purpose of Placement

Determine the prerequisite skills.

Degree of mastery of the course objectives
The best mode of learning
 B. During Instruction
1. Formative Assessment
A type of assessment used to monitor the learning progress of the
students during instruction.
Purpose:
a. Provide immediate feedback to both student and teacher regarding
the success and failures of learning
b. Identify the learning errors that are needed of correction
c. Provide teachers with information on how to modify instruction
d. Improve learning and instruction.
e. Track the progress of the learners
 During Instruction
2. Diagnostic Assessment
Given at the beginning of instruction or during instruction
Purpose:
a. Identify the strengths and weakness of the students regarding the
topics to be discussed
b. Determine the level of competence of the students.
c. Identify the students who already have the knowledge about the
lesson
d. Determine the causes of learning problems that cannot be
revealed by formative assessment
 C. End of Instruction

 Summative Assessment
Given at the end of the course or unit
Purpose:
a. Determine the extent to which the instructional objectives have been
met
b. Certify student mastery of the intended learning
outcomes/competencies as well as use it for assigning grades:
1. provide information for judging appropriateness of the instructional
objectives
2. Determine the effectiveness of instruction.
TYPES OF ASSESSMENT PROCEDURES
 Classification Types of Assessment Function of Assessment Examples of Instruments

Maximum Performance Determine what individuals can do when performing at their best. Aptitude tests, Achievement Tests.
Nature of Assessment
Typical Performance Determine what individuals will do under natural conditions Attitude, interest, and personality

Fixed-Choice Measure knowledge and skills effectively and efficiently Standard Multiple-Choice Test
Form of Assessment
Complex-Performance Assessment Assessment procedure used to measure the performance of the Readiness tests, Aptitude tests, pretest on
learner in contexts and on problems valued in their own course objective, self-report inventories,
observational techniques
Used in Classroom Placement Measure the learner’s prerequisite skills, degree of mastery of the Readiness tests, aptitude tests, pretest on
Instruction course, degree of mastery of the course goals, and / or best modes course objectives, self-report inventories,
of learning. observational techniques
Formative Determine the learner’s learning progress, provides feedback to Teacher-made tests, custom-made tests
reinforce learning, and correct learning errors. from textbook publishers, observational
techniques

Diagnostic Determine the causes of learner’s persistent learning difficulties Published diagnostic tests, teacher-made
such as intellectual, physical, emotional, and environmental diagnostic tests, observational techniques
difficulties

Summative Determine the end-of-course achievement for assigning grades or Teacher-made survey tests, performance
certifying mastery of objectives. rating scales, product scales
Classification Types of Assessment Function of Assessment Examples of Instruments

Describe student performance according to a Teacher-made tests, custom-made

specified domain of a clearly defined learning tests from textbook publishers,
Criterion Reference tasks. observational techniques
e.g. Multiplies three-digit to whole numbers
correctly and accurately
Methods of Interpreting
Results

Describe student’s performance according to Standardized aptitude tests, teacher-

relative position in some known group. made survey tests, achievement test,
Norm-Reference e.g. ranks 5th in a classroom group of 40. interest inventories, adjustment
inventories.
OTHER TYPES OF TEST
 Non-Standardized Test V.S. Standardized Test

 Non-Standardized – Type of test developed by the classroom

teachers.

 Standardized Test – Type of test developed by test specialists.

 It is administered, score, and interpreted using a certain standard
condition.
 Objective Test V.S. Subjective Test

 Objective
Test – Type of test in which two or more evaluators give
an examinee the same score.

 Subjective
Test – Type of test in which the scores are influenced by
the judgment of the evaluators, meaning there is no one correct
answer.
 Supply Test V.S. Fixed-Response Test

 Supply Test – Type of test that requires the examinees to supply

an answer such as essay test item or completion or short answer
test item.

 FixedTest – Type of test that requires the examinees to select an

answer from a given option such as multiple choice test, matching
type of test, or true/false.
 Individual Test V.S. Group Test

 Individual Test – Type of test administered to student on a one-on-

one basis using oral questioning.

 Group Test – Type of test administered to a group of individuals or

group of students.
 Mastery Test V.S. Survey

 MasteryTest – Type of achievement test that measures the degree

of mastery of limited set of learning outcomes using criterion-
reference to interpret the result.

