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MEASUREMENT, ASSESSMENT AND EVALUATION IN OUTCOMES_BASED EDUCATION

MODULE 2

OVERVIEW
With the change of focus in instruction from content to learning outcomes came the need to redefine
and clarify the terms used to determine the progress of students towards attainment of the desired
learning outcomes. These are Measurement, Assessment and Evaluation.

LEARNING OUTCOMES

At the end of this module, you are expected to;

A. Define and Differentiate among Measurement, Assessment, Evaluation
B. Explain the meaning of assessment FOR, OF and AS learning

LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES (SAA)

Activity

Let’s Do these: Check the column corresponding to each of the following statement refers either
to measurement, assessment, or evaluation.

Statement Measurement Assessment Evaluation

1. Over-all goal is to provide information
regarding the extent of attainment of student
learning
2. Can help educators determine the success
factors of academic programs and projects
3. Used to determine the distance of a location
4. Used such instruments as ruler, scale or
thermometer
5. Process designed to aid educators make
judgment and indicate solutions to academic
situations.
6. Can determine skill attainment easier than
attainment of understanding.
7. Process of gathering evidence of student
competencies/skills over a period of time
8. Result show the more permanent learning and
clear picture of student’s ability
9. Objects of study may be instructional
programs, school projects, teachers, students
or tests
10. Usually expressed in quantities

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Analysis
Guided Questions:
 How was the result of your test?
 Are you familiar with the terms have you encountered in the above activity?
 Are ready to understand what it’s all about? Tell me what do you want to know.
 Explore this Module! Don’t missed anyone of this pages.
Abstraction

Let’s Discuss:
2.1 MEASUREMENT
Is the process of determining or describing the attributes or characteristics of
physical objects generally in terms of quantity. When we measure, we use some standard
instrument to find out how long, heavy, hot, voluminous, cold fast or straight some things are.
Such instruments may be ruler, scale, thermometer or pressure gauge. When we measure, we
are actually collecting quantitative information relative to some established standards. To
measure is to apply a standard measuring device to an object, group of objects, events or
situations according to procedure determined by one who is skilled in the use of such device.
Sometimes, we can measure physical quantities by combining directly measurable
quantities to form derived quantities. For example, to find the area of a rectangular piece of
paper, we simply multiply the lengths of the sides of the paper. In the field of education,
however, the quantities and qualities of interest are abstract, unseen and cannot be touched and
so the measurement process becomes difficult; hence, the need to specify the learning
outcomes to be measured.
For instance, knowledge of the subject matter is often measured through
standardized test results. In this case, the measurement procedure is testing. The same concept
can be measured in another way. We can ask a group of experts to rate a student’s (or teacher’s)
knowledge of the subject matter in a scale of 1 to 5 with 1 being the lowest and 5 the highest.
In this procedure, knowledge of the subject matter is measured through perceptions.
Types of Measurement
1. Objective Measurement (as in testing) are more stable than subjective measurements
in the sense that repeated measurements of the same quantity or quality of interest will
produce more or less the same the same outcome. Are measurements that do not
depend on the person or individual taking the measurements? Regardless of who is
taking the measurement, the same measurement values should be obtained when using
an objective assessment procedure.
2. Subjective Measurement (as in Perception) are often differ from one assessor to the
next even if the same quantity or quality is being measured.
For this reason many people prefer objective measurements over subjective
measurements whenever they are available. However, there are certain facets of the
quantity or quality of interest that cannot be successfully captured by objective
procedures but which can be done by subjective methods e.g. aesthetic appeal of a
product or project of a student, student’s performance in a drama, etc. It follows that it

