LESSON 1

INTRODUCTION:

THE NATURE OF EDUCATIONAL ASSESSMENT

CONTENT:

Prepared by
Renel Q. Bernal

The Definition of terms

• Assessment
• Evaluation
• Measurement
• Competency evaluation
• Course evaluation
• Educational evaluation
• Performance evaluation
• Program evaluation
Assessment
• Assessment refers to the process of gathering and analyzing information or evidence
to measure an individual’s knowledge, skills, abilities, or characteristics. It involves
using various methods, such as tests, quizzes, projects, or observations, to evaluate a
person’s performance or progress in a specific area or subject.
Ex.
• Performance asst.
• Norm-referenced asst.
Evaluation
• Evaluation is the systematic process of collecting and analyzing data or information to
make judgments or assessments about the quality, effectiveness, or value of
something. It involves examining the strengths, weaknesses, and overall performance
of a program, project, product, or individual to determine its success, impact, or areas
for improvement.
Ex.
• Overall judgement
Measurement
• Measurement involves assigning numerical values or scores to objects, events, or
characteristics based on specific criteria or standards. It is the process of quantifying
or determining the size, amount, extent, or degree of something. Measurements can be
obtained through various tools or instruments, such as scales, rulers, surveys, or
assessments, to provide objective and comparable data.
• Ex. The measuring the knowledge, strength and weakness of students.
Competency evaluation
• Competency evaluation is the assessment of an individual’s knowledge, skills,
abilities, or behaviors in a specific area or profession. It aims to determine whether an
individual possesses the required competencies or qualifications to perform a
particular job or task successfully. Competency evaluations often involve practical
demonstrations, exams, simulations, or performance assessments.
Ex.
• Time management
• Students must be creative thinking,

Course evaluation
• Course evaluation refers to the assessment of a specific educational course or program
to gather feedback and insights from students, instructors, or stakeholders. It aims to
measure the effectiveness, relevance, and quality of the course content, teaching
methods, learning outcomes, and overall student satisfaction. Course evaluations help
identify areas for improvement, inform curriculum development, and enhance the
learning experience.
• Ex. Always prepared and organized
Educational evaluation
• Educational evaluation refers to the systematic process of assessing and measuring the
effectiveness, quality, and outcomes of educational programs, policies, and practices.
It involves gathering data, analyzing it, and making judgments about the strengths and
weaknesses of educational initiatives. The purpose of educational evaluation is to
inform decision-making, improve educational practices, and ensure accountability.
Ex. Test, quizzes, essay, project
 Performance evaluation
• Performance evaluation, also known as performance assessment or performance
appraisal, is the process of assessing an individual’s job performance in relation to
predetermined criteria and standards. It involves evaluating an employee’s skills,
competencies, achievements, and areas for improvement.
Program evaluation
• Program evaluation is a systematic and objective assessment of the design,
implementation, and outcomes of a specific program or intervention. It involves
collecting and analyzing data to determine the effectiveness, efficiency, relevance,
and sustainability of the program. Program evaluation helps stakeholders understand
whether the program is achieving its intended goals, identify areas for improvement,
and make informed decisions about program continuation, modification, or
termination.
• Ex. Before you start the build program, you give the feedback to make sure we are an
able to handle this activity/program.

BY: RELLY DENOSTA

DISTINCTION AMONG MEASUREMENT, ASSESSMENT AND EVALUATION

There’s often a misconception with identifying the difference between

assessment, evaluation, and measurement.
Measurement, assessment, and evaluation mean very different things, and yet
most of students were unable to adequately explain the differences.

MEASUREMENT
“Measurement Is Always Numerical”. Measurement refers to the process by which the attributes or
dimensions of some physical object are determined. The verb measure means “to discover the exact
size, amount, etc., of something, or to be of a particular size” So it means that measurement is how we
rate and determine the performance of a student, numerically.
Measurement is simply referred as “the process assigning numbers or symbols to objects for
characterizing things according to set of rules”.
 It is used to categorize and or quantify variables.
 It helps to quantify individuals achievement, personality, attitudes, habits and skills.
 It involves quantification of observable phenomena and it is performed on the physical world
by observer.

