KOLEHIYO NG PANTUKAN

JUAN A. SARENAS CAMPUS, KINGKING,

PANTUKAN, DAVAO DE ORO
COLLEGE OF TEACHER EDUCATION DEPARTMENT

____________________________________________________________

CHAPTER 2
DETERMINING THE PROGRESS TOWARDS THE
ATTAINMENT OF LEARNING OUTCOMES

in partial fulfillment of the course

EDUC 6-ASSESSMENT IN LEARNING 1

Submitted by:

GISELLE MELENDRES
PRINCE LIENARD TANJENTE
EZABELLE BALANZAG
MARY JOY CANOY
HAIDAH PAWAE
BSED English 3-1

Submitted to:

MR. MHARFE M. MICAROZ

Instructor
 CHAPTER 2
DETERMINING PROGRESS TOWARDS THE ATTAINMENT
OF LEARNING OUTCOMES

Learning Outcomes
 Distinguish among measurement, assessment and evaluation
 Explain the various approaches to assessment: assessment FOR, OF and AS
learning

MEASUREMENT
What is measurement?
It is the process of determining or describing the attributes or characteristics of
physical objects generally in terms of quantification. It is also the act of determining
a target's size, length, weight, capacity, or other aspects.

Measurement in the Field of Education

It is the practice of assigning numbers to individuals or their characteristics in
accordance with certain principles. a number can represent an individual or a
characteristic. It is necessary to make use of numbers in order to measure anything,
but it is not necessary to make value judgments based on the numbers that are
obtained via the process.
If a learner's knowledge is measured through the use of a scale, then the
measurement procedure is PERCEPTION. On the other hand, if knowledge of the
subject matter is measured through the results of a standardized test, then the
measurement procedure is testing. In some instances, the measurement procedure
is TESTING.
TYPES OF MEASUREMENT
An objective measurement is an evaluation that consists of factual questions
with incredibly brief answer requirements. This type of evaluation can be assessed in
a prompt and unambiguous manner by anybody who possesses an answer key.
These are the types of examinations that require a brief answer, which could be
anything from a single word to a whole sentence.
A form of measurement known as subjective measurement involves
expressing one's opinion as the basis for the evaluation. Even if they are more
difficult to prepare, administer, and correctly analyze, there is a possibility that they
have a higher level of validity.
Repeated measurements of the same amount or quality of interest will
generate results that are consistent with one another to a greater or lesser degree,
indicating that objective measurement is more stable than subjective measurement.

Formula:
Measurement of Quantity or Quality of Interest= True value Plus Random Error.
Two Components of Measurement of Quantity of Interest
 A True Value of the Quantity
 Random Error Component
Objective Measurements are measurements that do not depend on the person or
individual taking the measurement while Subjective measurements differ from one
assessor to the next even if the same quantity or quality is being measured.

Summary
In light of this, evaluation emerges as a strategy to assist for resolving
diversity since it identifies the strengths and weaknesses, learning styles, interests,
skills, and talents of individual learners. The amount that students have learnt can
be measured and evaluated more accurately with their guidance. Without first
assessing and analyzing what they have been taught, the teacher cannot determine
the extent to which the students have retained the information.

MEASURING INDICATORS, VARIABLES, and FACTORS

Variables
- A quantity or function that may assume any given value or set of values.
- An educational variable (denoted by an English alphabet, like X) is a measurable
characteristic of a student.
- It may be directly measurable (e.g., X-age of student, X-height of student). Most
often cannot be directly measured (e.g., X-class participation of a student).

Indicators
-The building blocks of educational measurement upon which all other forms of
measurement are built. - A group of indicators constitute a variable
-They were introduced when direct measurements are not feasible - An indicator I-
denotes the presence or absence of a measured characteristics. Thus:
1=1, if the characteristic is present
1=0, if the characteristic is absent
- For the variable X-class participation, we can let Is, I denote the participation of
a student in n recitations and let X=sum of the I's divided by n recitations. Thus, if
there were n=10 recitations and the students participated in 5 of theses 10 then X-
5/10 or 50%.
Factors
- A group of variables form a construct or a factor
- Formed through a group of variables, and the variables which form a factor
correlate highly with each other but have low correlations with variables in another
group
INDICATORS, VARIABLES, and FACTORS
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 and be referred to as follows:
Group1: X1, X4, X5 = Mathematical ability Factor
Group2: X2, X3 = Language Ability Factor
Group3: X6 =Psychomotor Ability Factor
In educational measurement, we shall be concerned with indicators, variables, and
factors of interest in the field of education.
ASSESSMENT
 The term assessment is derived from the Latin word "assidere" which means
“to sit beside”
 Assessment is the process of gathering evidence of students' performance
over a period of time to determine learning and mastery of skills.
What are some forms of evidences in learning?
- Dialogue record
- Journals
- Written Work
- Portfolios
- Tests
- Other Learning Tasks

 Assessment requires review of journal entries, written work, presentation,

research papers, essays, story written, test results, etc.

Goal of Assessment
To improve student 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.
-Skills can be practiced and readily demonstrable. Assessment of
understanding is much more complex. We can assess a person’s knowledge in
a number of ways but we need to infer from certain indicators of
understanding through written descriptions.

EVALUATION
- 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 measurement has been made.
- Evaluation is a process designed to provide information that will help us to
make a judgment about a particular situation. The end result of the evaluation is to
adopt, reject or revise what has been evaluated.

Objects of Evaluation include Instructional programs, school, projects, teachers,

students, and educational goals.
EVALUATION divided into two broad categories:
1. Formative evaluation
2. Summative evaluation

1. Formative evaluation
- Is a method of judging the worth of a program while the program activities
are In progress. This type of evaluation focuses on the process. The results of
formative evaluation give information to the proponents, learners, and teachers on
how well the objective is in progress. Its main objective is to determine deficiencies
so that the appropriate interventions can be done.
2. Summative evaluation
- Is a method of judging the worth of a program at the end of the program of
activities. The focus is on the result.
- The instruments used to collect data for summative evaluation are a
questionnaire, survey form, interview/observation guide, and tests.
- Summative.
Scriven gave techniques for summative evaluation:
• Pretest-posttest with one group
• Pretest-posttest with experimental and control groups
• One group descriptive analysis

To summarize, we measure height, distance, and weight knowledge of subject

matter through testing: we assess learning outcomes: and we evaluate results in
terms of some criteria or objectives.

• Measurement refers to the process by which the attributes or dimensions

of some objects or subjects of study are determined.
• Assessment is a process of selecting, receiving, and using data for the
purpose of improvement in the current performance.
• Evaluation is an act of passing judgment on the basis of a set of standards.
Assessment FOR, OF, and AS learning: Approaches to Assessment

1. FOR learning- Formative assessment

- It is an assessment that is given while the teacher is in the process of student
formation (learning).
Formative assessment includes:
*Pretest
*Posttest

2. OF learning - Summative Assessment

- It is usually given at the end of a unit, grading period or a term like a semester.

3. AS learning - Self Assessment

- A students assess their own work (e.g., a paragraph) and /or with their peers with
the use of scoring rubrics, they learn on their own what a good paragraph is.
Another way of saying it is “assessment is the process of objectively understanding
the state or condition of a thing by observation and measurement.