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may be best to use both methods of assessment whenever the constraints of time and
resources permit.
Whether one uses an objective or subjective assessment procedure, the underlying
principle in educational measurement is summarized by the following formula:
“Measurement is summarized by the quantity or quality of interest= true value
plus the random error”.
Each measurement of the quantity of interest has two component: a true value of
the quantity and a random error component. The objective in educational measurement
is to estimate or approximate, as closely as possible, the true value of the quantity of
interest, e.g true knowledge of the subject matter. This is a tall order and one which
will occupy most of our time in this particular course.
2.2.1 Measuring Indicators, Variables and Factors
An educational variable (denoted by an English alphabet, like X) is a measureable
characteristic of a student. Variables may be directly measureable as in X= age or X = height
of a student. However, many times, a variable cannot be directly measured like when we want
to measure “class participation” of a student. For those variables where direct measurements
are not feasible, we introduce the concept of indicators.
An indicator, I, denotes the presence or absence of a measured characteristic. Thus:
I= 1, if the characteristics is present
=0, if the characteristics is absent
For the variable X= class participation, we can let I1, I2, … In denote the participation of a
student in n class recitations and let X= sum of the I’s divided by n recitations. Thus, if there
were n= 10 recitations and the student participated in 5 of these 10, then X= 5/10 or 50%.
Indicators are the building blocks of educational measurement upon which all other forms
of measurement are built. A group of indicators constitute a variable. A group of variables
from a construct or a factor. The variables which form a factor correlate highly with each other
but have low correlations with variables in another group.
Example: the following variables were measured in a battery of test:
X1= computation skills
X2= reading skills
X3= vocabulary
X4= logic and reasoning
X5= sequences and series
X6= manual dexterity
These variables can be grouped as follows:
Group 1: (X1, X4, X5) = mathematical ability factor
Group 2: (X2, X3) = language ability factor
Group 3: (X6) = psychomotor ability factor
In educational measurement, we shall be concerned with indicators, variables and factors of interest in the
field of education.

2.2 Assessment
The term assessment is derived from the latin assidere which means “to sit beside”
(Wiggins, 1993)

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Is the process of gathering evidences of student’s performance over a period of time to

determine learning and mastery of skills. Such evidences of learning can take forms of dialogue
record, journals, written work, portfolios, test and other learning task. Assessment requires review
of journal entries, written work, presentation, research papers, essays, story written, test result, etc.
The overall goal of assessment is to improve students learning and provide students, parents,
and teachers with reliable information regarding student’s progress and extent or attainment of the
expected learning outcomes.
Assessments use, as basis, the levels of achievement and standard required for the curricular
goals appropriate for the grade or year level. Assessment result show the more permanent learning
and clearer picture of the student’s ability.
Assessment of skill attainment is relatively easier than assessment of understanding and
other mental ability. Skills can be practised and are readily demonstrable. Either the skill exists at
a certain level or it doesn’t. Assessment of understanding is much more complex. We can assess a
person’s knowledge in a number of ways but we need to infer from certain indicators of
understanding through written descriptions. Assessment of learning outcomes will be treated in a
separate chapter.
2.3 Evaluation
Originates from the root word “value” and so when we evaluate, we expect our process to
give information regarding the worth, appropriateness, goodness, validity or legality of something
for which a reliable measurement has been made. Evaluation is 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. Examples include evaluating the “education for all” project of a school district
the comparative effectiveness of two remedial reading programs, correlation between achievement
test results and diagnostic test results, and attributes of an effective teacher. Evaluation involves
data collection and analysis and quantitative and qualitative methods. Evaluation can help educators
determine the success of their academic programs and signal efforts to improve student
achievement. It can also help identify the success factors of programs and projects.
Evaluations are often divided into two broad categories:
1. Formative Evaluation
Is a method of judging the worth of a program while the program activities
are in progress. This type of evaluation focuses on the process. The result of
formative 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 deficiencies so that the appropriate intervention can be done. Formative
evaluation may also be used in analyzing learning materials, student learning and
achievements and teacher effectiveness.
2. Summative Evaluation
Is a method of judging the worth of a program at the end of the program
activities. The focus is on the result. The instrument used to collect data for
summative evaluation are questionnaire, survey forms, interview/observation
guide and test. Summative evaluation is designed to determine the effectiveness of
a program or activity based on its avowed purposes. Scriven gave as techniques
for summative evaluation: pretest-posttest with one group; pretest-posttest with

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experimental and control groups; one group descriptive analysis. The subject of
evaluation is wider than assessment which focuses specifically on the student
learning outcomes.
To summarize, we measure height, distance, weight; we assess learning
outcome; we evaluate result in terms of some criteria or objectives.
2.4 Assessment FOR, OF and AS Learning
The preposition “for” in assessment FOR learning implies that assessment is done to improve
and ensure learning. This is referred to as FORmative assessment, assessment that is given while the
teacher is in the process of student formation (learning). It ensures that learning is going on while
teacher is in the process of teaching.

