TEST,

MEASUREMENT,
ASSESSMENT &
EVALUATION
 Objective

1. Differentiate measurement, assessment and

evaluation
2. Differentiate assessment for, as and of learning
3. Discuss on the role of assessment in making
instructional decisions to improve teaching and
learning
4. Reflect on and discuss the applications and
implications of assessment to teaching and learning
 TEST &
MEASUREMEN
T
DEFINE TEST & MEASUREMENT

Measurement – process of collecting data on

attribute of interest.
Measurement is an act or process that
involves the assignment of numerical values
to whatever is being tested. So it involves the
quantity of something
Test may be called as tool, a question, set of
question, an examination which is used to
measure a particular characteristic of an
or a group of individuals.
Test is the form of questioning or measuring tool
used to access the status of one’s skill,
attitude and fitness.
Measurement is the term used to describe the
assignment of a number to a given assessment.
The number can be a raw score or a score based
on a normal distribution curve. The process of
quantifying this number is separate from using
this information to evaluate student outcomes
and achievement.
TEST: An instrument or activity used to
accumulate data on a person’s ability to
performed a specified task.
It is an assessment intended to measure a
test-taker ’s knowledge, skill, aptitude,
performance, or classification in many other
topics.
 PURPOSE OF TEST &
MEASUREMENT
For getting knowledge about the progress.
For preparation of effective planning.
For knowing the abilities and capacities.
For giving motivation.
For knowing the achievements in future.
For research and experimentations.
 WHAT IS
ASSESSMENT?
Assessment is the process of documenting, usually
in measurable terms, knowledge, skills, attitudes
and beliefs.
Assessment in education is the process of
gathering, interpreting, recording & using
information about
pupils’ responses to an educational task.
(Harlen, Gipps, Broadfoot, Nuttal, 1992)
Assessment can focus on the individual learner,
the learning community( class, workshop, or other
organized group of learners), the institution, or the
educational system.
The process of gathering quantitative and qualitative
data of what a student can do, and how much a
student possesses.
To diagnose students’ strengths and
weaknesses.
To assign grades.
To determine the teachers’ effectiveness.
To monitor students’ progress.
To help evaluate teachers.
 WHAT IS
EVALUATION?
Evaluation is concerned with a whole range of issues in
and beyond education; lessons, programs, and skills
can be evaluated. It produce a global view of
achievements usually based on many different types of
information such as observation of lessons, test scores,
assessment reports, course documents or interviews
with students and teachers.
 The process of making overall
judgement about one’s work or a whole
school work (Cameron)
Evaluation is a process of determining to what
extend the educational objectives are being
realized --- Ralph Taylor
 TYPES OF
EVALUATION
Process
Evaluation
Product
Evaluation
 PROCESS
EVALUATION
It refers to evaluation taking place during the program
or learning activity. It is conducted while the event to be
evaluated is occurring & focuses on identifying the
progress towards purposes, objectives, or outcomes to
improve the activities, courses, curriculum, program or
teaching and student.
It is also known as formative evaluation.
 PRODUCT
EVALUATION
Product evaluations examines the effects
of outcomes of some object.
It conducted at the end of course.
It is also known as summative evaluation. It
evaluates the progress towards an
established outcomes.
 PURPOSE OF
EVALUATION
Clarify and define objectives.
Facilitate the improvement program.
Motivate Participants.
Establish and maintain standards to ,meet
legal, professional and academic credentials.
Test the efficiency of teachers.
TEST/ TESTING (use of instruments/ tools)

MEASUREMENT (scoring)

ASSESSMENT (gathering and organizing)

EVALUATION (decision making; P or F)

 EXERCISE #1

Each of the following statements refers to either Measurement, Assessment or Evaluation. In

your notebook, write M if the statement refers to measurement, A for assessment and E for
evaluation.

