Curriculum and Assessment for PE and Health Education

Module 6 : Difference between Assessment, Measurement and Evaluation in

Curriculum Instruction
By: JOY L. ACOB

A. INTRODUCTION

Instruction must be supported with an exemplary curriculum that sets high

expectations for teachers so that its delivery results in meaningful student learning.
A consistent curriculum is necessary to ensure equitable access to learning for all
students. The purpose of the curriculum is to provide a system that will ensure that
students from teacher-to-teacher and school-to-school learn the same objectives at
a particular grade level or course. The written curriculum should be the basis for
teachers’ daily plans. Curriculum defines what we teach and what students are
expected to master.
Curriculum is often defined as the courses offered by a school, but it is rarely
used in such a general sense in schools. Depending on how broadly educators
define or employ the term, curriculum typically refers to the knowledge and skills
students are expected to learn, which includes the learning standards or learning
objectives they are expected to meet; the units and lessons that teachers teach; the
assignments and projects given to students; the books, materials, videos,
presentations, and readings used in a course; and the tests, assessments, and other
methods used to evaluate student learning. An individual teacher’s curriculum, for
example, would be the specific learning standards, lessons, assignments, and
materials used to organize and teach a particular course.

B. OBJECTIVES
At the end of this lesson, you will be able to:
1. Learn the Difference between Assessment, Measurement and Evaluation
in Curriculum Instruction
2. Perform the test given by the teacher and know the strength and weakness on the
result.

C. CONTEXT
SAQ # 1: Enumerate and discuss the 4 Ways on How Assessment
Improves Learning.
D. LESSON PROPER

Difference between Assessment, Measurement and Evaluation

in Curriculum Instruction

ASSESSMENT
- It is a process of collection of data to understanding state or
condition of thing or issue by observation and measurement.
- It is a broad term that including assessment and a test is a form of
assessment too.
Through this evidence of students achievement can be obtained
and evaluated, also it collect information with respect to objective or
goal

DIFFERENT TYPES OF ASSESSMENT

1. Formative assessment (assessment of learning)
It is the measurement for the purpose of improving
2. Summative assessment (assessment for learning)
It has high point of value as assessment taking place at the end with
whole evaluation
STEPS INVOLVED IN ASSESSMENT ARE:
1. To measure progress that include both pre-test and post test
2. To evaluate the program
3. To determine the strength and weakness of various aspect involves academic and
behavioral aspect.

When assessment works best, it does the following:

1. Provides diagnostic feedback
 What is the student's knowledge base?
 What is the student's performance base?
 What are the student's needs?
 What has to be taught?
2. Helps educators set standards
 What performance demonstrates understanding?
 What performance demonstrates knowledge?
 What performance demonstrates mastery?
3. Evaluates progress
 How is the student doing?
 What teaching methods or approaches are most effective?
 What changes or modifications to a lesson are needed to help the student?
4. Relates to a student's progress
 What has the student learned?
 Can the student talk about the new knowledge?
 Can the student demonstrate and use the new skills in other projects?
5. Motivates performance
For student self-evaluation:
 Now that I'm in charge of my learning, how am I doing?
 Now that I know how I'm doing, how can I do better?
 What else would I like to learn?
6. For teacher self-evaluation:
 What is working for the students?
 What can I do to help the students more?
 In what direction should we go next?

MEASUREMENT
- It is simply referred as the process assigning numbers or symbols to objects for
characterising things according to set of rules.
- It is used to categorize and/ or quantify variables.
- It help to quantify individual’s achievement, personality, attitudes, habits and
Skills
- It involves quantification of observable phenomena and it is performed on the
physical world by observer.
- Here information collected about the characteristics and attributes of things can
be determined and differentiated.

FUNCTIONS OF MEASUREMENT
1. INSTRUCTIONAL
 It has a key function in measurement which involves two steps again such as:
a. PRINCIPAL
- It has a basic purpose in measurement that involves such as:
- To determine what knowledge, skills, abilities, habits and attitudes have been
acquired
- To determine strength and weakness, difficulties, progress and needs of students

b. SECONDARY
- It has an auxiliary function for effective teaching and learning which involves:
- To develop the effort making capacity of students
- To serve as aid for guidance, counselling, and prognosis.

2. SUPERVISORY
- It includes administrative purposes such as:
- To maintain standards
- To classify or select special purposes
- To serve as a basis or guide for curriculum making and developing.

