COMMON

TERMINOLOGIES
GROUP 4
Members of the group
• Agustin, Rodelyn
• Baquiran , Sheena Rei
• Biscaro, Sheryl
• Catriz, Francisco II
• Fugaban, Marjorie
• Payas, Gerald
• Tagapan, Marilyn
• Viernes, Lenslee-Ann
MEASUREMENT

The process of quantifying

observations and/or
descriptions about quality
or attribute of a thing or
person

Edward L. Thorndike and Robert L. Hagen (1986)

The process of measurement involves
3 steps….
1. Identifying and defining the quality of
attribute that is to be measured.

2. Determining a set of operations by which the

attribute may be made manifest and perceivable.

3. Establishing a set of procedures/definitions for

translating observations into quantitative
statement of degree or amount.

Edward L. Thorndike and Robert L. Hagen (1986)

Measurement in Assessment

 McMillan (1997): “Measurement involves using observation,

rating scales, or any non-test device that secures information in a
quantitative form.”
 Gredler (1997): Measurement is “the process of making
empirical observations of some attribute, characteristic, or
phenomenon and translating those observations into quantifiable or
categorical form according to clearly specified procedures or rules.”
 Educational measurement refers to the process of determining a
quantitative or qualitative academic attribute of an individual or group
of individuals.
 Example of measurement: A teacher giving scores to a test (e.g.,
23 out of 25 items correct).
Testing
• A test is a formal, systematic instrument,
usually paper and pencil, designed to assess quality,
ability, skill, or knowledge in a uniform manner.
• It is just one of many types of assessment
procedures.
• A test should meet basic requirements,
including validity and reliability.
• Testing is a method used to measure
performance or achievement of learners
Standardized Testing

Definition and Purpose:

Standardization: Process of administering a test to a group to

analyze scores and establish averages and deviations within a
reference group.

Standardized Test: Consistently administered and scored

assessment, ensuring uniformity in questions, administering
procedures, and interpretation (Popham, 2003).

Purpose: Ascertain student academic levels for tracking, reflecting

the effectiveness of homogenous achievement groups and teaching
methods (Perrone, 1991).
Benefits of Standardized Tests:
• Aid in measuring student performance relative to peers.
• Facilitate more effective and reflective teaching.
• Basis for both early and ongoing tracking of student achievement levels.

Types of Standardized Testing

1.Norm-Referenced Testing
• Compares individual performance to peers.
• Provides percentile ranking.
• Common in standardized assessments.
2. Criterion-Referenced Testing
• Assesses specific knowledge or skills.
• Results indicate mastery of content.
• Used in certification exams and educational assessments.
High Stakes Testing

• High-stakes tests are crucial assessments for making important

educational decisions, such as student promotion, graduation, and program
admission.
• These tests aim to evaluate if students have met state-established content
and performance benchmarks.
• The premise behind high-stakes testing is accountability, with the
expectation that it will drive improvements in student learning.
• Decisions based on high-stakes tests encompass promotion, admissions,
graduation, and teacher salaries.
• High-stakes test results are often publicized, and schools’ rewards or
penalties are linked to their performance on these assessments.
Understanding High-Stakes Testing

Definition: Critical assessments influencing key educational outcomes

Purpose: Measure achievement of state educational standards

Accountability: Student and educator performance linked to results

Impact: Decisions on promotion, admissions, graduation, and pay

Outcomes: Public reporting leads to rewards/penalties for schools

Theories Underlying Test-Based Accountability

1. Motivational Theory
• Incentivizes teacher performance with external rewards and sanctions
• Assumes teachers need external pressure for improvement
2. Theory of Alignment
• Improvements occur through system-wide component alignment: standards,
curriculum, assessments.
• Reinforces educational components to act in synchrony
• Supports internal accountability (Abelmann & Elmore, 2004)
3. Information Theory
• Values student performance data for teacher/administrator decision-making
• Incentivizes performance improvements through data-driven insights
4. Symbolism Theory
• Accountability signals values to stakeholders and the public
• Upholds the public’s right to expect responsible use of resources
• Emphasizes high-stakes assessments as evidence of rigorous education systems
Evaluation
 The act or process of giving a judgment about the value or worth of something.
 Originates from the Latin term ‘valere’: to be strong, be well, be of value.

Evaluation in Education

 Used for assessing the effectiveness of an educational system, a program, a course,

instruction, or curriculum.
 Oftentimes associated with decision-making rather than mere assessment.
Evaluation According to Weiss (1972)

 Systematic gathering of information for making informed decisions.

 Not only about performance assessment but also involves criteria and evidence-based
judgment.

Purpose of Evaluation

 Aimed at making decisions about the value of instruction, courses, or the whole
curriculum.
 IIncludes analyzing various aspects of the educational system.

Evaluation Process

 Involves summarizing results from tests or measurements.

 Assigns meaning based on value judgments (Hopkins & Stanley, 1981).
Educational Evaluation

 Characterizing and appraising aspects of the educational process.

 Uses a systematic determination of merit, worth, and significance against standards.

Importance of Educational Evaluation

 A continuous professional activity for educators.

 Intended to review and enhance the learning they facilitate.
Other Types of Tests

1. Non-standardized vs. Standardized Test

a. Non-standardized Test
Developed by classroom teachers
b. Standardized Test
Created by test specialists
Administered under standard conditions

2. Objective Test vs. Subjective Test

a. Objective Test
Same score by different evaluators
b. Subjective Test
Scores influenced by evaluator’s judgment
No single correct answer
3. Supply Test vs. Fixed-response Test

a. Supply Test
 Examinee supplies an answer (e.g., essay or short answer)
b. Fixed-response Test
 Select from given options (e.g., multiple-choice, true/false)

4. Individual Test vs. Group Test

a. Individual Test
 One-on-one test with oral questioning
b. Group Test
 Administered to multiple students
5. Mastery Test vs. Survey Test

a. Mastery Test
Measures specific skill mastery using criterion-reference
b. Survey Test
Measures general achievement using norm-reference

6. Speed Test vs. Power Test

a. Speed Test
Measures how many items an individual can complete within a certain timeframe.
b. Power Test
Assesses performance level rather than the speed of response and features items in
order of increasing difficulty.
 Thank you
for listening!