Educational Measurement and Evaluation

1. EducationalMeasurement and EvaluationMyrna E. Lahoylahoy, Ph.D.

2. Measurement defined Process of quantifying individuals achievement, personality, attitudes, habits

and skills Quantification appraisal of observable phenomena Process of assigning symbols to
dimensions of phenomena An operation performed on the physical world by an observer Process by
which information about the attributes or characteristics of things are determined and differentiated

3. Evaluation defined Qualitative aspect of determining the outcomes of learning. Process of ranking
with respect to attributes or trait Appraising the extent of learning Judging effectiveness of educ.
experience Interpreting and analyzing changes in behavior Describing accurately quantity and quality
of thing Summing up results of measurement or tests giving meaning based on value judgments
Systematic process of determining the extent to which instructional objectives are achieved
Considering evidence in the light of value standard and in terms of particular situations and goals which
the group of individuals are striving to attain.

4. TESTING a technique ofobtaining information needed forevaluation purposes. Tests, Quizzes,

measuring instruments are devices used to obtain such information

5. FUNCTIONS OF MEASUREMENTS1. INSTRUCTIONAL a) Principal (basic purpose) - to determine what

knowledge, skills, abilities, habits and attitudes have been acquired - to determine what progress or
extent of learning attained - to determine strengths, weaknesses, difficulties and needs of students

6. FUNCTIONS OF MEASUREMENTS 1.b) Secondary (auxiliary functions for effective teaching and
learning) - to help in study habits formation - to develop the effort-making capacity of students - to
serve as aid for guidance, counselling, and prognosis

7. FUNCTIONS OF MEASUREMENTS2. ADMINISTRATIVE/SUPERVISORY - to maintain standards - to

classify or select for special purposes - to determine teachers efficiency, effectiveness of methods,
strategies used (strengths, weaknesses, needs); standards of instruction - to serve as basis or guide for
curriculum making and developing

8. Administrative / supervisory Function - to serve as guide in educational planning of administrators

and supervisors - to set up norms of performance - to inform parents of their childrens progress in
school - to serve as basis for research

9. Functions of Evaluation1. Evaluation assesses or make appraisal of - Educational objectives, programs,

curricula, instructional materials, facilities - Teacher - Learner - Public relations of the school -
achievement scores of the learner2. Evaluation conducts research

10. Principles of EvaluationEvaluation should be1. Based on clearly stated objectives2. Comprehensive3.
Cooperative4. Used Judiciously5. Continuous and integral part of the teaching learning process

11. Types of Evaluation used in classroom instruction1. Diagnostic Evaluation detects pupils learning
difficulties which somehow are not revealed by formative tests. It is more comprehensive and specific.2.
Formative Evaluation It provides feedback regarding the students performance in attaining
instructional objectives. It identifies learning errors that neded to be corrected and it provides
information to make instruction more effective.
12. Types of Evaluation used in classroom instruction3. Placement Evaluation It defines students entry
behaviors. It determines knowledge and skills he possesses which are necessary at the beginning of
instruction.4. Summative Evaluation It determines the extent to which objectives of instruction have
been attained and is used for assigning grades/marks and to provide feedback to students.

13. Qualities of a Good Measuring Instrument1. VALIDITY Content, concurrent, predictive, construct2.
RELIABILITY adequacy, objectivity, testing condition, test administration procedures3. USABILITY
(practicality) ease in administration, scoring, interpretation and application, low cost, proper mechanical
make up

14. VALIDITYContent validity face validity or logically validity used in evaluating achievement
testConcurrent validity test agrees with or correlates with a criterion (ex. entrance
examination)Predictive validity degree of accuracy of how test predicts the level of performance in
activity which it intends to foretellConstruct validity agreement of the test with a theoretical construct
or trait (ex. IQ)

15. Lets have a problem situation:A fisherman who captures on piece of yellow fin tuna weighs it and it
measures 100 kilograms. As he meets a friend after friend, he tells that the weight of the fish he caught
is 130 kilo grams. In statistical sense, the story is reliable for it is consis- tent (why is it consistent), but
the truth- fulness of the fishermans story is not established, hence it is not valid but reliable.LESSON: A
test can be reliable without being valid but a valid test is reliable.

16. RELIABILITYMethods of estimating reliability1. Test-retest Method (uses Spearman rank correlation
coefficient)2. Parallel forms / alternate forms ( paired observations are correlated)3. Split-half method
(odd-even halves and computed using Spearman Brown formula)4. Internal-consistency method (Kuder-
Richardson formula 20)5. Scorer reliability method (two examiners independently score a set of test
papers then correlate their scores)

17. TESTSClassification of Tests according to manner of response: Oral and Written according to method
of preparation: Subjective/essay and Objective according to nature of answer Intelligence test,
Personality test, Aptitude test, Prognostic test, Diagnostic test, Achievement test, Preference test,
Accomplishment test, Scale test, Speed test, Power test, Standardized test, Teacher made test,
Placement test

18. Classification of Measuring Instrument1. Standard Tests a) Psychological test Intelligence test,
Aptitude test, Personality (Rating scale) test, Vocational and Professional Interest Inventory b)
Educational Test2. Teacher made test Planning, Preparing, Reproducing, Administering, Scoring,
Evaluating, Interpreting

19. Evaluating with the use of ITEM Analysis1. Effectiveness of distractors A good distractor attracts the
student in the lower group than in the upper group2. Index of discrimination The index of discrimination
may be positive if more students in the high group got the correct answer and negative if more students
in the low group got the correct answer.3. Index of difficulty Difficulty refers to the of getting the right
answer of each item. The smaller the percentage, the more difficult the item is.

