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Chapter 2 - Determining Progress Towards The Attainment of Learning Outcomes

This document discusses measurement, assessment, and evaluation in education. It defines measurement as collecting quantitative information relative to standards, and notes that educational measurement focuses on abstract concepts. Objective measurements like tests are more reliable than subjective ones. The goal of assessment is to improve student learning by gathering evidence of performance over time. Formative assessment occurs during learning, while summative assessment happens after to evaluate learning outcomes. Evaluation determines the worth of educational programs and can lead to adoption, rejection, or revision.

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184 views

Chapter 2 - Determining Progress Towards The Attainment of Learning Outcomes

This document discusses measurement, assessment, and evaluation in education. It defines measurement as collecting quantitative information relative to standards, and notes that educational measurement focuses on abstract concepts. Objective measurements like tests are more reliable than subjective ones. The goal of assessment is to improve student learning by gathering evidence of performance over time. Formative assessment occurs during learning, while summative assessment happens after to evaluate learning outcomes. Evaluation determines the worth of educational programs and can lead to adoption, rejection, or revision.

Uploaded by

Angel Nopueto
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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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Determining

Progress
Towards the
Attainment of
Learning
Outcomes
Measurement
➢Process of determining or describing the attributes or characteristics of
physical objects generally in terms of quantity.
➢When we measure, we are actually collecting quantitative information
relative to some established standards.
➢In the field of education, the quantities and qualities of interest are abstract,
unseen, and cannot be touched so the measurement process becomes
difficult; hence, the need to specify the learning outcomes to be measured. In
this case, the measurement procedure is testing.
Types of Measurement
➢Measurements can therefore be objective (as in testing) or
subjective (as in perceptions).
➢Objective measurements are more stable than subjective
measurement in the sense that repeated measurements of the
same quantity and quality of interest will produce more or less the
same outcome.
Types of Measurement
➢Measurement of quantity or quality of interest = true value plus
random error
➢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.
Measuring Indicators, Variables,
and Factors
➢An educational variable (denoted by letter X) is a measurable
characteristic of a student. Variables may be directly measurable
as in X=age or X=height of a student.
➢Indicators are those variables where direct measurements are
not feasible. Denoted by letter “I” describes the presence or
absence of a measured characteristic.
Measuring Indicators, Variables,
and Factors
➢Indicators are the building blocks of educational measurement upon
which all other forms of measurement are built. A group of indicators
constitute a variable. A group of variables for a construct or factor.
Sample Variables
X1= computational skills These variables can be grouped as follows:
X2= reading skills Group 1: (X1, X4, X5)= mathematical ability factor
X3= vocabulary Group 2: (X2, X3)= language ability factor
X4= logic and reasoning Group 3: (X6)= psychomotor ability factor
X5= sequences and series
X6= manual dexterity
Assessment
➢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. Can
take in the forms of dialogue record, journals, written work,
portfolios, tests, and other learning tasks.
Assessment
➢The goal of assessment is to improve students learning and
provide students, parents, and teachers with reliable information
regarding student progress and extent of attainment of the
expected learning outcomes.
➢Assessment of skill attainment is relatively easier than
assessment of understanding and other mental ability.
Evaluation
➢Originates from the root word “value” and so when we evaluate,
we expect our process is to give information regarding the worth,
appropriateness, goodness, validity, or legality of something for
which a reliable measurement has been made.
➢A process designed to provide information that will help us to
make a judgment about a particular situation. Its end result is to
adopt, reject, or revise what has been evaluated.
Evaluation
➢Divided into two broad categories: formative and summative.
➢Formative evaluation is a method of judging the worth of a program
while the program activities are in progress. This type focuses on the
process. Its main objective is to determine deficiencies so that the
appropriate interventions can be done.
➢Summative evaluation is method of judging the worth of a program
at the end of the program of activities. The focus is on the result.
Determines the effectiveness of the program or activity based on its
avowed purpose.
Assessment FOR, OF, and AS
Learning: Approaches to Assessment
➢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’s formation (learning).
➢Assessment OF learning is usually given at the end of a unit,
grading period or a term like a semester. Meant to assess learning
for grading purposes, thus the term “assessment of learning.”
referred to as summative assessment.
Assessment FOR, OF, and AS
Learning: Approaches to Assessment
➢Assessment AS learning is associated with self-assessment. As
the term implies, assessment by itself is already a form of learning
for the students. Students set their targets, actively monitor and
evaluate their own learning in relation to their set target.
Therefore, they become self-directed or independent learners.

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