Meaning of Measurement and Evaluation Assessment AS Learning
• Self-assessment
• Assessment refers to the process of gathering, describing or quantifying • Student assess their own work and/or with their peers
information about student performance. • They learn about themselves as learners
➢ Test is an instrument or systematic procedure designed to measure the
Principles of Assessment
quality, ability, skills or knowledge of students by giving a set of questions n a
1. Make use of varied tools for assessment data-gathering and multiple sources of
uniform manner.
assessment data. It is not pedagogically sound to rely on just source gathered by
➢ Testing refers to the administration, scoring and interpretation of an
only one assessment tool. Consider multiple intelligences and learning styles.
instrument designed to elicit information about the performance in a sample
2. Learners must be given feedback about their performance. Feedback must be
of a particular area of behavior.
specific. “Good work!” is positive feedback and is welcome but is not actually a very
➢ Measurement is a process of obtaining a numerical description of the degree
good feedback since it is not specific.
to which an individual possesses a particular characteristic. Measurement
3. Assessment should be on real-world application and not on out-of-context drills.
answers the question “How much?”
4. Emphasize on the assessment of higher-order thinking
5. Emphasize on self-assessment.
• Evaluation refers to the process of examining the performance of student. It also
determines whether or not the student has met the lesson instructional objectives.
Kinds of Tests
➢ Statistical Treatment is involved to determine the exact meaning of a value
whether it is within the standard or substandard.
1. Intelligence test – measures intelligence quotient
2. Personality test – measure individual’s interest ascribed to himself and adopts in the
Functions of Measurement and Scope of Evaluation society
Evaluation 1. Curriculum offerings 3. Aptitude test – predictive measure of a person’s likelihood of benefit from instruction
1. Measure students’ achievement 2. School programs or experience in a given field.
2. Evaluate instruction 3. Instructional materials 4. Prognostic test – predicts how well a person is likely to do in a certain school or
3. Motivate learning 4. Instructional facilities subject or task.
4. Predict success 5. Teachers and professors 5. Performance test – often making use of manipulative materials which involves no or
5. Diagnose the nature of difficulties 6. Pupils/students minimum verbal instruction
6. Evaluate teachers’ performance 7. Graduates 6. Diagnostic test – identifies the weaknesses of individual’s achievement in any field and
7. Evaluate school’s facilities 8. School managers which serves as basis for remedial instruction.
7. Achievement test – measurement of what has been learned by student of the subject
matter taught in school
Various Approaches to Assessment
8. Preference test – a measure of vocational or avocational interest or aesthetic
judgments by requiring the examinees to make force choices between members of
Assessment FOR Learning
paired or grouped items.
• Diagnostic Assessment - precedes instruction
9. Accomplishment test – measure the achievements per subject
• Examples: pre-test, survey, skills check, KWL chart 10. Scale test – has series of items arranged in the order of difficulty
• Formative Assessment- makes use of on-going assessment 11. Speed test – measures speed and accuracy of examinees within the time limits
• Examples: boardwork, seatwork, oral questioning, ungraded quizzes, imposed
observations, exit cards, dress rehearsal, etc. 12. Standardized test – provides exact procedures in controlling the method of
administration and scoring norms and data concerning the reliability and the validity
Assessment OF Learning of the test.
• Summative Assessment - makes use of culminating assessments 13. Teacher-made test – constructed by teachers to determine how much the
• Examples: performance task, culminating project or performance, work pupils/students achieved. This test is not carefully prepared as the standardized test
portfolio, long test, periodic test, etc. 14. Placement test – measures the type of job an applicant should fill.
, Testing Program
• Testing Program supplement the informal tests given by classroom teachers
• It is designed to cover as many important outcomes as possible.
Steps in a Complete Testing Program
1. Planning the Program – progressive, cooperative, practical, descriptive, and
comprehensive.
2. Determining the Purpose – determining learner’s rating; satisfying parents;
encourage learners to do better; discover which part of the subject matter need to
be retaught; determine learner’s progress; aid in discovering whether learners
need remedial or enrichment; compare results between classes with norms.
3. Selecting Appropriate Test – person to select the test; type of test to be used; best
procedure; grade or year level to take the test.
4. Administering the Test – suitable in format; clear directions; competent proctor;
familiar environment; timing of administration.
