Chapter One:

Student Achievement
 Definitions of Measurement:
• Measurement: is the process of quantifying the degree to which someone
or something possesses a given trait, i.e., quality, characteristic or feature.
• The systematic assignment of numerical values (quantitative) or verbal
descriptors (qualitative) to the characteristics of objects or individuals;
designation of the status of such characteristics.
• A measurement A measurement takes place when a “test” is given and a
“score” is obtained .
• If the test collects quantitative data, the score is a number.
• If the test collects qualitative data, the score may be a phrase or word such
as “excellent.”
• To assess student achievement, teachers measure by reading what
students have written, watching their performance, listening to what they
say, and in general, using the senses to gather information relevant to
stated objectives.
 Measurement Process:
Measurement Process Involves Four Steps;

1. Define the characteristics that you want to measure.

2. Select the appropriate test. This may also mean to select the
appropriate testing instrument.

3. Administer the test. If an instrument is involved in the testing,

this also means to use the instrument correctly.

4. Collect and record the measurement from the test.

 Considerations When Taking Measurements:
• Remember that you are measuring a characteristic of the
person—you are not measuring the person him-self;
thus, make no judgments about the person.

• Make no comical remarks regarding the collected data.

• Have a high ethical standards when collecting the data.

• Be professional.
 Subjective vs. Objective Measurement
• A subjective measurement is one that can possibly
be interpreted differently.

• An objective measurement is one that cannot be

interpreted differently because of numerical values.
 Evaluation
• Definition 1: The process of making judgments about the results of
measurement in terms of the purpose of the measurement.

• Definition 2: is the systematic process of collecting and analyzing data

in order to make judgments.

• Definition 3: The process of obtaining information (data) and using it

to form judgments, which in turn are used in decision making.

• Evaluations are influenced by the results of measurement.

• Mr. Ali, for example, made evaluation when he decided that Jama
achieved the goal of the unit on the Shapes well enough to receive a
“B” grade
 Steps Involved in Making an Evaluation:
1. Define the objective or the purpose of the test.

2. Measure the performance or administer the test.

3. Find or develop a standard.

4. Compare a person’s performance on the test to a standard.

5. Make the evaluation then discuss and distribute the results

in the most appropriate manner.
 Formative & Summative Evaluation

• Formative evaluations are judgments about student

achievement that influence a teacher’s lesson plan.

• is an assessment of an effort prior to completion for the

purpose of improving the efforts.

• Formative evaluation: If the evaluation is at the beginning or

during.
Continue ……..
Probably, you use formative evaluations to decide for (if):
• Rapid feedback
• Documentation of progress
• Planning
• a lesson be extended or terminated
• remediation is needed
• more advanced work is appropriate
• the pace of the lesson is too fast or too slow
• teaching strategies be altered.
 Summative evaluation
• Summative evaluation: If the evaluation is at the end.
• Summative evaluations: are judgments that teachers use to report
periodically on how well student have achieved.

• As a teacher you will make far more formative than summative evaluations.
Your formative evaluations will continually influence your teaching
performance. However, because students and parents are so grade conscious,
you are likely to find them keenly interested in your summative evaluations
but barely aware of your ongoing formative evaluations.