Measurement, Assessment

and Evaluation
in Outcome-Based Education
University of Caloocan City
 Technology and Livelihood
Education
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Lord Our loving Father, we
praise and glorify your name
for your unbounded love for
us. We thank you for all the
graces you bestowed upon
us. We humbly ask you to
send forth Your Holy Spirit to
guide us as we unfold our
lesson for the day.
May we learn their meaning
and value in our life so that
we will be able to enrich
ourselves and make a
change for others.
This we offer for your
greater glory through your
son Jesus Christ who lives
and reigns with you forever
and ever…Amen.
 Measurement, Assessment
and Evaluation
in Outcome-Based Education
University of Caloocan City
Let’s have a Recap
Determine if it is institutional
outcome
program outcome
course outcome
learning outcome
 The School of Arts, Sciences and Teacher
Education aims to develop professionals with
creative leadership, critical sensitivity to the
needs of others and to have a deep sense of
the true, the
good and the beautiful.
Construct a test following the
Bloom’s Taxonomy.
Utilizes innovative and creative
methods/strategies and
technologies to find olutions to
problems, and to formulate and
implement decisions.
Teacher Education students are
expected to grow in their
personal and professional lives
and to practice ethical standards
of the teaching profession
.
Interpret test results using the
mean, median and mode.
 Determine if it is
Immediate outcome
Deferred outcome
Demonstrate grammatical
awareness by being able to
read, speak and write
correctly
 Apply the language
conventions, principles,
strategies and skills in
interacting with others.
.
Demonstrate a new strategy in
teaching literature.
 Respond to literary text
through the appreciation of
literary devices and an
understanding of story
grammar
 Received an award in
teaching the community
.
.
How will you measure the following?
How will you measure the following?
What type of test are you going to facilitate in the
following competencies?

Observe correct subject-

verb agreement
 What type of test are you going to facilitate in the
following competencies?

Write different forms of simple

composition (letters) as a response to
stories/poems read or listened to
What type of test are you going to facilitate in the
following competencies?

Speak clearly using appropriate

pronunciation and intonation (poems,
chants, rhymes, riddles)
What type of test are you going to facilitate in the
following competencies?

Identify the important story

elements such as setting,
character and plot
What type of test are you going to facilitate in the
following competencies?

Show love for reading by listening

attentively during story reading and
making comments or reactions
Objectives for the day

01
Characterize the types of Measurements, types of
Assessments and Categories of Evaluation

02 Evaluate a statement whether it is measurement,

assessment, or evaluation

03 Value the importance of Measurement, Assessment and

Evaluation in making judgement to the student’s
performance.
MEASUREMEN
T
It is the process of determining
attributes of objects generally in terms
of quantity.
MEASUREMEN
T
Nunnaly (1970)
It consists of rules for assigning
numbers to objects in such a way as to
represent quantities of attributes.”
.
 Quantification of
characteristics or attributes
determines the amount of that
attribute present
Quantification facilitates
accurate information
 Quantification allows
objective comparison of
groups
 Quantification results
make the data possible for
further analysis
 Quantification results
make the data possible for
further analysis
MEASUREMEN
T
TESTIN PERCEPTI
G ON
 Types of Measurement
It can be interpreted differently because of
numerical value
Objective stable
measures are independent of the observer

It can possibly interpreted differently

Unstable Subjective
rely more on the observer than
independent measures
Measurement Indicators, Variables and
Factors
Variables examples
A quantity or of x=age of student
function X=height of student
that may assume
any given value x= Quiz 1, Quiz 2…
or set values X=Recitation, Conduct
Measurement Indicators, Variables and
Factors
Indicators examples
observable and measurable I=I, if the characteristic is present
characteristic that can be usedto I=0, if the characteristic is absent
show changes or progress toward
achieving a specific outcome
 Measurement Indicators, Variables and
Factors
Factors examples
Formed through a group of Written works: Quiz,
variables, and the variables which Quarterly Test
form a factor correlate highly with Exercises
each other Assignments
Performance Task:
Practical tests
Oral recitations
ASSESSMENT
TESTIN PERCEPTI
G ON
 ASSESSMENT
It is a process used by teachers
and students during
instruction that provides
feedback to adjust ongoing
teaching
 ASSESSMENT
It process of determining
educational objectives, gathering,
using, and analyzing information
to make decisions about programs.
 ASSESSMENT