1. Over-all goal is to provide information regarding the extent of attainment of student

learning outcomes

2. Can help educators determine the success factors of academic programs or projects

3. Uses such instruments as ruler, scale, or thermometer

4. Used to determine the distance of a location

5. Process designed to aid educators make judgment and indicate solutions to academic
situations
 EXERCISE #1

Each of the following statements refers to either Measurement, Assessment or Evaluation. In

your notebook, write M if the statement refers to measurement, A for assessment and E for
evaluation.

6. Can determine skill attainment easier than attainment of understanding

7. Process of gathering evidence of student competencies/ skill over a period of time

8. Results show the more permanent learning and clear picture of student’s ability

9. Objects of study may be instructional programs, school projects, teachers, students, or

test results

10. Usually expresses in quantities

Classroom
Assessment in the K
to 12
Carlo Magno, PhD.
crlmgn@yahoo.co
Activity 1: Answer the
following Questions
How do you use assessment inside
the classroom?
What are the different forms of
assessment you use when you
teach?
Objectiv
esBe informed on the features of the
K to 12 assessment framework
Prepare an instructional plan
integrating assessment and
instruction
Principles of
Assessment
P1: Assessment should be well-aligned
with educational standards intended
for learners
P2: Formative assessment needs to scaffold
students in the summative assessment
P3: Assessment should become more like
instruction
P4: Assessment results needs to be used by
teachers to help students learn better
P5: Assessment is not used to
threaten and intimidate students.
Assessment
Principles
Principle 1: Assessment
should be well aligned with
students’ objectives,
competencies, and
educational standards.
Assessment is
Standards-Based
Align the kind of items you write
based on given standards.
Example 1: Constructive
alignment
Classify materials based on its ability
to absorb water, float, sink,
undergo decay
Item:
Which of the following materials will
float in water?
A. Styrofoam
B. foam
C. metal
D. glass
Example 2: Constructive
Alignment
Demonstrate proper disposal of waste
according to the properties of its
materials
Performance task
Final Output: A slide show with
illustrations showing proper
disposal of materials.
Task: Take a photo on how to
properly dispose the following
materials: plastic bottles, food
scrap, papers. Present the picture in
class and explain the procedure.
Criteria: Accuracy of disposal
Assessment
Principles
Principle 2:The formative
assessment needs to scaffold
students in the summative
assessment.
 TYPES OF
ASSESSMENT
Formal Assessment
Informal Assessment
Formative
Assessment
Summative
Assessment
 FORMAL
ASSESSMENT
Formal assessments have data which support the
conclusions made from the test. We usually refer to
these types of tests as standardized measure.
The data is mathematically computed and summarized.
Scores such as percentiles, stanines, or standard scores
are mostly commonly given from this type of
assessment.
 INFORMAL
ASSESSMENT
Informal assessments are not data driven but
rather content and performance driven. For
example, running records are informal
assessments because they indicate how well a
student is reading a specific book. Scores such as
10 correct out of 15, percent of words read
correctly, and most rubric scores are given from
this type of assessment.
What is Formative Assessment?

WHAT IS NOT FA? WHAT IS FA?

Formative Assessment Collection of practices

is not an instrument, that all leads to student
or event. learning improvement.
It is not used for Tool for the teachers to
grading! determine what they
need to do to move the
It is not used as a learner forward.
punishment for A technique to help the
students if they students optimize
misbehave. learning
(Black & William, 2003; Stiggins,
FORMATIVE
ASSESSMENT
“A diagnostic use of assessment to provide
feedback to teachers and students over the
course of instruction.” --- Carol Boston
Gathering of data during a time program is being
develop. This is likewise provide feedback for the
improvement of an instruction or for the
improvement of the program.
Administrated at the end of the day’s lesson.
The goal of formative assessment is to monitor
students learning to provide ongoing feedback that
can be used by instructors to improve their teaching
and by students to improve their learning.
Determines whether the teacher delivers
quality instruction in a particular day-base on
the particular result.
 What is Formative
Assessment?
Formative assessment is a continuous
several assessment done during and
instructional process for purpos the
improving
the teaching or learninge (Black of
&
William, 2003)
What makes formative assessment
formative is that it is immediately used to
make adjustments to help students learn
the lessons better.
 Delivering Formative
Assessment
Make Determine Move
learners current students
aware of status of closer to the
the students goals
learning
goal
 Clarifying Formative
Assessment?
A formative assessment is effective with
how it is embedded in the instruction to
promote learning (McMillan, 2005).
Assessment without the use of
instructional change is not formative.
Instructional correctives should be
delivered differently with how the
lesson was previously delivered (Black &
William, 2009).
 Formative Assessment
GENERATES (Ainsworth & Viegut,
2006)
Timely Student
Achievement Information
TO TO
MONITOR EVALUATE

