WHAT DOES RESEARCH SAY

ABOUT MEASUREMENT,
ASSESSMENT, AND
EVALUATION

Salvador P. Bacio, Jr.,PhD

Professor, SME (603)

Marilou P. Sombria
Student/Discussant, SME(603)
CHAPTER 2

1. Assessment in Basic Education -K to 12 Curriculum

1.1 Mathematics
1.2 Science

2. Studies on measurement, assessment, and evaluation and

how they relate to teaching and learning process, standards,
policies, curriculum, and management
Research on classroom assessment
-a collection of concise but detailed informations about
classroom assessment (Shepard, 2013) particularly on the
K to 12 Math and Science Curriculum (SME603 subject)

Who can Benefit?

professors researchers

curriculum reformers scholars

graduate students policy makers

Practitioners
Research on classroom assessment
has the potential to make a tremendous
contribution to improve teaching and learning
(McMillan et al. , 2013).

example of educational Issues:

Why the term ‘VALIDITY’ and not test ‘QUALITY’

Shepard (2016) for “validity “

vs
Borsboom et al. (2004) for “overall quality”

https://www.nciea.org/wp-content/uploads/2023/05/Shepard-2016-Validity-Reprise-and-Progress.pdf
 “validity refers to the degree to which evidence and
theory support the interpretations of test scores entailed
by proposed uses of tests”’
American Educational Research Association (AERA), 1999
American Psychological Association (APA), 1999

National Council on Measurement in Education (NCME), 1999]

A Google search of the phrase :

‘reliable, valid, and fair’ produced 56,300 hits in .31 s.

‘Reliability, validity, and fairness’ produced even

more, with 62,600 hits.

The entry ‘test validity’ identified 37.5 million

documents.
Classroom Assessment (CA)
is the most powerful type of measurement in education
that influences student learning (McMillan, et al.,
2013).

is a tool use by the teachers to gather relevant data

and information to make well-supported inferences
about what students know, understand, and can do
(Shavelson & Towne, 2002).

as well as a vehicle through which student learning

and motivation are enhanced (McMillan, et al.,
2013).
Classroom Assessment (CA)

It is locally controlled and consists of a broad range of

measures, including both structured techniques such as:

tests student self-assessment

papers reports portfolios

informal ways of collecting evidence

including anecdotal observation

spontaneous questioning of students

 Figure 1.1
Factors Influencing Classroom Assessment Research
(McMillan, 2013)

Advances in Advances in
1 Measurement 6
Technology

2 CONTEXT FOR
5
RESEARCH ON
Advances in CLASSROOM Advances in
Learning and ASSESSMENT Formatve
Motivation Assessment
Theory

Advances in Advances in
3 High-Stakes 4 Standards-Based
Testing Education
 1 Advances in Measurement

1951 (Lindquist) Gage(1963)

Travers (1973)
1971 (Thorndike) Wittrock(1986)
1989 (Linn)
First three editions
Educational MAIN of the Handbook of
Measurement(Book)- IDEA Research
no inclusion of CA on Teaching had little
to say about CA

1992 (Stiggins 1983 (Burstein)

& Conklin) “the state of the
2006 (Shepard) art integrating
Testing and
Standardized Instruction, excluded
Testing teacher-made tests
 1 Advances in Measurement

Gage(1963) Shepard (2001)

Travers (1973)
Wittrock(1986) 4th edition of the
1st -3rd editions “Handbook of
of the “Handbook Research on Teaching”
of Research MAIN provided a chapter
on Teaching” had IDEA about CA
little to say about CA
The Standards for Educational and
Psychological Testing ( 1999)

American Educational Research

Association [AERA]

American Psychological Association

[APA]

the National Council on Measurement

in Education [NCME]
1 Advances in Measurement 20th century
1. Assessment in Basic Education - K to 12 Curriculum
1.1 Mathematics
1.2 Science
 DepEd Order No. 8, s. 2015
Policy Guidelines on Classroom Assessment for the K to 12 Basic
Education Program

Assessment
-is a process that is used to keep track of learners’
progress in relation to :
learning standards and in the development of
21st- century skills
to promote self-reflection and ersonal accountability
among student about their own learning
to provide bases for the profiling of student
performance on

- the learning - standards of the

competencies curriculum
 DepEd Order No. 8, s. 2015

Classroom Assessment
-an ongoing process of identifying, gathering, organizing,
and interpreting quantitative and qualitative information
about what learners know and can do.