20. Practice Task in Item AnalysisTest Item no. 5Options 1 2 3* 4 5Upper 27% 2 3 7 2 0 (14)Lower 27% 4
2 3 5 0 (14)*correct answer
21. Types of Teacher Made Tests1. Essay type Advantages: easy to construct, economical, minimize
guessing, develops critical thinking, minimize cheating and memorizing, develops good study habits2.
Objective type a) Recall type simple recall, completion type b) Recognition type alternate response
(true/false, yes/no, right/wrong, agree/disagree); Multiple choice (stem-and-options variety, setting-
and-options variety, group-term variety, structured response variety, contained-option variety) c)
Matching type d) Rearrangement type e) Analogy type purpose, cause and effect, synonym
relationship, antonym relationship, numerical relationship f) Identification type

22. Multiple Choice Test (Recognition type)1.stem-and-options variety : the stem serves as the
problem2.setting-and-options variety : the optional respon- ses are dependent upon a setting or
foundation of some sort, i.e. graphical representation3.group-term variety : consist of group of words or
terms in which one does not belong to the group4.structured response variety: makes use of
structured response which are commonly use in classroom testing for natural science
subjects5.contained-option variety: designed to identify errors in a word, phrase, sentence or
paragraph.

23. Analogy1.Purpose : shoe is to shoelace as door is to ___ a. transom b. threshold c. hinge d.

key2.cause and effect : heat is to fire as water is to _ a. sky b. rain c. cloud d. H2O3.synonym
relationship: dig is to excavate as kill is to a. try b. avenge c. convict d. slay4.antonym relationship: fly is
to spider as mouse is to a. rat b. cat c. rodent d. animal5.numerical relationship: 2 is to 8 as 1/3 is to __
a. 2/3 b. 4/3 c. 12 d. 4

24. Table of Specifications (TOS)It is the teachers blue print.It determines the content validity of the
tests.It is one- way table that relates the instructional objectives to the course contentIt makes use of
Blooms Taxonomy in determining the Levels of Cognitive Domain

25. TOS Matrix Time Levels of Cognitive Abilities No. of Test %Topic spent K C A HA Items Step 1 Step 2
Step 9 Step 6 Step 4 Identify determine compute the number of items per determine Find the the time
topic per level the number the %topics to spent in of test items time be hours for per topic spent Step
10 tested each topic forfrom the Determine the test item eachsyllabus placement and indicate it in the
topic cell per topic per level Step 3 Step 7 Allocate % marks for the Step 5Total find the different levels
determine 100% total time Step 8 Compute number of items the total test spent per levels items

26. Criterion and Norm Reference TestsCriterion-Reference Tests It serves to identify on what extent the
individuals performance has met in a given criterion. (ex. A level of 75% score in all the test items could
be considered a satisfactory performance) It points out what a learner can do, not how he compares
with others It identifies weak and strong points in an individuals performance It tends to focus on sub
skills, shorter, mastery learning It could be both diagnostic and prognostic in nature.

27. Criterion and Norm Reference TestsNorm-Referenced TestsIt compares a students performance
with the performance of other students in the classIt uses the normal curve in distributing grades of
students by placing them either above or below the mean.The teachers main concern is the variability
of the score.The more variable the score is the better because it can determine how individual differs
from the other.Uses percentiles and standard scores.It tends to be of average difficulty.

28. Measures of Central Tendency Mean, Median, Mode Measures of Variability Range, Quartile
Deviation, Standard Deviation Point Measures Quartiles, Deciles, Percentiles
29. Measures of Central TendencyMODE the crude or inspectional average measure. It is most
frequently occurring score. It is the poorest measure of central tendency.Advantage: Mode is always a
real value since it does not fall on zero. It is simple to approximate by observation for small cases. It does
not necessitate arrangement of values.Disadvantage: It is not rigidly defined and is inapplicable to
irregular distributionWhat is the mode of these scores? 75,60,78, 75 76 75 88 75 81 75

30. Measures of Central TendencyMEDIAN The scores that divides the distribution into halves. It is
sometimes called the counting average.Advantage: It is the best measure when the distribution is
irregular or skewed. It can be located in an open-ended distribution or when the data is incomplete (ex.
80% of the cases is reported)Disadvantage: It necessitates arranging of items according to size before it
can be computedWhat is the median? 75,60,78, 75 76 75 88 75 81 75

31. Measures of Central TendencyMEAN The most widely used and familiar average. The most reliable
and the most stable of all measures of central tendency.Advantage: It is the best measure for regular
distribution.Disadvantage: It is affected by extreme valuesWhat is the mean? 75,60,78, 75 76 75 88 75
81 75

32. Point Measures: Quartiles point measures where the distribution is divided into four equal parts. Q1
: N/4 or the 25% of distribution Q2 : N/2 or the 50% of distribution ( this is the same as the median of
the distribution) Q3 : 3N/4 or the 75% of distribution

33. Point Measures: Deciles point measures where the distribution is divided into 10 equal groups. D1 :
N/10 or the 10% of the distribution D2 : N/20 or the 20% of the distribution D3 : N/30 or the 30% of the
distribution D4 : N/40 or the 40% of the distribution D5 : N/50 or the 50% of the distribution D. D9 :
N/90 or the 90% of the distribution

34. Point Measures: Percentiles point measures where the distribution is divided into 100 equal
groupsP1 : N/1 or the 1% of the distributionP10 : N/10 or the 10% of the distributionP25 : N/25 or the
25% of the distributionP50 : N/50 or the 50% of the distributionP75 : N/75 or the 75% of the
distributionP90 : N/90 or the 90% of the distributionP99 : N/99 or the 99% of the distribution

35. Measures of Variability or Scatter1. RANGE R = highest score lowest score2. Quartile Deviation QD
= (Q3 Q1)It is known as semi inter quartile rangeIt is often paired with median

36. Measures of Variability or Scatter: STANDARD DEVIATION It is the most important and best
measure of variability of test scores. A small standard deviation means that the group has small
variability or relatively homogeneous. It is used with mean.

