I.

Measurement, Evaluation, and Assessment (MEA)

Teaching and learning include a lot of instructional decisions to enhance and increase
student learning, hence, quality of education is strongly connected to the structure of
information on which these instructional decisions are made. Therefore, the most
important point is the determination of the way in which good, valid, and reliable
information about student learning can be provided through measurement, evaluation,
and assessment (O’Neil, et al., 2004)

MEASUREMENT
- An educational process that checks the specificity of an individual which is
expressed quantitatively (Padua, 2003).
- The process of quantifying observations and/or descriptions about a quality or
attribute of a thing or person (Thorndike and Hagen, 1986).

The process of measurement involves:

1. Identifying and defining the quality or attribute that is to be measured;
2. Determining a set of operations by which the attribute may be made manifest
and perceivable; and
3. Establishing a set of procedures or definitions for translating observations into
quantitative statement of degree or amount.

EVALUATION
- An educational process that checks the personality of an individual which is
expressed qualitatively (Padua, 2003).
- A process of summing up the results of measurements or tests, giving them some
meaning based on value judgments (Hopkins and Stanley, 1981).

Common Purposes in Educational Evaluation

1. To demonstrate effectiveness; and
2. To provide a measure of performance for marketing purposes.

ASSESSMENT
- The full range of information gathered and synthesized by teachers about their
students and their classrooms (Buendicho, 2010).
- A related series of measures used to determine complex attribute of an
individual or group of individuals (Oosterhof, 2001)

Process of assessment involves:

1. Setting explicit student learning goals or outcomes for an academic program;
2. Evaluating the extent to which students are reaching those goals; and
3. Using the information for program development and improvement.

MEASUREMENT answers the question, how much does a student learn or know?

EVALUATION answers the question, how good, adequate, or desirable is it?

ASSESSMENT looks into how much change/transformation has occurred on the student’s
acquisition of a skill, knowledge or value before and after a given learning experience.

II. Historical Background of Measurement, Evaluation, and

Assessment
Figure 1. Proponents of Intelligence Tests (Asaad, 2004; Santos, 2007)
Jean - A French Psychiatrist who made the first efforts to
Etienne draw the differences between mental deficiency and
Esquirol insanity
(Leader - Anticipated developments in the study of mental
of retardation
Abnorma - Used language capability in classifying mental
l retardation
Psycholo - In 1838, he wrote his first book des maladies mentalis,
gy) in which he explained an objective and rational view
of mental disorders

Whilhelm - A German Philosopher and Psychologist who

Wundth established the first laboratory in the world in
(Father of 1879
Experimental - His primary preoccupation was on the
Psychology”; measurement of powers of sensory
“Founder of discrimination, which resulted in the science of
Modern psychophysics
Psychology)

Hermann - A German Experimental Psychologist who

Ebbinghaus devised a world completion test used in
(Father of intelligence tests
Quantitative - Investigated color vision and mental capacity
Study - One of the first to demonstrate that learning and
Memory) memory could be studied experimentally

Francis - A British Psychologist who is an early proponent of

Galton statistical analysis as applied to mental and
(Father of behavioral phenomena
mental and - An explorer and an inquirer of human intelligence
educational - One of the first to use questionnaire and survey
tests) methods in investigating mental imagery in
different groups
Karl Pearson - A British Mathematician who developed the
(Pearson – techniques of modern statistics
Product - - In the early 1900’s, he became interested in the
Moment work of Francis Galton, who wanted to find
Coefficient statistical relationships to explain how biological
of characteristics were passed down through
Correlation) generations

Charles - An English Psychologist who was influenced

Spearman by works of Francis Galton
(Spearman - Made an estimate of the intelligence of group
Rank - of children and eventually developed a two-
Difference factor theory of intelligence
Coefficient of
Correlation)

Edward - An American Psychologist who developed

Thorndike psychological connectionism
(Father of - Used objective measurements of intelligence in
educational human subjects
measureme - During 1920’s he developed a test of intelligence
nt) that consisted of completion, arithmetic,
vocabulary and directions (CAVD)

James - An American psychologist, an important figure in

McKeen psychology and the study of human intelligence
Cattell - His statistical methods and quantification of data
(Father of helped in the development experimental science
Mental - Stressed on the importance of quantification,
Testing) ranking and ratings

Alfred - A French psychologist who began to study science

Binet in 1878
(Pioneere - Research with daughters helped him to further refine
d his developing conception on intelligence
attention - While directing the Laboratory of Experimental
span) Psychology, Theodore Simon applied to doctoral
research under Binet’s supervision and both of them
developed the Binet-Simon Scale
Walter V. - An American industrial and applied psychologist,
Bingham believed that intelligence can be measured by
(Believed looking at individual aptitudes for mathematical,
on verbal, mechanical, and social skills
heredity - Believed that heredity is the most important factor in
as the intellectual development, and that environmental
most influences serve only to modify what is already
importan present within the individual
t)

