MODULE 1

Basic Concepts:
Educational Measurement,
Assessment and Evaluation of
Learning
EDUCATIONAL MEASUREMENT
- The process of gathering information
about learning. It is the process of quantifying
the degree to which someone or something
possesses a given characteristic, quality or
feature.
• Refers to the set of procedures and the principles
for how to use the procedures in educational tests
and assessments
• It 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
maybe a phrase or word such as “excellent.”
Purpose of Measurement is to
Produce quantitative data:
• Test scores
• Numerical rating on assigned projects
• Height
• Weight
• Visual acuity
• Number of sit-ups completed in one minute
Measurement
• Refers to the process by which attributes or dimensions of some
physical object are determined.
Examples: determining the IQ; measure physical objects, series of
objects, events or conditions through the use of a standard
instrument/device/scale.
• Collection of information on which a decision is based
• Assignment of numbers to differentiate values of a variable
• Collects information relative to some established rule or standard
• Information obtain may or may not be useful, depending on the
accuracy of the instruments used and the skill of using the
instrument.
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
themselves; thus, make no judgments about the person.
• Make no comical remarks regarding the collected
data.
• Have a high ethical standard when collecting the data.
• Be professional.
Types of
Measurement
 Objective Measurement

 Subjective Measurement
Objective Measurement
◦ Done through testing
◦ Repeated measurements of the same quantity or
quality of interest will produce more or less the same
outcome
◦ Do not depend on the person or individual taking the
measurement
◦ An objective measurement is one that cannot be
interpreted differently because of numerical values.
Subjective Measurement
◦ Measurements are obtained through expert ratings
◦ Aesthetic appeal of a product, science project of a
student, performance in a drama/stage play
◦ Often differs from one assessor to the next if the same
quantity or quality is being measured
◦ A subjective measurement is one that can possibly be
interpreted differently.
Assessment
• Is a process by which information is obtained relative to
some known objective of goal?
• The process of gathering information to monitor progress
and make educational decisions if necessary.
• May include a test, but it also includes methods such as
observations, interviews, behaviour monitoring, etc.
• A test is a form of assessment, made under contrived
circumstances so that they maybe administered.
• All test are assessments, but not all assessments are tests.
Purpose of Assessment

• Motivating and directing learning.

• Providing feedback to student on their
performance.
• Providing feed back on instruction and/or the
curriculum.
• Ensuring standards of progression are met.
TYPES OF
ASSESSMENT IN THE
CLASSROOM
a)Formative assessments
b)Summative assessments
Formative Assessments
- are on-going assessments, reviews, and
observations in a classroom. Teachers use
formative assessment to improve
instructional methods and student’s
feedback throughout the teaching and
learning process.
Summative Assessments
- aretypically used to evaluate the
effectiveness of instructional programs and
services at the end of an academic year or at a
pre-determined time. The goal of summative
assessments is to make a judgment of student
competency, after an instructional phase is
complete.
Functions of Assessment
- Measures Student’s
Achievements
- Evaluates Instruction and
Teaching Strategies
- Assesses Lessons to be
Re-taught
- Evaluates School’s
Programs
- Motivates Learning
- Predicts Success or Failure
- Diagnoses the Nature of
Difficulties
- Evaluates Teachers’
Performance
- Evaluates School’s
Facilities and Resources
- Evaluates School
Managers Performance
 TEST
• are tools, which measure the quality and
quantity of performance of the trainee.
• is a systematic procedure for measuring an
individual's behavior usually through paper-
and-pencil procedure.
Kind of Test
1. Intellegent Test
- this test measures the intelligence quotient of an
individual.
2. Personality Test
- is a method of assessing human personality constructs,
an introspective self - report questionnaire measures.
3. Aptitude Test
- is a predicted measure which evaluates a person's
capability or experience in a field to work.
4. Prognostic Test
- it means of estimation and prediction of the future career.
5. Performance Test
- a testing that requires students to perform a task rather than
select an answer from a ready - made list.
6. Diagnostic Test
-identifies the weaknesses of an individual's achievement in any
field which serves as basis for remediation.
7. Achievement Test
- this test measures the accomplishment of an individual after a
period of training or learning.
8. Preference Test
- is a measure of vocational or academic interest of an individual.
9. Scale Test
- is a set of levels or number which are used in a particular system
of measuring things or are used when comparing things.
10. Speed Test
- measures the speed and accuracy of the examiners within the
time exposed.
11. Power Test
- is made up of series of items arranged from easiest to the most
difficult.
12. Standardized Test
- is a form of test in which the same test is given in the same
manner to all test takers, that is administered and scored in a
consistent, or "standard", manner.
13. Teacher - Made - Test
- this test prepared by the classroom teachers based on the
contents stated in the syllabi and tge lessons taken by the
students.
14. Placement Test
- assesses a student's skills and competencies in a certain subject
area.
Use of Test
- Motivation - Grading
- Improvement
- Prescription - Classification

- Diagnosis - Prediction
- Achievement
Administrative
Concerns
in test Selection
- Relevance - Time
- Education value - Norms
- Bias
- Safety
- Economic value
EVALUATIO
N
- is the systematic assessment of the
design, implementation or results of an
initiative for the purpose of learning or
decision making.
• ◾ inherent idea of evaluation is "value".
• ◾ engage some process that is designed to provide
information that will help make a judgement about a
given situation (such as objectives, goals, standards,
procedures, etc.)
• ◾ the process will yield information regarding the
worthiness, appropriateness, goodness, validity,
legality, etc. of society for which a reliable
measurement or assessment has been made.
• ◾ refers to procedures used to determine whether the student
meets a present criteria, such as qualifying for special
education services. They use assessment to make a
determination of qualification in accordance with a
predetermined criteria.
• ◾ the process of making judgements about the results of
measurement in terms of the purpose of the measurement.
• ◾the process of obtaining information (data) and using it to
form judgements, which in turn are used in decision making.
 Steps Involved in Making an
Evaluation
• ◾ Define the objective or the purpose of the test
• ◾ Measure the performance or administer the test.
• ◾ Find or develop a standard.
• ◾ Compare a person's performance on the test to a
standard.
• ◾ Make the evaluation then discuss and distribute the
results in the most appropriate manner.
DIMENSION OF DIFFERENCE BETWEEN
ASSESSMENT AND EVALUATION
Timing Formative: Ongoing to improve Summative: Final to Gauge
learning Quality

Focus of Measurement Process-Oriented: How learning Product - Oriented: What's

is going Been Learned

Relationship between Reflective: Internally Defined Prescriptive: Externally Imposed

Administrator and Recipient Criteria/Goals Standards

Findings, Uses therof Diagnostic: Identify Areas for Judgemental: Arrive at an

Improvement Overall Grade/Score

Ongoing Modifiability of Flexible: Adjust as Problems are Fixed: To Reward Success,

Criteria, Measures thereof Clarified Punish Failure

Standards of Measurement Absolute: Strive for ideal Cooperative: Divide Better from
outcomes Worse

Relationship between Different Cooperative: Learn from each Competitive: Beat each other
Object of A/E other out
TYPES OF EVALUATION

• Formative Evaluation
• Summative Evaluation
Formative Evaluation
- use to monitor the learning process of
students during the period of instruction.
- aims at improvement of instruction.
Summative Evaluation
- is a method of judging the worth of a
program at the end of the program
activities (summation).
THE END!

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