Sir Earl Report - Measurement, Assessment & Evaluation PDF

MEASUREMENT , ASSESSMENT AND EVALUATION IN OUTCOMES-BASED EDUCATION ( chapter 2 ) LEARNING OUTCOMES Distinguish among measurement, assessment and evaluation Explain the meaning of assessment FOR, OF, AS learning  WHAT IS MEASUREMENT? Measurement is a process of determining or de...

MEASUREMENT , ASSESSMENT AND EVALUATION IN OUTCOMES-BASED EDUCATION ( chapter 2 ) LEARNING OUTCOMES Distinguish among measurement, assessment and evaluation Explain the meaning of assessment FOR, OF, AS learning  WHAT IS MEASUREMENT? Measurement is a process of determining or describing the attributes or characteristics of physical objects generally in terms of quantity.  1.TYPES OF MEASUREMENT OBJECTIVE SUBJECTIVE MEASUREMENTS MEASUREMENTS ( as a testing ) ( as a perceptions ) More stable than subjective Often differ from one assesssor to measurements the next even if the same quantity Do not depend on the person or is being measured. individual taking the measurements. Means making interpretation or assumptions based on personal opinions without any verifiable facts.  TYPES OF MEASUREMENT OBJECTIVES MEASUREMENT (as a testing) SUBJECTIVE MEASUREMENT (as aperceptions) Measurement of Quantity or Quality of Interest = FORMULA: True Value plus random error Each measurement of the quantity of interest has two components: a true value of the quantity and a random error component 2. Measuring Indicators, Variables 03 An indicator, I, denotes and Factors the presence or absence of a measured characteristics. Thus: 01 I = 1, if the characteristic is present = 0, if the characteristic is present 02 Educational variable is For the variable X = class denoted by an English participation, we can let alphabet, like X. It is a I1, I2,...In denote the measurable participation of a characteristics of a Variables may be student in n class student. directly measurable as recitations and let X = in X= age or X=height of sum of the I's divided by a student. n recitations. Thus, if there were n = 10 recitations and the student participated in 5 of these 10, then X = 5/10 or 50%.  Measuring Indicators, Variables and Factors Indicators are the building blocks of educational measurement. A group of indicators constitute a VARIABLE. A group of variables form a CONSTRUCT or a FACTOR. The variables which form a factor correlate highly with each other but have low correlations with variables in another group. Example: The following variables were measured in a battery of tests: X1 = computational skills X2 = reading skills X3 = vocabulary X4 = logic and reasoning X5 = sequences and series X6 = manual dexterity These variables can be grouped as follows: Group 1: (X1, X4, X5) = mathematical ability factor Group 2: (X2, x3) = language ability factor Group 3: (x6) = psychomotor ability factor 2.2 ASSESSMENT (DEFINITION) 01 02 03 Derived from the Latin word, Is the process of gathering evidence of Use as basis, the levels of achievement " assidere" which means "to sit beside" students' performance over a period and standards required for the (Wiggins, 1993) of time to determine learning and curricular goals appropriate for the mastery of skills. grade or year level. 2.2 ASSESSMENT O G A LS Is to improve student learning and provide students, parents and teachers with reliable information regarding student progress and extent of attainment of the expected learning outcomes. The result will show the more permanent and clearer picture of the student's ability.  2.3 EVALUATION (DEFINITION) Originates from the root word "value" and so when we evaluate, we expect our It involves data collection and analysis and process to give information regarding the quantitative and qualitative methods. worth, appropriateness, goodness, validity or legality pf something for which a reliable measurement has been made. Is a process designed to provide It help educators determine the success of information that will help us to make a their academic programs to improve judgment about a particular situation. student achievement.  1. FORMATIVE 2. SUMMATIVE EVALUATION EVALUATION DIFFERENCE: DIFFERENCE: Is a method of judging the worth of a Is a method of judging the worth of a program at the end of the program program while the program activities are activities. It focuses on the RESULT. in progress. It focuses on the PROCESS. TWO Instruments used to collect data are the following: BROAD 1. Questionnaire 2. Survey forms MAIN OBJECTIVE: CATAEGORIES 3. Interview/Observation guide and Determine deficiencies so that the tests appropriate interventions can be done. OF MAIN OBJECTIVE: EVALUATION Determine the effectiveness of a program or activity based on its avowed purposes. RESULTS: Scriven gave as techniques for summative evaluation: The result gives opportunities to the 1. Pretest-posttest with one group; proponents, learners and teachers how 2. Pretest-posttest with experimental and control well the objectives of the program are groups; and being attained. 3. One group descriptive analysis To summarize, WE MEASURE height, distance, weight; WE ASSESS learning outcomes; WE EVALUATE results in terms of some criteria or objectives. 2.4 Assessment FOR, OF and AS learning The preposition "for" in assessment FOR learning implies that assessment is done to improve and ensure learning. This is referred to as FORmative assessment, assessment that is given while the teacher is in the process of student formation (learning). It ensures that learning is going on while teacher is in the process of teaching. Formative Assessment also includes the pretest and the posttest that a teacher gives to ensure learning. This is also termed as PRE-ASSESSMENT.  WHY THE PRETEST? It is to find out where the students are or determine their entry knowledge or skills so teacher knows how to adjust instruction. WHY THE POSTTEST? It is to find out if the intended learning outcome has been attained after the teaching- learning process.  Assessment In Assessment FOR Learning, teachers use AS assessment results to inform or adjust their learning teaching. In Assessment OF Learning, it is usually given at Assessment Assessment the end of a unit, grading period or a term like a FOR OF semester. It is meant to assess learning for learning learning grading purposes. In Assessment AS Learning, it is associated with self-assessment. As the term implies, assessment by itself is already a form of learning for the students. ASSSESSMENT THANK YOU!