LESSON2: BASIC CONCEPTS

IN ASSESSMENT OF
LEARNING
BASIC CONCEPTS IN ASSESSMENT OF LEARNING

• Measurement- refers to the process by which the attributes or

dimensions of some physical object are determine.
• is a process of measuring the individual’s intelligence, personality,
attitudes and values, achievement and anything that can be expressed
quantitatively.
• it answer the question, “ how much”?
OBJECTIVE AND SUBJECTIVE PERFORMANCE
MEASURES
• Measuring and appraising the quality of a performance can be a
challenging task particularly where the performance is not easily
timed or measured.
PERFORMANCE CAN BE MEASURED FOR MANY
PURPOSES:

• determine the result of a competition

• to select individual players for a team
• diagnosis of strengths and weaknesses of players
• prediction of future performance results
• evaluation of the instruction methods.
SKILLS CAN BE APPRAISED BY OBJECTIVE OR SUBJECTIVE
MEASUREMENTS.
OBJECTIVE PERFORMANCE MEASURES

• Objective performance measures are those that involve an impartial

measurement, that is, without bias or prejudice. Objective performance
measures include timing measures such as stopwatches or electronic
timing devices, or distance measures such as measuring tapes to determine
the winner of an event. In these situations the performance appraisal is not
subject to personal opinion or interpretation of results and it is a clear
objective measure.
SUBJECTIVE PERFORMANCE MEASURES

• Subjective performance measures are influenced by the observer's

personal judgment of how the skill was performed. These measures are
often criticised and scrutinised as they are open to interpretation and
opinion. Subjective measures often refer to the quality and style of
performance such as scoring of dance and gymnastics. While a numerical
score may be used it is open to interpretation of the judge not a clear cut
measure.
• Objectivity and subjectivity can be seen as a continuum from highly
objective to highly subjective. High jump measurements are highly
objective whereas appraising sports like karate require interpretation of
special rules. These sports measures are seen as a combination of objective
and subjective. Team selections where a coach selects a team based on his
or her opinion of a player's abilities is highly subjective.
MEASUREMENTS CAN BE MADE MORE OBJECTIVE BY
USING:

• measurement systems - electronic timers or touchpads

• checklists - that list elements required in the performance e.g. style and
technical components
• rating scales - a degree-of-difficulty sheet that provides a marking scale for
movements
• established criteria - a set of rules, procedures or guidelines of how to
assess the performance.
• In order that the assignment will serve its purposes, it must be purposive; it is the
paramount duty of the teacher to ensure that all assigned learning tasks are
important and meaningful to the learners. There are a number of functions of
assignments. These are: To set the goal or direction of the learning task: The
learners are supposed to know what the learning activity is all about. The
assigned task must be clear, definitive and purposive.

https://www.slideshare.net/jhunarar/objective-and-subjective-performance-
measures
TEST, NON-TEST, EXAMINATION, TEST ITEM

• TEST- a method of measuring a person’s ability, knowledge, or performance in a

given domain
•  Takes place at identifiable times, undertime constraints
 Uses prepared administrative procedures
 Must be able to be measured and evaluated and reported
• NON-TEST ASSESSMENT
Is an ongoing process
Gives feedback to help students increase competence
• Informal: e.g. impromptu feedback, marginal comments on drafts
 Does not make fixed judgment or record results
• Formal: e.g. review of journal writing or student’s portfolio
1. Homework-is a structured practice exercise that usually plays a part in
grading. Sometimes instructors assign reading or other homework which
covers the theoretical aspects of the subject matter, so that the class time can
be used for more hands-on practical work.
2. Case studies and problem-solving assignments-can be used to apply
knowledge. This type of assignment required the student to place him or
herself in or react to a situation where their prior learning is needed to solve
the problem or evaluate the situation. Case studies should be realistic and
practical with clear instructions.
3. Projects- are usually designed so that the students can apply many of the skills
they have developed in the course by producing a product of some kind. Usually
project assignments are give nearly in the course with a completion date toward the
end of the quarter. Examples include: a newsletter for word processing, an
overhauled engine for auto mechanics, a small production for a video class.
4. Portfolios- are collections of student projects and products. Like a
photographers portfolio they should contain the best examples of all of their work.
For subjects that are paper-based, the collection of a portfolio is simple.
5. Observation-should follow an established plan or checklist organized around
concrete,objective data. Observation needs to be tied to the objectives of the
course.
TEST ASSESSMENT
1. Written tests-Written tests are tests that are administered on paper or on a
computer. A test taker who takes a written test could respond to specific items
by writing or typing within a given space of the test or on a separate form or
document
2. Multiple choice-In a test that has items formatted as multiple choice
questions, a candidate would be given a number of set answers for each
question, and the candidate must choose which answer or group of answers is
correct.
3. Alternative response-True/False questions present candidates with a binary
choice - a statement is either true or false. This method presents problems, as
depending on the number of questions.
4. Matching type-A matching item is an item that provides a defined term
and requires a test taker to match identifying characteristics to the correct
term.
5. Completion type-A fill-in-the-blank item provides a test taker with
identifying characteristics and requires the test taker to recall the correct
term
6. Essay-Items such as short answer or essay typically require a test taker to
write a response to fulfill the requirements of the item. In administrative
terms, essay items take less time to construct.
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