GROUP 1

• INSTRUMENTS USED IN
MEASUREMENT
• RESULTS OF MEASUREMENT
MEASUREMENT
• Measurement comes from the Old French word mesure which means “limit or
quantity”. Basically, it is quantitative description of an object’s characteristics or
attribute.
• Thorndike and Hagen (1986) define measurement as “the process of quantifying
observations and/or descriptions about a quality or attribute of a thing or
person.” The process of measurement involves three steps:
1. Identifying and defining the quality or attribute that is to be measured;
2. Determining a set of operations by which the attribute may be made
manifest and perceivable; and
3. Establishing a set of procedures or definitions for translating observations
into quantitative statement of degree or amount.
• Measurement as used in education refers to the process of quantifying an individual’s
achievement, personality, and attitudes among others by means of appropriate
measuring instruments.
• Measurement: The process of obtaining a numerical description of the degree to which
an individual possesses a particular characteristic. Measurement answers the question
“How much?”
• Measurement determines “how much” has been learned through the use of a variety of
tests.
TYPES OF MEASUREMENT
Objective (as in testing) – measurements that do not depend
on the person or individual taking the measurements.
Regardless of who is taking the measurement, the same
measurement values should be obtained when using an
objective assessment procedure. They provide direct measures.

• Homework
• Quizzes
• Exams
• Reports
• Essays
• Research Projects
• Case Study Analysis
Subjective (as in perceptions) – measurements often
differ from one assessor to the next even if the same
quantity or quality is being measured.

• Course Evaluations
• Student Surveys
• Course Enrollment Information
• Retention in the Major
• Alumni Surveys
• Graduate School Placement Rates
INSTRUMENTS USED IN MEASUREMENT
• Test: An instrument or systematic procedure for measuring a sample
of behavior by posing a set of questions in a uniform manner.
• A test in the educational setting is a question or a series of question
which aims to determine how well a student learned from a subject or
topic taught.
• A non- test is a question or activity which determines the interests,
attitude and other student’s characteristics whose answer or answers
is/are not judged wrong or incorrect. Examples: Personality
inventory,” What are your favorite sports?”, “Why do you prefer green
vegetables?”
• An examination is a long test which may or may be composed of one
or more test formats. Examples: Mid- term examination, Licensure
Examination for Teachers, comprehensive examination.
• A test item is any question included in a test or examination.
Examples: Who was the President of the Philippines when World War
2 broke out? Is “Little Red Riding Hood” a short story?
• A quiz is a short test usually given at the beginning or at
the end of a discussion period.
• A rubric is a meaning instrument used in rating
performance- based tasks. It is the “key to corrections” for
assessment tasks designed to measure the attainment of
learning competencies that require demonstration of skills
or creation of products of learning. It offers a set of
guidelines or descriptions in scoring different levels of
performance or qualities of products of learning. It can be
used in scoring both the process and the products of
learning.
Rubric
TYPES OF RUBRIC
• Holistic Rubric- it describes the overall quality of a
performance or product. In this rubric, there is only one
rating given to the entire work or performance.
• Analytic Rubric- it describes the quality of a performance
or product in terms of the identified dimensions and/or
criteria for which they are rated independently to give a
better picture of the quality of work or performance.
• Ana-Ho-listic Rubric- it combines the key features of
holistic and analytic rubric.
RESULTS OF MEASUREMENT
Evaluation
• It is a process of systematic collection and analysis of both qualitative
and quantitative data for the purpose of making some decision and
judgments.
• It is a process of summing up the results of measurement.

Types of Evaluation
• Placement- evaluation accounts for a student’s entry behavior or
performance.
• Formative- evaluation provides the students with feedback regarding
his success or failure in attaining instructional objectives.
• Diagnostic- evaluation is use to detect students’ learning difficulties
which are not revealed by formative test or check by remedial
instruction and other instructional adjustment.
• Summative- evaluation is concerned with what students have
learned.
References
• https://fortresslearning.com.au/cert-iv-content/design/find-
out-the-characteristics-of-your-learners/
• www.nwlink.com/~donclark/hrd/bloom.html