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PALAWAN STATE UNIVERSITY
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Assessment of
Learning
OUTCOME BASED
MODULE
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Module 2:
Assessment,
Measurement,
Examination and
Evaluation
Student Date
Signature: Returned:
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Learning Objectives:
At the end of this module, learners would be able to:
a. Demonstrate understanding of basic principles of Assessment
b.. Explain the purpose of Assessment
c. Determine basics principles of Assessment.
Read:
ASSESSMENT
“Assessment is the systematic collection, review, and use of information
about educational programs undertaken for the purpose of improving
student learning and development”.
T. Marchese (1987)
Educational assessment is the process of documenting, usually in
measurable terms, knowledge, skills, attitudes and beliefs. Assessment can
focus on the individual learner, the learning community (class, workshop, or
other organized group of learners), the institution, or the educational system
as a whole. According to the Academic Exchange Quarterly: "Studies of a
theoretical or empirical nature (including case studies, portfolio studies,
exploratory, or experimental work) addressing the assessment of learner
aptitude and preparation, motivation and learning styles, learning outcomes
in achievement and satisfaction in different educational contexts are all
welcome, as are studies addressing issues of measurable standards and
benchmarks". Assessment is a process by which information is obtained
relative to some known objective or goal. Assessment is a broad term that
includes testing. A test is a special form of assessment. Tests are
assessments made under contrived circumstances especially so that they
may be administered. In other words, all tests are assessments, but not all
assessments are tests. We test at the end of a lesson or unit. We assess
progress at the end of a school year through testing, and we assess verbal
and quantitative skills through such instruments as the SAT and GRE.
Whether implicit or explicit, assessment is most usefully connected to some
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goal or objective for which the assessment is designed. A test or assessment
yields information relative to an objective or goal. In that sense, we test or
assess to determine whether or not an objective or goal has been obtained.
Assessment of skill attainment is rather straightforward. Either the skill exists
at some acceptable level or it doesn’t. Skills are readily demonstrable.
Assessment of understanding is much more difficult and complex. Skills can
be practiced; understandings cannot. We can assess a person’s knowledge in
a variety of ways, but there is always a leap, an inference that we make
about what a person does in relation to what it signifies about what he
knows. In the section on this site on behavioral verbs, to assess means to
stipulate the conditions by which the behaviour specified in an objective may
be ascertained. Such stipulations are usually in the form of written
descriptions.
Assessment Steps:
Develop learning objectives.
Check for alignment between the curriculum and the objectives.
Develop an assessment plan (must use direct measures).
Collect assessment data.
Use results to improve the program.
Routinely examine the assessment process and correct, as
needed.
EVALUATION
Evaluation is the process by which we judge the quality of a
something. It is the processes of determining the extent to which an
objective is achieved or the thing evaluated possess the qualities envisaged.
Evaluation is a process of assigning value to something. This is possible only
on the basis of specific pre-determined goals. Therefore evaluation in
education warrants the determination of specific educational goals. From the
point of view of the class room teacher instructional objectives act as the
basis of evaluation .This means that educational evaluation is possible only if
the instructional objectives are determiner earlier. Evaluation based on pre-
determined objectives is called objective based evaluation. Evaluation is
perhaps the most complex and least understood of the terms. Inherent in the
idea of evaluation is "value." When we evaluate, what we are doing is
engaging in some process that is designed to provide information that will
help us make a judgment about a given situation. Generally, any evaluation
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process requires information about the situation in question. A situation is an
umbrella term that takes into account such ideas as objectives, goals,
standards, procedures, and so on. When we evaluate, we are saying that the
process will yield information regarding the worthiness, appropriateness,
goodness, validity, legality, etc., of something for which a reliable
measurement or assessment has been made. Teachers, in particular, are
constantly evaluating students, and such evaluations are usually done in the
context of comparisons between what was intended (learning, progress,
behavior) and what was obtained.
Functions of Evaluation
Evaluation enhance the quality of teaching.
Through evaluation, teachers are able to find out how far they have
been successful on achieving the objectives of education they had in the
mind. In other word they are able to find or assess the degree to which they
have succeeded in teaching. This assessment leading to value judgment
enable instructional strategies.