37. TABLE 1Class limits Midpoints (M) Frequency (f) f.M Cum f < 45 47 46 2 45(2) 30 42 44 43 3 43(3)
28 39 41 40 1 40(1) 25 36 38 37 2 37(2) 24 33 35 34 4 34(4) 22 30 32 31 4 31(4) 18 27 29 28 1
28(1) 14 24 26 25 3 25(3) 13 21 23 22 2 22(2) 10 18 20 19 3 19(3) 8 15 17 16 4 16(4) 5 12 14 13
1 13(1) 1 TOTAL 30

38. MEANMean = fM ffM total of the product of the frequency (f) and midpoint (M)f total of the
frequencies

39. MEDIAN Median = L + c [N/2 - cum f<] fcL lowest real limit of the median classcum f< sum of
cum f less than up to but below median classfc frequency of the median classc class intervalN
number of cases
40. MODEMODE = LMo + c/2 [ f1 f2 ] [2fo f2 f1]LMo lower limit of the modal classc class
intervalf1 frequency of class after modal classf2 frequency of class before modal classf0 frequency
of modal class

41. The EndThank you for listening (,)

Measurement, Assessment, and Evaluation in Education

Dr. Bob Kizlik

Updated March 11, 2017

Throughout my years of teaching undergraduate courses, and to some extent, graduate courses, I was
continuously reminded each semester that many of my students who had taken the requisite course in
"educational tests and measurements" or a course with a similar title as part of their professional
preparation, often had confusing ideas about fundamental differences in terms such as measurement,
assessment and evaluation as they are used in education. When I asked the question, "what is the
difference between assessment and evaluation," I usually got a lot of blank stares. Yet, it seems that
understanding the differences between measurement, assessment, and evaluation is fundamental to the
knowledge base of professional teachers and effective teaching. Such understanding is also, or at the
very least should be, a core component of the curricula implemented in universities and colleges required
in the education of future teachers. Understanding the properties, purposes, similarities and differences
between educational measurement, assessment and evaluation is a fundamental component of the
knowledge base of professional teachers.

In many places on the ADPRIMA website the phrase, "Anything not understood in more than one way is
not understood at all" appears after some explanation or body of information. That phrase is, in my
opinion, a fundamental idea of what should be a cornerstone of all teacher education. Students often
struggle with describing or explaining what it means to "understand" something that they say they
understand. I believe that in courses on on the subject of educational tests and measurements it is often
that case that "understanding" is inferred from responses on multiple-choice tests or solving statistical
problems. A semester later, when questioned about very fundamental ideas in statistics, measurement,
assessment and evaluation, the students in my courses seemingly forgot most, if not all of what they
"learned."

Measurement, assessment, and evaluation mean very different things, and yet most of my students were
unable to adequately explain the differences. So, in keeping with the ADPRIMA approach to explaining
things in as straightforward and meaningful a way as possible, here is what I think are useful descriptions
of these three fundamental terms. These are personal opinions, but they have worked for me for many
years. They have operational utility, and therefore may also be useful for your purposes.

Measurement refers to the process by which the attributes or dimensions of some physical object are
determined. One exception seems to be in the use of the word measure in determining the IQ of a
person. The phrase, "this test measures IQ" is commonly used. Measuring such things as attitudes or
preferences also applies. However, when we measure, we generally use some standard instrument to
determine how big, tall, heavy, voluminous, hot, cold, fast, or straight something actually is. Standard
instruments refer to physical devices such as rulers, scales, thermometers, pressure gauges, etc. We
measure to obtain information about what is. Such information may or may not be useful, depending on
the accuracy of the instruments we use, and our skill at using them. There are few such instruments in
the social sciences that approach the validity and reliability of say a 12" ruler. We measure how big a
classroom is in terms of square feet, we measure the temperature of the room by using a thermometer,
and we use an Ohm meter to determine the voltage, amperage, and resistance in a circuit. In all of these
examples, we are not assessing anything; we are simply collecting information relative to some
established rule or standard. Assessment is therefore quite different from measurement, and has uses
that suggest very different purposes. When used in a learning objective, the definition provided on the
ADPRIMA for the behavioral verb measure is: To apply a standard scale or measuring device to an
object, series of objects, events, or conditions, according to practices accepted by those who are skilled
in the use of the device or scale. An important point in the definition is that the person be skilled in the use
of the device or scale. For example, a person who has in his or her possession a working Ohm meter, but
does not know how to use it properly, could apply it to an electrical circuit but the obtained results would
mean little or nothing in terms of useful information.

Click here for a brief explanation of the different types of measurement scales. The information will give
you a little more context for the preceding section.

Assessment is a process by which information is obtained relative to some known objective or goal.
Assessment is a broad term that includes testing. A test is a special form of assessment. Tests are
assessments made under contrived circumstances especially so that they may be administered. In other
words, all tests are assessments, but not all assessments are tests. We test at the end of a lesson or unit.
We assess progress at the end of a school year through testing, and we assess verbal and quantitative
skills through such instruments as the SAT and GRE. Whether implicit or explicit, assessment is most
usefully connected to some goal or objective for which the assessment is designed. A test or assessment
yields information relative to an objective or goal. In that sense, we test or assess to determine whether or
not an objective or goal has been obtained. Assessment of skill attainment is rather straightforward.
Either the skill exists at some acceptable level or it doesnt. Skills are readily demonstrable. Assessment
of understanding is much more difficult and complex. Skills can be practiced; understandings cannot. We
can assess a persons knowledge in a variety of ways, but there is always a leap, an inference that we
make about what a person does in relation to what it signifies about what he knows. In the section on this
site on behavioral verbs, to assess means To stipulate the conditions by which the behavior specified in
an objective may be ascertained. Such stipulations are usually in the form of written descriptions.

