BASIC CONCEPTS IN ASSESSING STUDENT LEARNING

1. Differentiate measurement, assessment and evaluation

2. Discuss the characteristics of the different concepts in assessment of learning

3. Distinguish measurement, evaluation and assessment given varied classroom settings

Assessment in an Instructional Program

Measurement, Evaluation & Assessment

• The terms Measurement, Evaluation and Assessment basically refer to the same process. As a
teacher, this is not so.

• Measurement is a process of assigning numerals to objects, quantities or events in order to give

quantitative meaning to such qualities.

• it is a process of quantifying or assigning number to the individual’s intelligence, personality, attitudes

and values, and achievement of the students.

Measurement, Evaluation & Assessment

• Assessment is being used in an attempt to expand our thinking about the role of evaluation.

• Strategies include far more than formal testing.

• Such procedures are finally being recognized as an integral part of the teaching process.

• Assessment

• describes conditions that exists at a particular time.

• often involves measurement to gather data.

The use of tests. (all tests are assessments, but not all assessments are tests)

Measurement, Evaluation & Assessment

• In the educational setting

• It describes the progress students have made towards a given educational goal at a point in time.
However, it is not concerned with the explanation of the underlying reasons and does not proffer
recommendations for action. Although, there may be some implied judgment as to the satisfactoriness
or otherwise of the situation.

• In the classroom

• It refers to all the processes and products which are used to describe the nature and the extent of
pupils’ learning.

• It also takes cognizance of the degree of correspondence of such learning with the objectives of
instruction.

Measurement, Evaluation & Assessment

• Evaluation adds the ingredient of value judgment to assessment.

• To evaluate is to place a value upon—to judge. To judge the quality of what is good and what is
desirable1

• Evaluation, the process of forming judgments, depends on information gathering and leads to
decision making.

What do you think this is?

• A teacher measures Raul’s height to be 125 cm. and then says that he is short.

• The classroom is too small to be used for 40 students. • Hema’s achievement in History is 56%.

• Baleleng’s performance in Science process skills is satisfactory. • Enteng gets 85 marks in Geography
while Gina gets only 35 • The progress of Dionisia is comparatively better than Pilar after three
summative tests.

• Teacher Lai monitored the progress of Chai through her portfolio.

Measurement, Assessment and Evaluation are separate but connected ideas and processes

Measurement

• Measurement, beyond its general definition, refers to the set of procedures and the principles for
how to use the procedures in educational tests and assessments. Some of the basic principles of
measurement in educational evaluations would be raw scores, percentile ranks, derived scores,
standard scores, etc.

• Thorndike and Hagen (1986) define

measurement as “the process of quantifying observations and/or descriptions about a quality or

attribute of a thing or person.”

Attribute to be Measured Set of Operations Translating Observations

METHODS OF DATA COLLECTION

USES OF EDUCATIONAL MEASUREMENT

(Mehrens and Lehmann, 1991)

1. Direct Instructional Decisions

2. Instruction Management Decisions

3. Entry-Exit Decisions (Selection  Certification)

4. Program, Administrative, and Policy Decisions

5. Decisions Associated with Expanding Our Knowledge Base

Evaluation

• Evaluation: Procedures used to determine whether the subject (i.e. student) meets a preset criteria,
such as qualifying for special education services. This uses assessment (remember that an assessment
may be a test) to make a determination of qualification in accordance with a predetermined criteria.

Evaluation is a process of summing up the results of measurements or tests, giving them some meaning
based on value judgments (Hopkins and Stanley, 1981); while educational evaluation is the process of
characterizing and appraising some aspect or aspects of an educational process. It is the a systematic
determination of merit, worth, and significance of something or someone using criteria against a set of
standards.

Assessment

• Assessment: The process of gathering information to monitor progress and make educational
decisions if necessary. As noted in the definition of test, an assessment may include a test, but also
includes methods such as observations, interviews, behavior monitoring, etc.

1. Feedback – provides quality control over the design and

delivery of activities

2. Control – relates training policy and practice to

organizational goal.

3. Research – is to add the knowledge of training principles to

improve techniques.
4. Intervention – is a process of using evaluation to affect the

way the program being evaluated is viewed.

5. Power – is used to evaluation and information for a political

agenda.

Assessment

Assessment is the systematic collection, review and use of information about educational programs
undertaken for the purpose of improving student learning and development. Assessment involves;

Set Learning Goals Evaluating extent of goals attainment Program development/ improvement

Oosterhof (2001) defined assessment as “ a related series of measures used to determine complex attribute of an
individual or group of individuals. Assessment is the process of observing and measuring learning. It provides the
teachers with a better understanding of what students are learning and engage students more deeply in the
process of learning.

Assessment must be

Assessment and Grading Practices (Gronlund, 1985)

FUNCTIONS OF ASSESSMENT

What can be Assessed?

Evaluation based on its purpose/role

Placement Evaluation

• is concerned with the entry performance of the student.

• It is to determine the prerequisite skills, degree of mastery, of the course objectives and the best mode of
learning

Diagnostic Evaluation

• evaluation given before instruction.

• Various types of diagnostic assessments (tests, journals, performance-based assessment, etc.) may be used to
collect information.

• It aims to identify the strengths and weaknesses of the students regarding the topics to be discussed.

• To determine the level of competence of the students

• To identify the students who have already knowledge about the lesson

• To determine the cause of learning problems and formulate a plan for remedial action

Formative Evaluation

• Evaluation used to monitor the learning progress of the students during or after instruction.
 • it provides on-going feedback to the teacher about the effectiveness of instruction and consequently
reflect on program structure and effectiveness, and modify or adjust teaching as necessary

• To identify the learning errors that is in need of correction and help focus attention and effort

• motivate students and provide incentive to study

• To provide information to the teacher for modifying instruction and used for improving learning and
instruction

• provide practice in applying, demonstrating, and extending knowledge, skills, and attitudes

Summative Evaluation

• Evaluation usually given at the end of a course or unit.