Guidance can be given on the basis of evaluation
Evaluation makes the individual difference clear, specific difficulties
also will be identified and diagnosed on the basis of this diagnosis, the
teacher can plan remedial activities within turn help the realization of the
goals to the maximum possible. Hence it is great utility in educational
guidance on the basis of the measurement of abilities prediction can be
regarding the nature of performance of individual s in a context or task. This
will enable the teacher to provide educational and vocational guidance.
Evaluation help in adjudging the position of students within a
group.
One of the important function served by evaluation is ‘placement’ of
students. The undergoing a course have to be judged on the basis of their
eligibility to proceed to higher stage of study measurement can be
ascertained at any moment without reference to the past or future. In
evaluation we consider the previous results and certain goals, or objectives
anticipated. While measurement aims only ascertaining quantity evaluation
aims only ascertaining quantity evaluation aims at the weakness if any
discovered .Here we are always concern whether we are reaching the goal.
Because of this nature of evaluation .It is a continuous process while
measurement is attempt only when it is needed .As evaluation involved
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value judgment. It may not be peruse as measurement, but, it is more valid
and useful than measurement. However, proper measurement can make
evaluation more objective. Steps in The Process of Evaluation
An effective process of evaluation involves the following steps;
i. Setting up of objectives of education according to the needs of
learner.
ii. Writing the instructional objectives in behavior terms.
iii. Imparting learning experience / engaging learners with the learning
environment.
iv. Developing tools and techniques of evaluation in accordance with
the instructional objectives.
v. Implementing the tools and find out the results.
vi. Analysis and interpretation of results.
vii. Modifying with remedial teaching, if there is any deviations.
viii. Recording for future use.
DIFFERENCE BETWEEN ASSESSMENT & EVALUATION
Assessment Evaluation
Emphasis on the teaching process Emphasis on the mastery of
and progress competencies
Focus on the teacher activity or Focus on Student Performance or
student activity Teacher Performance
Methods include: Student Critiques, Methods Include:
Focus Groups, Interviews, Reflective Test/Quizzes, Semester Projects,
Practice, Surveys and Reviews Demonstrations or Performances
Purpose is to improve the teaching Purpose is to assign a grade or
and learning process ranking
Generally Formative Generally Summative
MEASUREMENT
According to Stevens “Measurement is the assignment of
numerals to objects, or events, according to rules”. According to
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Stuffebeam “ Measurement as the assignment of numerals to
entities according to rules” Measurement is the process by which
we ascertain the quantity of something. It is merely the
assignment of a numerical index to the thing or phenomenon we
measure. Measurement refers to the process by which the
attributes or dimensions of some physical object are determined.
One exception seems to be in the use of the word measure in
determining the IQ of a person. The phrase, "this test measures
IQ" is commonly used. Measuring such things as attitudes or
preferences also applies. However, when we measure, we
generally use some standard instrument to determine how big,
tall, heavy, voluminous, hot, cold, fast, or straight something
actually is. Standard instruments refer to instruments such as
rulers, scales, thermometers, pressure gauges, etc. We measure
to obtain information about what is. Such information may or may
not be useful, depending on the accuracy of the instruments we
use, and our skill at using them.
A COMPARISON OF MEASUREMENT AND EVALUATION
1. Measurement is quantitative 1. Evaluation is qualitative
it refers to ‘How Much’ without judgment of value and
any reference to purpose past, purposes. It refers to ‘how
or future. It is concerned only good’ with reference to
with the present. purposes present, past or
2. Measurement is objective future.
and impersonal. It does not
change with change of 2. Evaluation is subjective and
individuals personal to a great extent.
3. Measurement is precise and
scientific. 3. Evaluation is interpretative
4. Measurement is not a and philosophical. Evaluation is
continuous process, it is a continuous process. Teachers
occasional. Tests are are evaluating their pupils
conducted only occasionally to continuously. In addition to
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get a measure of pupil’s tests, observation, interview,
achievement. sociometry, etc are the
5. Measurement is independent common techniques used for
of evaluation. the purpose correct evaluation
6. Scope of measurement is depends upon correct
limited measurement. Correct
the evaluation depends up on
correct measurement. Scope of
evaluation is unlimited.
