CHAPTER 2 * Objective measurements- more stable than subjective

MEASUREMENT, ASSESSMENT AND EVALUATION IN OUTCOMES-BASED

formula:
EDUCATION
Measurement of Quantity or Quality of Interest value plus random error.

=
 Measurement- is the process of determining or describing the
attributes or characteristics of physical objects generally in terms of True
quantity.
Each measurement of the quantity of interest has two components: a true value
When we measure, we use some standard instrument to find out how long, of the quantity and a random error component. The objective in educational
heavy, hot, voluminous, cold, fast or straight some things are. 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
Instruments
order and one which will occupy most of our time in this particular course.
 RULER
Objective measurements are measurements that do not depend on the person or
 SCALE
individual taking the measurements. Regardless of who is taking the
 THERMOMETER
measurement, the same measurement values should be obtained when using an
 PRESSURE GAUGE
objective assessment procedure. In contrast, subjective measurements often
differ from one assessor to the next even if the same quantity or quality is being
When we measure, we are actually collecting quantitative
measured.
information relative to some established standards.
ASSESSMENT OF LEARNING OUTCOMES (ASSESSMENT 1)
To measure is to;
2. Measuring Indicators, Variables and Factors
 Apply a standard measuring device to an object
 group of objects An educational variable (denoted by an English alphabet, like X) is a measureable
 events or situations according to procedure determined by characteristic of a student. Variables may be directly measureable as in X = age or
one who is skilled in the use of such device. 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
1. Types of Measurement
those variables where direct measurements are not feasible, we introduce the
Measurements can therefore be; concept of indicators.

 objective (as in testing) An indicator, I, denotes the presence or absence of a measured characteristic.
 subjective (as in perceptions). Thus:

testing produces objective measurements while expert ratings provide I = 1, if the characteristic is present
subjective measurements.
= 0, if the characteristic is absent
For the variable X= class participation, we can let I1, I1⁄2, I denote the participation Group 2: (X2, x3)= language ability factor
of a student in n class recitations and let X = sum of the I's divided by n
Group 3: (x6) = psychomotor ability factor
recitations. Thus, if there were n = 10 recitations and the student participated in 5
of these 10, then X = 5/10 or 50%. The first group is called a "mathematical ability" factor, the second group is called
a "language ability" factor while the third group (with only one variable) is called a
Indicators are the building blocks of educational measurement upon which all
"psychomotor ability" factor.
other forms of measurement are built. A group of indicators constitute a variable.
A group of variables form a construct or a factor. The variables which form a Chapter 2 - Measurement, Assessment and Evaluation in Outcomes-Based
factor correlate highly with each other but have low correlations with variables in Education
another group.
In educational measurement, we shall be concerned with indicators, variables and
Example: The following variables were measured in a factors of interest in the field of education.
battery of tests: 2.2. Assessment
X1 = computational skills The term assessment is derived from the Latin assidere which means "to sit
beside" (Wiggins, 1993)
X2 = reading skills
Assessment is the process of gathering evidence of students' performance over a
X3 = vocabulary
period of time to determine learning and mastery of skills. Such evidences of
X4 = logic and reasoning learning can take the forms of dialogue record, journals, written work, portfolios,
tests and other learning tasks. Assessment requires review of journal entries,
factor
written work, presentation, research papers, essays, story written, test results,
X5 etc.