Individual Student Instructional

Progress Effectivenes
s
(Team or Individual)
IN TERMS IN TERMS OF ADDRESSED
WARRANTS
OF BY
What What
Students Students Modifying
Learn or Did Can or Can’t Re-teaching
Instruction
not Learn Do
Formative Assessment Before the
lesson
Formative Assessment during the
lesson
Formative Assessment After the
lesson
 How will Teachers Do
It?
Formative Assessment is only
effective when teachers are clear
about their intended learning goals
for a lesson.
Teachers should focus on what
students will learn.
Teachers should share the learning
goals (or actively create it with the
students), at the beginning of the
lesson.
 SUMMATIVE
ASSESSMENT
“A summative assessment is one
attempts to assess student learning for a
specific time period. For example, a unit
test would be a summative assessment.”
--- Eden Ralph
Use to determine the mastery &
achievement of the student.
Done usually at the end of a chapter or
unit.
Accountability of success or failure.
Use primarily in assigning grades.
Designed to determine the extent to which the
instructional objectives has been achieved
The goal of summative assessment is to evaluate
student learning at the end of an instructional unit by
comparing it against some standard or benchmark.
 Summative
Assessment
Component Description Examples
Written Express skills and Quizzes, long tests,
Work concepts in essays,
written form written reports
Performance Show and Demonstration, group
Task demonstrate presentations, oral
what learners work, multimedia
can do presentations,
research projects
Quarterl Measure (written
Objectiveworks such as
tests
yAssessmen students essays)
and
t learning at the performance-bas
end of the ed assessment
quarter
Weights for Grades 1-10
Weights for the
SHS
Assessment
Principles
Principle 3: Assessment
should become more like
instruction.
Zone of Proximal
Development
Unity of instruction and
assessment
Intentional Teaching
Devote time on essential skills
that are indicated in the
standards (teaching is aligned
with standards)
Established success criteria
Use a subject-matter budget to see
how many standards can be
mastered within a quarter
Intentional
teaching
Assessment
Principles
Principle 4: Assessment
results needs to be used
by teachers to help
students learn better.
Assessment OF
Learning
Assessment of learning is the
assessment that becomes public and
results in statements or symbols
about how well students are
learning.
It often contributes to pivotal
decisions that will affect students’
futures.
Think about
these…
Are our current approaches to
assessment improving student
learning?
How can we use assessment to
help all our students want to
learn?
How can we help them feel able to
learn?
How can we be sure that our
assessment instruments, procedures,
Assessment FOR
Learning
In assessment for learning, teachers
use assessment as an investigable
tool to find out as much as they can
about
◦ what students know and can do,
◦ confusions,
◦ preconceptions,
◦ gaps they might have.
Provides the basis for determining
what they need to do next to
move student learning forward.
How is Assessment FOR
Learning done?
Understanding and articulating
targets in advance of
teaching/learning (formative
Assessment)
Informing students about learning
goals in terms that students
understand, from the very beginning
of the teaching and learning process
(Formative Assessment)
Becoming assessment literate and
able to transform expectations into
assessment exercises and scoring
How is Assessment FOR
Learning done?
Using classroom assessment to
build students’ confidence in
themselves as
learners and help them take
responsibility
for their own learning
Translating classroom assessment
results into frequent descriptive
feedback, providing students with
specific insights as to how to
How is Assessment FOR
Learning done?
Engaging students in regular self-
assessment, with standards held
constant so that students can watch