Evaluation is perhaps the most complex and least understood of the terms. Inherent in the idea of
evaluation is "value." When we evaluate, what we are doing is engaging in some process that is designed
to provide information that will help us make a judgment about a given situation. Generally, any
evaluation process requires information about the situation in question. A situation is an umbrella term
that takes into account such ideas as objectives, goals, standards, procedures, and so on. When we
evaluate, we are saying that the process will yield information regarding the worthiness, appropriateness,
goodness, validity, legality, etc., of something for which a reliable measurement or assessment has been
made. For example, I often ask my students if they wanted to determine the temperature of the classroom
they would need to get a thermometer and take several readings at different spots, and perhaps average
the readings. That is simple measuring. The average temperature tells us nothing about whether or not it
is appropriate for learning. In order to do that, students would have to be polled in some reliable and valid
way. That polling process is what evaluation is all about. A classroom average temperature of 75 degrees
is simply information. It is the context of the temperature for a particular purpose that provides the criteria
for evaluation. A temperature of 75 degrees may not be very good for some students, while for others, it
is ideal for learning. We evaluate every day. Teachers, in particular, are constantly evaluating students,
and such evaluations are usually done in the context of comparisons between what was intended
(learning, progress, behavior) and what was obtained. When used in a learning objective, the definition
provided on the ADPRIMA site for the behavioral verb evaluate is: To classify objects, situations, people,
conditions, etc., according to defined criteria of quality. Indication of quality must be given in the defined
criteria of each class category. Evaluation differs from general classification only in this respect.

To sum up, we measure distance, we assess learning, and we evaluate results in terms of some set of
criteria. These three terms are certainly share some common attributes, but it is useful to think of them as
separate but connected ideas and processes.

Testing, assessment, measurement and evaluation definition

 1. 1. Testing, Assessment, Measurement and Evaluation DefinitionThe definitions for each
are:Test: A method to determine a students ability to complete certain tasks or demonstrate
masteryof a skill or knowledge of content. Some types would be multiple choice tests, or a
weeklyspelling test. While it is commonly used interchangeably with assessment, or even
evaluation, itcan be distinguished by the fact that a test is one form of an
assessment.Assessment: The process of gathering information to monitor progress and
make educationaldecisions if necessary. As noted in my definition of test, an assessment
may include a test, butalso includes methods such as observations, interviews, behavior
monitoring, etc.Evaluation: Procedures used to determine whether the subject (i.e. student)
meets a presetcriteria, such as qualifying for special education services. This uses
assessment (remember thatan assessment may be a test) to make a determination of
qualification in accordance with apredetermined criteria.Measurement, beyond its general
definition, refers to the set of procedures and the principles forhow to use the procedures in
educational tests and assessments. Some of the basic principlesof measurement in
educational evaluations would be raw scores, percentile ranks, derivedscores, standard
scores, etc.Reference:Assessing Learners with Special Needs: 6TH ED. By Terry Overton

Functions of measurement

1. FUNCTIONS OF MEASUREMENT Measurementdefined Process of quantifying individuals

achievement, personality, attitudes, habits and skills Quantification appraisal of observable
phenomena Process of assigning symbols to dimensions of phenomena An operation performed on
the physical world by an observer Process by which information about the attributes or characteristics
of things are determined and differentiated. Measurementhas important functions in education. There
has been no educational activity without measurement whatsoever in form or another. The more
important functions of measurement are classified into two major aspects: 1. Instructional Functions
when it is used to determine the outcomes of teaching and learning processes and when it is used to
make learning more effective. A. Principal instructional functions -are the basic purposes of
measurement. 1.To determine what knowledge, skills, abilities ,habits, and attitudes have been acquired
2.To determine what progress has been made in the acquisition of the learning outcomes. 3. To
determine the strengths,weaknesses, difficulties, and needs of the students. B. Secondary instructional
functions.(Auxiliary functions)- It helps make teaching and learning more effective. 1 .To helped in the
formation of study habits. 2.Todeveloped the effort-making capacity of the students. 3 .To serve as aid
for guidance, counseling, and prognosis. 2. Administrative and supervisory functions of measurement -
are those that help in making the instructional functions more effective. A. To maintain standards.
1.School Administer test to applicants for enrollment to determine who should qualify to Enroll. 2.The
Government also administer the General College Entrance Examination For highschool graduating
students to determine who should be allowed to take courses in college that involve much intellectual
activity. At present this is popularly called NCEE. 3. Achievement in school subjects is measured by
means of tests and the result serve as basis for determining who should be promoted to the next higher
level and who should be retained. 4.For social control purposes, the Government administers
examinations to determine who who should be licensed to practice their professions. 5.For reason of
efficiency, the government administer tests to determine who should enter the government service.

