Measurement: assignment of numbers or other symbols to certain characteristics of the object of interest according to some specified rules in order

to reflect quantities and properties. Evaluation: consideration of evidences in the light of standard and in terms of the particular situations in the goals, which the group or individual are striving to attain. Assessment: series of measures used to determine complex attribute of an individual or group. It involves gathering and interpreting information about student level of attainment and learning goals. Purpose of evaluation:

Make judgments about the quality or worth of something Refer to the product of something

Formative and summative assessment: Formative: Formative and summative assessment: Formative: conduct is to monitor the instructional process to determine whether learning has taking place as planned. Informs whether the learners have mastered a unit or not. Uses of formative evaluation of students:
1.

Reinforcement. It should inform the learners whether they have mastered the unit or not.

2.

Diagnosis. Errors made by the students in the formative evaluation diagnose the weakness of the students as bases for remedial instruction.

For teachers:
1.

Handling errors. Teacher should handle errors made by the students. It can be reviewed in the class.

2.

Quality control. It could be used as the basis for remedial instruction and improvement of instruction.

3.

Forecasting. Summative results can be forecasted on the basis of formative evaluation form.

Summative Evaluation

Conduct at the end of an instructional segment to determine if learning is sufficiently complete to warrant moving the learner to the next segment of instruction.

Uses: 1. To assign grades. Standard indicates specific skills that students must attain and the behavior to exhibit/
2.

Provide feedbacks to the students. Grades assigned the results of summative tests.

3.

Compare outcomes from different groups

Functions of measurement and evaluation:

1.

To measure students achievement. It is whether they have reached the goals.

2.

To evaluate instruction. Effectiveness and ineffectiveness of instruction is ascertained through measurement and evaluation.

3. 4. 5.

To motivate learning. To predict success. To diagnose the level of difficulty.

Kinds of achievement test: 1. Content-referenced Performance level of an individual is compared to the explicit content area. Individuals achievement level is described in terms of some specifically defined set of skills or sphere of knowledge.

The meaning of the test scores is derived from the content-without regard for how others examinees may have scored. - Domain referenced.

- Objective referenced 2. Group referenced Interpretation is made from individuals score compared to the score of another individual or group. - Norm-referenced - Treatment referenced Criterion referenced
-

Individual score is compared with a cutoff.

Principles of high quality assessment; 1. Clarity of learning targets - Appropriate and clear - What students can do and know
2.

Appropriateness of the assessment method

- It should match 3. Validity - It should be reasonable and useful 4. Reliability - Used to measure errors in testing

5. Fairness - Unbiased 6. Positive consequences - Lead to better information and decision making about the students. 7. Practicality and efficiency - Familiarity with the method, the time required the complexity of the administration the ease of the scoring and interpretation, and the cost to determine the assessment practicality and efficiency.

Qualities of useful objectives: A. Audience. The who, for whom the objectives are addressed. B. Behavior. The expected product or outcome. It should be observable. C. Condition. It is describe as the condition under which performance is occur D. Degree. Criterion of acceptable performance describes how well the learner must perform in order to be considered acceptable.