Basic Concepts in Assessment

PREPARED BY: ROQUI M. GONZAGA

1. Measurement

2. Evaluation

3. Assessment

4. Non-tests

Basic concepts in assessment

MEASUREMENT

What is measurement?

Thorndike and Hagen (1986)“the process of quantifying observations and/or descriptions about a quality or attribute of a thing or person.”

Calmorin, 1994is an instrument or device use to determine individual’s achievement, personality, attitudes, and among others anything that can be express quantitatively.

Oriondo, 1984process by which information about the attributes or characteristics of things are achieved and differentiated.  It implies quantitative value which can be placed in a physical property or stating an outcome of instructions. Quantification is necessary to make the determination or differentiation of the attribute less ambiguous and subjective.

What is measurement?

Evaluation

What is Evaluation?

1. Oriondo, 1984a process of summing up the results of measurement or tests, giving them some meaning based on value judgment.

2. Calmorin, 1994refers to the consideration of evidence in the light of value standards and in terms of the particular situations and the goals which the groups or individuals are striving to attain. Statistical treatment is involved to determine the exact meaning of a value whether it is within the standard or sub-standard.

3. Ruiza process, which has to do with data gathering of information about an activity, a finish product, or changes in pupils behavior, with the interpretation of the information in the light of given objectives, so that ways and/means maybe determined to ensure further accomplishment or improvement toward such objectives.

4. Gronlund, 1981from educational standpoint, a systematic process determining the extent to which instructional objectives are achieved by pupils.

What is Evaluation?

Scope of Evaluation

Scope of Evaluation

1. Curricular offerings, school programs, and instructional materials and facilities.

Courses offered should be evaluated to determine if they are still relevant, realistic and responsive to the changing needs and problems of the society;

school programs must be appraised to determine if teachers are not overloaded; and instructional materials like books, references, visual aids and devices  and many others should be assessed to ascertain if they are adequate and updated;

and instructional facilities like audio-visual equipment such as projectors, televisions,  and speech lab equipment and many others are adequate and functional.

2. Mentors

The teachers should be appraised to determine if they possess the qualities of the acronym – MODERN TEACHER, to determine if they can deliver the goods and services to the students effectively, efficiently, and economically, and to evaluate also if teachers are qualified or not qualified.

  3. Pupils/students

 The pupils/students should be evaluated to determine whether they have reached the goals of the learning tasks.   

Scope of Evaluation

Functions of Measurement and Evaluation

1. It measures student’s achievement

Students’ achievement can be determined whether he has reached the goals of the learning tasks or not through measurement and evaluation.

2. It evaluates instruction

The effectiveness or ineffectiveness of instruction is ascertained through measurement and evaluation.

3. It motivates learning Upon knowing the results of the achievement test, the student’s interest

is aroused especially if he gets a high score; otherwise, if his score is low, he strives hard to get higher score in the next examinations.

Functions of Measurement and Evaluation

4. It predicts success

Success and failure of the student is predicted through measurement and evaluation.  For instance, a student who always gets high scores in all his subjects may mean that he is sure to pass and passing means success.

5. It diagnosis the nature of difficulties

The weaknesses of the learner can be identified through measurement and evaluation particularly, diagnostic test.

Functions of Measurement and Evaluation

Principles Evaluation

Principles Evaluation

1. Evaluation should be based on clearly stated objectives

The objectives of evaluation should be based on the instructional objectives, which are geared toward the aims of the school and the nation.  Care should be taken so that the significant aspects of the educative process are clearly described.  The question of what to evaluate in terms of pupil growth and progress should be given foremost priority.

2. Evaluation  procedures  and  techniques  should  be selected  be terms of the clearly stated objectives or the purposes they will serve.

Principles Evaluation

When the aspect of pupil’s performance that needs to be evaluated has been clearly and precisely defined, the most effective method for determining what is to be evaluated should be selected.  Selection should be on the basis of appropriateness. This criterion of appropriateness of the test or device should be given priority over the other characteristics such as accuracy, objectivity,  or administrability of the measuring device or evaluation procedure.

Principles Evaluation

3. Evaluation should be Comprehensive

Evaluation should appraise the pupil’s progress toward all the important outcomes    of   instruction.   

It    should   not   only  be   based   on    knowledge, comprehension or thinking skills but also on changes in attitudes, behaviors or actual performance which require the application of what is learned.  Such evaluation is possible with the use of a variety of tests and measuring devices such as scales, questionnaires, observation, self-report and sociometric tests.

Principles Evaluation

4. Evaluation should be  continuous  and  an  integral part of the  teaching and learning process.

Since education is a continuous process of growth and change among learners, evaluation should run parallel to the whole process.  It should permeate the whole educational program of continuous improvement and change.  Provisions for placement, formative, diagnostic and summative evaluation should be made.

Principles Evaluation

5. Evaluation should be diagnostic and functional Evaluation is not an end in itself but a means to an end.  Evaluation should

serve some useful purpose.  Evaluation information gathered should not just be filed or stored.  To be of value, such information should be utilized in improving students’ learning styles, the teacher’s modes of teaching and the situation and conditions that affect learning and teaching.

Principles Evaluation

6. Evaluation should be cooperative

To be efficient and effective, the program of evaluation should include all the persons involved in the learning and teaching program.  Pupils, teachers, school administrators and parents should work cooperatively for better evaluation of pupils’ progress.

Any evaluation is subject to some errors because the instruments of evaluation are not absolutely accurate or precise.

Evaluation instruments are subject to various types of errors.  One such error is sampling error.   Some evaluative techniques are open to chance factors such as guessing, as in objective tests.  Others are open to the scorer’s biases and judgments, such as essay test and observations.  Another source of error is interpretation of results.

                       

7. Evaluation should be used judiciously.

Principles Evaluation

Types of Evaluations

Types of Evaluation

 1. Placement  evaluation

determines the knowledge and skills the students possess which are necessary at the beginning of the instructions.

It reveals how much the students already mastered about the subject matter.

It also aids the teacher on what method to use and where to start the subject matter.  Forms of tests used are aptitude test, readiness test, inventories and observations.

 2.  Formative evaluation

an integral part of the teaching-learning process that is done frequently to determine if students have or have not mastered the learning tasks.

It identifies learning errors that need to be corrected and likewise provides feedback on the result achieved.  Possible reinforcement or remediation can be designed to improved performance of students.

For teachers, formative evaluation provides information for handling errors properly, for making remediation more effective and likewise a means to predict the result of summative test.

Types of Evaluation

Types of Evaluation

3.  Diagnostic evaluation

used to detect students’ learning difficulties which are not revealed by formative tests or checked by remedial instruction and other instructional adjustments. 

It also discloses the underlying causes of learning difficulties. Diagnostic tests are therefore more comprehensive and detailed.

Silent Reading Test is an example of this test.

  4.  Summative evaluation

aims to assess the learner’s achievement at the end of the teaching-learning process, for instance, at the end of the unit.

It measures the learners’ attainment of specific objectives at the end of a given period.

It is used in assigning marks or grades, used to compare outcomes of different groups and it also provide feedback to students.  Techniques used include:  oral reports, projects, term papers, themes, and teacher-made achievement test.

Types of Evaluation

“If you can not measure it, you can

not improve it.”so

Evaluation is important

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