2. B.To classify or select students for special purposes. 1.Grouping of students into classes or sections
based on ability for instructional purposes is an old educational practice. 2. Test are used to discover the
extremely bright and talented students, the very dull or handicapped ones, or those with special talents.
3.For purposes of granting scholarships the government, some schools, colleges,universities, and private
social and civic organizations give competitive examinations for the purpose of selecting recipients of
such scholarships. 4. For granting honors, the results of measurement serve as basis for selection of
honor students. 5. Tests are also given for emotional, educational, and vocational guidance and
counseling purposes. C. To determine the efficiency of teachers ,the effectiveness of their methods,
techniques and strategies, their strengths, weaknesses, and needs.Taking all other things equal,
students under and efficient teacher score better in a test than students under an inefficient teacher. D.
To determine the standard of instruction of a school, district, division, region, or the educational system
as a whole.-This is usually done through survey tests the results of which are checked against the
standard or policy set by higher education authorities. E. To serve as basis or guide for curriculum
making and development.-By means of tests the mental age of pupils who ought to be in certain grade
maybe established. F. To serve as guide for administrators and supervisors in making their educational
plans and programs for their schools.-Test results will reveal the strengths and weaknesses of school
programs. G. To set up norms of performance.-This is done by standardizing Psychological as well as
educational test. H. To keep parents informed of the progress made by their children in school.-This is
for keeping good public relations between the schools and the community. I. To serve as basis for
research.-The results of measurement are very rich sources of problems and topics for research.
SUMMARY FUNCTIONS OF MEASUREMENT: 1. INSTRUCTIONAL a)Principal (basic purpose) - to
determine what knowledge, skills, abilities, habits and attitudes have been acquired - to determine what
progress or extent of learning attained - to determine strengths, weaknesses, difficulties and needs of
students

3. b) Secondary (auxiliary functions for effective teaching and learning) - to help in study habits
formation - to develop the effort-making capacity of students - to serve as aid for guidance,counseling ,
and prognosis. 2.ADMINISTRATIVE and SUPERVISORY - to maintain standards - to classify or select for
special purposes - to determine teachers efficiency, effectiveness of methods, strategies used
(strengths, weaknesses, needs); standards of instruction - to serve as basis or guide for curriculum
making and developing. Administrative and supervisory Function - to serve as guide in educational
planning of administrators and supervisors - to set up norms of performance - to inform parents of their
childrens progress in school - to serve as basis for research RESULTS - of the Study of Functions of
measurement -Through the different tests that was conducted, serve as the basis for a consistent
research study. -Guide for the school administratorsand supervisors for educational planning,
curriculum making and developing.

