Chapter 2: The Role of Measurement and Assessment in Teaching

1- Instructional decisions requiring assessment data to:

1) Differentiation of Instruction: Assessing students' prior knowledge and
understanding of a topic to tailor instruction to their individual needs. For
example, a teacher might administer a pre-assessment on fractions to determine
students' current understanding before planning differentiated activities for
various skill levels.

2) Adjusting Pace and Content: Using formative assessment data to gauge student
progress and understanding throughout a lesson or unit, allowing the teacher to
adjust the pace of instruction or modify content as needed. For instance, if
formative assessment indicates that students are struggling with a particular
concept, the teacher may spend additional time on it or provide additional
resources for reinforcement.

3) Grouping and Differentiated Instruction: Analyzing assessment results to

group students based on their learning needs and abilities, allowing for targeted
instruction and support. For example, a teacher might use assessment data to
create flexible grouping arrangements for small-group instruction, ensuring that
each group receives instruction tailored to their level of understanding.

4) Providing Feedback: Using assessment data to provide timely and specific

feedback to students on their learning progress and areas for improvement. For
instance, after reviewing student responses to a writing prompt, a teacher might
provide individualized feedback highlighting strengths and offering suggestions
for improvement.

5) Selecting Instructional Strategies: Assessing students' learning styles,

preferences, and needs to inform the selection of appropriate instructional
strategies and approaches. For example, a teacher might use surveys or
observations to gather information about students' preferred learning modalities
and adjust instructional methods accordingly, such as incorporating visual aids or
hands-on activities.

6) Monitoring Learning Progress: Using ongoing assessment data to monitor

students' learning progress and identify areas where additional instruction or
intervention may be needed. For instance, a teacher might administer regular
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 quizzes or checkpoints to assess understanding and track students' mastery of key
concepts over time, identifying areas where students may need additional support
or review.

2- Assessment test and measurement

1) Test: A test is a systematic procedure for measuring a person's knowledge, skills,
abilities, or other characteristics by means of standardized questions1, tasks, or
exercises. Tests are often used to assess a person's proficiency or understanding in
a particular subject area or skill set. They can be administered in various formats,
including written, oral, practical, or performance-based assessments.
2) Measurement: Measurement refers to the process of assigning numerical values
or scores to individuals' characteristics, behaviors, or performance based on
specific criteria or standards. It involves the systematic collection and analysis of
data to quantify aspects such as knowledge, skills, attitudes, or behaviors.
Measurement enables educators to obtain objective information about students'
progress and achievements, allowing for comparison and evaluation over time.
3) Assessment: Assessment encompasses a broader concept than measurement and
involves the systematic gathering and interpretation of information about
individuals' knowledge, skills, abilities, or other characteristics. It includes
various methods and tools, such as tests, observations, portfolios, projects, and
performance assessments, to evaluate student learning and development.
Assessment serves multiple purposes, including diagnosing learning needs,
monitoring progress, guiding instructional decisions, and providing feedback to
students and stakeholders.
4) Evaluation: Evaluation involves making judgments or interpretations about the
quality, value, effectiveness, or significance of something based on criteria or
standards. In the context of education, evaluation typically refers to the process of
assessing the overall effectiveness or outcomes of educational programs,
interventions, policies, or practices. It involves analyzing data and evidence to
determine the extent to which objectives have been achieved and identifying areas
for improvement. Evaluation often involves a summative assessment of the
impact or results of educational initiatives, as well as formative assessment to
inform ongoing decision-making and improvement efforts.
3- General principles of assessment
1) Clearly specifying what is to be assessed has priority in the assessment procedure

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Standardized test: The term "standardized" refers to the fact that the test administration, scoring procedures, and
interpretation of results follow established guidelines or standards, ensuring fairness and comparability across
different test takers and testing sessions. [Administered under uniform conditions to all test takers, scored using
predetermined methods and scoring rubrics, are designed to be reliable and valid].
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 2) An assessment procedure should be selected because of its relevance to the
characteristics or performance to be measured (Assessing writing by essay).
3) Comprehensive assessment requires a variety of procedures
4) Proper use of assessment procedures requires awareness of their limitations
(Essay=reliability, MSQ are simple to correct but hard to build)
5) Assessment is a means to an end and not an end by itself (acquire objectives)
4- Assessment and the instructional Process:
1) Identifying Instructional goals
2) Pre assessing Learners needs (placement test)
3) Providing relevant instructions
4) Assessing the intended outcomes
5) Using results
5- Types of assessment procedures based on:
1) Format of assessment
i. Fixed choice test – Selected response test
1. Student selects response to question from available options
2. Example: Standardized multiple choice
ii. Complex performance Assessment
1. Students constructs extended response or performs in response to
complex task
2. Examples
i. Hands on laboratory experiments
ii. Projects
iii. Essays
iv. Oral presentations
2) Use in classroom instruction
i. Placement: (pre-assessment or Baseline) To determine student
performance at the beginning of instruction (Determining appropriate instructional-
levels for new students)

