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Functions of Measurement & Evaluation

The functions of measurement and evaluation are to: 1. Measure student achievement and determine if learning goals are met 2. Evaluate the effectiveness of instruction 3. Motivate student learning by showing results which arouses interest to improve scores There are different types of tests that serve various purposes from educational to psychological. Tests can be categorized based on what they measure such as achievement, intelligence, aptitude, personality. They can also be categorized based on format from individual to group-based, speed versus power, verbal versus non-verbal, informal versus standardized, criterion-referenced versus norm-referenced. Proper evaluation involves clearly stated objectives and being comprehensive, continuous, diagnostic and cooperative.

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reza manapo
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182 views

Functions of Measurement & Evaluation

The functions of measurement and evaluation are to: 1. Measure student achievement and determine if learning goals are met 2. Evaluate the effectiveness of instruction 3. Motivate student learning by showing results which arouses interest to improve scores There are different types of tests that serve various purposes from educational to psychological. Tests can be categorized based on what they measure such as achievement, intelligence, aptitude, personality. They can also be categorized based on format from individual to group-based, speed versus power, verbal versus non-verbal, informal versus standardized, criterion-referenced versus norm-referenced. Proper evaluation involves clearly stated objectives and being comprehensive, continuous, diagnostic and cooperative.

Uploaded by

reza manapo
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© © All Rights Reserved
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Download as PPTX, PDF, TXT or read online on Scribd
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Functions of

Measurement &
Evaluation
 Functions of Tests & Evaluation
 Kinds of Tests
“
“Leaders never use the word FAILURE.
They look upon setbacks as learning
experiences.”-Bryan Tracy

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Functions of Tests and Evaluation
The functions of measurement and evaluation are as follows:
▧ 1.      It measures student’s achievement.  Students’ achievement can be
determined whether he has reached the goals of the learning tasks or not
through measurement and evaluation.
▧ 2.      It evaluates instruction.  The effectiveness or ineffectiveness of
instruction is ascertained through measurement and evaluation. 
▧ 3.      It motivates learning.  Upon knowing the results of the achievement test,
the student’s interest is aroused especially if he gets a high score; otherwise, if
his score is low, he strives hard to get higher score in the next examinations.

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Functions of Tests and Evaluation
▧ 4.      It predicts success.  Success and failure of the student is predicted
through measurement and evaluation.  For instance, a student who always gets
high scores in all his subjects may mean that he is sure to pass and passing
means success.
▧ 5.      It diagnosis the nature of difficulties. The weaknesses of the learner can
be identified through measurement and evaluation particularly, diagnostic test.
○ Measurement and evaluation in general evaluates educational goals and
purposes, determines the extent to which accepted educational objectives
are implemented and enable teachers to know his/her pupils better.

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Principles Evaluation
▧ Evaluation should be based on clearly stated objectives.    
▧ Evaluation  procedures  and  techniques  should  be selected  in terms of the clearly
stated objectives or the purposes they will serve.
▧ Evaluation should be Comprehensive
▧ Evaluation should  be  continuous  and  an  integral part of the  teaching and learning
process.
▧ Evaluation should be diagnostic and functional.
▧ Evaluation should be cooperative.
▧ Evaluation should be used judiciously.

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Types of Evaluation

▧ Placement  evaluation 
▧ Formative evaluation 
▧ Diagnostic evaluation 
▧ Summative evaluation 

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Tests and Its Uses

▧  Instructional Uses
▧ Administrative Uses
▧ Guidance Uses

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Types of Test

▧ Educational and Psychological Tests


○ Educational test measures the results or effects of instruction. 
■ Examples – achievement test, formative test, summative test, accomplishment test.
○ Achievement test  measurement of what has been learned by the students of the subject
matter taught in school.
○ Accomplishment test  measurement of achievement usually for individual subjects in
the curriculum or a sampling of the curriculum as a whole.
○ Psychological test  aim to measure intangible aspects of behavior such as attitudes,
interests, emotional adjustment, intelligence and ability
■ Examples – intelligence test, aptitude test, personality test, prognostic test, preference test and
placement test.

