ASSESSMENT, MEASUREMENT, EVALUATION

ASSESSMENT

• Assessment is the process of gathering and discussing information from multiple and
diverse sources in order to develop a deep understanding of what students know,
understand, and can do with their knowledge as a result of their educational
experiences; the process culminates when assessment results are used to improve
subsequent learning. (Huba and Freed, 2000)

•  Traditional

refers to standardized testing that uses questions with a limited number of answer
choices. It includes multiple choice, true or false and some short answer responses

• Alternative

also referred to as performance tests or authentic assessments, are used to determine

what students can and cannot do, in contrast to what they do or do not know. In other
words, an alternative assessment measures applied proficiency more than it measures
knowledge

• Authentic

is the measurement of "intellectual accomplishments that are worthwhile, significant,

and meaningful," as contrasted to multiple choice standardized tests. Authentic
assessment can be devised by the teacher, or in collaboration with the student by engaging
student voice

• Assessment FOR learning

a. Placement

b. Formative

c. Diagnostic

• Assessment OF learning 

• Assessment AS learning
 • Clear and Appropriate learning targets.

• Appropriate Assessment Methods

a. Objective Supply

b. Objective Selection

c. Essay

1.Restricted Response

2. Extended Response

d. Performance

1. Projects

2. Papers

3. Portfolios

e. Oral

f. Self-Report

•  Traditional:

Advantages:

- Helpful for gauging students' progress 

-Allowed examiners to pose an identical set of questions simultaneously, under similar

conditions, in much less time and less cost to a rapidly expanding student body, thereby
producing a comparable score for policy instruments

- Reveal how well students can recall, organize, and clearly communicate previously learned
information

- Traditional tests can’t be beaten when it comes to reliability, not to mention   efficiency.
There is little chance that the scores on a test will vary between one rater 
 -Wide range of statistical analyses and comparisons because the true score on a test is very
close to the reported score

-Evidence shows that traditional assessment is linked with public accountability which paves
the way to school improvement. Thus, accountability for test scores is viewed as the key to
productive educational change

Disadvantages:

- Fail to take into account students' growth and development and inhibit their progress.

- Frustrating- educators try to accurately summarize students' achievement with simple letter

grades and a few words of condensed commentary.

- Evaluation of students' higher-order thinking skills, problem solving, attitudes, and other

abilities cannot be quantified easily.

Performance:

• Advantages:

Direct observation of student ability

Active student engagement

Student choice

Flexibility

Authentic assessment of ability

• Disadvantages:

Can be very time consuming

Can possibly be costly

Relies heavily on student initiative and drive

Relies heavily on specific skill sets of students

Results can be subjective

 •   Portfolios

Advantages:

Serves as a cross-section lens, providing a basis for future analysis and planning.

Serves as a concrete vehicle for communication, providing on-going communication or

exchanges of information among those involved in assessment.

Promotes a shift in ownership; students take an active role in examining what they have done
and what they want to accomplish.

Offers the possibility of assessing the more complex and important aspect of a learning area
or subject matter.

Covers a broad scope of knowledge and information from many different people involved in
the assessment of students’ learning and achievement.

Disadvantages:

It may be seen as less reliable or fair than more quantitative evaluations.

Having to develop one’s individualized criteria can be difficult or unfamiliar at first.

It can be very time consuming for teachers to organize and evaluate the content of portfolios.

Portfolio can be just a miscellaneous collection of artifacts that do not show patterns of
growth and achievement.

Data from portfolio assessments can be difficult to analyze or aggregate to show change.

• Balanced

• Validity

• a. Face Validity

• b. Content validity

• c. Criterion validity

• Concurrent

• Predictive

• Construct Validity
•  Reliability Ways to Establish reliability

• a. Test-Retest

• b. Equivalent Forms

• c. Test-retest with Equivalent Form

• d. Split Half

• e. Kuder Richardson

• Balanced

• Validity

• a. Face Validity

• b. Content validity

• c. Criterion validity

• Concurrent

• Predictive

• Construct Validity

•  Reliability Ways to Establish reliability

• a. Test-Retest

• b. Equivalent Forms

• c. Test-retest with Equivalent Form

• d. Split Half

• e. Kuder Richardson

• Fairness

• Practicality and Efficiency

• Assessment should be a continuous process

• Authenticity

• Communication
 • Positive Consequences

• Ethics

TYPES OF RUBRICS

• Holistic Rubric

Single criterion rubrics (one-dimensional) used to assess participants' overall

achievement on an activity or item based on predefined achievement levels. Holistic rubrics
may use a percentage or text only scoring method.

• Analytic Rubric

Two-dimensional rubrics with levels of achievement as columns and assessment

criteria as rows. Allows you to assess participants' achievements based on multiple criteria
using a single rubric. You can assign different weights (value) to different criteria and include
an overall achievement by totaling the criteria. With analytic rubrics, levels of achievement
display in columns and your assessment criteria display in rows. Analytic rubrics may use a
points, custom points, or text only scoring method. Points and custom points analytic rubrics
may use both text and points to assess performance; with custom points, each criterion may
be worth a different number of points. For both points and custom points, an Overall Score is
provided based on the total number of points achieved. The Overall Score determines if
learners meet the criteria determined by instructors. You can manually override the Total and
the Overall Score of the rubric.

• Standard Test

• a. Ability Test

• b. Aptitude Test

• Teacher Made Test

• Objective Type (cognitive)

• Limited Response Type

• Multiple Choice test

 • True or False test

• Matching Type

• Objective Type (affective)

• Free Response/Supply test

• Fill in the Blanks

• Essay Type

• Psychological test

• Educational test

• Survey test

• Mastery Test

Objective Type(psychomotor)

• Free Response/Supply test

• Verbal test

• Individual test

• Power test

• Speed test

EVALUATION

•  procedures used to determine whether the subject meets a preset criteria, such as
qualifying or special education services. This uses assessment to make a
determination of qualification in accordance with a predetermined criteria

•  Descriptive Statistics

Descriptive statistics is a discipline of quantitatively describing the main

features of a collection of data, or the quantitative description of itself. Descriptive statistics
are used to summarize, organize and simplify data. Descriptive statistics are techniques that
take raw scores and organize or summarize them in a form that is more manageable. Often
the scores are organized in a table or a graph so that it is possible to see the entire set of
scores. Descriptive statistics are not developed on the basis of probability theory. Different
measures are used to describe descriptive statistics.

• Inferential Statistics

Inferential statistics consists of techniques that allow us to study samples and

then make generalizations about the population from which they were selected. It is usually
not possible to measure everyone in the population. Because population is typically very
large, a sample is selected form population which represents population. So, by analyzing the
results from sample, we hope to make general statements about population.

TO SUMMARIZE, WE MEASURE HEIGHT, DISTANCE, WEIGHT;

WE ASSESS LEARNING OUTCOME;
WE EVALUATE RESULTS IN TERMS OF SOME CRITERIA OR OBJECTIVES.

THANK YOU AND GOD BLESS 

 Republic of the Philippines
UNIVERSITY OF NORTHERN PHILIPPINES
Tamag, Vigan City
2700 Ilocos Sur

College of Teacher Education

Website: www.unp.edu.ph Mail: [email protected]
Tel. #: (077) 674-0789

ASSESSMENT,
MEASUREMENT
AND
EVALUATION

PREPARED BY: DEANEZELLE S. SOLMERIN

(BSED MAPEH-III)