MEASUREMENT,

ASSESSMENT AND
EVALUATION
 At the end of the lesson the students are
able to:

• Describe assessment in learning and

related concepts

• Demonstrate understanding of the different

Objectives principles in assessing through the
preparation of an assessment plan.

• Distinguish among measurement,

assessment, and evaluation

• Explain the various approaches to

assessment: assessment for, of, and as
learning
 Measurement
• The process of determining or describing the attributes or
characteristics of physical objects generally in terms of
quantity.
• We use different types of instruments to measure
something, depending on what we will measure and what
to identify.
• When we measure, we use a device for something that we
want to measure according to a procedure determined by
the one who is skilled in the use of such device.
Measurement, Assessment and
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 Types of Measurement
•Measurements that don’t depend on the person or
Objective Measurement
individual taking the measurements.
(testing) •It is something that is measured consistently.

•Differ from one assessor to the next even if the same

Subjective Measurement quantity or quality is being measured.
(perception) •The measurement depends on who is doing the
procedure.

Measurement, Assessment and

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 Educational Measurement

Measurement of Quantity or Quality of Interest = True

value plus random error

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and Evaluation
 Measuring Indicators, Variables and Factors

Indicator Variable Factor

• A variable that • Usually denoted by • Is a group of

cannot be directly an English alphabet variables
measured like “X”. • Correlates highly
• Can be • Maybe directly with each other but
represented by the measured have low
English alphabet “I” • A group of variables correlations with
• A group of indicator is called a construct variables in another
is called a variable or factor. group.

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 Examples
Indicator Variable Factor

  X = class participation Group 1: (X1, X4, X5) =

mathematical ability factor
X = sum of the I’s divided by
n recitations Group 2: (X2, X3) = language
ability factor
X1 = computational skills
X2 = reading skills Group 3: (X6) =
X3 = vocabulary psychomotor ability factor
X4 = logic and reasoning
X5 = sequences and series
X6 = manual dexterity

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 Assessment
• Rooted in the latin word assidere – to sit beside another
• The process of gathering quantitative or qualitative data
for the purpose of making decisions.
• The overall goal of assessment is to improve student
learning and provide students, parents, and teachers with
reliable information regarding the student’s progress.
• Uses specific standards required to a specific or
appropriate grade/year level.

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 Assessment in Learning
• Is a systematic and purpose-oriented gathering of
evidence of students’ performance over a period of time
that is analyzed and interpreted to determine learning
and mastery of skills.

• Can be characterized as a) a process, b) based on specific

objectives, and c) from multiple sources.

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 Assessment and Testing
• Testing is the most common form of assessment.
• Testing refers to the use of a test or battery of tests to
collect information on student learning over a specific
period of time.
• Test can be categorized as either a selected response
(matching-type) or constructed (essay, short-answer test).
• Test can be objective (multiple choice, enumeration) or
subjective (essay).

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 Assessment and Testing
• Table of Specification (TOS) – a table that maps out
essential aspects of a test (test objectives, contents,
topics covered by the test, item distribution) – is used to
design and develop a test.
• Tests are described and interpreted through descriptive
statistics to provide results. Tests are said to be effective if
it is valid, reliable, and has an acceptable level of difficulty.

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 Assessment and Grading
• Grading is the process of assigning value to the
performance or achievement of a learner based on
specified criteria or standards.
• Grades may come from learner’s recitation, seatwork,
homework and project.
• Final grade is the summation of information from several
sources.
• Grading is a form of evaluation that provides information
on whether the learner has passed or failed a subject or a
task
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Measurement, Assessment and
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 Measurement frameworks used in Assessment

• Classical Test Theory – known as the true score theory;

assumes that an examinee’s observed score in a given
measure is the sum of the examinee’s true score and
some degree of error in the measurement caused by
some internal and external conditions.
• Item Response Theory – analyzes test items by estimating
the probability that an examinee answers an item
correctly or incorrectly.

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 Types of Assessment in Learning

Formative Assessment Summative Assessment

• Assessment activities that provide • Assessment activities that aim to determine
information to both teachers and learners on learner’s mastery of content or attainment of
how they can improve teaching-learning learning outcomes.
process.

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 Types of Assessment in Learning

Diagnostic Assessment Placement Assessment

• Aims to detect the learning problems or • Usually done at the beginning of the school
difficulties of the learners so that corrective year to determine what the learners already
measures or interventions are done to know or what are their needs that could
ensure learning. inform the design of instruction.

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 Types of Assessment in Learning

Traditional Assessment Authentic Assessment

• The use of conventional strategies or tools to • The use of assessment strategies or tools
provide information about the learning of the that allow learners to perform or create a
students. product that are meaningful to the learners,
as they are based on real-world contexts.

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 Principles in Assessing Learning
Assessment should Assessment is not an Assessment is an
have a clear purpose. end in itself. ongoing, continuous and
formative process.

Assessment is learner- Assessment is both

centered. process and product-
oriented.
 Principles in Assessing Learning
Assessment must be Assessment requires Assessment should be as
comprehensive and the use of appropriate authentic as possible.
holistic. measures.
 Purpose of Classroom Assessment

Assessment of Learning Assessment for Learning Assessment as Learning

• Refers to the use of • Refers to the use of • Refers to the use of

assessment to
determine learner’s
acquired knowledge and
skills from instruction
and whether they were
able to achieve the
curriculum outcomes. It
is generally summative
in nature.
assessment to identify
the needs of learners in
order to modify
instruction or learning
activities in the
classroom. It is formative
in nature and is meant
to identify gaps in the
learner’s experiences.
assessment to help
learners become self-
regulated. Formative in
nature and meant to use
assessment tasks,
results, and feedback to
help learner’s practice
self-regulation and make
adjustments to achieve
curriculum outcomes.

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 Formative - Teachers conduct assessments to acquire
information on the current status and level of learners’
knowledge and skills or competencies.

Diagnostic - Teachers conduct assessments to identify

Roles of specific learners’ weaknesses or difficulties that may affect
their achievement on the intended learning outcomes.
Classroom
Assessment in Evaluative - Teachers conduct assessments to measure
learners’ performance or achievement for the purposes of

Teaching- making judgments or grading in particular.

Learning Facilitative – assessment provides information on students’

Process
learning and achievement that teachers can use to improve
instruction and the learning experiences of learners.

Motivational – can serve as a mechanism for learners to be

motivated and engaged in learning and achievement in the
classroom
 Evaluation
• A process designed to provide information that will help us to
make a judgment about a particular situation.
• Process of making value judgments on the information collected
from measurement based on specified criteria.

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 Categories of Evaluation
Formative Evaluation
• A method of judging the worth of a program
while the program activities are in progress.
• Focused on the process
• Give opportunities to the proponents,
learners, and teachers on how objectives are
attained.
• Determine deficiencies to make necessary
interventions
• May be used in analyzing learning materials,
student learning and achievements and
teacher effectiveness.
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Summative Evaluation
• A method of judging the worth of a program
at the end of the program activities.
• Focused on the result
• Instruments to collect data are
questionnaires, survey forms,
interview/observation guides, and tests.
• Determine effectiveness of a program/activity
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 Summary

We measure height, distance, and weight; we assess

learning outcomes; we evaluate results in terms of
some criteria or objectives.

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Thank you!