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ASL 1 Determining Progress Towards The Attainment of The Learning

Measurement refers to determining attributes of objects quantitatively or qualitatively. Assessment involves gathering evidence of student learning over time to determine progress towards outcomes. Evaluation judges the worth of programs or performance based on objectives and criteria. Specifically: 1) Measurement can be objective through tests or subjective through perception ratings. 2) Assessment uses evidence from student work to improve learning and provide information on progress. 3) Evaluation provides information to make judgments about quality and determine what to adopt, reject, or revise.

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3K views18 pages

ASL 1 Determining Progress Towards The Attainment of The Learning

Measurement refers to determining attributes of objects quantitatively or qualitatively. Assessment involves gathering evidence of student learning over time to determine progress towards outcomes. Evaluation judges the worth of programs or performance based on objectives and criteria. Specifically: 1) Measurement can be objective through tests or subjective through perception ratings. 2) Assessment uses evidence from student work to improve learning and provide information on progress. 3) Evaluation provides information to make judgments about quality and determine what to adopt, reject, or revise.

Uploaded by

chelsea madiclom
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Assessment of Student Learning I

Determining Progress
towards the Attainment
of the Learning Outcomes
Determining Progress towards the Attainment of the
Learning Outcomes

Measurement Assessment

Evaluation
Measurement
 Measurement is the process of determining or describing the
attributes or characteristics of physical objects generally in
terms of quantity.
 When we measure, we use some standard instrument to find
out how long, heavy, hot, voluminous, cold, fast or straight
some things are. Such instruments may be
ruler, scale, thermometer or pressure
gauge.
Measurement

 In the field of education, the


quantities and qualities of
interest are abstract, unseen and
cannot be touched and so
measurement process becomes
difficult.
Measurement

 Educators measured through


standardized test results. In this case,
the measurement procedure is testing.

 We can ask a group of experts to rate a


student’s (or a teacher’s) knowledge of
the subject matter in scale of 1 to 5 for
example, with 1 being the lowest and 5
the highest. In this procedure, knowledge
of the subject matter is measured through
perceptions.
Two types of Measurement

Objective Subjective
 As in testing  As in perception
 Objective measurements  Subjective measurements
are measurements that do often differ from one
not depend on the person assessor to the next even
or individual taking the if the same quantity or
measurement. quality is being
measured.
Assessment
 The term assessment is derived from the Latin assidere
which means “to sit beside” (Wiggins, 1993)
 Assessment is the process of gathering evidence of
students’ performance over a period of time to
determine learning and mastery of skills.
 Such evidence of learning can take the forms mastery of
dialogue record, journals, written work, portfolios, tests
and other written work, presentation, research papers,
essays, story written, test results, etc.
Assessment
 The overall goal of assessment 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.
Evaluation
 Evaluation originates from the root word “value” and so
when we evaluate, we expect our process to give
information regarding the worth, appropriateness, goodness,
validity or legality of something for which a reliable
measurement has been made.
 Evaluation is a process designed to provide information that
will help us to make a judgment about a particular situation.
The end result of evaluation is to adopt, reject or revise what
has been evaluated.
 Object of evaluation include instructional program, school
projects, teachers, students, and educational goals.
Evaluation

Formative Evaluation Summative Evaluation


a method of judging the a method of judging the
worth of a program while worth of a program at the
the program activities are end of the program or
in progress. This type of activities. The focus is on
evaluation focuses on the the result.
process.
Summary
 We measure height, distance, weight, knowledge of
subject matter through testing; we assess learning
outcome; and we evaluate results in terms of some criteria
or objectives.
 Measurement refers to the process by which the attributes
or dimension of some objects of study are determined.
 Assessment is a process of selecting, receiving and using
data for the purpose of improvement in the current
performance.
 Evaluation is an act of passing judgment on the basis of a
Approaches to Assessment

Assessment Assessment
FOR OF
Learning
Learning

Assessment
AS
Learning
Assessment for 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 learning.
 Itis tragic and a waste of time if teacher just proceeds
with his/her teaching presuming that students
understand the lesson only to discover at the end of the
unit or grading period that student after all did not
understood the lesson.
Assessment for Learning

 Formative assessment also includes the pretest and the


posttest that a teacher gives to ensure learning. This is
also termed pre-assessment.
 Diagnostic assessment is also part of assessment for
learning. It is done before the learning process. The
purpose of diagnostic assessment is to identify the prior
knowledge of the students on the subject matter/course.
Assessment of Learning

 Assessment OF Learning is usually given at the end of


the unit, grading period or a term like semester. It is
referred to as summative assessment.
 It is meant to assess learning for grading purposes.
 The effectiveness of summative assessment depends on
the validity and reliability of the assessment activity and
tools.
Assessment as Learning

 Assessment AS Learning is associated with self-


assessment. As the term implies, assessment by itself is
already a form of learning for the students. As student
assess their own work and/or with their peers with the
use of scoring rubrics.
 In assessment as learning, students set their targets,
actively monitor and evaluate their own learning.
Thank you!

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