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Lesson 1 - Feb 4

The document discusses measurement, assessment and evaluation in outcome-based education. It defines assessment, measurement and evaluation and describes different types of assessment including assessment for learning, assessment of learning, and assessment as learning. It also discusses objective and subjective measurement and the importance of continuous assessment and evaluation.

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Desiree Isidro
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53 views2 pages

Lesson 1 - Feb 4

The document discusses measurement, assessment and evaluation in outcome-based education. It defines assessment, measurement and evaluation and describes different types of assessment including assessment for learning, assessment of learning, and assessment as learning. It also discusses objective and subjective measurement and the importance of continuous assessment and evaluation.

Uploaded by

Desiree Isidro
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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February 4, 2024 – SESSION 2 is not only about someone who is knowledgeable in

transferring ideas to someone who is not. It means


LESSON 2 – Measurement, Assessment and that as students, should not only be passive
Evaluation in Outcome-Based Education learners but should be actively engaged in their
own learning. They must also acquire the mastery
Assessment
of what they are learning and use what they have
 It is a method of gathering students’ school discovered from that monitoring.
performance data that aims to collect
Measurement
information to specify and verify problems
concerning their learning achievement.  It is the assignment of a quantitative
 It is essentially taking a sample of what description of the learner’s performance.
students do, making inferences and
estimating the worth of your actions. Types of Measurement
 Some proof of child’s learning success can
1. Objective (as in testing) are those that reveal
be manifested in tests, written works,
nearly the same results even if it is done
journals, portfolios and other learning
repeatedly. It involves impartial measurement and
tasks.
to determine the objectivity of a measure, one
needs to assess its reliability.

They are: 2. Subjective (as in perceptions) indicates


measures concerning the actual experience of an
Assessment for Learning individual, his feelings or emotions and opinions
that are commonly subject to disagreement.
This is being used by the teacher to find out the
extent of what the students know and what they Evaluation
can do and thereby see the gaps in learning that
they might have. Teacher creates assessments  Involves judging or deciding about the
that will determine if the intended learning targets quality of the students’ performance for the
are achieved by the students and to address the teacher to implement a possible course of
gaps that occur during the process of their learning action. When the assessment information is
formation. This is also referred as formative collected, synthesized and thought about,
assessment; wherein its result serves as a proof the teacher is in a position to judge the
that students have achieved the desired learnings quality of the student’s performance and
targeted by the teacher. what classroom course if action should be
done or what action is most appropriate.
To illustrate this type of assessment, teachers use  Further, Patton (1987) defined evaluation as
questioning, quizzes and other means which are a process which involved gathering of
useful and essential in curriculum design and information and uses the results to analyze
instruction. It may also include pre-test and post- and judge the value and worthless of
test. something. It critically examines a program
and makes judgment to improve its
Assessment of Learning
effectiveness for use in planning and
It is usually given towards the end of a course or a programming decisions.
unit in a semestral term. It is being done to  It includes both qualitative and quantitative
determine if the students have achieved the description of the class’ performance plus
instructional goals and for the teachers to give value judgment concerning the desirability
them equivalent mark or grade. of the performance.
 May result to acceptance, dismissal or
Assessment as Learning amendment of what has been evaluated.
Its main focus is on how students efficiently
manage their own learning. It gives important
emphasis on metacognition (an awareness of one’s  You should take note that assessment
thoughts and processes). It assumes that learning and evaluation must be continuous and
frequent. Teachers must always be
prepared to reassess students, and
using the measurement of periodic
formative assessment, they can adjust
and improve their instruction to meet
their students’ learning needs on a daily
and weekly basis.

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