EVALUATION
- It is a process that include a series of steps such as establishing objective,
classifying objective, defining objective, selecting indicators and comparing data
with objectives.
- It is concerned with making judgements on the worth or value of performance to
answer question.
- It is also the process of obtaining, analysing and interpreting information to
determent the extent to which students achieve instructional objective.
- It is also considered as qualitative aspect of determining the outcomes of learning.

Principles of evaluation
Evaluation should be:
1. Based on clearly stated objectives
2. Comprehensive
3. Cooperative
4. Used judiciously
5. Continuous and integral part of teaching learning process.

TYPES OF EVALUATION
a. Diagnostic evaluation
- It is more comprehensive and specific also it help to detect pupil’s learning
difficulties who are not revealed by
formative tests

b. Formative evaluation
- It identifies learning errors that need to be corrected and it provides information to
make instruction more effective
 c. Placement evaluation
- It determines knowledge and skills he or she possesses which are necessary at the
beginning of instruction

d. Summative evaluation
- It determines the extent to which objectives of instruction have been attained and
used for assigning grades and
marks and to provide feedback to students.

Why Are Measurement, Assessment and Evaluation Important in Education?

According to educator and author, Graham Nuthall, in his book The Hidden Lives of
Learners, "In most of the classrooms we have studied, each student already knows about
40-50% of what the teacher is teaching." The goal of data-driven instruction is to avoid
teaching students what they already know and teach what they do not know in a way the
students will best respond to.
For the same reason, educators and administrators understand that assessing
students and evaluating the results must be on-going and frequent. Scheduled
assessments are important to the process, but teachers must also be prepared to re-assess
students, even if informally, when they sense students are either bored with the daily
lesson or frustrated by material they are not prepared for. Using the measurements of
these intermittent formative assessments, teachers can fine-tune instruction to meet the
needs of their students on a daily and weekly basis.

The Benefits of Assessment

1. A means for practical and highly effective ways as the practice of mastery learning.
2. The students learn the knowledge & skills of the course and how well their
learning is proceeding.
3. It improves teaching and give the teachers an opportunity to revise their methods.
Assessments can be a vital component in our efforts to improve education.
But as long as we use them only as a means to rank schools and students, we will
miss their most powerful benefits. We must focus instead on helping teachers
change the way they use assessment results, improve the quality of their
classroom assessments, and align their assessments with valued learning goals
and state or district standards.
4. When teachers' classroom assessments become an integral part of the
instructional process and a central ingredient in their efforts to help students
learn, the benefits of assessment for both students and teachers will be boundless.

How Assessment Improves Learning

Quality assessments can
 1. Assessments can improve long-term recall
Practice testing is a form of retrieval practice—the act of calling information to mind.
Megan Smith and Yana Weinstein, explain that “…if you practice retrieval you’re more
likely to remember the information later, and also more likely to be able to use and apply
the information in new situations”

2. Assessments can inform instruction

Teachers must understand what students know, what they can do, and what they still need
to learn. Everyday formative classroom assessments can provide that information.
Researcher Thomas R. Guskey finds that the “best classroom assessments also serve as
meaningful sources of information for teachers, helping them identify what they taught
well and what they need to work on”

3. Assessments can provide evidence of learning

All stakeholders—educators, parents, students, and administrators—need evidence that
students are actually learning. A balanced system that includes formative and summative
assessments provides the best evidence for what students are learning ([iv]). Many
formats of assessment questions, from multiple-choice to constructed-response to
performance-based, may be used. A system of well-constructed formative and summative
assessments allows students to demonstrate their abilities and knowledge and then
reflects how close they are to meeting educational goals and standards.

4. Assessment practice can lower test anxiety and help students to master content.
Reduced test anxiety is one of the potential benefits of practice testing. High-stakes
statewide assessments can make students nervous. However, preparing students using
low-stakes assessments with similar formats and questions can be instrumental in making
them feel more comfortable when they are in formal assessment settings.
Furthermore, practice testing does more than teach test-taking skills and calm
nerves. Frequent in-class practice can help students understand their mastery of the
content, which, in turn, can help reduce test anxiety. As students prepare, they will become
more comfortable answering different types of questions and, therefore, develop
proficiency with learning goals .As one expert argues, “This isn’t just a matter of teaching
students to be better test takers…effortful, varied practice builds mastery”

E. REFERENCES
Importance of Educational Measurement, Assessment and Evaluation
https://online.stu.edu/articles/education/educational-measurement-assessment-
evaluation.aspx#:~:text=These%20measurement%20tools%20are%20held,used
%20to%20obtain%20reliable%20results.&text=In%20education%2C
%20evaluation%20is%20the,instruction%20and%20what%20was%20learned.
Published On: November 06, 2018