Assessment of learning Chapter 1

1. 1. Republic of the Philippines CAPIZ STATE UNIVERSITY College of Education Main
Campus, Roxas City Tel. No. (036) 6214 578 local 118 Ed. 310 Assessment of Student
Learning 1 First Semester 2014 -2015 JARRY S. FUENTES MARIA SHEILA D. SIMON, Ed.
D. BSEd 3d TLE Major Course Facilitator Discussant Number 1 Group Number 1 Topics:
Basic Concepts in Assessment Content: Introduction Definitions of Important Concepts
Test, Non- test, Examination, Test item and Quiz Educational Measurement Types of
Measurement Indicators, variables and Factors Assessment Various Role of
 Assessment Evaluation of Learning Program Principles of Educational Evaluation Basic
concepts in Assessment As teachers, we are continually faced with the challenge of
assessing the progress of our students as well as our own effectiveness as teachers.
Definitions of Important Concepts Students go to school to learn so that they will be able to
function as independent beings in an ever- changing world.
2. 2. According to Linn and Miller (2005) define assessment as any of a variety of procedures
used to obtain information about student performance. Assessment refers to the full range of
information gathered and synthesized by teachers about their students and their classrooms
(Arends, 1994) Assessment is a method for analyzing and evaluating student achievement
or program success. Measurement, Evaluation and Assessment Measurement as used in
education refers to the process of quantifying an individuals achievement, personality, and
attitudes among others by means of appropriate measuring instruments. Educational
Measurement The first step towards elevating a field of study into a science is to take
measurements of the quantities and qualities of interest in the field. Types of Measurement
Objective measurements- are measurements that do not depend on the person or individual
taking the measurements. Subjective measurements- often differ from one assessor to the
next even if the same quantity or quality is being measured. The underlying principle in
educational measurement is summarized by the following formula: Measurement of quantity
or quality of interest = true value plus random error. Evaluation is the process of systematic
collection and analysis of both qualitative and quantitative data for the purpose of making
some decision and judgments. Assessment, Test, and Measurement Test: An instrument or
systematic procedure for measuring a sample of behavior by posing a set of questions in a
uniform manner. Measurement: The process of obtaining a numerical description of the
degree to which an individual possesses a particular characteristic. Measurement answers
the question How much? Comparison among Measurement, Evaluation and Assessment
Measurement determines how much has been learned through the use of a variety of tests.
3. 3. Test, Non- test, Examination, Test item and Quiz A test in the educational setting is a
question or a series of question which aims to determine how well a student learned from a
subject or topic taught. A non- test is a question or activity which determines the interests,
attitude and other students characteristics whose answer or answers is/are not judged
wrong or incorrect. Examples: Personality inventory, What is your favorite sports?, Why do
you prefer green vegetables? An examination is a long test which may or may be composed
of one or more test formats. Examples: Mid- term examination, Licensure Examination for
Teachers, comprehensive examination. A test item is any question included in a test or
examination. Examples: Who was the President of the Philippines when World War 2 broke
out? Is Little Red Riding Hood a short story? A quiz is a short test usually given at the
beginning or at the end of a discussion period. Indicators, variables and Factors An
educational variable (denoted by an English alphabet, like X) is a measurable characteristic
of a student. Variables may be directly measurable as in X= age or X= height of a student.
An indicator, I, denotes the presence or absence of a measured characteristics. Thus: I= 1, if
the characteristics is present = O, if the characteristic is absent Assessment Once
measurement is taken of an educational quantity or quality of interest, then the next step is to
assess the status of that educational phenomenon. Various Roles of Assessment
Assessment plays a number of roles in making instructional decisions. Summative Role- An
assessment may be done for summative purposes as in the illustration given above for grade
VI mathematics achievement. Diagnostic Role- Assessment may be done for diagnostic
purposes. In the case, we are interested in determining the gaps in learning or learning
processes, hopefully, to be able to bridge these gaps.
4. 4. Formative Assessment- Another purpose of assessment is formative. In this role,
assessment guides the teachers on his/ her day- to- day teaching activity. Placement- The
final role of assessment in curricular decisions concerns placement. Assessment plays a vital
role in determining the appropriate placement of a student both in terms of achievements
and aptitude. Aptitude- refers to the area or discipline where a student would most likely
 excel or do well. Evaluation of Learning and Programs Evaluations models are important in
the context of education. Evaluation implies that measurement and assessment of
educational characteristics had been done and that it is now desired to pass on value
judgment on the educational outcome. A Systems Model for Evaluation Evaluation provides
a tool for determining the extent to which an educational process or program is effective and
all the same time indicates directions foe remediating processes of the curriculum that do not
contribute to successful student performance.( Jason , 2003) Evaluation Is the process of
gathering and interpreting evidence regarding the problems and progress of individuals in
achieving desirable educational goals. Chief Purposes of Evaluation The improvement of
the individual learner Other Purposes of Evaluation To maintain standard To select
students To motivate learning CONTEXT INPUTS PROCESS OUTPUT OUTCOME
5. 5. To guide learning To furnish instruction To appraise educational instrumentalities
Function of Evaluation Prediction Diagnosis Research Areas of Educational Evaluation
Achievement Aptitude Interest Personality A well defined system of evaluation:
Enable one to clarify goals Check upon each phase of development Diagnose learning
difficulties Plan carefully for remediation Principles of Educational Evaluation Evaluation
must be based on previously accepted educational objectives. Evaluation should be
continuous comprehensive and cumulative process. Evaluation should recognize that the
total individual personality is involved in learning. Evaluation should be democratic and
cooperative. Evaluation should be positive and action-directed Evaluation should give
opportunity to the pupil to become increasingly independent in self- appraisal and self-
direction. Evaluation should include all significant evidence from every possible source.
Evaluation should take into consideration the limitations of the particular educational
situations. Measurements Is the part of the educational evaluation process whereby some
tools or instruments are use to provide a quantitative description of the progress of students
towards desirable educational goals. Test or Testing Is a systematic procedure to
determine the presence or absence of certain characteristics of qualities in a learner.
6. 6. Types of Evaluation Placement Formative Diagnostic Summative Placement-
evaluation accounts for a students entry behavior or performance. Formative- evaluation
provides the students with feedback regarding his success or failure in attaining instructional
objectives. Diagnostic- evaluation is use to detect students learning difficulties which are not
revealed by formative test or check by remedial instruction and other instructional
adjustment. Summative- evaluation is concerned with what students have learned. Stages of
Teaching-Learning in which educational Evaluation is integrated: 1. Clarifying objectives 2.
Identifying variables that affect learning 3. Providing relevant instructional activities to
achieve objectives 4. Determining the extent to which the objectives are achieved.
7. 7. MARRYDEN ANDALECIO BSEd 3D TLE Discussant Number 2 Topic: Educational
Assessment serves three important functions Principles of Educational Assessment
General Principles of Assessment Characteristics of Assessment Integrating
Assessment with Instruction Elements of the Assessment Process THE OUTCOMES
OF STUDENT LEARNING Educational Assessment serves three important functions
(Bernardo, 2003): 1. Student selection and certification -To make decisions, about which
students get admitted, retained, promoted, and certified for graduation. 2. Instructional
monitoring - To provide information about student learning and teaching performance to help
teachers monitor manage, and make decisions about the instructional system. 3. For - Public
accountability and program evaluation - Making decisions about the different aspects of the
educational process - Helping make GOOD decisions, if they provide accurate, authentic,
reliable and valid information about educational: LEARNING GOALS. Principles of
Educational Assessment First Principles Educational assessment always begins with
educational values and standards. Assessment is not an end in itself but a vehicle for
attaining educational goals and for improving on these educational goals.
8. 8. These educational goals (values and standards) should be made explicit to all
concerned from the very beginning. Desired learning competencies (skills, knowledge,
values, ways of thinking and learning) determine what we choose to assess. Educational
values and standards should also characterize how we assess. Assessment systems
should lead educators to help students attain the educational goals, values, and standards.
General Principles of Assessment 1. Clearly specifying what is to be assessed has priority in
the assessment process. 2. An assessment procedure should be selected because of its
relevance to the characteristics or performance to be measured. 3. Comprehensive
assessment requires a variety of procedures. 4. Proper use of assessment procedures
requires the awareness of their limitations. 5. Assessment is a means to an end, not an end
in itself. Characteristics of Assessment Assessment is not a single event but a continue
cycle. Assessment must be an open process. Assessment must promote valid
inferences. Assessment that matters should always employ multiple measures of
performance. Assessment should measures what is worth learning, not just what is easy to
measure. Assessment should support every students opportunity to learn important
mathematics. Integrating Assessment with Instruction Introduction Bernardo (2004)
explained that educational assessment works best when it accurately reflects the students
attainment and understanding of educational values and standards, and the instructional
processes that lead to their attainment. Assessment and the Instructional Process- the main
purpose of classroom instruction is to help students achieve a set of intended learning goals.
This interdependence can be clearly seen in the following steps included in the instructional
process: 1. Identifying Instructional Goals 2. Pre- assessing the learners needs 3. Providing
Relevant Instruction 4. Assessing the Intended Learning Outcomes 5. Using the Results
9. 9. a. Improvement of Learning and Instruction b. Marking and Reporting to Parents c. Use of
Results for other School Purposes Elements of the Assessment Process -assessment