F
Assessment AS
Learning

Assessment FOR Assessment OF

Learning Learning

Assessment

Figure 1. Various Approaches to Assessment

To ensure learning, thus the term assessment for learning:

In Assessment FOR learning, teachers use assessment result to inform or adjust their teaching. Sometimes
referred to as Formative assessment, it usually occurs throughout the teaching and learning process to
clarify student learning and understanding.
In Assessment OF learning, is usually given at the end of unit, grading period or a term like a semester. It
is meant to assess learning for grading purposes, thus the term assessment OF learning. Sometimes referred
to as Summative assessment it usually occurs at defined key points during a unit of work or at the end of a
unit, term or semester, and may be used to rank or grade students.
In Assessment AS learning, is associated with self-assessment. As the term implies, assessment by itself is
already a form of learning for the students. Students set their targets, actively monitor and evaluate their
own learning in relation to their target. As a consequence, they become self-directed or independent
learners. By assessing their own learning, they are learning at the same time.

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Application
. Let’s Do these: A. List down three (3) activities or processes involved in each of the following:

1. Measurement
2. Assessment
3. Evaluation
B. Differentiate each of the following pairs; Examples may be cited to further
clarify the meaning.
1. Assessment and Evaluation
2. Formative Evaluation and Summative Evaluation
3. Mental skill and Manual skill
4. Measurement and Evaluation
5. Assessment FOR and AS for learning

SELF-ASSESSMENT ACTIVITIES (SAA) SHEET

LFM Name:___________________________________ Course& Year:__________________________

Module Number and Title:________________________ Contact No. ___________________________

A. List down three (3) activities or processes involved in each of the following:
1. Measurement
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Assessment
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Evaluation
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

B. Differentiate each of the following pairs; Examples may be cited to further clarify the meaning.
1. Assessment and Evaluation

_____________________________________________________________________

2. Formative and Summative Evaluation

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3. Mental skill and Manual skill

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Measurement and Evaluation
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
5. Assessment FOR and AS for learning
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

KEY POINTS

➢ Measurement is the process of determining or describing the attributes or characteristics of

physical objects generally in terms of quantity.
➢ Types of Assessment Objective Measurement (as in testing) and Subjective Measurement (as
in Perception)
➢ Assessment is the process of gathering evidences of student’s performance over a period of time
to determine learning and mastery of skills. Such evidences of learning can take forms of dialogue
record, journals, written work, portfolios, test and other learning task.
➢ Evaluation is 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.
➢ Type of evaluation Formative evaluation focuses on the process and Summative evaluation
focus is on the result.
➢ In Assessment FOR learning, teachers use assessment result to inform or adjust their teaching.
Sometimes referred to as Formative Assessment.
➢ In Assessment OF learning, is usually given at the end of unit, grading period or a term like a
semester. It is meant to assess learning for grading purposes, thus the term assessment OF learning.
Sometimes referred to as Summative assessment.
➢ In Assessment AS learning, is associated with self-assessment. As the term implies, assessment by
itself is already a form of learning for the students. Students set their targets, actively monitor and
evaluate their own learning in relation to their target. As a consequence, they become self-directed
or independent learners. By assessing their own learning, they are learning at the same time.

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END OF MODULE ASSESSMENT

Don’t ignore this page here is the step on how you submit your output. Thank you! And
God Bless. Keep Safe kapamilya.
After analysing and reading this module, answer the activities
provided attach at the end of this module after the references.
Write your answer on the separate paper.

Submit your answer at Osmena colleges College of teacher

education office or you can reach me thru my fb account Jeslene
Lupague Pusing and my email address:
[email protected]
Or contact thru this no. 09503541456

SELF-ASSESSMENT ACTIVITIES (SAA) ANSWER KEY

Here is the key based on the activities above activity.
ACTIVITY!
Statement Measurement Assessment Evaluation
1. Over-all goal is to provide information regarding the
extent of attainment of student learning
2. Can help educators determine the success factors of
academic programs and projects
3. Used to determine the distance of a location
4. Used such instruments as ruler, scale or thermometer
5. Process designed to aid educators make judgment and
indicate solutions to academic situations.
6. Can determine skill attainment easier than attainment of
understanding.
7. Process of gathering evidence of student
competencies/skills over a period of time
8. Result show the more permanent learning and clear picture
of student’s ability
9. Objects of study may be instructional programs, school
projects, teachers, students or tests
10. Usually expressed in quantities
APPLICATION!
A. List down three (3) activities or processes involved in each of the following:
1. Measurement
2. Assessment
3. Evaluation
B. Differentiate each of the following pairs; Examples may be cited to further clarify the meaning.
1. Assessment and Evaluation

