Report in Assessment 1

Educational Measurements
In Assessment 1
Reporters
1.Jayson Santos
2.Adeliza Guban
3.Harwin Cosme
4.Rhonalyn Manuel
5.April Ibaez
6.Yveth Gonzaga
7.Patrick Javier
Measurement
Measurement tools and

skills have a variety of
uses in everyday life. The
ability to use measuring
tools, rulers,
thermometers, scales, and
to estimate with these
tools are necessary skills
that enable us to quantify
Function of Measurements
1. - to determine what knowledge, skills,
abilities, habits and attitudes have been
acquired.
2. to determine what progress or extent
of learning attained
3. to determine strengths, weaknesses,
difficulties and needs of students.
Types Of Measurement
Measurement can therefore:

Objective (as in testing) or
Subjective (as in perception).
Testing produces objective

measurement while expert
ratings provide subjective
measurement.
Objective measurement determine

the outcomes of learning, it may
serve as a basis for determining
the effectiveness of a teaching
process, then if the Objective is
attained, the teaching process is
effective, otherwise it is not
Characteristics of Objective
Measurement:
Objectives must be stated clearly
and unequivocally.
It must be fit the age , grade
level, and other psychological
traits of the learner.
Objective must be behavioral.

Objectives for
that subject matter
must cover all the
important aspects
of that subject
matter.
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 a
project of students. It follows that it
maybe best to use both methods of
assessment whenever the constraints of
time and resources permit
Indicator, Variables and Factors

An educational variable (denoted by an
English alphabet , like X ) is a measurable
characteristic of a student .
Variables may be directly measurable
as in
X = AGE or X = HEIGHT OF A
STUDENT .
A Variable cannot be directly

measured like when we want to
measure class participation of a
student .
An Indicator , I , denotes the
presence or absence of a measured
characteristic .
Thus
I = 1, if the characteristic is present
I=0, if the characteristic is absent
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 Is divided by n
recitations .
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 form A CONSTRUCT
or A FACTOR
Example : The following variables

were measured in a battery tests :
X1
X2
X3
X4
X5
X6
=
=
=
=
=
=
Computational Skills
Reading Skills
Vocabulary
Logic and Reasoning
Sequences and Series
Manual Dexterity
These variables can be grouped as

follows:
Group 1 : ( X1, X4 , X5 ) =
Mathematical Ability
Factor
Group 2 : ( X2, X3 )= Language Ability

Factor
ASSESSMENT OF
LEARNING
(Basic Concepts)
Assessment as learning
refers to the collection of data to
describe or better understand an
issue.
begins as students become aware of
the goals of instruction and the
criteria for performance
involves goal-setting,
monitoring progress, and
reflecting on results
implies student
ownership and
responsibility for moving
his or her thinking
forward
Principles of Quality Assessment

1.Clarity of the Learning Target
2.Appropriateness of the Assessment
Method
3.
4. Validity
Reliability
5. Fairness
6. Practicality and Efficiency
Validity
is the most important quality of a
test.
does not refer to the test itself.
Reliability
it refers to the consistency of
score obtained by the same
person when retested using the
same instrument or one that is
parallel to it.
Fairness
the assessment procedures do not
discriminate against a particular group of
students
example
students from various
racial, ethnic, or gender
groups, or students with
disabilities.
Practicality and Efficiency

1.Teachers familiarity with the
method
2.Time required
Various
Roles of
Assessment
-used to measure
Summative
Roleafter
student growth
instruction and
are generally given at
the end of a course
in order to determine
whether
long term learning
goals have been met.
Summative Assessments are often

created in the following formats:
Selected response items
Multiple choice
True/false
Matching
Short answer
Fill in the blank

One or two sentence response
-is a process used by

teachers and students
Formative
Role that
during instruction
provides explicit
feedback to adjust
ongoing teaching and
learning to improve
students achievement of
intended instructional
outcomes.
Five Attributes of Effective Formative Assessm

Learning Progressions
-Learning progressions should clearly
articulate the sub-goals of the ultimate learning
goal.
Learning Goals and Criteria for Success

- Learning goals and criteria for success should be
clearly identified and communicated to students.
Descriptive Feedback
-Students should be provided with evidencebased feedback that is linked to the intended
instructional outcomes and criteria for success.
Self- and Peer-Assessment