5. Scoring the Test – objective and competent persons. Bloom’s taxonomy of Objectives
6. Analyzing and Interpreting the Test – use statistical techniques to analyze and add • By and large, examinations are based on behavioral objectives because these
meaning to the result to interpret. objectives are SMART (Specific, Measurable, Achievable, Realistic, and Time-bound)
7. Applying the Test Results – for remediation or enrichment
2. Cognitive Objectives (Bloom and Anderson’s Taxonomy of Objectives)
8. Re-testing – determine the progress of testing program
I. Remembering (Knowledge) - define, describe, identify, list down, select, and label
9. Making Suitable Records and Reports – comprehensive, cumulative, convenient, II. Understanding (Comprehension) – convert, distinguish, defend, give example,
and accurate report and records. estimate, paraphrase, explain, discuss, predict, extend, summarize, and generalize
Behavioral Objectives as Bases for Constructing teacher-Made Tests III. Applying – change, prepare, compute, use, solve, discover, modify, relate, and
disseminate
IV. Analyzing – break down, diagram, subdivide, illustrate, infer, separate,
discriminate, outline, and point out
V. Evaluating – appraise, conclude, justify, contrast, criticize, interpret, and
discriminate
VI. Creating (Synthesis) – design, create, organize, categorize, reorganize, plan,
combine, devise, rearrange, revise, comply, tell, modify, generate, and rewrite.
3. Psychomotor Objectives (Anita Harlow’s taxonomy of psychomotor domain) –
assemble, build, calibrate, clean, connect, construct, design, dismantle, drill, fasten,
fix, grind, manipulate, mix, mend, perform, measure, execute, install, and handle.
I. Reflex movement – actions elicited without learning in response to some
stimuli (flexion, extension, stretch, postural, adjustments)
II. Basic fundamental movement – inherent movement patterns which are
formed by combining reflexes (pushing, pulling, manipulating)
III. Perceptual – interpretation of various stimuli that enable one to make
adjustments to the environment (coordinated movements such as jumping
rope, punting, or catching)
IV. Physical activities – requiring endurance, strength, vigor, and agility which
produces a sound, efficiently functioning body (strenuous effort for long
, periods of time, muscular exertion, quick, wide range of motion at the hip,
and quick precise movements
V. Skilled movements - result of the acquisition of a degree of efficiency when
performing a complex task (all skilled activities obvious in sports, recreation,
and dance)
VI. Non-discursive communication – communicating through bodily
movements ranging from posture to gestures, creative movements, facial
expressions, act a part in a play trough sophisticated choreographics (body
postures, gestures, and facial expressions efficiently executed in skilled
dance movement and choreographics)
1. Affective Objectives (Krathwohl’s Taxonomy of Affective Domian) – appreciate,
admire, initiate, sow respect for, participate actively, find pleasure, observe
strictly, utilize wisely, listen critically, form sound judgment, sustain interest in,
comply with, and venerate.
I. Receiving – awareness and sensitivity
II. Responding – willingness and satisfaction to respond
III. Valuing – acceptance and commitment to values Norm-Referenced Tests Criterion-Referenced Tests
IV. Organizing of value system – conceptualization of value and organization 1. Covers large domain of learning with 1. Typically focus on a delimited domain
of value system just few items measuring each specific of learning tasks with a relative large
V. Characterization by a value or value complex – self-reliance, industry, task number of items measuring each
punctuality, honesty, and self-discipline
specific task
2. Emphasize discrimination among 2. Emphasize what individual can and
Kendall’s and Marzano’s New Taxonomy
individuals cannot perform
1. Information – declarative knowledge
3. Favor items of large difficulty and 3. Match item difficulty to learning
2. Metacognitive/mental procedures – procedural knowledge
typically omits very easy and very hard tasks, without altering item difficulty or
I. Retrieval – recognizing, recalling, executing
items omitting easy and hard items
II. Comprehension – integrating, symbolizing
III. Analysis – matching, classifying, analyzing errors, generalizing, specifying 4. Interpretation requires a clearly 4. Interpretation requires a clearly
IV. Knowledge utilization – decision-making, problem-solving, defined group defined and delimited achievement
experimenting, investigating domain.
V. Metacognition – monitoring accuracy, monitoring clarity, process
monitoring, specifying goals Steps in the Preparation of Criterion-Referenced Measure
VI. Self-system thinking – examining motivation, examining emotional 1. Outline the content
response, examining efficacy, examining importance 2. Clearly define the instructional objective in behavioral terms
3. Psychomotor procedures – physical, motor, manipulative skills 3. Prepare the table of Specifications
4. Construct the relevant test items
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑪𝒍𝒂𝒔𝒔 𝑺𝒆𝒔𝒔𝒊𝒐𝒏𝒔 𝒙 𝑫𝒆𝒔𝒊𝒓𝒆𝒅 𝑻𝒐𝒕𝒂𝒍 𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑰𝒕𝒆𝒎𝒔
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑰𝒕𝒆𝒎𝒔 =
𝑻𝒐𝒕𝒂𝒍 𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑪𝒍𝒂𝒔𝒔 𝑺𝒆𝒔𝒔𝒊𝒐𝒏𝒔
• Self-assessment
• Assessment refers to the process of gathering, describing or quantifying • Student assess their own work and/or with their peers
information about student performance. • They learn about themselves as learners
➢ Test is an instrument or systematic procedure designed to measure the
Principles of Assessment
quality, ability, skills or knowledge of students by giving a set of questions n a
1. Make use of varied tools for assessment data-gathering and multiple sources of
uniform manner.
