ALJON A.

GALAS BSED FILIPINO 3

2.1 MEASUREMENT
Educational measurement refers to the use of educational assessments and
the analysis of data such as scores obtained from educational assessments to infer
the abilities and proficiencies of students. The aim of the educational measurement
is to measure the abilities and levels of attainment by students in areas such as
reading, writing, mathematics, science and so forth. In tradition, educational
measurement focuses on the reliability and validity of the assessment. In practice,
it concerned with the analysis of data from educational assessments or tests.
Typically, this means using total scores on assessments, whether they are
multiple choice or open-ended and marked using marking rubrics or guides. The
pattern of scores by individual students to individual items is used to infer so called
scale locations of students, the "measurements" is the technical term. This process
is one form of scaling. Essentially, higher total scores give higher scale locations,
consistent with the traditional and everyday use of total scores. If certain theory is
used, though, there is not a strict correspondence between the ordering of total
scores and the ordering of scale locations. The Rasch model provides a strict
correspondence provided all students attempt the same test items, or their
performances are marked using the same marking rubrics.
Test equating or trying to place the results of different tests administered to
different groups of students on a single or common scale through processes, is one
of the aims of applying theory and techniques in educational measurement. The
rationale is that because different assessments usually have different difficulties,
the total scores cannot be directly compared. The aim of trying to place results on a
common scale is to allow comparison of the scale locations inferred from the totals
via scaling processes.
2.1.1 TYPES OF MEASUREMENT
a) Objective (as in testing)
Objective tests are measures in which responses maximize objectivity, in the
sense that response options are structured, where the examinees have only a limited
set of options, examples of this are Likert scale, true or false. This way of
structuring a measures is intended to minimize subjectivity or bias on the part of
the individual administering the measure to ensure that the administering and
interpreting the results does not rely on the judgment of the examiner.
b) Subjective (as in perceptions)
Subjective items include short essay, extended-response essay, problem
solving and performance test items. Subjective test is evaluated by giving an
opinion and can be compared with an objective test. It is more challenging and
expensive to prepare and evaluate correctly. Example of subjective is that, test of
writing ability is often subjective because they require an examiner to give an
opinion on the level of the writing.
2.2. ASSESSMENT
The systematic process of documenting and using empirical data on
knowledge, skills, attitudes, and beliefs to refine programs and improve student
learning. It focusses on individual learner, a course, an academic program, and the
educational system as a whole. The assessment data can be obtained from directly
examining students work to assess the achievement of learning outcomes or can be
based on data from which one can make inferences about learning.
The final purpose of assessment practices in education depends on the
theoretical framework of the practitioners and researchers, the beliefs and
assumptions about the nature of human mind, the origin of knowledge and lastly,
the process of learning.
2.3. EVALUATION
Educational evaluation is the evaluation process of characterizing and
appraising some aspect/s of an educational process. There are two common
purposes in educational evaluation which are, at times, in conflict with one
another. Educational institutions usually require evaluation data to demonstrate
effectiveness to funders and other stakeholders, and to provide a measure of
performance for marketing purposes.
Educational evaluation is also a professional activity that individual
educators need to undertake if they intend to continuously review and enhance the
learning they are endeavoring to facilitate. The Joint Committee on Standards for
Educational Evaluation published three sets of standards for educational
evaluations. The Personnel Evaluation Standards was published in 1988, The
Program Evaluation Standards (2nd edition) was published in 1994, and The
Student Evaluations Standards was published in 2003.