Measurement in Education
Today, measurement in education is much different and more advanced. With the development of
many theories in education over time and assessment software systems that can be used in this
process, various variables, related to students marks and grades, are measured.

 Intelligence
 Interest
 Students aptitude and personality
 Aims of education
  Effectiveness of the curriculum
 Usefulness of teaching methods
 Basis of educational policy
 The various educational activities of administrators and teachers as well

Types of measurement

Direct measurement
Refers to obtaining numerical data on a student's performance or mastery of a skill through direct
assessment. This includes methods such as tests, quizzes, essays, and projects.

Indirect Measurement
Involves assessing a student's abilities or skills through observation, self-reporting, surveys, or other
qualitative methods. This type of measurement may not directly provide numerical data but can still
offer valuable insights into the student's progress.

Relative Measurement
Involves comparing a student's performance or abilities to the performance of others, rather than an
absolute standard. This can involve grading on a curve or ranking students based on their performance
relative to their peers.

Assessment
“Assessment Is Detection and Analysis”
It’s detecting, analysis, and interpreting student’s learning and progress.
Assessment is a process by which information is obtained relative to some known objective or goal.
It is “the various methods used by educators to measure and document the academic achievement and
skills of students during preschool adulthood. A process of inquiry to collect and synthesize evidence
that concludes the status or quality of a program, product, person, policy, proposal or plan.”

Evaluation
“Evaluation Is Qualitative”
Evaluation is when you start to interpret and judge the results of the data you’ve collected throughout
the assessment process or elsewhere. It’s the phase for decision-making. Evaluation is “a systematic
process of collecting and analyzing data in order to determine whether, and to what degree, objectives
have been, or are being, achieved
" When we evaluate, what we are doing is engaging in some process that is designed to provide
information that will help us make a judgment about a given situation.

Conclusion
Therefore, evaluation is broader and comprehensive than assessment. Evaluation includes assessment.
Measurement is a tool or method employed in assessment and evaluation. To sum up, we measure
distance, we assess learning, and we evaluate results in terms of some set of criteria. These three
terms are certainly share some common attributes, but it is useful to think of them as separate but
connected ideas and processes.

CHARACTERISTICS OF MODERN EDUCATIONAL ASSESSMENT

The following eight characteristics of 21st century assessment, are essential guide for preparation of
assessment
activities by educators. It is necessary to refer to these characteristics to ensure that the learners are
being assessed
towards the skills and demand of the 21st century.

RESPONSIVE
Visible performance-based work (as a result of assessment) generates data that inform curriculum and
instruction.

Ex. In my Lit 11 class, I discussed about Literature and some Literary works. For me to know if the
class understood the lesson, I will conduct a formative assessment. In a ¼ sheet of paper, the students
will answer the
question ”How does Literature mirrors your life?” and What literary work that mirrors your life?”

FLEXIBLE
Assessment need to be adaptable to students’ settings. Rather than the identical approach that works
in traditional assessment, 21st century approaches are more versatile.

Ex. In my Principles of Teaching 1 class, I let my students have a survey on their Multiple
Intelligences. After that, I grouped my students according to their intelligences and let them have a
creative presentation.

INTEGRATED
Assessments are to be incorporated into day-today practice rather than as add-ons at the end of
instructions or during a single specified week of the school calendar.

Ex. I assess my students from time to time because assessments are not just given at the end. I give
my students
formative assessments rather than just giving them summative assessments.

INFORMATIVE
The desired 21st century goals and objectives are clearly stated and explicitly taught. Students display
their range of emerging knowledge and skills. Exemplars routinely guide students toward
achievement of targets.

Ex. Before I start my class, I see to it that my students are aware of the goals and objectives. With
that, my students will be guided with their achievements.

MULTIPLE METHODS
An assessment continuum that includes a spectrum of strategies is the norm.

Ex. My students have different intelligences, so I see to it that I don’t focus on only one way of
assessing their learning’s.

COMMUNICATED
Communication of assessment data is clear and transparent for all stakeholders.

Ex.I let my students keep track of their progress by returning their papers or evaluation sheet. I also
see to it that I submit my student’s grade on time for their parents to be aware of their child/children’s
achievements.