1. English test to assign levels

2. Test that identifies prior knowledge or skills

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ii. Formative: To monitor student progress (AMS academic monitoring system
SABIS)

1. Start teaching a new concept

2. While teaching stop and test students’ understanding (Formative:
informal (questioning – simple applications on the board –
Homework – Observation) - Formal (Tests, small quizzes)
3. If students show complete understanding continue the instruction
4. If students show incomplete understanding
5. Change the strategy
6. Re assess using formative assessment
7. If students show complete understanding continue the instruction
8. If students still show incomplete understanding
9. Change the strategy another time
10. Re assess using formative assessment
11. If students show now complete understanding continue the
instruction
12. If students still show incomplete understanding
13. So now go to diagnostic assessment to identify the gap or the
problem
iii. Diagnostic: To diagnose learning difficulties/problems during instruction
1. Divide the learning objective into small skills activities
2. Ask students to practice those skills under your supervision
3. Identify the small skill that is causing the problem for a complete
understanding
4. Example in multiplication
i. Ask the student to show you the steps of performing the
whole operation on the board
ii. Ask the student to think aloud while doing the operation
iii. Identify from student talk the problem he/she is facing
iv. Summative: To assess achievement at the end of instruction
1. When you reach the point where you believe your students are
ready for the final assessment

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 2. Administer the summative
3. No going back to the material studied
4. Example: Final exam or Midterm exams
3) Method of interpreting results
i. Criterion referenced
1. A test or other type of assessment designed to provide a measure of
performance that is interpretable in terms of a clearly defined and
delimited domain of learning tasks (specific learning standards)
2. Example: Teacher made tests.
ii. Norm referenced
1. A test or other type of assessment designed to provide a measure of
performance that is interpretable in terms of an individual’s
relative standing in some known group. (average of class- curve-
standard deviation)
2. Example
i. Standardized aptitude test2
ii. Standardized achievement test3
4) Using both

NB: Inclusive classrooms – classroom where we have students with special needs

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Standardized Aptitude test: These tests are designed to measure a student's inherent abilities, skills, or potential
in a particular area, such as verbal reasoning, quantitative reasoning, critical thinking, or abstract reasoning.
Example SAT.
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Standardized achievement tests: assess what a student has learned or achieved in specific subjects or areas of
study, i.e., content mastery. They are often used to evaluate student progress, determine instructional effectiveness,
and inform decisions about curriculum and teaching methods.
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Examples:
Criterion-Referenced Exams:
1. Teacher-Made Quizzes
2. State Standards Assessments (e.g., Common Core State Standards assessments)
3. Rubric-Based Assessments (e.g., for essays, projects, presentations)
4. Licensing Exams (e.g., medical board exams, driver's license tests)
5. End-of-Course Exams (e.g., final exams in specific subjects)
6. Certification Exams (e.g., Microsoft Office Specialist certification)
7. Performance Assessments (e.g., portfolios, oral presentations)
8. Skills-Based Assessments (e.g., typing tests, language proficiency exams)
9. Diagnostic Assessments (e.g., pre-tests to assess prior knowledge)
10. Formative Assessments (e.g., quizzes, exit tickets)

Norm-Referenced Exams:
1. IQ Tests (e.g., Stanford-Binet Intelligence Scales)
2. College Entrance Exams (e.g., SAT, ACT)
3. Standardized Achievement Tests (e.g., Iowa Tests of Basic Skills)
4. Developmental Screening Tests (e.g., Ages and Stages Questionnaires)
5. National Assessment Programs (e.g., Program for International Student Assessment -
PISA)
6. Occupational Aptitude Tests (e.g., Occupational Interest Inventory)
7. Placement Tests (e.g., English Language Placement Tests)
8. Psychometric Assessments (e.g., personality tests, career assessments)
9. Admission Tests for Gifted Programs (e.g., Naglieri Nonverbal Ability Test - NNAT)
10. Growth Monitoring Assessments (e.g., Early Childhood Longitudinal Study - Birth
Cohort)