assessment data. It is not pedagogically sound to rely on just source gathered by
➢ Testing refers to the administration, scoring and interpretation of an
only one assessment tool. Consider multiple intelligences and learning styles.
instrument designed to elicit information about the performance in a sample
2. Learners must be given feedback about their performance. Feedback must be
of a particular area of behavior.
specific. “Good work!” is positive feedback and is welcome but is not actually a very
➢ Measurement is a process of obtaining a numerical description of the degree
good feedback since it is not specific.
to which an individual possesses a particular characteristic. Measurement
3. Assessment should be on real-world application and not on out-of-context drills.
answers the question “How much?”
4. Emphasize on the assessment of higher-order thinking
5. Emphasize on self-assessment.
• Evaluation refers to the process of examining the performance of student. It also
determines whether or not the student has met the lesson instructional objectives.
Kinds of Tests
➢ Statistical Treatment is involved to determine the exact meaning of a value
whether it is within the standard or substandard.
1. Intelligence test – measures intelligence quotient
2. Personality test – measure individual’s interest ascribed to himself and adopts in the
Functions of Measurement and Scope of Evaluation society
Evaluation 1. Curriculum offerings 3. Aptitude test – predictive measure of a person’s likelihood of benefit from instruction
1. Measure students’ achievement 2. School programs or experience in a given field.
2. Evaluate instruction 3. Instructional materials 4. Prognostic test – predicts how well a person is likely to do in a certain school or
3. Motivate learning 4. Instructional facilities subject or task.
4. Predict success 5. Teachers and professors 5. Performance test – often making use of manipulative materials which involves no or
5. Diagnose the nature of difficulties 6. Pupils/students minimum verbal instruction
6. Evaluate teachers’ performance 7. Graduates 6. Diagnostic test – identifies the weaknesses of individual’s achievement in any field and
7. Evaluate school’s facilities 8. School managers which serves as basis for remedial instruction.
7. Achievement test – measurement of what has been learned by student of the subject
matter taught in school
Various Approaches to Assessment
8. Preference test – a measure of vocational or avocational interest or aesthetic
judgments by requiring the examinees to make force choices between members of
Assessment FOR Learning
paired or grouped items.
• Diagnostic Assessment - precedes instruction
9. Accomplishment test – measure the achievements per subject
• Examples: pre-test, survey, skills check, KWL chart 10. Scale test – has series of items arranged in the order of difficulty
• Formative Assessment- makes use of on-going assessment 11. Speed test – measures speed and accuracy of examinees within the time limits
• Examples: boardwork, seatwork, oral questioning, ungraded quizzes, imposed
observations, exit cards, dress rehearsal, etc. 12. Standardized test – provides exact procedures in controlling the method of
administration and scoring norms and data concerning the reliability and the validity
Assessment OF Learning of the test.
• Summative Assessment - makes use of culminating assessments 13. Teacher-made test – constructed by teachers to determine how much the
• Examples: performance task, culminating project or performance, work pupils/students achieved. This test is not carefully prepared as the standardized test
portfolio, long test, periodic test, etc. 14. Placement test – measures the type of job an applicant should fill.
, Testing Program
• Testing Program supplement the informal tests given by classroom teachers
• It is designed to cover as many important outcomes as possible.
Steps in a Complete Testing Program
1. Planning the Program – progressive, cooperative, practical, descriptive, and
comprehensive.
2. Determining the Purpose – determining learner’s rating; satisfying parents;
encourage learners to do better; discover which part of the subject matter need to
be retaught; determine learner’s progress; aid in discovering whether learners
need remedial or enrichment; compare results between classes with norms.
3. Selecting Appropriate Test – person to select the test; type of test to be used; best
procedure; grade or year level to take the test.
4. Administering the Test – suitable in format; clear directions; competent proctor;
familiar environment; timing of administration.