TEST / EXAMINATION
A test or an examination (or "exam") is an assessment
intended to measure a test-taker's knowledge, skill, aptitude, or
classification in many other topics (e.g., beliefs). In practice, a
test may be administered orally, on paper, on a computer, or in a
confined area that requires a test taker to physically perform a
set of skills. The basic component of a test is an item, which is
sometimes colloquially referred to as a "question." Nevertheless,
not every item is phrased as a question given that an item may
be phrased as a true/false statement or as a task that must be
performed (in a performance test). In many formal standardized
tests, a test item is often retrievable from an item bank. A test
may vary in rigor and requirement. For example, in a closed book
test, a test taker is often required to rely upon memory to
respond to specific items whereas in an open book test, a test
taker may use one or more supplementary tools such as a
reference book or calculator when responding to an item. A test
may be administered formally or informally. An example of an
informal test would be a reading test administered by a parent to
a child. An example of a formal test would be a final examination
administered by a teacher in a classroom or an I.Q. test
administered by a psychologist in a clinic. Formal testing often
results in a grade or a test score. A test score may be interpreted
with regards to a norm or criterion, or occasionally both. The
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norm may be established independently, or by statistical analysis
of a large number of participants. A formal test that is
standardized one that is administered and scored in a consistent
manner to ensure legal defensibility.
ROLE OF ASSESSMENT IN LEARNING- AS LEARNING,
FOR LEARNING, OF LEARNING
Assessment For Learning - It involves teachers’ uses
information about student’s knowledge, understanding and skills
to inform their teaching. It occurs throughout the teaching
learning process to clarify student’s learning and understanding.
It includes two phases—initial or diagnostic assessment and
formative assessment. This type of assessment can be based on a
variety of information sources (e.g., portfolios, works in progress,
teacher observation, conversation) .Verbal or written feedback
given to the student after this assessment is primarily descriptive
and emphasizes strengths, identifies challenges, and points to
next steps. Through this assessment teachers check on
understanding they adjust their instruction to keep students on
track. No grades or scores are given – record keeping is primarily
anecdotal and descriptive. It occurs throughout the learning
process, from the outset of the course of study to the time of
summative assessment.
Assessment As Learning - It occurs when students act as
their own assessors. Students monitor their own learning, ask
questions and use a range of strategies to decide what they know
and can do for learning. It begins as students become aware of
the goals of instruction and the criteria for performance. It
encourages to take responsibility for their own learning. It
involves goal-setting, monitoring progress, and reflecting on
results It implies student ownership and responsibility for moving
his or her thinking forward (metacognition). It occurs throughout
the learning process.
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Assessment of Learning - It assists teachers in using
evidence of students learning to assess achievements against
outcomes and standards. Sometimes it is known as summative
assessment. This assessment helps for assigning grades & ranks.
It compares one student’s achievement with standards the results
can be communicated to the student and parents. It occurs at the
end of the learning unit.
Let’s Try:
Essay:
A. Differentiate Assessment and Evaluation
B. Each of the following statements refers to either (a.) measurement, (b.)
Assessment, (c.) evaluation. On the blank before each number, write the
letter corresponding to your answer.
1. is precise and scientific.
2. Focus on Student Performance or Teacher Performance
3. Tests are conducted only occasionally to get a measure of
pupil’s achievement.
4. Subjective and personal to a great extent.
Emphasis on the teaching process and progress
For Part A., This will be your criteria:
CRITERIA:
Content (Relevance to the topic, accuracy to the topic) ------------------
35%
Organization (Unity of thought, flow of discussion) -------------------------
35%
Style (originality, Creativity) ----------------------------------------------------20%
Mechanics (Grammar, Punctuation) -------------------------------------------10%
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TOTAL
100%
References:
Published:
Assessment for Learning, P. Venkapal
Assessment in Learning 1, 4th Edition, R.L. Navarro, LPT, PhD
R.G. Santos, LPT, PhD
B.B. Corpuz, LPT, PhD
Congratulations for Finishing Module 2.
Keep up the Good Work!
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