should center on the learner and the learning process. Huba and Freed (2000) explained the
four elements of learner centered assessment. 1. Formulating statements of intended
learning outcomes 2. Developing or Selecting Assessment Measures 3. Creating
Experiences Leading to Outcomes 4. Discussing and Using Assessment Results to Improve
Learning THE OUTCOMES OF STUDENT LEARNING Program Objectives and Student
Learning Outcomes -the shift of focus in education from content to student learning
outcomes has changed teachers instructional perspective. In the past, teachers were often
heard about their concern to finish their subject matter before the end of the term. The Three
Types of Learning - Believing that there were more than one (1) type of learning, Benjamin
Bloom and a committee of colleagues in 1956, identified three domains of educational
activities: the cognitive, referring to mental skills; affective referring to growth in feeling or
emotion; and psychomotor, referring to manual or physical skills.
10. 10. The Categories/ Levels of Cognitive Domain Learning Objectives Arranged Hierarchically
Adapted from Bloom by Lori Anderson (2000) Creating Evaluating Applying Analyzing
Understanding Remembering
11. 11. DOMAIN II: Psychomotor (Skills) In the early seventies, E Simpson, Dave and A, S,
Harrow recommended categories for the psychomotor domain which included physical
coordination, movement and use of the skills body parts. The Categories/ Levels of
Psychomotor Domains Learning Objectives Arranged Hierarchically Simpson, Dave and
Harrow (1972) Taxonomy of the Psychomotor Domain N: Y David Mc Kayle Adapting
Practicing Imitating Observing
12. 12. DOMAIN III: Affective (Attitude) -the affective domain refers to the way in which in which
we deal with the situation emotionally such as feelings, appreciation, enthusiasm, motivation,
value, and attitude. The taxonomy is ordered into 5 levels as the person progresses towards
internalization in which the attitude or feeling consistently guides or controls a persons
behavior. The CategoriesLevels of Affective Domain Learning Objectives Arranged
Hierarchically D.R Krathwohl, B, S. Bloom, and B.B. Masia (1964) Taxonomy of Educational
 Objectives: Handbook II- Affective Domain, New York: David Mckay Co. Receiving
Responding Valuing Organizing Internalizing
13. 13. Assessing Student Learning Outcomes - An outcome is the process of gathering
information on whether the instrument the instruction, service and activities that the program
provide are producing the desired learning outcomes Principles of Good Practice in
Assessing Learning Outcomes 1. The assessment of student learning starts with the
institutions mission and core values. 2. Assessment works best when the program has clear
statement of objectives aligned with the institutional missions and core values. 3. Outcomes-
based assessment focuses on the student activities that will be relevant after schooling
concludes. 4. Assessment requires attention not only to outcomes but also and equally to the
activities and experiences that lead to the attainment of learning outcomes. 5. Assessment
works best when it is continuous, ongoing and not episodic. Assessment should be
cumulative because improvement is best achieved through a linked series of activities done
over time in instructional cycle. Instructional Mission Program Goals Subject Objectives
Summative Assessment of Outcomes Desired Student Learning Outcomes Mastery Learning
Review/ Reteach Formative Assessment Outcomes Diagnostic Assessment Deciding on
Lesson Focus Supporting Student Activities
14. 14. BEVERLY DADIVAS BSEd 3D TLE Discussant Number 3 Topic: Function of
Educational Assessment Kinds of Assessment The Effective Assessment The
Assessment Cycle Kinds of Assessment Formative assessment Formative assessment is an
integral part of teaching and learning. It does not contribute to the final mark given for the
module; instead it contributes to learning through providing feedback. It should indicate what
is good about a piece of work and why this is good; it should also indicate what is not so
good and how the work could be improved. Effective formative feedback will affect what the
student and the teacher does next. Summative assessment Summative assessment
demonstrates the extent of a learner's success in meeting the assessment criteria used to
gauge the intended learning outcomes of a module or program, and which contributes to the
final mark given for the module. It is normally, though not always, used at the end of a unit of
teaching. Summative assessment is used to quantify achievement, to reward achievement,
to provide data for selection (to the next stage in education or to employment). For all these
reasons the validity and reliability of summative assessment are of the greatest importance.
Summative assessment can provide information that has formative/diagnostic value.
Diagnostic assessment Like formative assessment, diagnostic assessment is intended to
improve the learners experience and their level of achievement. However, diagnostic
assessment looks backwards rather than forwards. It assesses what the learner already
knows and/or the nature of difficulties that the learner might have, which, if undiagnosed,
might limit their engagement in new learning. It is often used before teaching or when a
problem arises.
15. 15. Dynamic assessment Dynamic assessment measures what the student achieves when
given some teaching in an unfamiliar topic or field. An example might be assessment of how
much Swedish is learnt in a short block of teaching to students who have no prior knowledge
of the language. It can be useful to assess potential for specific learning in the absence of
relevant prior attainment, or to assess general learning potential for students who have a
particularly disadvantaged background. It is often used in advance of the main body of
teaching. Synoptic assessment Synoptic assessment encourages students to combine
elements of their learning from different parts of a program and to show their accumulated
knowledge and understanding of a topic or subject area. A synoptic assessment normally
enables students to show their ability to integrate and apply their skills, knowledge and
understanding with breadth and depth in the subject. It can help to test a student's capability
of applying the knowledge and understanding gained in one part of a program to increase
their understanding in other parts of the program, or across the program as a whole.
Synoptic assessment can be part of other forms of assessment. Criterion referenced
assessment Each students achievement is judged against specific criteria. In principle no
 account is taken of how other students have performed. In practice, normative thinking can
affect judgments of whether or not a specific criterion has been met. Reliability and validity
should be assured through processes such as moderation, trial marking, and the collation of
exemplars. Ipsative assessment This is assessment against the students own previous
standards. It can measure how well a particular task has been undertaken against the
students average attainment, against their best work, or against their most recent piece of
work. Ipsative assessment tends to correlate with effort, to promote effort-based attributions
of success, and to enhance motivation to learn. The Effective Assessment Enhancing
learning by enhancing assessment Assessment is a central element in the overall quality of
teaching and learning in higher education. Well designed assessment sets clear
expectations, establishes a reasonable workload (one that does not push students into rote
reproductive approaches to study), and provides opportunities for students to self-monitor,
rehearse, practice and receive feedback. Assessment is an integral component of a coherent
educational experience.
16. 16. The ideas and strategies in the Assessing Student Learning resources support three
interrelated objectives for quality in student assessment in higher education. Three
objectives for higher education assessment 1. Assessment that guides and encourages
effective approaches to learning; 2. Assessment that validly and reliably measures expected
learning outcomes, in particular the higher- order learning that characterizes higher
education; and 3. Assessment and grading that defines and protects academic standards. 16
indicators of effective assessment in higher education A checklist for quality in student
assessment 1. Assessment is treated by staff and students as an integral and prominent
component of the entire teaching and learning process rather than a final adjunct to it. 2. The
multiple roles of assessment are recognized. The powerful motivating effect of assessment
requirements on students is understood and assessment tasks are designed to foster valued
study habits. 3. There is a faculty/departmental policy that guide individuals assessment
practices. Subject assessment is integrated into an overall plan for course assessment. 4.
There is a clear alignment between expected learning outcomes, what is taught and learnt,
and the knowledge and skills assessed there is a closed and coherent curriculum loop. 5.
Assessment tasks assess the capacity to analyze and synthesis new information and
concepts rather than simply recall information previously presented. 6. A variety of
assessment methods is employed so that the limitations of particular methods are minimized.
7. Assessment tasks are designed to assess relevant generic skills as well as subject-
specific knowledge and skills. 8. There is a steady progression in the complexity and
demands of assessment requirements in the later years of courses.
17. 17. 9. There is provision for student choice in assessment tasks and weighting at certain
times. 10. Student and staff workloads are considered in the scheduling and design of
assessment tasks. 11. Excessive assessment is avoided. Assessment tasks are designed to
sample student learning. 12. Assessment tasks are weighted to balance the developmental
(formative) and judgmental (summative) roles of assessment. Early low-stakes, low-weight
assessment is used to provide students with feedback. 13. Grades are calculated and
reported on the basis of clearly articulated learning outcomes and criteria for levels of
achievement. 14. Students receive explanatory and diagnostic feedback as well as grades.
15. Assessment tasks are checked to ensure there are no inherent biases that may
disadvantage particular student groups. 16. Plagiarism is minimized through careful task
design, explicit education and appropriate monitoring of academic honesty. Assessment
Cycle 1. Articulate the learning goals of the curricular block and a set of objectives that
should lead to the accomplishment of those goals. 2. Design strategies (e.g., curricular and
instructional methods) that will accomplish the objectives, taking into account student
learning experiences and diverse learning styles, as well as research on how students learn.
3. Determine the areas of students activities and accomplishments in which quality will be
judged. Select assessment methods designed o measure student progress toward
completion of goals and objectives. 4. Gather assessment data; summarize and interpret the
 result. 5. Use the results of the assessment to improve the curricular block--- the payoff. 6.
Return 1.
18. 18. What do I want students to learn? How do I teach effectively? Are my outcomes
being met? How do I use what I've learned? References: [1] QAA (2006) Code of Practice
for the Assurance of Academic Quality and Standards in Higher Education, Gloucester:
Quality Assurance Agency for Higher Education. Www. Google. Com Book of Assessment of
Student Learning 1 by: ROSITA DE GUZMAN-SANTOS Ph. D