It is the process of gathering and

discussing information from
multiple and diverse sources .
 ASSESSMENT
as the collection, evaluation, and
use of
information to help teachers
make better decisions.
Important Features of Assessment

1 Use of a variety of techniques

reliance on observation in structured and unstructured

2 situations

Integration of information
2
 EVALUATION
making of a judgment about the
amount, number, or value of something;
assessment.
Educational evaluation is carried out from time
to time for the following purposes:
•to determine the relative effectiveness of the program in
01 terms of student behavioral output

to make reliable decisions about educational

02 planning
to determine the effectiveness of their teaching techniques
03 and learning materials
Educational evaluation is carried out from time
to time for the following purposes:

•to provide information about teachers’ effectiveness and

04 school need

to predict the general trend in the development of the

05 teaching-learning process
EVALUATION
FORMATI SUMMATI
VE VE
 FORMATIVE ASSESSMENT

• used during the teaching learning process to

monitor the learning process.
• aim of this evaluation is to improve
student’s learning and teacher’s teaching
• teacher made tests are used for this purpose
 FORMATIVE ASSESSMENT
• test items are prepared for limited content
area
• Only few skills can be tested
• It is a continuous and regular process
• It considers evaluation as a process whether
the progress of the pupils in a unit is
successful
 SUMMATIVE ASSESSMENT
• is used after the course completion to assign
the grades
• is terminal in nature
• Generally standardized tests are used for
the purpose
• tests items are prepared from the whole
content area.
 SUMMATIVE ASSESSMENT
• to judge the appropriateness and
effectiveness of the instructional objectives
and instructional procedure
• Large number of skills can be tested in this
evaluation
• the degree to which the students have
mastered the course content
Let’s Elaborate
_______ 1. Scores of students in a quiz.
_______ 2. It is expressed in quantities.
_______ 3. Process designed to aid educators
make judgement and indicate
solutions to academic situation.
_______ 4. Over – all goal is to provide
information regarding the extent
of attainment of student learning
outcomes.
_______ 5. Can help the educators determine
the success factors of academic
programs and projects.
_______ 6. Used to determine the distance of a
location.
_______ 7. Can determine skill attainment
easier than attainment of
understanding.
_______ 8. Results show the more permanent
learning and clear picture of
student’s ability.
_______ 9. The object or subject of study may
be instructional programs, school
projects, teachers, students, or
tests results.
_______ 10. Process of gathering evidence of
student competencies/skills over
a period of time
Here is number two

2
Two mouses, two numbers!
Around the back of the railway, the track makes
“twoooo, twoooo, twooooooooo”!
Here is number three

3
Three baths, three numbers!
Around the tree, around the tree… This is the
way you make a three!
Here is number four

4
Four paws, four numbers!
Down and across and down some more! This is
the way you make a four
Here is number five

5
Five treats, five numbers!
Straight neck, big round tummy. Hat on, five
looks funny! :o
1, 2, 3, 4,
5...
Do you know what’s next?
Here is number six

6
Six fishes, six numbers!
Speaking of which… Down to a loop, six rolls
like a hoop!
Here is number seven

7
Seven doggies, seven numbers!
Across the sky and down from heaven, this is
the way you make a seven!
Here is number eight

8
Eight tortoises, eight numbers!
Make an S and do not wait: climb back up to
make a lovely eight
Here is number nine

9
Nine kittens, nine numbers!
And, last but not least... A loop and a line
makes a number nine!
Counting three numbers!

1 3 5

One... Three... Five...

It’s so smiley! It’s the funniest number! You can wave it back!
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Alternative Resources
Alternative Alphabet