-Both self- and peer-assessment are
important for providing students an
opportunity to think metacognitively
about their learning.
Collaboration
- A classroom culture in which
teachers and students are partners
in learning should be established.
Diagnostic Role
-is intended to improve the
learners experience and
their level of achievement.
However, diagnostic
assessment looks backwards
rather than forwards.
Key Elements of Diagnostic Assessment

The nature of diagnostic assessment:
-It must be linked to pre-determined learning
objectives.
-It should be systematically built in to the curriculum.
-However the assessment is done, care should be
taken to ensure that it is adequate in scope, valid,
reliable, practical and acceptable to those
involved.
-Testing should be fair, taking account of equal

opportunities issues.
-A tests instructions and administration must be

clear and not distort results.
-Pupils should understand why and how they are to

be tested.
Placement
-a test to determine a student's level of
ability in one or more subjects in order to
place the student with others of the same
approximate ability.
-a test usually given to a student entering an
educational institution to determine specific
knowledge or proficiency in various subjects
for the purpose of assignment to appropriate
courses or classes.
EVALUATION
OF
LEARNING
AND
PROGRAMS
evaluat
ion
The evaluation is
systematic
approach that will
guide in
measuring the
efficiency and
effectiveness of a
training, a course
Evaluation uses
methods and measures

to judge student
learning and
understanding of the
material for purposes
of grading and
It is meeting the
goals and
matching them
with the
intended
outcomes.
Evaluation
might be
based on
measurement
data but also
might be
based on
other types of
data such as
questionnaires
, direct
observation,
TESTS are tools that effectively enhance

the educational process; represent an
attempt to provide objective data that can
be used with subjective impressions to
make better, reliable decisions.
Student Evaluation is necessary to help

teachers determine the degree to which
educational objectives have been achieved
and to help teachers know their students as
A Systems Model for Evaluation
Conte
xt
Input
Outpu
t
Outco
me
Proce
ss
Context
It refers to the
environment of the
curriculum. The real
situation where the
curriculum is
operating is its
context. Simply put
context evaluation
Input
Refers to the
ingredients of the
curriculum which
include the goals,
instructional strategies,
the learners, the
teachers, and all the
materials needed.
Process
Refers to the
ways of
means of
how the
curriculum
was
Output
output is used to
refer to the
amount of
something that a
person or thing
produces.
Outcome
It is an activity,
process, or
situation that exists
at the end of it.
Product
Indicates if the
curriculum
accomplishes its
goals. It will
determine to what
extent the
curriculum objectives
Evaluation
is part of a
larger
program
planning
process.
The Four Standards of

Evaluation
No one right evaluation.
Instead, best choice at
each step is options that
maximize:
Utility: Who needs the info from this
evaluation and what info do they
need?
Feasibility: How much money, time,
and effort can we put into this?
Propriety: Who needs to be involved
in the evaluation to be ethical?
Accuracy: What design will lead to
accurate information?
Kirkpatrick Four-levels of
Evaluation
The End
Thanks for listening
Imparted by:
1.Jayson Santos
Group
1 Guban
2.Adeliza
3.Harwin Cosme
4.Rhonalyn Manuel
5.April Ibaez
6.Yveth Gonzaga
7.Patrick Javier

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Educational Measurements

Measurement tools and

Measurement can therefore:

Testing produces objective

Objective measurement determine

Objective must be behavioral.

However, there are certain facets of the

Indicator, Variables and Factors

A Variable cannot be directly

The Variable X= Class

If there were n= 10 recitations and the

Example : The following variables

These variables can be grouped as

Group 2 : ( X2, X3 )= Language Ability

Principles of Quality Assessment

Practicality and Efficiency

Summative Assessments are often

Fill in the blank

-is a process used by

Five Attributes of Effective Formative Assessm

Learning Goals and Criteria for Success

Self- and Peer-Assessment

Key Elements of Diagnostic Assessment

-Testing should be fair, taking account of equal

-A tests instructions and administration must be

-Pupils should understand why and how they are to

methods and measures

TESTS are tools that effectively enhance

Student Evaluation is necessary to help

A Systems Model for Evaluation

The Four Standards of

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