5. Scoring the Test – objective and competent persons. Bloom’s taxonomy of Objectives
6. Analyzing and Interpreting the Test – use statistical techniques to analyze and add • By and large, examinations are based on behavioral objectives because these
meaning to the result to interpret. objectives are SMART (Specific, Measurable, Achievable, Realistic, and Time-bound)
7. Applying the Test Results – for remediation or enrichment
2. Cognitive Objectives (Bloom and Anderson’s Taxonomy of Objectives)
8. Re-testing – determine the progress of testing program
I. Remembering (Knowledge) - define, describe, identify, list down, select, and label
9. Making Suitable Records and Reports – comprehensive, cumulative, convenient, II. Understanding (Comprehension) – convert, distinguish, defend, give example,
and accurate report and records. estimate, paraphrase, explain, discuss, predict, extend, summarize, and generalize
Behavioral Objectives as Bases for Constructing teacher-Made Tests III. Applying – change, prepare, compute, use, solve, discover, modify, relate, and
disseminate
IV. Analyzing – break down, diagram, subdivide, illustrate, infer, separate,
discriminate, outline, and point out
V. Evaluating – appraise, conclude, justify, contrast, criticize, interpret, and
discriminate
VI. Creating (Synthesis) – design, create, organize, categorize, reorganize, plan,
combine, devise, rearrange, revise, comply, tell, modify, generate, and rewrite.
3. Psychomotor Objectives (Anita Harlow’s taxonomy of psychomotor domain) –
assemble, build, calibrate, clean, connect, construct, design, dismantle, drill, fasten,
fix, grind, manipulate, mix, mend, perform, measure, execute, install, and handle.
I. Reflex movement – actions elicited without learning in response to some
stimuli (flexion, extension, stretch, postural, adjustments)
II. Basic fundamental movement – inherent movement patterns which are
formed by combining reflexes (pushing, pulling, manipulating)
III. Perceptual – interpretation of various stimuli that enable one to make
adjustments to the environment (coordinated movements such as jumping
rope, punting, or catching)
IV. Physical activities – requiring endurance, strength, vigor, and agility which
produces a sound, efficiently functioning body (strenuous effort for long
, periods of time, muscular exertion, quick, wide range of motion at the hip,
and quick precise movements
V. Skilled movements - result of the acquisition of a degree of efficiency when
performing a complex task (all skilled activities obvious in sports, recreation,
and dance)
VI. Non-discursive communication – communicating through bodily
movements ranging from posture to gestures, creative movements, facial
expressions, act a part in a play trough sophisticated choreographics (body
postures, gestures, and facial expressions efficiently executed in skilled
dance movement and choreographics)
1. Affective Objectives (Krathwohl’s Taxonomy of Affective Domian) – appreciate,
admire, initiate, sow respect for, participate actively, find pleasure, observe
strictly, utilize wisely, listen critically, form sound judgment, sustain interest in,
comply with, and venerate.
I. Receiving – awareness and sensitivity
II. Responding – willingness and satisfaction to respond
III. Valuing – acceptance and commitment to values Norm-Referenced Tests Criterion-Referenced Tests
IV. Organizing of value system – conceptualization of value and organization 1. Covers large domain of learning with 1. Typically focus on a delimited domain
of value system just few items measuring each specific of learning tasks with a relative large
V. Characterization by a value or value complex – self-reliance, industry, task number of items measuring each
punctuality, honesty, and self-discipline
specific task
2. Emphasize discrimination among 2. Emphasize what individual can and
Kendall’s and Marzano’s New Taxonomy
individuals cannot perform
1. Information – declarative knowledge
3. Favor items of large difficulty and 3. Match item difficulty to learning
2. Metacognitive/mental procedures – procedural knowledge
typically omits very easy and very hard tasks, without altering item difficulty or
I. Retrieval – recognizing, recalling, executing
items omitting easy and hard items
II. Comprehension – integrating, symbolizing
III. Analysis – matching, classifying, analyzing errors, generalizing, specifying 4. Interpretation requires a clearly 4. Interpretation requires a clearly
IV. Knowledge utilization – decision-making, problem-solving, defined group defined and delimited achievement
experimenting, investigating domain.
V. Metacognition – monitoring accuracy, monitoring clarity, process
monitoring, specifying goals Steps in the Preparation of Criterion-Referenced Measure
VI. Self-system thinking – examining motivation, examining emotional 1. Outline the content
response, examining efficacy, examining importance 2. Clearly define the instructional objective in behavioral terms
3. Psychomotor procedures – physical, motor, manipulative skills 3. Prepare the table of Specifications
4. Construct the relevant test items
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑪𝒍𝒂𝒔𝒔 𝑺𝒆𝒔𝒔𝒊𝒐𝒏𝒔 𝒙 𝑫𝒆𝒔𝒊𝒓𝒆𝒅 𝑻𝒐𝒕𝒂𝒍 𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑰𝒕𝒆𝒎𝒔
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑰𝒕𝒆𝒎𝒔 =
𝑻𝒐𝒕𝒂𝒍 𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑪𝒍𝒂𝒔𝒔 𝑺𝒆𝒔𝒔𝒊𝒐𝒏𝒔
