INTRODUCTION

Redefine and clarify the terms used to determine

the progress of students towards attainment of
the desired learning outcomes
ASSESSMENT
Gather evidence
MEASUREMENT of student’s EVALUATION
Determining or performance Interpreting the evidence
describing the regarding problems and
characteristics in progress of individual
terms of quantity
 TYPES OF MEASUREMENT

OBJECTIVE SUBJECTIVE
(As in testing) (As in perceptions)

MEASURING INDICATORS, VARIABLES, AND FACTORS

-An educational variable (denoted by an English alphabet, like X) is measurable
characteristics of a student. Variables may be directly measurable as in X = age
or X = height of a student. However, many times, a variable cannot be directly
measured like we want to measure the “class participation” of the student. For
those variables where direct measurements are not feasible, we introduce the
concept of indicators.
MEASURING INDICATORS, VARIABLES, AND FACTORS
An indicator, I, denotes the presence or absence of a measured
characteristics. Thus:

I = 1, if the characteristics is present

0, if the characteristics is absence

For the variable X = class participation, we can let l1, l2, l3, …, l11
denote the participation of a student in “n class participation”. Thus, if
there were n=10 recitations and the student participated in 5 of these
10, then X = 5/10 or 50%.
Indicators are the building blocks of educational measurement upon which
all other forms of measurement are built. A group of indicators constitute a
variable. A group of variables form a construct or a factor. The variables
which from a factor correlate highly with each other but have low
correlations with the variables in another group.
An educational variable (denoted by an English alphabet, like X) is measurable
characteristics of a student. Variables may be directly measurable.

Example: (The following variables were measured in a battery of tests)

X1: Computational skills
X2: Reading skills
X3: Vocabulary
X4: Logic and reasoning These variables can be grouped as follows:
X5: Sequence and series Group 1: (X1, X4, X5) = Mathematical ability factor
X6: Manual dexterity Group 2: (X2, X3) = Language ability factor
Group 3: (X6) = Psychomotor ability factor
 ASSESSMENT
-Derived from the Latin assidere which means “to sit beside” (Wiggins, 1993)
-Process of gathering evidence of student’s performance over a period of time to
determine learning and mastery of skills.
Purpose of Assessment
In learning: In Certification:
 To provide feedback to  To pass or fail a student
improve learning  To grade or rank a student
 To motivate students  To license to proceed
 To diagnose a student’s  To license to practice
develop skills of self-  To select for future course
assessment  To predict success in future
 To provide a profile of what a course
students has learnt  To select for future employment
 To predict success in
employment
In Quality Assurance:
 To provide feedback to lecture on student
learning
 To improve teaching
 To evaluate a course’s strength and
weaknesses
 To assess the extent to which a program
has achieved its aims
 To ensure the course is credit worthy to
other institutions and employers
 To monitor standards over time
 QUALITY ASSESSMENT METHOD
Teachers should ensure that the entire assessment process is valid and reliable. Validity
is defined as the instruments’ ability to measure what it purports to measure. Reliability
defined as the instruments 'consistency. Refers to the consistency of assessment results.

TYPES OF VALIDITY RELIABILITY

 Content  Split Half Method – Involves scoring in
 Face
two halves then correlate them
 Criterion-related – measures
how well one measure  Administer test at two different time
predicts an outcome for periods.
another measure
 Construct
 ASSESSMENT PROCEDURE NEEDS:
PRACTICALITY AND
FAIRNESS ETHICAL
EFFICIENCY
Opportunity to Questions of right
learn rather than Easy to score and and wrong, results
opportunity to familiar to the are confidential,
weed out poor and teacher and should not be
slow learner deceptive
 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.
 Process of interpreting the evidence regarding the problems and progress of
individuals in achieving desirable goals and objectives.
 Process designed to provide information that will help us to make judgement about
a particular situation

EVALUATION MODEL
CONTENT
OUTPUT
Planning and INPUT OUTCOMES
PROCESS Determine if the
identifying the Structure the Tangible
Implementation objectives are
needs and decision results/evidence
now met
problems
 TWO BROAD CATEGORIES OF EVALUATION

• Is a method of judging the worth of a program

FORMATIVE while the program activities are in progress.
EVALUATION • Focuses on the process

• Is a method of judging the worth of a program

SUMMATIVE
EVALUATION at the end of the program activities
• Focus is on the result
 To summarize, we measure height, distance, weight knowledge of
subject matter through testing; we assess learning outcome; we
evaluate results in terms of some criteria or objectives.

MEASUREMENT • refers to the process by which the attributes or dimension of some

objects or subjects are determined.

ASSESSMENT • is a process of selecting, receiving, and using data for the purpose of
improvement in the current performance.

EVALUATION • is an act of passing judgement on the basis of a set of standards.

ASSESSMENT FOR LEARNING
- “FOR” in assessment for learning implies that
assessment is done to improve and ensure
learning. Referred to as FORmative
assessment, an assessment given while the
teacher is in the process of student formation
(learning). It ensures that learning is going on
while the teacher is in the process of
teaching.
- It is tragic if the teacher just proceeds with
his/her teaching presuming that the students
understood the given lesson.
- Formative Assessment includes pre-test and
the post-test that a teacher gives to ensure
learning
- Pre-test to determine the entry knowledge or
skills of the students to adjust the instruction.
- Post-test if the intended learning outcomes
are attained at the end of the lesson.
ASSESSMENT OF LEARNING
- “OF” in assessment of learning is usually
given at the end of the unit, grading period or
semester. It means assessing of learning for
grading purposes.
ASSESSMENT AS LEARNING
- “AS” in assessment as learning is associated
with self-assessment by the students.
- As students assess their work, they learn on
their own what is good and what needs an
improvement.
- In assessment as learning, the students set
their own targets, and evaluate their own
learning. They become self-directed or
independent learners.
References:
Rosita L. Navarro, LPT, PhD, Rosita G. Santos,
LPT, PhD, and Brenda B. Corpuz, LPT, PhD
(2019). Assessment in Learning. Lorimar
Publishing Inc., Quezon City, Philippines