themselves grow over time
Actively involving students in
communicating with their teacher
and parents about their
achievement status and
improvement
Source: Stiggins,
2002
Assessment AS
Learning
Assessment as learning focuses on
students and emphasizes assessment
as a process of metacognition
(knowledge of one’s own thought
processes) for students.
Students reflect on their work on a
regular basis, usually through self and
peer assessment and decide what
their next learning will be.
Helps students to take more
responsibility for their own learning
and monitoring future directions.
https://www.youtube.com/watch?v=Atiuuy-7fBA
Assessment
Principles
Principle 5: Assessment is
NOT used to threaten and
intimidate students.
Mistaken Beliefs about
assessment
Mistaken beliefs about how to
use assessment to support
school improvement:
1. High-stakes tests are good for all
students because they motivate
learning
2. If I threaten to fail you, it will cause
you to try harder
3. If a little intimidation doesn’t work,
use a lot of intimidation
Mistaken Beliefs about
assessment
4. The way to maximize learning
is to maximize anxiety
5. It is the adults who use
assessment results to make the
most important instructional
decision.
Assessment
Principles
Principle 6:The
teacher should
encourage the
learning community to
engage in assessment.
The Professional Learning
Community
Driving the initiative, followed by
inevitable implementation
problems, the conclusion that the
reform has failed to bring about
the desired results, abandonment
of the reform, and the launch of a
new search for the next promising
initiative.
Big Idea 1: Ensure that students
learn
Big idea 2: A culture of
Assessment
Principles
Principle 7: Assessment is
a technical competency.
Technical
competencies
Utilizing assessment to make
decisions about the instruction,
learners, and the school
Interpreting assessment
information
Identifying appropriate
indicators of learning
Communicating assessment
information to stakeholders
Recognizing unethical
Download slide
at:
http://www.slideshare.net/crlmgn/k
-to-12- classroom-assessment-ppt
Workshop
Create an instructional plan
integrating assessment and
instruction for one learning
competency.
Use one objective and list the
learning experience or
procedure.
Show specifically in the procedure
the flow of the lesson and how
assessment is integrated before,
 Roles of
Assessment in
Classroom
Instruction
• “Teaching and Learning are reciprocal
processes that depend on and affect
one another (Swearingen 2002 and
Kellough, 1999).”
• The assessment component of
instructional processes deals with the
learning progress of the students and
the teacher’s effectiveness in
imparting knowledge to the students.
• Assessment enhances learning in the
instructional processes if the result
provides feedbacks to both students
and teachers.
• The information obtained from the
assessment is used to evaluate the
teaching methodologies and
strategies of the teacher.
• It is also used to make teaching decisions.
• The result of assessment is used to
diagnose the learning problems of the
students.
The FourRoles of Assessment
used in Instructional Process
 Beginning of
Instruction
This kind of assessment is concerned with
the entry performance and typically
focuses on the questions:
Does the Learner possess the knowledge
and skills needed to begin the planned
instruction?
To what extent has the learner already
developed the understanding and skills
t that are goals of planned objectives?
To what extent do the student’s interest,
work habits and personality indicate that
one mode of instruction might be better
than the other?
• Placement Assessment
–
The purpose of placement assessment is to
determine the prerequisite skills, degree of
mastery of the course the best mode of
learning. Placement assessments are used
to “place” students into a course,
course level, or academic program.
 During Instruction