Henry - An American psychologist who established the

Herbert first laboratory for the psychological study of
Goddard mentally retarded persons in 1910
(Father of - Translated the Binet-Simon Scale in English
Intelligence - Views on intelligence were derived from
Testing) Mendelian genetics

William - A German psychologist who classified people

Stern according to types, norms and aberrations
(Father - Developed the idea of expressing intelligence test
of I.Q.) results in the form of a single number, the intelligence
quotient
- Represented intelligence as the mental age divided by
the chronological age

David - An American psychologist, understood intelligence to

Wechsle be more of an effect, rather than a cause
r - Introduced the Deviation Quotient, an IQ computed
(Father by considering the individual’s mental ability in
of comparison with the average individual of his or her
Deviatio own age
n - Developed an individual intelligence test for adults to
Quotient supplement the Stanford-Binet Test in 1939, known as
) Wechsler Adult Intelligence Scale (WAIS)

Joy Paul - An American psychologist who made a

Guilford number of contributions to the human
(Father of intellectual abilities
Structure of - Many existing tests were modified and
Intellect) developed under his guidance by using factor
analysis
Figure 2. Proponents of Achievement Tests (Asaad, 2004; Santos, 2007)
Horace Mann - Introduced the written examination to the
(Father of schools in Boston due to the weaknesses of oral
American communication
Public School - The first Normal School for Teachers was
Education) established in Lexington, Massachusetts, in 1839
through the efforts of Mann

Rev. - An English schoolmaster who devised and used the

George first objective measure of achievement of pupils
Fisher - In 1864, he devised an instrument which he called the
(Father ‘scale book’ purposely for measuring the learners’
of Scale) achievement in different school subjects like, like scale
in handwriting, spelling, mathematics, grammar,
composition and others

J. M. Rice - In 1984, he administered a list of spelling words to

(First measure differences between groups of students
inventor who were taught differently
of - He also prepared similar tests in language and in
comparati arithmetic.
ve test) - These crude tests served as the predecessors of the
modern objective tests in different school subjects

Cliff W. - He was a student of Thorndike, constructed two

Stone tests, one on four fundamental operations in
(Stone arithmetic and the second test on arithmetic
Arithmetic reasoning in 1908
)

M. Hillegas - Constructed a series of standardized tests in

(Father of Composition Scale by following the principles in the
Compositio construction of Thorndike Handwriting Scale in 1912
n Scale) - These scales were known as “Hillegas Composition
Scale” and it served as the basis of the composition
scale of today

William A. - Published his pioneer book dealing with test

McCall adaptation in 1924
(Father of - The informal objective type of test that he
informal made as a new type of test is widely used today
objective test)

Ralph W. - Was responsible for the extension of achievement

Tyler testing to the more intangible outcomes of instruction
which cannot be measured accurately like attitudes,
appreciation, interests, ideals and others
 (Extended - His contribution brought about the modern concept
achievem of testing.
ent test)

UNIVERSAL SETTING
1. Prior to 1800
Oral and Performance Tests

2. 1800 – 1900
A) Educational – Arithmetic, astronomy, geography, grammar, history, etc.
B) Mental – Memory, imagination, attention, comprehension
C) Personality

3. 1901 – present
A) Intelligence
B) Personality
C) Achievement
1908 – First Standardized Achievement Test
1920 – Informal Objective Test
1931 – Evaluative Test & Techniques
1944 – Evaluative Measurement
1945 – Mental & Educational Testing

PHILIPPINE SETTING
1. Prior to 1898
Oral and Performance Tests

2. 1898 – 1925
1919 – Uniform Final Examination
1924 – Philippine Vocabulary Test
1925 – Monroe Survey Commission
1925 – Abolition of Uniform Final Examination

3. 1926 – 1956
1926 – Re-establishment of the same Final Examination
1927 – Abolition of the same Final Examination
1928 – Standardized Achievement Test
1949 – Entrance Examination for National High Schools

4. 1957 – present
1960 – Centralized Achievement Test
1962 – Common Final Examination for 4th Year High Schools
1960 –1963 – Uniform Examinations were limited to Grade IV of Public Schools
1973 – National College Entrance Examination (P.D. # 146)
1993 – National Elementary Achievement Test (DECS Order No. 30, s 1993)
1993 – National Secondary Assessment Test (DECS Order No. 31, s 1993)
2000 – Restructured Basic Education Curriculum
2004 – High School Readiness Test (Bridge Program Curriculum)
2004 – National Achievement Test
2006 – Project Enrich (10 universities nationwide)
2006 – Pilot for Secondary Education Curriculum (Understanding by Design)
2006 – National College Achievement Examination
2010 – Secondary Education Curriculum
2012 – K to 12

TEACHERS’ EXAMINATIONS
1950 – First Competitive Examination for Elementary Teachers
1965, 1967, 1968, 1972, 1976 – National Teachers’ Examination
1978 – Professional Board Examination for Teachers (P.D. # 1006)
Aug. 6 – 7, 1996 – Licensure Examination for Teachers (R. A. 7836)