• To determine the extent to which instructional objectives on students’ knowledge, skills, and attitudes have
developed over a period of time have been met

• To certify student mastery of the intended outcome and used for assigning grades

• To provide information for judging appropriateness of the instructional objectives

• To determine the effectiveness of instruction

Evaluation Types: Level and Uses

Learner’s Growth and Development

• The total development of the child should be the first concern in designing an evaluation program.

 Mental and physical health

 Social adjustment
 Purposes and activities
 Intelligence and readiness
 Quality of thinking
 Integrative knowledge and skill
 Interest in many fields of knowledge and endeavour
 Individual aptitudes and creative art
Evaluation Cycle

ALTERNATIVE ASSESSMENT (Chase 1999)

• Is any type of assessment in which students create a response to a question or task.

Alternative assessments can include;

1. short-answer questions;

2. Essays;

3. Performance Assessment;

4. Oral Presentation

5. Demonstration, exhibition; and

6. Portfolios

PERFORMANCE ASSESSMENT

Is the direct, systematic observation of an actual student performance and the rating of that
performance according to previously established performance criteria.

A performance task is a goal directed assessment exercise.

An exhibition is a public performance during which student showcases learning and competence in
particular are. Portfolios are collection of students’ work over time.

INCORPORATING PORTFOLIO ASSESSMENT (Gronlund, 2003)

An assessment portfolio is a purposeful collection of student work designed to showcase students’

progress toward, and achievement of, course-specific learning objectives.

An assessment portfolio is a collaborative process between the student and the instructor.

TYPES OF PORTFOLIO ASSESSMENT (Gronlund, 2000)

Portfolios can be divided into three types;

1. Documentation. (Also known as working portfolio) is to highlight development and improvement over
time. Documentation portfolios showcase the process of learning by including the full progression of
project development.
2. Process. The purpose of process portfolio is to document all stages of the learning process. Process
portfolios include documentation of reflection such as learning logs, journals or documented discussion.

3. Product. (Also called showcase portfolios) is to highlight a student’s best work by showcasing the
quality and range of student accomplishments. Since the focus is on the final product, there is no
reflection on the learning process, but students may want to include a justification, explaining criteria
for artefacts selection.

STAGES OF PORTFOLIO DEVELOPMENT

1. Planning. During the planning stages, instructors communicate to the students the purpose of the
portfolio and the assessment criteria.

2. Collection. In the collection stages, students are responsible for assembling meaningful artifacts that
reflect their own educational progress.

3. Selection. The selection stage is a decision-making process in which collected artifacts are sorted and
selected for inclusion in the portfolio the purpose of the assessment and the kind of portfolio being
developed guide selection decisions.

4. Reflection. The reflection stage is often considered the most important step portfolio development;
the metacognitive process of students reflecting on their own learning differentiated a portfolio from a
selection.

5. Connection. In the connection stage, student expand on their reflection to connect acquired
knowledge and skills with course goals and learning objectives.

RELATIONSHIP BETWEEN INTRUCTION AND ASSESSMENT

• According to Gronlund (1998), in preparing for any type of instructional program, the teacher main
concern is how to effectively bring about student learning.

Test Assessment

 A definition: a method of measuring a person’s ability, knowledge, or performance in a given domain

 Takes place at identifiable times, under time constraints
 Uses prepared administrative procedures
 Must be able to be measured and evaluated and reported

Test Assessment

• Written tests

• Indonesian Students taking a written test Written tests are tests that are administered on paper or on
a computer. A test taker who takes a written test could respond to specific items by writing or typing
within a given space of the test or on a separate form or document

• Multiple choice

• In a test that has items formatted as multiple choice questions, a candidate would be given a number
of set answers for each question, and the candidate must choose which answer or group of answers is
correct.

•Alternative response

• True/False questions present candidates with a binary choice - a statement is either true or false. This
method presents problems, as depending on the number of questions.
• Matching type

• A matching item is an item that provides a defined term and requires a test taker to match identifying
characteristics to the correct term

• Completion type

• A fill-in-the-blank item provides a test taker with identifying characteristics and requires the test taker
to recall the correct term

• Essay

• Items such as short answer or essay typically require a test taker to write a response to fulfill the
requirements of the item. In administrative terms, essay items take less time to construct.

Non-Test Assessment

• Is an ongoing process

• Gives feedback to help students increase competence

• Informal: e.g. impromptu feedback, marginal comments on drafts

• Does not make fixed judgment or record results

• Formal: e.g. review of journal writing or student’s portfolio

Non-Test Assessment

Homework

• is a structured practice exercise that usually plays a part in grading. Sometimes instructors assign
reading or other homework which covers the theoretical aspects of the subject matter, so that the class
time can be used for more hands-on practical work.

Case studies and problem-solving assignments

• can be used to apply knowledge. This type of assignment required the student to place him or herself
in or react to a situation where their prior learning is needed to solve the problem or evaluate the
situation. Case studies should be realistic and practical with clear instructions.

Projects
• are usually designed so that the students can apply many of the skills they have developed in the
course by producing a product of some kind. Usually project assignments are given early in the course
with a completion date toward the end of the quarter. Examples include: a newsletter for word
processing, an overhauled engine for auto mechanics, a small production for a video class.

•Portfolios

• are collections of student projects and products. Like a photographers portfolio they should contain
the best examples of all of their work. For subjects that are paper-based, the collection of a portfolio is
simple.

•Observation

• should follow an established plan or checklist organized around concrete, objective data. Observation
needs to be tied to the objectives of the course.