MEASUREMENT,

ASSESSMENT, &
EVALUATION ‘-

by
TEODY LESTER V. PANELA, RN, MAN,
LPT
Instructor I

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MEASUREMENT

It is the process of determining or

describing the attributes or characteristics
of physical objects generally ‘- in terms of
quantity.
In education, it refers to the process of
quantifying an individual’s achievement,
personality, and attitudes among others by
means of appropriate measuring
instruments.
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TYPES of MEASUREMENT

Objective Measurements – measurements

that do not depend on the person or
individual taking the measurements
‘- (as in
testing).
Subjective Measurements – often differ from
one assessor to the next even if the same
quantity or quality is being measured (as in
perceptions).

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PRINCIPLE of EDUCATIONAL
MEASUREMENT

Measurement of Quantity or Quality of

Interest
‘-

True Value plus Random Error

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INDICATORS, VARIABLES, and FACTORS

Educational variable is a measurable

characteristics of a student.
Indicator denotes the presence ‘- or absence
of a measured characteristics. Considered
as building blocks of educational
measurement upon which all other forms of
measurement are built.
Variable is a group of indicators.
Construct or Factor is a group of variables.
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ASSESSMENT

Assessment is any of a variety of

procedures used to obtain information about
student performance (Linn & Miller,
‘- 2005).
Assessment refers to the full range of
information gathered and synthesized by
teachers about their students and
classrooms (Arends, 1994).
Assessment is a method for analyzing and
evaluating student achievement or program
success.
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ASSESSMENT

It is the process of gathering evidences of

students’ performance over a period of time
to determine learning and mastery
‘- of skills.
The overall goal of assessment is to improve
student learning and provide students,
parents and teachers with reliable
information regarding student progress and
extent of attainment of the expected
learning outcomes.
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VARIOUS ROLES of ASSESSMENT

SUMMATIVE ROLE – determine the extent to

which learning objectives for a course are
met and why. ‘-
DIAGNOSTIC ROLE – determining the gaps in
learning and be able to bridge those gaps.
FORMATIVE ASSESSMENT – guides the
teacher on his/her day-to-day teaching
activity.
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VARIOUS ROLES of ASSESSMENT

PLACEMENT – determining the appropriate

placement of a student both in terms of
achievement and aptitude (refers
‘- to the area
or discipline where a student would most
likely excel or do well).

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EVALUATION

Implies that measurement and assessment

of an educational characteristics had been
done and that it is now desired‘- to pass on
value judgment on the educational outcome.
Is the process of gathering and interpreting
evidence regarding the problems and
progress of individuals in achieving
desirable educational goals.

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EVALUATION

Provides a tool for determining the extent

to which an educational process or program
is effective and all the same time
‘- indicates
directions for remediating processes of the
curriculum that do not contribute to
successful student performance.

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SYSTEM MODEL of EVALUATION

‘-
Context Input Process Product Outcome

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SYSTEM MODEL of EVALUATION

Context • Planning Decisions

Input • Structuring Decisions

‘-
Process • Implementing Decisions

Product • Recycling Decisions

Outcome • Revisiting & Confirming Decisions

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PURPOSE of EVALUATION

Chief Purpose: The improvement of the

individual learner
Other Purposes: ‘-
To maintain standard
To select students
To motivate learning
To guide learning
To furnish instruction
To appraise educational instrumentalities
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FUNCTION of EVALUATION

Prediction
Diagnosis
‘-
Research

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AREAS of EDUCATIONAL EVALUATION

Achievement
Aptitude
‘-
Interest
Personality

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WELL DEFINED SYSTEM of EVALUATION

Enable one to clarify goals

Check upon each phase of development
‘-
Diagnose learning difficulties
Plan carefully for remediation

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PRINCIPLES of EDUCATIONAL
EVALUATION

Must be based on previously accepted

educational objectives.
Should be continuous comprehensive
‘- and a
cumulative process.
Should recognize that the total individual
personality is involved in learning.
Should be democratic and cooperative.
Should be positive and action-directed.
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PRINCIPLES of EDUCATIONAL
EVALUATION

Should give opportunity to the learner to

become increasingly independent in self-
appraisal and self-direction. ‘-
Should include all significant evidence from
every possible source.
Should take into consideration the
limitations of the particular educational
situations.
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TYPES of EVALUATION

PLACEMENT: accounts for student’s entry

behavior or performance
FORMATIVE: provide students
‘- with
feedback regarding their success or failure
in attaining instructional objectives
DIAGNOSTIC: detect students’ learning
difficulties which are not revealed by others
SUMMATIVE: concerned with what
students have learned.
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POINTERS in FORMATIVE EVALUATION
Achievement continuum at every level of
instruction.
Criteria and standards be well-defined at
‘-
the beginning of the learning process
Criterion-referenced tests should be
administered.
Students should always be informed of
their progress.
Enrichment/remedial/opportunities should
be made available. 21
STAGES of TEACHING-LEARNING in which
EDUCATIONAL EVALUATION is
INTEGRATED
Clarifying objective
Identifying variables that affect learning
‘-
Providing relevant instructional activities to
achieve objectives
Determining the extent to which the
objectives are achieved

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