A S S E S S M E N T O F

L EA R N I N G 1
PROF ED7
MEASUREMENT, ASSESSMENT
AND EVALUATION IN
OUTCOMES-BASED EDUCATION
•DISTINGUISH AMONG MEASUREMENT,
ASSESSMENT AND EVALUATION
•EXPLAIN THE MEANING OF ASSESSMENT
FOR, OF, AND AS LEARNING
MEASUREMENT

•MEASUREMENT IS THE PROCESS OF

DETERMINING OR DESCRIBING THE ATTRIBUTES
OR CHARACTERISTICS OF PHYSICAL OBJECTS
GENERALLY IN TERMS OF QUANTITY.
MEASUREMENT
• FOR INSTANCE, KNOWLEDGE OF THE SUBJECT MATTER IS OFTEN
MEASURED THROUGH STANDARDIZED TEST RESULTS. IN THIS
CASE, THE MEASUREMENT PROCEDURE IS TESTING. THE SAME
CONCEPT CAN BE MEASURED IN ANOTHER WAY. WE CAN ASK A
GROUP OF EXPERTS TO RATE A STUDENT’S (OR A TEACHER’S)
KNOWLEDGE OF THE SUBJECT MATTER IN A SCALE OF 1 TO 5 WITH
1 BEING THE LOWEST AND 5 THE HIGHEST. IN THIS PROCEDURE,
KNOWLEDGE OF THE SUBJECT MATTER IS MEASURED THROUGH
PERCEPTIONS.
TYPES OF MEASUREMENT
Measurements can therefore be objective (as in testing) or
subjective (as in perceptions). In the example cited, testing
procedures objective measurements while expert ratings provide
subjective measurements.

Objective measurements are more stable than subjective

measurements in the sense that repeated measurements of the
same quantity or quality of interest will produce more or less the
same outcome.
The underlying principle in educational measurement is
summarized in this formula.
 TYPES OF MEASUREMENT
Formula Measurement of Quantity or Quality of Interest = True value
plus random error

Each measurement of the quantity of interest has two components: - a

true value of the quantity and - a random error component. The
objective in educational measurement is to estimate or approximate,
as closely as possible, the true value of the quantity of interest.
Example – true knowledge of the subject matter.

In contrast, subjective measurements often differ from one assessor

to the next even if the same quantity or quality is being measured.
 MEASURING INDICATORS, VARIABLES
AND FACTORS
An educational variable is a measurable characteristic of a student.
Variables may be directly measureable as in age height of a student.

However, a variable cannot be directly measured like when we want to

measure “ e.g. class participation” of a student. For those variables
where direct measurements are not feasible, we introduce the concept
of indicators.

is an indicator that denotes the presence or absence of a measured

characteristic.
, if the characteristic is present
, if the characteristic is absent
 MEASURING INDICATORS, VARIABLES
AND FACTORS
For the variable class participation, we can let
denote the participation of a student in n class
recitations and let sum of the s divided by n
recitations.

Thus, if there were recitations and the student

participated in 5 of these 10, then or 50%.
 MEASURING INDICATORS, VARIABLES
AND FACTORS
Indicators are the building blocks of educational
measurement upon which all other forms of
measurement are built.

Variable is constituted of a group of indicators.

Construct or Factor constituted by a group of
variables. The variable which form a factor correlate
highly with each other but have low correlations with
variables in another group.
 MEASURING INDICATORS, VARIABLES
AND FACTORS
Example: the following variables were measured in a battery of tests:
X1 = computational skills
X2 = reading skills
X3 = vocabulary
X4 = logic and reasoning
X5 = sequences and series
X6 = manual dexterity

These variables can be grouped as follows.

Group 1: ( X1 , X4 , X5 ) = mathematical ability factor.
Group 2: ( X2 , X3 ) = language ability factor
Group 3: ( X6 ) = psychomotor ability factor
 MEASURING INDICATORS, VARIABLES
AND FACTORS
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 “psychomotor ability” factor.

In education measurement, we shall be concerned

with indicators, variables and factors or interest in
the field of education.
 MEASURING INDICATORS, VARIABLES
AND FACTORS
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 “psychomotor ability” factor.

