MEASUREMENT, ASSESSMENT AND EVALUATION

IN OUTCOMES-BASED EDUCATION

Test
Used as tools for measuring the knowledge, skills, and attitudes
of learners.
Most commonly used method of making measurements in education. It
is also an instrument or systematic procedures for measuring sample of
behavior by posing a set of questions in a uniform manner. Designed to
measure any quality, ability, skill or knowledge.

Measurement
Measurement is the process of determining or describing the
attributes or characteristics of physical objects generally in terms
of quantity. It is the process of quantifying individual’s
achievement, personality, attitudes, habits and skills.

KINDS OF TEST
Objective Test
Subjective Test
Individual Test
Group Test
Unstandardized Test
Standardized Test

Objective Test- it is a test paper and pencil test where in students’

answers can be compared and quantified to yield a numerical score. This
is because it requires convergent and specific response.

Subjective Test- it is a paper and pencil test which is not easily

quantified as students are given the freedom to write their answer to a
question, such as an essay test. Thus, the answer to this type of test
is divergent.

Individual Test- it is a test administrated to one student at a time.

Group Test- it is one administrated to a group of students.

Unstandardized Test- it is one prepared by teachers for use in the

classroom, with no established norms for scoring and interpretation of
results.

Standardized Test- it is a test prepared by an expert or specialist.

This type of test samples behavior under uniform procedures.
Assessment
The term assessment is derived from the Latin assidere which
means “to sit beside” (Wiggins, 1993)
Assessment is the process of gathering evidence of student’s
performance over a period of time to determine learning and mastery of
skills. The term assessment refers to the wide variety of methods or
tools that educators use to evaluate, measure, and document the
academic readiness, learning progress, skill acquisition, or
educational needs of students.

Assessment FOR, OF and AS Learning

1. Assessment FOR Learning, teachers use assessment result to inform
or adjust their teaching. Assessment for learning (AFL) is an
approach to teaching and learning that creates feedback which is
then used to improve students' performance. Skilled teachers plan
tasks which help learners to do this. AFL involves students
becoming more active in their learning and starting to think like
a teacher.
2. Assessment OF Learning is usually given at the end of a unit,
grading period or a term like a semester. It is meant to assess
learning for grading purposes, thus the term Assessment OF
Learning. Assessment of learning refers to strategies designed to
confirm what students know, demonstrate whether or not they have
met curriculum outcomes or the goals of their individualized
programs, or to certify proficiency and make decisions about
students' future programs or placements.
3. Assessment AS Learning is associated with self-assessment. As the
term implies, assessment by itself is already a form of learning
for the students. Assessment as Learning is the use of ongoing
self-assessment by students in order to monitor their own
learning, which is “characterized by students reflecting on their
own learning and making adjustments so that they achieve deeper
understanding.

Assessment Assessment Assessment

FOR AS OF
Learning Learning Learning

Assessment
Evaluation
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. Evaluation is a
process designed to provide information that will help us to make a
judgment about a particular situation. The end result of evaluation is
to adapt, reject or revise what has been evaluated.

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 outcome.