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Types of Test
▧ Educational and Psychological Tests
○ Intelligence tests measures general mental ability without reference to what the pupil has learned
in or out of school.  Measures intelligence quotient (IQ) of an individual as very superior, superior, high
average, low average, borderline or mentally defective. 
○ Aptitude test  predictive measure of a person’s likelihood of benefit from instruction or experience
in a given field, such as art, music, clerical work mechanical tasks, or academic status.  It measures
clearly defined segments of ability and potentiality.
○ Personality test  measures the ways in which  individual’s interest with other individuals or in
terms of the roles an individual has ascribed to himself and adopts in the society.
○ Preference test  a measure of vocational or avocational interest or esthetic judgments by
requiring the testee to make forced choices between members of paired or grouped items.
○ Placement test  measure the type of job an applicant should fill; or a test use to determine the
grade or year level the pupil or student to be enrolled after ceasing from school.

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Types of Test

▧ Mastery Test and Survey Test


○ Mastery test  are achievement tests which measures the degree to which an individual has
mastered certain instructional objectives or specific learning outcomes.
○ Survey test  measure a student’s general level of achievement regarding a broad range of
learning outcomes.

▧ Tests and Group Tests


○  Individual tests  administered on a one-to-one basis using oral questioning, e.g.,
individual intelligence test.
○ Group tests  administered to groups of individuals.  They are generally considered to be
economical.

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Types of Test
▧ Speed Tests and Power Tests
○ Power test   items are arranged in increasing order of difficulty.  It measures the
individual’s ability to answer more and more difficult items within a given field.  The time
allowed is sufficient for all the examinees to answer all the items they want to answer.
○ Speed test  determines how fast and accurate the examinees answers the question within the
time limits imposed.  It is also called as alertness test.  This consists items of uniform difficulty. 
Speed and accuracy of students is evaluated.

▧ Verbal Tests and Non-verbal Tests


○  Verbal test Speed test  ordinarily paper and pencil tests. However, there are oral
verbal tests. Others make use of physical objects.  In any of these tests, words are necessary for
the examinee to understand and respond to the test items.  Tests are usually verbal tests unless
otherwise specified.
○ Non-verbal test  also paper and pencil test or oral tests but words are not used in giving
meaning or responding to the test items.  The tests may involve numbers, drawings or physical
objects.  
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Types of Test
▧ Informal Tests and Standardized Tests
○ Informal tests   are those constructed by classroom teacher (teacher-made test).
○ Standardized tests  constructed by test experts, administered and scored under standard
condition and interpreted with the use of standards. Such tests have been tried out with
representative groups to evaluate the effectiveness of the items in terms of difficulty and
discriminatory power, and to establish norms.  Norms are statistical measures which provide
basis for interpreting test scores.

▧ Supply Tests and Selection Tests


○  Supply tests   require examinees to recall and supply the answer, like completion type of
test and essay tests.
○ Selection tests  require the examinees to recognize and select the correct responses. 
Example of these are multiple-choice and matching type.

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Types of Test

▧ Criterion-Referenced and Norm-Referenced Tests


○ Criterion-referenced test  described what an individual can do without reference to the
performance of others.  It describes the performance of an individual directly, such as “spelled 60 English
words out of 100 words given”

○ Norm-referenced test  determines how an individual’s performance compares with that of others. 
Describes performance of examinee in terms of the relative position held in a group, such as “spelled better
than 75% of the class”.

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References

▧ Boiser, Diosdada.   Strategies for  Teaching.  Manila, Philippines: 


Rex Book Store, Inc. 2000.
▧ Calmorin, Laurentina.  Educational Research, Measurement and
Evaluation, 2nd Ed.  Metro Manila, Philippines:  National Book Store,
Inc.  1994.
▧ Oriondo, Leonora L. and Eleonor M. Antonio.  Evaluating
Educational Outcomes. Manila, Philippines:  Rex Book store, 1984.

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Thank
you!
Reza V. Manapo
Presenter

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