 Survey Test – Type of test that measures student’s general

achievement over a broad range of learning outcomes using norm-
reference to interpret the result.
 Speed Test V.S. Power Test

 Speed Test – Designed to measure number of items

an individual can complete over a certain period of
time.

 Power Test – Designed to measure the level of

performance rather than speed of response .
 It contains test items that are arranged according to
increasing degree of difficulty
 Modes of Assessment

Used by a classroom teacher to assess the learning progress of the

students.
 Traditional Assessment

 Type of assessment in which students choose their answer from a given list
of choices.

 E.g. Multiple-Choice Test, Standard true/false test, Matching type test, and
Fill in the blank test.

 Students are expected to recognize that there is only one correct or best
answer for the question asked.
 Alternative Assessment

 Type of assessment in which students create an original response from a

given list of choices.
 Students respond to a question using their own ideas, in their own words.

 E.g. Short-answer question, essay, oral presentation, exhibitions,

demonstration, performance assessment, and portfolios. It includes teacher
observation and student self-assessment.
 Components of Alternative Assessment

a. Assessment is based on authentic tasks that demonstrate students’

ability to accomplish communication goals.
b. The teacher and students focus on communication, not on right and
wrong answers.
c. Students help the teacher to set the criteria for successful completion of
communication tasks.
d. Students have opportunities to assess themselves and their peers.
 Performance Based Assessment
 According to (Mueller, 2010), performance assessment in which students are asked to
perform real-world tasks that demonstrate meaningful application of essential knowledge
and skills.

 A direct measure of student performance because the tasks are designed to incorporate
context, problems and solution strategies that students would use in real life.
 It focuses on processes and rationales.
 There is no single correct answer; instead students are led to craft polished, thorough and
justifiable responses, performances that are linked to the curriculum.
 Teacher is an important collaborator in creating tasks, as well in developing guidelines for
scoring and interpretation.
 Portfolio Assessment

 Systematic, longitudinal collection of student work created in

response to specific, known instructional objectives and evaluated
in relation to specific, known instructional objectives and evaluated
in relation to the same criteria (Ferenz, K., 2001).

 Portfoliois a purposeful collection of student work that exhibits the

student’s efforts, progress, and achievements in one or more
areas over a period time.
 It measures the growth and development of students.
 Guidelines For Effective Student Assessment

 1. Effective assessment requires a clear concept of all intended learning outcomes.

 2. Effective assessment requires that a variety of assessment procedures should
be used.
 3. Effective assessment requires that the procedures must be fair to everyone.
 4. Effective assessment requires that the instructional relevance of the procedure
should be considered.
 5. Effective assessment requires an adequate sample of student performance.
 6. Effective assessment requires feedback to students emphasizing strength of
performance and weaknesses to be corrected.
 7. Effective assessment must be supported by comprehensive grading and
reporting system.
 Functions of Measurement & Evaluation


 Measures students’ achievement.

 Evaluate instruction.

 Motivate learning.

 Predict success.

 Diagnose the nature of difficulties.

 Evaluate teachers’ performance.

 Evaluate school’s facilities.

 An aptitude test, by definition, is any type of assessment that
evaluates the talent/ability/potential to perform a certain task, with no
prior knowledge and/or training.

 An interest inventory is a testing instrument designed for the
purpose of measuring and evaluating the level of an
individual's interest in, or preference for, a variety of activities; also
known as interest test.
A personality test is a method of assessing human personality
constructs. ... The first personality assessment measures were
developed in the 1920s and were intended to ease the process of
personnel selection, particularly in the armed forces.

 An achievement test is a test of developed skill or knowledge. The
most common type of achievement test is a
standardized test developed to measure skills and knowledge
learned in a given grade level, usually through planned instruction,
such as training or classroom instruction.
 Readiness tests are commonly used in educational situations, and
often include the measurement of cognitive, perceptual, emotional,
motivational, and other factors involved in the learning process, in an
attempt to determine if a student is in a position to benefit from a
particular course of instruction.

A self-report inventory is a type of psychological test in which a
person fills out a survey or questionnaire with or without the help of
an investigator.
 There are a variety of types of observational research, each of
which has both strengths and weaknesses. ... Observational research
is particularly prevalent in the social sciences and in marketing. It is a
social research technique that involves the direct observation of
phenomena in their natural setting.

 Diagnostic Test or Diagnostic Study Definition.

A diagnostic procedure is an examination to identify an individual's
specific areas of weakness and strength in order determine a
condition, disease or illness.