2 types of classroom assessment:

1. FORMATIVE ASSESSMENT
2. SUMMATIVE ASSESSMENT
 1. FORMATIVE ASSESSMENT

It refers to the ongoing forms of assessment that

are closely linked to the learning process
(UNESCO-TLSF).

may be seen as ASSESSMENT FOR LEARNING so

teachers can make adjustments in their
instruction.

It is also ASSESSMENT AS LEARNING wherein

students reflect on their own progress.

United Nations Educational, Scientific and Cultural Organization Program on teaching and Learning
for a Sustainable Future (UNESCO-TLSF)
may be integrated in all parts of the lesson:

before the lesson

the lesson proper

after the lesson.

2. SUMMATIVE ASSESSMENT

may be seen as ASSESSMENT OF LEARNING, which

occurs at the end of a particular unit

usually occurs towards the end learning period in

order to describe the standard reached by the
learner.

Its result is reported to the learners and their

parents/guradians, principal, and supervisor.
2. Studies on measurement, assessment, and evaluation and
how they relate to teaching and learning process, standards,
policies, curriculum, and management
 A primer on classical test theory and item response
theory for assessments in medical education
André F De Champlain

Methods for Evaluating the Validity of Test

Scores for English Language Learners
Stephen G. SireciUniversity of
Massachusetts , Amherst,Kyung T. Han
&Craig S. Wells

A comprehensive reference for assessments in

psychology, education, and business
BOOK of TE
Maddox (1997)
 Evaluating the Test Validity of the Comprehensive
Assessment of Psychopathic Personality Symptom
Rating Sale (CAPP SRS)
David J. CookeORCID Icon,Stephen D. Hart2
Faculty of Psychology, University of Bergen

Evaluating the Validity of Functional Behavior Assessment

Mark D. Shriver, Cynthia M. Anderson
& Briley Proctor

Reliability of assessments in engineering education

using Cronbach’s alpha, KR and split-half methods
Stephen O. Ekolu & Harry Quainoo
University of Johannesburg
Auckland Park, South Africa
 An Assessment of the Absorptive Capacity of
Agencies Involved in the Public Works Sector
Manasan, Rosario G.
Mercado, Ruben G.
Evaluating the Validity of Rolling Contact Fatigue
Test Results
John I. McCoolPenn State Great Valley , Malvern, PA, 19355, USA
&Raymond Valori

The study described herein was conducted in order to validate the

performance of a pair of two-headed rolling contact fatigue test
machines acquired at a U.S. Navy facility. The purpose was to assess
whether the machines yielded Weibull distributed fatigue lives with no
systematic difference between the machines or between the heads
within a machine. The test plan comprised of 24 runs on each machine
yielding a total of 48 failure lives. The runs were balanced across
machines, test heads, and specimens and thus allowed the identification
of sources of possible non-Weibull behavior of the observed lives. The
effects of these sources are not considered grave enough to invalidate
test comparisons made in the usual way. They do raise the possibility,
however, that if the design of the test machines could be improved to
remove the sources of random variability, material comparisons could be
made more precise, permitting material or lubricant effects on rolling
contact fatigue to be detected in fewer tests.
Methods for Evaluating the Validity of Test Scores
for English Language Learners
Stephen G. SireciUniversity of Massachusetts ,
Amherst,Kyung T. Han &Craig S. Wells

In the United States, when English language learners (ELLs) are

tested, they are usually tested in English and their limited English
proficiency is a potential cause of construct-irrelevant variance.
When such irrelevancies affect test scores, inaccurate interpretations
of ELLs' knowledge, skills, and abilities may occur. In this article, we
review validity issues relevant to the educational assessment of ELLs
and discuss methods that can be used to evaluate the degree to
which interpretations of their test scores are valid. Our discussion is
organized using the five sources of validity evidence promulgated by
the Standards for Educational and Psychological Testing. Technical
details for some validation methods are provided. When evaluating
the validity of a test for ELLs, the evaluation methods should be
selected so that the evidence gathered specifically addresses
appropriate test use. Such evaluations should be comprehensive and
based on multiple sources of validity evidence.

VALIDITY
Thank
you!!
for listening!