In education measurement, we shall be concerned

with indicators, variables and factors or interest in
the field of education.
 ASSESSMENT
The term assessment is derived from the Latin assidere
which means “to sit beside” (Wiggins, 1993)

Assessment is the process of gathering evidence of

students’ performance over a period of time to determine
learning and mastery of skills. Such evidences of learning
can take the forms of dialogue record, journals, written work,
portfolios, tests and other learning tasks.
 ASSESSMENT
The term assessment is derived from the Latin assidere
which means “to sit beside” (Wiggins, 1993)

Assessment is the process of gathering evidence of

students’ performance over a period of time to determine
learning and mastery of skills. Such evidences of learning
can take the forms of dialogue record, journals, written work,
portfolios, tests and other learning tasks.
 ASSESSMENT
The overall goal of assessment is to improve student
learning and provide students, parents and teachers
with reliable information regarding student progress
and extent of the expected learning outcomes.

Assessment of skill attainment is relatively easier

than assessment of understanding and other mental
ability.
 TESTING
Testing is an instrument of assessment. A test or quiz
is used to examine someone’s knowledge of
something to determine what he or she knows or has
learned. It is an assessment tool that reflects the
records of the students’ learning outcomes. Testing
measures the level of skill or knowledge that has
been reached.
 STANDARD TEST
It is any form of test that (1) requires all test takers
to answer the same questions, or a selection of
questions from common bank of questions, in the
same way, and that (2) is scored in a “standard” or
consistent manner, which makes it possible to
compare the relative performance of individual
students or groups of students.
 HIGH-STAKES TEST AND LOW-STAKES
TEST
• Used to determine punishments (such as sanction,
penalties, funding reductions, negative publicity),
accolades (awards, public celebration, positive
publicity), advancement (grade promotion or
graduation for students), or compensation (salary
increases or bonuses for administration and
teachers)
• Used to measure academic achievement, identify
learning problems, or inform instructional
adjustments, among other purposes.
 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 a process designed to provide information that

will help us to make a judgment about a particular situation.
The end result of evaluation is to adopt, reject or revise what
has been evaluated.
 EVALUATION
Objects of evaluation include instructional programs, school projects,
teachers, students, and educational goals. Examples include
evaluating the “education for all” project of a school district, the
comparative effectiveness of two remedial reading programs,
correlation between achievement test results and diagnostic test
results, and attributes of an effective teacher.

Evaluation involves data collection and analysis and quantitative and

qualitative methods. Evaluation can help educators determine the
success of their academic programs and signal efforts to improve
student achievement.
 EVALUATION
Evaluation are often divided into two broad categories: formative
and summative.
Formative evaluation 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.

Summative evaluation is a method of judging the worth of a

program at the end of the program activities. The focus is on the
result.

To summarize, we measure height, distance, weight; we assess

learning outcome; we evaluate results in terms of some criteria
 ASSESSMENT FOR, OF, AND AS
LEARNING
The preposition “for” in assessment FOR learning implies that
assessment is done 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 (learning). It ensures that
learning is going on while teacher is in the process of teaching.

Formative assessment also includes the pretest and the posttest

that a teacher gives to ensure learning. This is also termed pre-
assessment.

Why the pretest? It is to find out where the students are or determine
their entry knowledge or skills so teacher knows how to adjust
instruction.
 ASSESSMENT FOR, OF, AND AS
LEARNING
Why the posttest? It is to find out if the intended learning
outcome has been attained after the teaching-learning
process. If not all students have attained it, then teacher has
to apply an intervention or a remediation. Why do these
have to take place? To ensure learning, thus the term
assessment FOR learning.

In assessment FOR learning, teachers use assessment

results to inform or adjust their teaching.
 ASSESSMENT FOR, OF, AND AS
LEARNING
In assessment FOR learning, teachers use assessment
results to inform or adjust their teaching.

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 term
Assessment OF Leaning.
Assessment AS Learning is associated with self-
assessment. As the term implies, assessment by itself is
already a form of learning for the students.
 ASSESSMENT FOR, OF, AND AS
LEARNING
As students assess their own work (e.g. a paragraph) and/or
with their peers with the use of scoring rubrics, they learn on
their own what a good paragraph is. At 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.
ASSESSMENT FOR, OF, AND AS
LEARNING