2.4. APPROACHES TO ASSESSMENT

There are various types of assessments and here are the examples.
Formative Assessments. Quick check for understanding (ex. Thumbs
up/thumbs down, brainstorming).
Summative Assessments. Measured own term academic goal (ex. PARCC,
midterm, finals, unit tests, projects).
Diagnostic Assessments. Use to get prior knowledge. Example is Pre-course
test (not graded).
Formal Assessment. Strick and specific testing procedures and rules (ex.
Standardizes Tests).
Informal Assessments. Lacks important data (ex. Think Pair Share).
Behavioral Assessments. Very common for teacher (ex. Functional
Behavior Assessment).
Rating Scales. Used for professor evaluations.
Emotional Assessments. It includes students’ questionnaires and behavior
checklist.
Screening. Found in Response to Intervention (RTI).
Authentic Assessments. It includes projects, speech, report, video,
interview, etc...
Performance Based Assessments. Assess students’ ability example is a
student’s creates an application in a programming class.
Group/Individual. Sometimes, students need the space and also I.E.P.S
often require individualized testing.
Criterion Referenced. Tests created by classroom teachers.
Norm Referenced. Based on the comparison of the students against similar
demographics.
2.4.1. FORMATIVE
It is the method where teachers are allowed to frequently check their
learners' progress as well as the effectiveness of their own practice, thus allowing
for self-assessment of the student. Formative assessment is necessary to apply by
teachers. Master teachers used formative assessments to make a decision to re-
teach or move forward. Formative assessments should take place during the
teaching process.
Examples of the formative assessments are:
Hand signal. 1-5. Formatively assess students by having them rate there
understanding from a scale of one to five using their fingers. 1 finger if the
student is absolutely lost, 2 finger: if the student has a vague idea, 3 finger if
student is in the middle, 4 finger: if the student has a good understanding and
5 finger if the student has a mastery. This is the easiest way to assess a large
group of students.
Brainstorming. Usually takes place before introducing a new topic and a
great assessment for gauging a classes prior knowledge on the topic.
Exit Tickets. Used at the end of the lesson, the teacher will ask a set of
questions that involves on a big concept of the lesson. A 2-3-minutes
question that is answered on the slip of a paper. It is best in assessing a
lesson’s overall objective or goal.
Think-Pair-Share. Step 1 is Think. To making sure that teacher should give
appropriate “Wait Time” for the question. Step 2 is Pair. Working together is
a sign that helps to promote 21st century life skills where together students
discuss and compare their answers. Step 3 is Share. Student should share
their thought in the class and the teachers will make corrections on the
students’ responses for all to hear.
Practice in a classroom is formative to the extent that evidence about student
achievement is elicited, interpreted, and used by teachers, learners, or their peers,
to make decisions about the next steps in instruction that are likely to be better, or
better founded, than the decisions they would have taken in the absence of the
evidence that was elicited.
Formative assessments give in-process feedback about what students are or are
not learning so instructional approaches, teaching materials, and academic support
can be modified to the students' needs. They are not graded, can be informal in
nature, and they may take a variety of forms.
2.4.2. SUMMATIVE ASSESSMENT
Summative assessment, summative evaluation, or assessment of learning
refers to the assessment of participants where the focus is on the outcome of a
program. This contrasts with formative assessment, which summarizes the
participants' development at a particular time. Summative assessment is widely
taught in educational programs in the United States. Scriven claims that while all
assessment techniques can be summative, only some are formative.
Summative assessments are absolutely necessary because children in schools
need to master essential skills and knowledge to be successful in life. Students
should not push through a grade. Summative assessment should be given at the end
of units, periods and courses. Examples of summative assessment are portfolios,
projects, interviews, essays, tests and presentations.
Tips for Utilizing Summative Assessment
Vary Assessments Types. Varying assessments give students different
opportunities to succeed.
Clear Instructions. Select the best choice and understanding the questions
will ensure an accurate assessment.
Student Have Shown Work. A minor mistake shouldn’t have a major
effect.
Depth Knowledge. Asses students’ ability to synthesize, evaluate and apply
content knowledge.
Give Enough Test Time. Student should not have to rush through test just
to pass.
Give Enough Study Time. Summative assessments are not meant to be
“pop” test
Assess What was Covered During Class. Placing uncovered material cost
you the trust of your students.
Question Weight is Proportional to Time Question was Covered.
Assessment items value should be reflective of the amount of time that
content was covered in class