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Assessment is a process by which information is obtained relative to some known objective

or goal. .Assessment is to make improvements, as opposed to simply being judged. While
evaluation is the process of making judgments based on criteria and evidence.
2. Formative Evaluation and Summative Evaluation
Formative evaluation focuses on the process and Summative evaluation focus is on the
result.
3. Mental skill and Manual skill
Knowledge refers to mental skills or the cognitive domain of learning. Skills refers to the
psychomotor or manual skills that need to be developed by school aged members of society.
4. Measurement and Evaluation
Evaluation is a process designed to provide information to help one make a judgement
about a given situation. While Measurement is refers to the process by which the attributes or
dimensions of some physical objects are determined with the exception of IQ or attitude.
5. Assessment FOR and AS for learning
In Assessment FOR learning, teachers use assessment result to inform or adjust their
teaching. Sometimes referred to as Formative Assessment. While Assessment AS learning, is
associated with self-assessment. As the term implies, assessment by itself is already a form of
learning for the students. Students set their targets, actively monitor and evaluate their own learning
in relation to their target. As a consequence, they become self-directed or independent learners. By
assessing their own learning, they are learning at the same time.

LOOKING AHEAD

Congratulation for making it till the end of this module! If you aced the assessment,
I am happy and proud of you. For the next module, Please advance reading about
Measurement, Assessment and Evaluation in Outcomes-Based Education and write
down questions you may have experience and let’s see for the next discussion .
Discuss!
How would you differentiate measurement, assessment and evaluation?

SELF AND MODULE EVALUATION

This part requires you to rate the quality of the module to help you continuously improve the development of
this learning module. This also asks you to rate your learning experience for each of the modules.

Rate the module using the following:

1- Strongly disagree
2- Disagree
3- Agree

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4- Strongly agree

The learning module: 1 2 3 4

Please check appropriate column

was engaging
allowed for self-checking (SAAs)
developed in gradual, manageable steps
provided independent, self-paced learning
contained relevant information I needed

Self- Evaluation

Rate the extent of your learning in this module using the scale below. Check the column corresponding
to your rating in the space provided. Do not hesitate to contact me if you need further assistance.
4- I’m an expert. I understand and can teach a friend about it.
3- I’m a Practioner. I understand and can cite examples on the topics given.
2- I’m an apprentice. I understand if I get help or look at more examples.
1- I’m a novice. I do not understand the topic.

My learning: 1 2 3 4
I can now

Please check appropriate column

A. Define important terms focus on the assessment of
learning plan
B. Distinguish between Assessment FOR, AS and OF
C. Distinguish between measurement, assessment and evaluation

REFERENCES

✓ Assessment of learning 1 copyright, 2017 by: Rosita l. Navarroo Ph.D, Rosita G. Santos, Ph.D and
Brenda B. Corpuz, Ph.D. Published by: LORIMAR PUBLISHING, INC.
✓ https:georgecouros.ca.archives

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END OF MODULE ASSESSMENT (Answer Sheet)

(Please don’t forget to provide information on this part)

LFM Name: _____________________________________________ Course& Year:________________

Module Number and Title: _________________________________ Date accomplished: _____________

Contact number:_____________________________ E-mail Address or Fb account:_________________

Now that you have finished the review of the various concepts outlined above, it is now
time for an assessment to see how far you have improved. Write your answers on the blank
space provided for each question.
Task 1. TRUE or FALSE. Write true if the statement is true and write false if the statement is false in the
space provided before the number and write the correct statement.
_________1. Teachers use assessment result to inform or adjust their teaching this assessment is
belong to assessment for learning.
_________2. The focus of this assessment is on the result. The teacher use formative assessment
_________3. Assessment is a process designed to provide information that will help us to make a judgement
about particular situation.
_________4. Measurement can be objective (as in perception)
_________5. Measurement is the process of determining or describing the attributes or characteristics of
physical object generally in term of quantity.

Identification.
_________6. Is the process of making judgments based on criteria and evidence?
_________7. Is design to determine the effectiveness of a program or activity based on its avowed
purposes?
_________8. Best describe the statement, process of gathering evidence of student competencies/skills over
a period of time.
_________9. Associated with self –assessment.
_________10. Is a process by which information is obtained?

Task 2
I.

A. By means of a diagram, show the differences among AS, OF and FOR.

B. Formative assessment is “when the cook tastes the soup while summative is when the
quest taste the soup.” Do you agree? Why or why not?
C. All test are forms of assessment, but not all assessments are tests: which definitions of
assessment given in F support this statement?
Thank you and God bless keep Safe!!

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