= The overall goal of assessment is to improve student learning and provide

students, parents and teachers with reliable information regarding student
sequences and series progress and extent of attainment of the expected learning outcomes.
X6 Assessments use, as basis, the levels of achievement and standards required for
the curricular goals appropriate for the grade or year level. Assessment results
= show the more permanent learning and clearer picture of the student's ability.
manual dexterity Assessment of skill attainment is relatively easier than assessment of
These variables can be grouped as follows: 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
Group 1: (X1, X4, X5) 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
mathematical ability a separate chapter.
2.3. Evaluation with one group; pretest-posttest with experimental and control groups; one
group descriptive analysis. The subject of evaluation is wider than assessment
Evaluation originates from the root word "value" and so when we evaluate, we
which focuses speciffically on student learning outcomes.
expect our process to give information regarding the worth, appropriateness,
goodness, validity or legality of something for which a reliable measurement has To summarize, we measure height, distance, weight; we assess learning outcome;
been made. Evaluation is a process designed to provide information that will help we evaluate results in terms of some criteria or objectives.
us to make a judgment about a particular situation. The end result of evaluation is
2.4 Assessment FOR, OF and AS Learning
to adopt, reject or revise what has been evaluated.
The preposition "for" in assessment FOR learning implies that assessment is done
Objects of evaluation include instructional programs, school projects, teachers,
to improve and ensure learning. This is referred to as FORmative assessment,
students, and educational goals. Examples include evaluating the "education for
assessment that is given while the teacher is in the process of student formation
all" project of a school ASSESSMENT OF LEARNING OUTCOMES (ASSESSMENT 1)
(learning). It ensures that learning is going on while teacher is in the process of
district, the comparative effectiveness of two remedial reading programs, teaching.
correlation between achievement test results and diagnostic test results, and
Teacher does not lose anything if as he/she teaches he/she checks for
attributes of an effective teacher. Evaluation involves data collection and analysis
understanding now and then. This is to ensure that ASSESSMENT OF LEARNING
and quantitative and qualitative methods. Evaluation can help educators
OUTCOMES (ASSESSMENT 1)
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 district, the comparative effectiveness of two remedial reading programs,
projects. correlation between achievement test results and diagnostic test results, and
attributes of an effective teacher. Evaluation involves data collection and analysis
Evaluations are aften divided into two broad categories: formative and
and quantitative and qualitative methods. Evaluation can help educators
summative.
determine the success of their academic programs and signal efforts to improve
Formative evaluation is a method of judging the worth of a program while the student achievement. It can also help identify the success factors of programs and
program activities are in progress. This type of evaluation focuses on the process. projects.
The results of formative evaluation give opportunities to the proponents, learners
Evaluations are aften divided into two broad categories: formative and
and teachers how well the objectives of the program are being attained. Its main
summative.
objective is to determine deficiencies so that the appropriate interventions can be
done. Formative evaluation may also be used in analyzing learning materials, Formative evaluation is a method of judging the worth of a program while the
student learning and achievements and teacher effectiveness. program activities are in progress. This type of evaluation focuses on the process.
The results of formative evaluation give opportunities to the proponents, learners
Summative evaluation is a method of judging the worth of a program at the end
and teachers how well the objectives of the program are being attained. Its main
of the program activities. The focus is on the result. The instruments used to
objective is to determine deficiencies so that the appropriate interventions can be
collect data for summative evaluation are questionnaire, survey forms,
done. Formative evaluation may also be used in analyzing learning materials,
interview/observation guide and tests. Summative evaluation is designed to
student learning and achievements and teacher effectiveness.
determine the effectiveness of a program or activity based on its avowed
purposes. Scriven gave as techniques for summative evaluation: pretest-posttest
Summative evaluation is a method of judging the worth of a program at the end Formative assessment also includes the pretest and the posttest that a teacher
of the program activities. The focus is on the result. The instruments used to gives to ensure learning. This is also termed pre-assessment.
collect data for summative evaluation are questionnaire, survey forms,
Why the pretest? It is to find out where the students are or determine their entry
interview/observation guide and tests. Summative evaluation is designed to
knowledge or skills so teacher knows how to adjust instruction.
determine the effectiveness of a program or activity based on its avowed
purposes. Scriven gave as techniques for summative evaluation: pretest-posttest Why the posttest? It is to find out if the intended learning outcome has been
with one group; pretest-posttest with experimental and control groups; one attained after the teaching-learning process. If not all students have attained it,
group descriptive analysis. The subject of evaluation is wider than assessment then teacher has to apply an intervention or a remediation. Why do these have to
which focuses speciffically on student learning outcomes. take place? To ensure learning, thus the term assessment FOR learning.
To summarize, we measure height, distance, weight; we assess learning outcome; In Assessment FOR Learning, teachers use assessment results to inform or adjust
we evaluate results in terms of some criteria or objectives. their teaching.
2.4 Assessment FOR, OF and AS Learning Assessment OF Learning is usually given at the end of a unit, grading period or a
term like a semester. It is meant to assess learning for grading purposes, thus the
The preposition "for" in assessment FOR learning implies that assessment is done
term Assessment OF Learning.
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 Assessment AS learning is associated with self-assessment. As the term implies,
(learning). It ensures that learning is going on while teacher is in the process of assessment by itself is already a form of learning for the students.
teaching.
Assessment FOR
Teacher does not lose anything if as he/she teaches he/she checks for
understanding now and then. This is to ensure that Chapter 2 - Measurement, Learning
Assessment and Evaluation in Outcomes-Based Education Assessment AS Learning
before he/she proceeds further or comes near the end of the chapter, unit or Assessment
course or grading period, the students understood the lesson.
OF
It will be tragic and a waste of time if teacher just proceeds with his/her teaching
presuming that students understood the lesson only to discover at the end of the Learning
unit or grading period that students after all did not understand the lesson. So Assessment
much time has already been wasted.
Figure 1. Various Approaches to Assessment
Besides, lack of understanding of the lesson must have been compounded
because the "ABCs" of the lesson weren't mastered and teacher already As students assess their own work (e.g. a paragraph) and/ or with their peers with
proceeded to "XYZ". Too late to discover that at the end of a unit or a grading the use of scoring rubrics, they learn on their own what a good paragraph is. At
period the students did not learn what was expected of them. the same time, as they are engaged in self-assessment, they learn about
themselves as learners (e.g. paragraph writers) and become aware of how they
learn. In short, in assessment AS learning, students set their targets, actively
monitor and evaluate their own learning in relation to their set target. As a
consequence, they become self-directed or independent learners. By assessing
their own learning, they are learning at the same time.