GROUP 1

Chapter 1
Noime B. Iballa Lalain B. Villa

Christine C. Enrique

Measurement
and
Bernadette Q. Adriano Maria Josefina P. Neverio Evaluation

Anthony E. Largo Job Balating

 Measurement and Evaluation

OBJECTIVES
1. differentiate between measurement and evaluation;
2. describe the rpocesses involed in the measurement and
evaluation;
3. describe various devices used in evaluation;
4. demonstrate through examples why evaluation is an
integral part of the teaching-learning process;
5. explain the uses of tests in making instructional,
counseling and administrative decisions;
 Measurement and Evaluation

OBJECTIVES
6. distinguish the different types of tests;
7. give the characteristics of the good test;
8. set up criteria for assesing tests;
9. discuss the principles of evaluation; and
10. cite classroom situations where the principles
of evaluation may be applied.
 Chapter 1

Measurement
and
Evaluation
 Measurement and Evaluation

Measurement
Measurement can be defined as
the process by which
information about the attributes
or characteristics of things are
determined and differentiated.
 Measurement and Evaluation

Steps in Measurement
(Thorndike/Hagen 1977)

1. Identifying and defining the quality or attribute

that is to be measured.
2. Determining the setoff operations by which the
attribute may be manifest and perceivable, and
3. Establishing the set of procedures for translating
observations into quantitative statements of
degree or amount.
 Measurement and Evaluation

Measurement
There are attributes that are easy to identify
or determine. It is relatively easy to measure
length, temperature and time.
There are variables that are not as easily
observed as physical attributes of
temperature, weight, distances or sizes.
 Measurement and Evaluation

Measurement
However, quantification is necessary to
make the determination or differentiation of
the attribute less ambiguous and subjective.
 Measurement and Evaluation

Measurement
 To be most useful for quantifying attributes, a
measurement device should be both relevant and
accurate. It must provide information that is
relevant to what is being measured and to the
decision to be made. It must be accurate so that
faith can be placed in the scores or measures that it
reveals.
 Measurement and Evaluation

Evaluation
Evaluation is the process of summing
up the results of measurements or tests,
giving them some meaning based on
value judgements. (Hopkins/Stanley
1981)
 Measurement and Evaluation

Evaluation
Evaluation may be defined as a
systematic process determining the
extent to which instructional objectives
are achieved by pupils. (Gronlund,
1981)
 Measurement and Evaluation

Evaluation
Evaluation is much more
comprehensive and inclusive than
measurement. Measurement is limited
to the quantitative description of an
attribute, and does not include
qualitative descriptions and value
judgements of its worth.
 Measurement and Evaluation

Evaluation
For instance, evaluation is involved
when determining whether a student’s
score is good or bad for a particular
purpose.
 Measurement and Evaluation

Evaluation
Thus, evaluation includes quantitative
description (measurement) or
qualitative description and value
judgement concerning the result of
measurement
 Evaluation
and the
Teaching-Learning
Process
 Measurement and Evaluation

Evaluation and the Teaching-

Learning Process
Teaching, learning and evaluation are
three interdependent aspects of
educative process. (Gronlund 1981)
 Measurement and Evaluation

Stages of the Process

1. Setting instructional objectives

2. Objectives are stated in terms of
desirable pupil behaviour in the three
domains: cognitive, affective and
psychomotor.
3. Objectives provide direction to
teaching.
 Measurement and Evaluation

Stages of the Process

4. Objectives must be stated in such a

way that they are attainable, observable
and measurable.
5. Determining pupil variables that can
be affect instruction
 Measurement and Evaluation

Stages of the Process

6. Pre-assessment of pupils’ background

abilities, experiences and interests in
relation to the learning outcomes is
generally desirable.
7. Providing instructional activities that
are relevant and necessary to achieve the
desired learning outcomes.
 Measurement and Evaluation

Stages of the Process

8. Subject matter content and teaching

procedures are integrated into the learning
activities which are designed to help pupils
achieve the desired learning outcomes.
9. Detremining the extent to which desired
outcomes are achieved
 Measurement and Evaluation

Stages of the Process

10. Final evaluation of learning

outcomes provides the learner with
information regarding the nature of the
learning outcomes, his progress toward
attaining these outcomes, and his
difficulties in moving towards them.
Evaluation
and
Classroom
Instruction
 Measurement and Evaluation

Evaluation and Classroom Instruction

Evaluation is integrated with various
phase of instructioj as evidenced by the
different types of evaluation usually
employed: placement, formative,
diagnostic and summative.
 Measurement and Evaluation

Types of Evaluation

1. Placement Evaluation.
It determines the knowledge and skills
he possesses which are necessary at the
beginning of instruction in a given
subject area.
 Measurement and Evaluation

Types of Evaluation

2. Formative Evaluation.
Provides student with feedback
regarding his success or failure in
attaining instructional objectives.
 Measurement and Evaluation

Types of Evaluation

3. Diagnostic Evalation.
Used to detect students’ learning
difficulties which are not revealed by
formative tests or checked by remedial
instruction and other instructional
adjustments.
 Measurement and Evaluation

Types of Evaluation

4. Summative Evaluation.
Determine the extent to which
objectives of instruction have been
achieved, and is used for assigning
course grades.