• During the instructional process the main

concern of a classroom teacher is to
monitor the learning progress of the
students.
• The teachers should assess whether the
students achieved the intended learning
outcomes set for a particular lesson.
• Formative Assessment
It is a type of assessment used to monitor
the learning progress of the students
during instruction. The purpose of
formative assessment are the following:
Immediate feedback
Indentify learning errors
Modifying instruction
Improve both learning and instruction
• Diagnostic Assessment
It is a type of assessment given at the
beginning of the instruction. It aims to identify
the strengths and weaknesses of the students
regarding the topics to be discussed.
 End of Instruction
• Summative Assessment
A type of assessment usually given at the
end of a course unit. The purposes of
summative assessment are to determine
the following:
Instructional objectives achieved
Certify the students mastery
Provide information for judging
Effectiveness of instruction
This are ways in describing classroom test and
other procedures in the table below adapted and
modified from Gronlund, Linn, and Miller (2009)

Classification Type of Function of Examples of

Assessment Assessment Instruments
Maximum It is used to Aptitude tests,
Performance determine what achievement tests
individuals can do
when performing
at their best.
Nature of
Typical Attitude, interest,
assessment It is used to
Performance and personality
determine what
inventories;
individuals will
observational
do under natural
techniques; peer
conditions
appraisal
Classification Type of Function of Examples of
Assessment Assessment Instruments
Fixed-choice test
An assessment Standard multiple
used to measure choice test
knowledge and
skills effectively
and efficiently.
Complex- Hands-on
Form of An assessment
performance laboratory
assessment procedure used to
assessment experiment,
measure the
projects, essays,
performance of
oral presentation
the learner in
contexts and on
problems valued
in their own right
Classification Type of Function of Examples of
Assessment Assessment Instruments
Placement
An assessment Readiness tests,
procedure used to aptitude tests,
determine the pretests on course
learner’s objectives, self-
prerequisite skills, report inventories,
degree of mastery observational
of the course goals, techniques
and/ or best modes
of learning.
Use in classroom
instruction Formative An assessment Teacher-made
procedure used to tests, custom-made
determine the tests from
learner’s learning textbooks
progress, provides publishers,
feedback to observational
reinforce learning, techniques
and corrects
learning errors
Classification Type of Function of Examples of
Assessment Assessment Instruments
Diagnostic
An assessment Published
procedure used to diagnostic tests,
determine the teacher-made
causes of learner’s diagnostic tests,
persistent learning observational
difficulties such as techniques
intellectual,
physical,
emotional, and
environmental
Use in classroom
difficulties.
instruction
Summative An assessment Teacher-made
procedure used to survey test,
determine the end- performance rating
of-course scales, product
achievement for scales
assigning grades
or certifying
mastery of
objectives
 Classification Type of Function of Examples of
Assessment Assessment Instruments
Criterion- It is used to Readiness tests,
referenced describe student aptitude tests,
performance pretests on course
according to a objectives, self-
specified domain of report inventories,
clearly defined observational
learning tasks. techniques
Example: multiples

Methods of
interpreting results Norm- referenced It is used to Standardized
describe student’s aptitude and
performance achievement test,
according to teacher- made
relative position in survey tests,
some known interest inventories,
group. Example: adjustment
ranks 5th in a inventories
classroom group
of 40
GUIDELINES FOR EFFECTIVE STUDENT
ASSESSMENT
Improvement of student learning
is the main purpose of classroom
assessment. This can be done if
assessment is integrated with good
instruction and is guided by certain
principles. Gronlund (1998) provided
the general guidelines for using
student assessment effectively.
• Effective assessment requires a clear
concept of all intended learning outcomes.
• Effective assessment requires that a
variety of assessment procedures should
be used.
• Effective assessment requires that the
instructional relevance of the procedure
should be considered.
• Effective assessment requires an
adequate sample of student
performance.
• Effective assessment requires that the
procedures must be fair to everyone.
• Effective assessment requires
specifications of criteria for judging
successful performance.
• Effective performance requires
feedback to students emphasizing
strengths of performance and
weaknesses to be corrected.
• Effective assessment must be
supported by comprehensive grading
and reporting system.
Major features: DepEd K to 12
Classroom Assessment
Thanks for
LISTENING