What is Measurement?
process by which information about the attributes or characteristics of things are achieved and
differentiated. It implies quantitative value which can be placed in a physical property or stating an
outcome of instructions. Quantification is necessary to make the determination or differentiation of
the attribute less ambiguous and subjective (Oriondo, 1984).
is an instrument or device use to determine individuals achievement, personality, attitudes, and
among others anything that that can be express quantitatively (Calmorin, 1994).

In education, quantification is necessary because it allows information to be conveyed and

interpreted with less ambiguity and subjectivity than qualitative description as intelligent or high
achievement.
To be most useful for quantifying attributes, a measurement device should be both relevant
and accurate. It must provide information that is relevant to what is being measured and to the
decision to be made. It must be accurate so that faith can be placed in the scores or measures that
it reveals.
Functions of Measurement and Evaluation
The functions of measurement and evaluation are as follows:
1. It measures students achievement. Students achievement can be determined whether he has
reached the goals of the learning tasks or not through measurement and evaluation.
2. It evaluates instruction. The effectiveness or ineffectiveness of instruction is ascertained through
measurement and evaluation.
3. It motivates learning. Upon knowing the results of the achievement test, the students interest is
aroused especially if he gets a high score; otherwise, if his score is low, he strives hard to get higher
score in the next examinations.
4. It predicts success. Success and failure of the student is predicted through measurement and
evaluation. For instance, a student who always gets high scores in all his subjects may mean that
he is sure to pass and passing means success.
5. It diagnosis the nature of difficulties. The weaknesses of the learner can be identified through
measurement and evaluation particularly, diagnostic test.
Measurement and evaluation in general evaluates educational goals and purposes,
determines the extent to which accepted educational objectives are implemented and enable
teachers to know his/her pupils better.
Measurement and evaluation in education is very important so as to evaluates instruction, measures
students performance, diagnosis the strength and weakness of students, motivates students to learn
and also it will predicts student success.