ASSESSMENT AND EVALUATION IN SOCIAL SCIENCES

Module 1: Principles of Assessment,

Measurement and Evaluation

Lesson 1: Introduction to Measurement

Assessment and Evaluation
Lesson 2: Classroom Assessment

Prof. Arnel M. Leonardo

Faculty, Department of Social Sciences, Philosophy and Humanities
College of Arts and Letters
 Lesson 1: Introduction to Measurement,
Assessment and Evaluation

A.Definition of Measurement, Evaluation and

Assessment
B.Characteristic of Assessment
C.Types of Evaluation
 Intended Learning Outcomes
• At the end of the lesson discussion on introduction to measurement,
assessment and evaluation, students must be able to:

1. Compare and contrast the concept of measurement, assessment, and

evaluation.
2. Identify the characteristics and features of assessment.
3. Explain the different types of evaluation and give examples on every type
 Learning Exploration
• Using the Jam Board, list down your ideas or
prior knowledge on concept of Assessment,
Measurement and Evaluation. Write your answer
on sticky note.
• Please write your name on the note.
• https://youtu.be/WPLUZP_st-A
 Measurement
• Measurement is the process of determining or
describing the attributes or characteristic of physical
objects generally in terms of quantity.
• When we measure, we use some standards
• What are those standards?
• in measuring the length, height, weight, distance, or
temperature.
 Measurement
• In measuring those standard we used instruments
• What are those instruments?
• Tape measures, scales, and meters.
• What is educational measurement?
• The word measurement, as it applies to education simply means
determining the attributes or dimensions of an object, skill, or
knowledge.
 Measurement
• Educational measurement measures the cognitive of
academic achievements of the student as well as
students’ interest, attitudes, values, traits, skills, and
all other aspect related to the development of a student
to be a well-rounded individual.
• These measurement tools are held to standards and
can be used to obtain reliable results.
 Measurement
• Who uses this data?
• Gather data for educators, parents, students and
administrators.
• What are some of the standard of measurements in
education?
• This are raw scores, percentile ranks and standard
scores.
 Measurement
• Measurement can be objective (as in testing) or subjective
(as in perception).
• Objective measurements are more stable than subjective
measurement in the sense that repeated measurements of the
same quantity or quality of interest will produce the same
outcome.
• Objective measurement is measurement that do not depend
on the person or individual taking the measurements.
 Measurement

• Some of the examples of objective measurements

are the Aptitude Test or Scholastic Test.
• On the other hand, subjective measurement refers
to the measurement of individual perception, it
usually measures the qualitative aspect or attributes
of individual
 Assessment
• Assessment is the process of gathering evidence of student’s
performance over a period to determine learning and mastery skills.
• It is the process of collecting various information needed to come up
with an overall information that reflects the attainment of goals and
purposes.
• It is usually in measurable terms, knowledge, skills, attitudes, and
beliefs.
• Some of the examples of evidences of students learning are objective test
or examination, journals, written output, presentation, portfolios, essay,
research output, role-playing, debate, and other authentic assessment.
 Three important features of assessment that
makes it distinct from evaluation
• (1) use of variety of techniques,
• (2) reliance on observation in a structured and
unstructured situations and
• (3) integration of information.
 Characteristics of Assessment
• Process of collecting various information
• In measuring students’ performance, teachers use different
sources assessment tools and activities.
• Such sources are recitation, presentation, quizzes, long exam,
final exam, research, or project. There should be a series of
battery of test that measures the cognitive, affective, and
psychomotor skills needed before arriving at the final grade of
the students.
• This variety of test is needed to arrive at a valid and reliable
conclusion of student’s performance.
 Characteristics of Assessment
• Integration of overall information
• In coming up with the student’s assessments of academic
performance there should integration of various sources and
assessment tools.
• This battery of assessment tools or strategies should yield the
same result to determine the overall ability of the student. For
reason, the grade of the student will be valid and reliable.
 Characteristics of Assessment

• Attainment of goals and purposes.

• One of the reasons why we do assessment is to know whether
the learning goals was attained after the conduct of the learning
experience.
• Assessment processes are framed for a specified objective to
determine if they are met.
• Assessment results are best way to determine the extent to
which the student has attained the objectives intended.
 Evaluation
• 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 the process of determining significance or
worth, usually by careful appraisal and study.
 Evaluation

• It the analysis and comparison of actual progress vs.

prior plans, oriented toward improving plans for future
implementation.
• It is also defined as the process designed to provide
information to help us make a judgement about a
situation.
• The result of evaluation is to adopt, reject or revise
what has been evaluated.
 Evaluation
• Evaluation is a part of a continuing management process
consisting of planning implementation, and evaluation; ideally
with each following the other in a continuous cycle until
successful completion of the activity.
• This involves assigning values to the thing or person being
evaluated.
• It answers the question
• "How well did we do?"
• and "How much did we do?”
 Types of Evaluation
1. Internal Evaluation
• It is a process of quality review undertaken within an institution for its
own ends with or without the involvement of external peers.
• Internal evaluation is the same as self-evaluation, done by a unit as a
form of quality management or in preparation for external evaluation.
(Campbell & Rozsnyai, 2002).
 Types of Evaluation
1. Internal Evaluation
• The process of self-evaluation consists of the systematic collection
of administrative data, the questioning of students and graduates,
and the holding of moderated interviews with lecturers and
students, resulting in a self-study report
 Types of Evaluation
• External Evaluation
• It is the process whereby a specialized agency collects data,
information, and evidence about an institution, a unit of a given
institution, or a core activity of an institution, to make a
statement about its quality.
• External evaluation is a generic term for most forms of quality
review, enquiry, or exploration.
 Types of Evaluation
• External Evaluation
• It is used as an umbrella term for all forms of quality
monitoring, assessment, audit, enhancement legitimation,
endorsement, or accreditation (Harvey, 2002, p. 1).
• The process that uses people external to the program or
institution to evaluate quality or standards is also known as
External Evaluation.
 Types of Evaluation
Formative Evaluation
• Formative evaluation is an evaluation that is used to modify or
improve products, programs, or activities, and is based on feedback
obtained during their planning and development.
• This 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.
 Types of Evaluation
Formative Evaluation
• The result of formative evaluation give opportunities to the proponents,
learners, and teachers on how well the objectives of the program are being
attained.
• Its main objective is to determine deficiencies so that the appropriate
interventions can be done.
• Formative evaluation may also be used in analyzing learning materials,
students learning achievement and teachers’ instructional strategy
effectiveness.
 Types of Evaluation
Summative Evaluation
• Summative evaluation is evaluation at the conclusion
of an activity or plan to determine its effectiveness.
• This is the method of judging the worth of the at the
end of the program activities.
• The focus of evaluation is on the result.
 Types of Evaluation
Summative Evaluation
• 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 purpose.
 Learning Assessment
I. Essay. Discuss the following in five to seven sentences.
Submit using PDF File. ( 10 Points each)
1.Compare and contrast the concept measurement, evaluation,
and assessment.
2.Choose 2 types of evaluation, discuss the characteristics, and
give example on your chosen type.
 Learning Enrichment
• For additional learning on the concept of Measurement, Assessment
and Evaluation, please watch the following video.

1. Purpose of Assessment. Frank Avella. Teaching in Education (TIE).

https://youtu.be/JHZsz_j_z7A

2. Evaluation and Assessment. Rebecca Burton.

• https://youtu.be/1UjiHA3g39g
Thank you so much ! Stay safe
and healthy ! God Bless!
Prof. ARNEL M. LEONARDO
Faculty, Department of Social
Sciences, Philosophy and Humanities