Module in CPE105 – Assessment in Learning 1 Part I – Assessment in the Teaching-Learning Process

MODULE 3 - MEASUREMENT, EVALUATION AND ASSESSMENT

Learning Outcomes
At the end of the module, the student can:
• Distinguish between measurement, evaluation and assessment;
• Explain the various approaches to assessment;
• Discriminate between formal and informal assessment; and
• Differentiate between preliminary and placement assessment.

Module Overview
This module explores the foundational concepts and practical applications of measurement, evaluation,
and assessment in educational settings. It equips future educators and professionals with the tools to
understand how learning is monitored, quantified, and judged—ensuring that teaching strategies are
responsive, inclusive, and effective.
Understanding these concepts is essential for designing fair, effective, and meaningful learning
experiences. Whether you're planning lessons and analyzing student progress, this module provides the
analytical lens to make informed decisions that truly support learners.

1. ASSESSMENT
• Assessment is a very general term that describes the many techniques that we use to measure
and judge student behavior and performance.
• It is the process of gathering evidence of students’ performance over a period of time to
determine learning and mastery of skills.

Approaches to Assessment
(1) Assessment FOR (2) Assessment OF (3) Assessment AS
Learning Learning Learning
(Formative Assessment) (Summative Assessment) (Self-Assessment)

This implies that This is usually given at As the term implies,

learning is done to the end of a unit, assessment by itself is
improve and ensure grading period or a term already a form of
learning. like a semester. learning for the
Teachers use It is meant to assess students.
assessment results to learning for grading
inform or adjust their purposes.
learning.

Formal and Informal Assessment

Formal assessment Informal assessment

This is when teachers can complete the assessment It involves the many observations that we make about
in a relatively standardized manner and are able to students and the many questions that we ask
control many aspects of the process. students throughout the day.

All students are given the same questions to answer, It may involve having a child read aloud and
typically have the same amount of time to respond attempting to note and remember which reading
and complete the device in a relatively consistent processes are still giving this child problems.
fashion.
Examples: Teacher questions, observations, and
Examples: Classroom tests, quizzes, and similar many other techniques are often referred to as
devices are frequent examples of formal assessment. informal assessments.

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Module in CPE105 – Assessment in Learning 1 Part I – Assessment in the Teaching-Learning Process

Preliminary and Placement Assessment

Preliminary assessments Placement assessments

These are usually used at the beginning of the
school year when teachers are mostly ready to These are very commonly used in colleges where
move ahead with the curriculum; however, they are incoming freshmen are often given a test to
uncertain as to how well the students are prepared. determine where they should be appropriately
admitted.

Both preliminary and placement assessments are performed at the beginning of a semester to
measure students' prerequisite knowledge and skills.

2. MEASUREMENT

• Measurement is the process of assigning meaningful numbers (or labels) to individuals or

objects based on the degree to which they possess some characteristic.
• It is the process of determining or describing the attributes or characteristics of physical
objects, generally in terms of quantity.

Examples:
31 correct answers out of 40 items; and
Ana obtained a 90% score in the 1st Quarter English.

Two types of Measurements

(1) Objective Measurement (2) Subjective Measurement

This refers to measuring based on facts. This refers to measuring based on

(more stable measure) individual perception.

Maximum and Typical Performance Measures

Maximum performance Typical performance

These measures are used when teachers want to These measures are designed to assess a
assess how well the students can perform. student’s most common or typical behavior.

Teachers use maximum performance measures to Teachers use typical performance measures to
assess how well the students can perform the new examine concepts like personality.
skills that they have learned.

3. EVALUATION

• Evaluation involves the use of measurement to make decisions about or to determine the worth
of a person or object.
• It is a process designed to provide information that will help us to make judgments about a
particular situation.
• It is a professional judgement based on the student’s performance.

Examples:
She is good enough; and
She failed.

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Module in CPE105 – Assessment in Learning 1 Part I – Assessment in the Teaching-Learning Process

ASSESSMENT TASK (46 points)

(1) Each of the following statements refers (3) Identify whether the statement given is an
either to (a) measurement, (b) example of formal or informal assessment.
assessment, or (c) evaluation. (2 pts. each) (2 pts. each)
a. The overall goal is to provide a. A 5th grade standardized reading
information regarding the extent of test.
attainment of student learning b. A pop quiz in the 6th grade math
outcomes. class.
b. Can help educators determine the c. Observing students as they work
success factors of academic in small groups.
programs and projects. d. Using a checklist while a 4th class
c. Uses such instruments as ruler, gives oral presentations.
scale or thermometer. e. Verbally asking a group of 3rd
d. Used to determine the distance of graders comprehension questions
a location. about a story they just read.
e. Process designed to aid educators
make judgement and indicate (4) Identify whether the statement below is an
solutions to academic situations. example of preliminary or placement
f. Can determine the skill attainment assessment. (2 pts. each)
easier than attainment of a. A 4th grade teacher asks her
understanding. students multiplication facts
g. The process of gathering evidence before starting a unit on
of student competencies/skills multiplication to assess if they
over a period of time. have any experience in working
h. Results show more permanent with that operation.
learning and clear picture of b. College freshmen are required to
student’s ability. take a writing test. The test is
i. Objects of study may be evaluated by a group of professors
instructional programs, school and the students are then put in
projects, teachers, students or the appropriate composition
tests results. classes.
j. Usually expressed in quantities. c. The students take a reading test to
find their reading level so the
(2) Compare and contrast the following teacher can accurately place the
concepts: assessment for learning, children in ability groups.
assessment of learning and assessment
as learning. (10 pts.)

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