Assessment, Measurement

and Evaluation

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 Measurement
- comes from the Old French word mesure which
means “limit or quantity”
- quantitative description of an object’s characteri
stic or attribute
- process of obtaining a numerical description of
the degree to which an individual possesse
s a particular characteristic
- limited to quantitative descriptions of students’
performance
 Assessment
- comes from the Latin word assidere which mea
ns “to sit beside a judge”
- any method utilized to gather information abou
t student performance (Miller, Linn & Gro
und, 2009)
- all activities undertaken by teachers – and by the
ir students in assessing themselves – that p
rovide information to be used to modify t
he teaching and learning activities they are e
ngaged (Black and William, 1998)
 Assessment
- process of collecting information
about a learner’s performance usi
ng a variety of methods and tool
s
 Evaluation
- comes in after the data had been collected from
an assessment task
- process of judging the quality of a performance
or course of action (Russell and Airasian, 201
2)
- French word evaluer entails finding the value of
an educational task
- process of making judgments on the worth or v
alue of a performance
Figure 1 Venn Diagram of Measurement, Tests and Evaluation (Bachman, 1990)
Relationship Among Measuremen
t, Test and Evaluation
Area 1 – evaluation not involving either tests o
r measures
Area 2 – a non-test measure of evaluation
Area 3 – a test used for purposes of evaluation
Area 4 – non-evaluative use of tests and meas
ures for research purposes
Area 5 – non-evaluative non-tests
Purposes of Educational Measuremen
t, Assessment and Evaluation
• Improvement of Student Learning
• Identification of Students’ Strengths and Weaknesses
• Assessment of the Effectiveness of a Particular
Teaching Strategy
• Appraisal of the Effectiveness of the Curriculum
• Assessment and Improvement of Teaching
Effectiveness
• Communication with and Involvement of Parents in
their Children’s Learning
 Nature of Assessment

1. Maximum performance – achieved when

learners are motivated to perform wel
l
• what learners “can do”
• manifest what students can do at their level
best – their abilities and achievements
• students are encouraged to aim for a high sc
ore
e.g. achievement and aptitude test
 Nature of Assessment

2. Typical performance – includes attitude, interes

t and personality inventories; observation
techniques and peer appraisals
• Personality and interest inventories – provide
insights into learner’s personality traits, inte
rests and potential career preferences
e.g. Myers – Briggs Type Indicator, Strong
Interest Inventory
 Nature of Assessment

• Observation – used by teachers to

document what happens i
nside the classroom. Data are gat
hered by watching, listening
and recording students’
performance and behavior
 Observational Techniques
• Rubrics – scoring guides or sets of criteria used to
assess students’ skills or level of unders
tanding
• Anecdotal records – notes containing a
teacher’s observation of how students learn and p
erform, as well as how they interact with pee
rs. These are brief notes focused on specific
outcomes, observed during the lesson or after the
student has completed a performance or
product. They contain records of a learner’s progr
ess and pattern of behavior.
 Observational Techniques

• Portfolio – selection of student work

o Growth portfolio – reveal the student’s
learning progress over time
o Showcase portfolio – best works
o Evaluation portfolio – document the
learner’s achievement for grading
• Checklists and rating scales – tools to systematic
ally record observations about what students kn
ow and what they can actually do relative to the
stated outcomes
 Types of Checklists

• Procedure – used to determine if the

student follows the correct steps
• Behavior – used when observing
students in an oral presentation
• Product – used for project
• Self – evaluation - learners undertake
a thoughtful review of their per
formance
Rating Scale
• indicates the extent of the behavior, s
kills and strategies displayed by the l
earner
• attaches quality to the elements of a
process or product
• used in developing a grading rubric
 Purposes of Assessment
1 . Assessment for Learning
- pertains to diagnostic and formative assessment tasks
which are used to determine learning needs, monitor a
cademic progress of students during a unit or block of i
nstruction and guide instruction
2. Assessment as Learning
- where learners monitor their progress and reflect on
their own learning. It is based on research about how l
earning happens and is characterized by monitoring t
heir progress and making adjustments to their learning
as they learn so they achieve deeper understanding.
 Purposes of Assessment

3. Assessment of Learning
- summative and done at the end of a u
nit, task, process or period
- its purpose is to provide evidence of a
student’s level of achievement in re
lation to curricular outcomes
- provides the foundation for decisions o
n student’s placement and promotion
 Relevance of Assessment

Students
- become actively engaged in the learning process
- take responsibility for their own learning

Teachers
- informs instructional practice
- results can reveal which teaching methods and a
pproaches are most effective
 Relevance of Assessment

Parents
- can help identify needs of children for appropriate i
ntervention
- can use the information to concoct home-based activitie
s to supplement their children’s learning

Administrators and Program Staff

- use to identify strengths and weaknesses of the program
- used to make decisions regarding promotion or r
etention of students and arrangement of faculty
development programs
 Relevance of Assessment

Policymakers
- provides information about students’ ac
hievements which in turn reflect the q
uality of education being provided by the
school
- serve as basis for formulation of new laws
- provide a basis for evaluative decisions and pol
icy formulation to sustain or improve the prog
ram and adapt to emerging needs