TECHNICALLY SOUND
Adjustments and accommodations are made in the assessment process to meet the students’ needs and
fairness.
Ex. I make sure that my assessments are valid, reliable, and supports comparisons since my students
have different
intelligences, beliefs, gender and socioeconomic groups.

SYSTEMIC
21st century assessment is part of a comprehensive and well-aligned assessment system that is
balanced and inclusive of all students, constituents, and stakeholders and designed to support
improvement at all levels.

Ex. Changes are inevitable so I make sure that I am able to identify the needs of my students and the
community. With that I will be able to develop my students into globally competitive individuals.

SOCSTUD 119

Assessment and Evaluation in Social Science

PRINCIPLES OF ASSESSMENT

Reporter: John Vincent Santaana

All assessments carried out by an RTO need to comply with the four principles of assessment. These
principles apply to the assessment tools you use as well as the way you conduct the assessment
process. The four Principles of Assessment are set out below.

VALIDITY -A valid assessment assesses exactly what it claims to assess.You can make sure an
assessment is valid by:

 Ensuring that you cover all the performance criteria of the competency.
 Collecting sufficient evidence over a period of time in a range of contexts.
 Using activities that match the way those skills are used in the workplace.

RELIABILITY-A reliable assessment gives a consistent result each time it is carried out, including by
different people.The reliability of assessments can be improved by:

 Reviewing the decisions you have made in previous assessments.

 Comparing your outcomes with the outcomes given by other assessors.
 Using clearly defined benchmarks in your assessment tools.

FLEXIBILITY- A flexible assessment makes allowance for changing conditions in the workplace and
different contexts for the same competency.To be flexible, you should:

 Use the RPL process when it's relevant.

 Use different types of assessment activities to suit different contexts, or workers with special
needs.
  Be prepared to change the time or location of the assessment event if there are problems
with the existing arrangements.

FAIRNESS- An assessment is fair when the candidate for assessment clearly understands what they
need to do in order to demonstrate competence, and when any 'special needs' they have are taken
into account. You can make sure an assessment is fair by:

 Making 'reasonable adjustments' to the assessment tool where required.

 Treating all candidates equally, regardless of their individual differences, such as ethnic
background, religion or gender.

Sub-topic #5
The Needs and Purpose of Evaluation
Reporter: Angel H. Santiago
Concept
-Evaluation is: the process of judging or putting a value on a learning process using
established criteria to identify the degree to which knowledge or skill has been gained and
applied. The purpose of an evaluation is to judge the quality of learning.
The evaluation provides an opportunity to identify the strengths and weaknesses of a program
or process. By examining the inputs, outputs, and outcomes of a program, evaluators can
identify areas for improvement, highlight best practices, and provide recommendations for
future iterations.

Purpose:
 To make judgment about the quality
 To keep a periodic check on effectiveness of the Educational institution
 To indicate where improvements are necessary
 To provide information, effective guidance of individual student evaluation
 To appraise all significant aspects of the students accomplishment
 To provide psychological security to the school staff and students

Why evaluation is needed” explores the broader reasons why evaluation is important. It
discusses the importance of accountability, learning, evidence-based decision-making,
transparency, and impact assessment, among other factors. This discussion is intended to
provide a general understanding of why evaluation is important and why it is used in various
fields, such as international development, social programs, and public policies.
Needs:
-Its important to the classroom teachers, supervisors, and administrations in directing as well
as guiding teaching
-Stimulates students to study
-Helps parents to understand pupil's growth and interest
-Can be used to enforced external standards upon the individual class or school
-Helps to provide objective evidences
-Its helpful to the teacher
-Emphasizes on the personal and social, development, and academic achievement of the child
On the other hand, “Purpose of Evaluation” focuses specifically on the purpose or objectives
of a particular evaluation. It outlines the specific questions the evaluation is designed to
answer and the goals it aims to achieve. The purpose of an evaluation will depend on the
context and the goals of the intervention being evaluated. For example, the purpose of an
evaluation of a health program may be to determine if the program is improving health
outcomes or reducing health disparities.