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Chapter 2 Measurement Assessment and Evaluation in Outcome Based Education

Chapter II discusses measurement, assessment, and evaluation in outcomes-based education, highlighting the differences between objective and subjective measurements. It explains the processes of assessment for, of, and as learning, emphasizing their roles in improving student learning and evaluating educational programs. The chapter also distinguishes between formative and summative evaluations, detailing their purposes and methods.

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24 views29 pages

Chapter 2 Measurement Assessment and Evaluation in Outcome Based Education

Chapter II discusses measurement, assessment, and evaluation in outcomes-based education, highlighting the differences between objective and subjective measurements. It explains the processes of assessment for, of, and as learning, emphasizing their roles in improving student learning and evaluating educational programs. The chapter also distinguishes between formative and summative evaluations, detailing their purposes and methods.

Uploaded by

khiafrancesorio
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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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Chapter II

Measurement,
Assessment and
Evaluation in
Outcomes – Based
Education
Learning Outcomes
Distinguish among measurement,
1
assessment and evaluation

Explain the meaning of


2 assessment FOR, OF, and AS
learning
MEASUREMENT

• The process of determining or describing the


attributes or characteristics of physical objects
generally in terms of quantity.

• Use of some standard instrument to find out how


long, heavy, hot, voluminous, cold, fast, or
straight things are.

• Instruments may be ruler, scale, thermometer, or


pressure gauge.
MEASUREMENT

• When we measure, collecting quantitative


information relative to some established
standards.

• Testing – the standard measurement procedure in


measuring knowledge of a subject matter.

• Perceptions – rating a subject of his knowledge on


a certain matter. For example, in a scale of 1 to 5
with 1 as the lowest and 5 as a highest.
Types of
Measurement
1 Objective
as in testing
Subjective
2
as in perceptions
Note: Objective measurements are
more stable than subjective
measurements.
OBJECTIVE
MEASUREMENT VS.
SUBJECTIVE
MEASUREMENT
Objective
Measurement
DO NOT DEPEND ON THE
PERSON OR THE
INDIVIDUAL TAKING THE
MEASUREMENTS. THE
SAME MEASUREMENT
VALUES ARE OBTAINED
IRREGARDLESS OF WHO
IS TAKING THE
MEASUREMENT.
Subjective
Measurement
OFTEN DIFFER FROM
ONE ASSESSOR TO
THE NEXT EVEN IF
THE SAME QUANTITY
OR QUALITY IS
BEING MEASURED.
Whether one uses an objective or subjective
assessment procedure, the underlying principle
in educational measurement is summarized by
the following formula:

Measurement of Quantity or Quality of Interest =


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. The objective in
educational measurement is to estimate or
approximate, as closely as possible, the true
value of the quantity of interest, e.g. true
knowledge of the subject matter.
Variables
example: X = AGE
X = HEIGHT

Indicators are the building blocks of educational measurement upon which all
other forms of measurement are built.
example:
I = 1, if the characteristic is present
= 0, if the characteristic is absent

A group of variables form a construct or a factor.


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 factors
Group 2 : (X2, X3) = language ability factor
Group 3 : (X6) = psychomotor ability factor
Assessment
• The term assessment is derived from the
Latin “assidere” which means “to sit
beside” (Wiggins, 1993)

• Process of gathering evidence of students’


performance over a period of time to
determine learning and mastery of skills.

• Example: dialogue record, journals, written


work, portforlios, tests and other learning
Assessment
• Requires review of journal entries, written
work, presentation, research papers,
essays, story written, test results, etc.

• The overall goal of assessments is to


improve student learning and provide
students, parents and teachers with
reliable information regarding student
progress and extent of attainment of the
Assessment
• Use as basis the levels of achievement and
standards required for the curricular goals
appropriate for the grade or year level.

• Its results show the more permanent


learning and clearer picture of the student's
ability.
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.

• The process designed to provide information that


will help us make a judgement about a particular
situation.

• End result is to adopt, reject, or revise what has


Evaluation
OBJECTS OF EVALUATION:

• INSTRUCTIONAL PROGRAMS
• SCHOOL PROJECTS
• TEACHERS
• STUDENTS
• EDUCATIONAL GOALS
Evaluation
EXAMPLES OF EVALUATION:

• EVALUATING THE "EDUCATION FOR ALL PROJECT"


OF A SCHOOL DISTRICT.

• EVALUATING THE COMPARATIVE EFFECTIVENESS


OF TWO REMEDIAL READING PROGRAMS.

• EVALUATING THE CORRELATION BETWEEN


ACHIEVEMENT TEST RESULTS AND DIAGNOSTIC
TEST RESULTS.

• EVALUATING THE ATTRIBUTES OF AN EFFECTIVE


Evaluation
• Involves data collection and analysis.

• Involves quantitative and qualitative


method.

• Helps educator determine the success of


their academic programs and signal efforts
to improve student achievement.

• Helps identify the success factors of


programs and projects.
2 Broad Categories
of Evaluation
Formative
1
Evaluation

2 Summative Evaluation
Formative Evaluation

• Method of judging the worth of a program


while the program activities are in
progress.

• Focuses on the process.

• Its results hive opportunities to the


proponents, learners, and teachers how
well the objectives of the program are
Formative Evaluation

• Main objective: to determine deficiencies so


that the appropriate interventions can be
done.

• May also be used in analyzing learning


materials, student learning and
achievements, and teacher effectiveness.
Summative Evaluation

• Method of judging the worth of a program


at the end of the program activities.

• Focus is on the result.

• Designed to determine the effectiveness of


a program or activity based on its avowed
purposes.
Summative Evaluation
Instruments used are:
1. Questionnaire
2. Survey Forms
3. Interview/Observation Guide and Tests

Point to Remember:
We measure height, distance, weight
We assess learning outcomes
We evaluate results in terms of some
criteria or objectives
Assessment FOR,
Assessment OF, and
Assessment AS a
learning
Assessment “FOR”
• Implies the assessment is done to improve and
ensure learning.

• Referred to as formative assessment.

• It is given while the teacher is in the process of


student formation (learning).

• Ensures that learning is going on while the


teacher is in the process of teaching.
Assessment “FOR”
• Includes the pre – test and the post – test that
teacher gives to ensure learning.

Pre – Test
• To find out where the students are
• To determine the students’ entry knowledge or skills
for the teacher to adjust instruction

Post – Test
• To find out if the intended learning outcome has
been attained after the teaching – learning process.

• Teachers uses assessment results to inform or


adjust their teaching.
Assessment “OF”

• Usually given at the end of the unit,


grading period, or a term like
semester.

• Meant to assess learning for grading


purposes.
Assessment “AS”

• Associated with self – assessment.

• Students assess their own work.


Hence, they learn about themselves as
learners, and become aware at how
they learn.
Assessment “AS”
• Students set their targets, actively monitor
and evaluate their own learning in relation to
their set target.

• Students become self – directed or


independent learners.

• By assessing their own learning, students are


learning at the same time.
Thank You
Any Questions ?

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