Chapter 2

Determining the
Progress Towards the
Attainment of Learning
Outcomes
Educational Measurement
-Is closely related to the concepts of testing,
assessment and evaluation. Measurement can be
defined as the process of assigning numbers to
events based on an established set of rules. In an
educational measurement, the “events” is
pertaining to the students’ “ test” performances.
 measurement is the quantification of what
students learned through the use of tests,
questionnaires, rating scales, checklists and other
devices.
 And lastly, measurement refers to the use of
educational assessments and the analysis of data
such as scores obtained from educational
assessments to infer the abilities and proficiencies
of students.
Types of Measurement

Objective
 Subjective
 Objective measurement
 accepts only one answer, (multiple choice, true or
false). The scoring is not influenced by personal
feelings or opinions in considering and
representing facts. Objective measurement
presents accurate facts that we can verify. It is
verifiable by looking up facts or by performing
mathematical calculations.
 Objective- Fact- unbiased -suitable for decision
making
 Subjective measurement
 accepts multiple answers, might be accepted by
rater’s opinion or bias (role play, essay, drawing).
This kind of measurement is unstable and
dependent on the perception of the one doing the
rating and it differs from one assessor to the next
even if the same quantity or quality of interest is
being measured.
Subjective-opinion-biased-not suitable for
decision making.
 Measuring Indicators,
Variables, and Factors
X – commonly used to represent an
unknown quantity or variable.
example: x = age; x = height of a
student; or x = class participation
Indicators – denotes the presence or absence of measured
characteristics.

Example: X = Class Participation

Scenario: There are 10 recitations in a
class, and only 5 students
participated.
(Indicators)
I= no. of students who participated
N = no. of recitations
X = I divided by n
x = 5/10
x = ½ or 50%
Therefore, class participation is only
50%.
A group of Indicators constitutes a variable.
A group of Variable forms a construct or a
factor.
 Example: Group 1 (X1, X4, X5) =
X1 = computational skills mathematical ability factor
X2 = reading skills
Group 2 (X2, X3) = language
X3 = vocabulary ability factor
X4 = logic and reasoning
X5 = sequences and series Group 3 (X6) = psychomotor
ability factor
X6 = manual dexterity
 ASSESSMENT
 The process of gathering evidence of students
'performance over a period of time to determine learning
and mastery of skills.

 The overall goal of assessment is to improve student

learning and provide students, parents and teachers with
reliable information regarding student progress and extent
of attainment of the expected learning outcomes.
 EVALUATION
 Isa process designed to provide information
that will help us to make a judgment about
a particular situation.

The end result of evaluation is to adopt,

reject or revise what has been evaluated.
2 Broad Categories of Evaluation

FORMATIVE EVALUATION

SUMMATIVE EVALUATION
FORMATIVE EVALUATION
- Is a method of judging the worth
of a program while the program activities are in
progress. The focus is on the process.

The result of formative evaluation give

information to the proponents, learners and
teachers on how well the objectives of the
program are being attained while the program is
in progress.
SUMMATIVE EVALUATION
- Is a method of judging the worth of a program at the
end of the program of activities. The focus is on the
result.
- it is designed to determine the effectiveness of a
program or activity based on its vowed purposes.

The summative evaluation is wider than assessment

which focuses specifically on student learning
outcomes.
Assessment FOR, OF and AS Learning
Assessment FOR learning or
FORmative Learning
Assessment that is given while the teacher is in the
process of student formation (learning). It ensures that
learning is going while teacher is in the process of
teaching.
 Assessment OF Learning or
Summative learning
-itgiven at the end of the grading period or end of
the semester. It is meant to assess learning for
grading purposes.
It provides information about student’s
achievement.
Assessment AS Learning

 Occurs when students are their own

assessors. Students monitor their own
learning, ask questions and use a range of
strategies to decide what they know and
can do, and how to use assessment for new
learning.
 Assessment
AS
Learning

Assessment
Assessment OF
FOR Learning
Learning

Assessment

Fig. 1 Various Approaches to Assessment