Scribd
Upload
22 views13 pages

M2. Measurement

Uploaded by

Abdujalil Kurbonov
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
22 views13 pages

M2. Measurement

Uploaded by

Abdujalil Kurbonov
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 13

Measurement, testing,

assessment and evaluation.


Process oriented assessment and
product oriented assessment.
Outlines:
• The purpose of evaluation
• The fundamental nature of assessment
• Features of measurement and testing
• Process and product oriented assessment
• Measurement Is Always Numerical
• Measurement in education isn’t that far in meaning
compared to any other field. It still has the same use;
measurement means identifying the characteristics,
skills, or knowledge of something.
• Educators use measurements when they use actual,
real things: commonly used measurement tools, like
rulers or even a thermometer. And these tools have set
criteria in order for the teacher to reach valid, reliable,
and consistent results.
• That means that when we do the process of
measurement we usually use something
common to measure with. And that’s quite
different from the word ‘assess.’ In measuring
the state of something we are simply collecting
numerical data in comparison to a set of
standards using common tools. The image
clarifies this more.
• It’s very important here to assert that
measurement is always numerical. As
measurement in education refers to units,
Types of Measurement in Education

• Generally we refer to measurement in education


as the quantitative assessment of students
through a given test: online, offline, or paper. But
measurement is not limited only to assessing
students. If applied correctly, we should be able
to measure all factors of the educational process.
• Edward Thorndike, an American psychologist
whose work focused on comparative psychology
and learning process, the “founder of modern
educational psychology,” and the developer of
the law of effect principle, commented on this
• Today, measurement in education is much different and
more advanced. With the development of many theories
in education over time and assessment software
systems that can be used in this process, various
variables, related to students marks and grades, are
measured.
• Intelligence
• Interest
• Intelligence
• Interest
• Students aptitude and personality
• Aims of education
• Effectiveness of the curriculum
• Usefulness of teaching methods
• Basis of educational policy
• The various educational activities of administrators and
teachers as well
What Are the Purposes of Assessment?

• There are three types of purposes for


assessment:
• Assessment for learning
• Assessment as learning
• Assessment of learning
• Educators usually provide the following
examples to explain the purposes of assessment:
1.Formative assessment for assessment for
learning
2.Formative assessment for assessment as
learning
3.Summative assessment is for assessment of
learning
• Assessment of learning aims to achieve the
educational goals and the characteristics of the
student, which appear during learning. That
Evaluation Is Qualitative

• Evaluation is when you start to interpret and


judge the results of the data you’ve collected
throughout the assessment process or
elsewhere. It’s the phase for decision-making.
So, if you’re a decision maker, this is for you.
Evaluation centers on what you’ve gathered of
information and data; it’s qualitative.
• The process-
oriented assessment emphasizes the
students’ learning process and includes multiple
evaluation subjects and immeasurable factors
into the evaluation system so as to judge the
learning process, motivation and effect and
products. With the purpose of sustainable
development for learners, the process-
oriented assessment highly promotes
students’ motivation in learning and reflection.
• Product-Oriented assessment is a kind
of assessment where in the assessor views and scores
the final product made and not on the actual
performance of making that product.
• There are various types of performance assessments that
educators can use to evaluate student performance. One
essential component of performance-based assessments
is the focus on the final product or outcome. This
product-oriented approach allows students to showcase
their understanding and skills by creating tangible and
practical artifacts.
Resources

• H.Harris, M. & McCann, P.Assessment: Handbooks for English


classroom. 1994 New York: MacMillan
• Green, A. (2014). Exploring language assessment and testing:
language in action. Milton Park, Abingdon, Oxon: Routledge

You might also like