MEASUREMENT, ASSESSMENT AND

EVALUATION IN OUTCOMES-BASED
EDUCATION

CHAPTER 2
1. Measurement
2. Assessment
3. Evaluation

Measurement and Evaluation

SY 2020-2021
• What is OUTCOME-BASED?
With the change of focus in instruction from
content to learning outcomes came the need
to redefine and clarify the terms used to
determine the progress of students towards
attainment of the desired learning outcomes.

These are measurement, evaluation and

assessment.
2.1 Measurement
Definition
Is the process of determining or describing the
attributes or characteristics of physical
objects generally in terms of quantity.
In measuring…
- use some form of standard
- collecting quantitative information
- in relative to established standards
 - combining directly measurable quantities
to form derived quantities.
( field of education – the quantities and qualities of interest
are abstract, unseen and cannot be touched, so learning
outcomes are needed in order to be measured. )
- knowledge of the subject matter is often
measured through standardized test
results. --
- also ask from group of experts “perceptions”
Measurement
• Measurement is the process of determining or
describing the attributes or characteristic of physical
objects generally in terms of quantity.
• When we measure we measure, we use some standards
instrument to find out how long, heavy, hot, voluminous,
cold, fast, and straight some things are. Such instruments
maybe ruler, scale, thermometer or pressure gauge.
• When we measure, we are actually collecting quantitative
information relative to some established standards.
• Sometimes, we can measure physical quantities by
combining directly measurable quantities to form derived
quantities, for example, to find the area of rectangular
piece of paper, we simply multiply the lengths of sides of
paper. In the field of education, however, the quantities and
qualities of interest are abstract, unseen and cannot be
touched and so the measurement process become difficult;
hence the need to specify the learning outcomes to be
• For instance, knowledge of the subject matter is
often measured through standardize test
results. In this case the measurement procedure
is testing. The same concept can be measured
in onother way. We can ask group of expert to
rate students knowledge of subject matter in
the scale of 1 to 5 with 1 being the lowest and 5
being the highest. In this procedure, knowledge
of the subject matter is measured through
perceptions.
1. Types of Measurement
Measurements can therefore be objective ( as in
testing ) or subjective ( perceptions ).

meaning..
( objective ) testing – produces objective
measurements.
( subjective ) – ratings provided by
experts.
Objective measurements are more stable than
Subjective measurements in the sense that
repeated measurements of the same quality of
interest will produce more or less the same
outcome.

The underlying principle in educational

measurement is summarized in this formula.
formula
Measurement of Quantity or Quality of Interest = True value plus random
error
Each measurement of the quantity of interest has
two components:
- a true value of the quantity and
- a random error component.

The objective in educational measurement is to

estimate or approximate, as closely as
possible, the true value of the quantity of
interest.
example – true knowledge of the subject matter.
In contrast, subjective measurements often
differ from one assessor to the next even if the
same quantity or quality is being measured.
2. Measuring Indicators, Variables and Factors
An educational variable ( X ) is a measurable
characteristic of a student.
Variables may be directly measureable as in
X = age
X = height
of a student.
However, a variable cannot be directly
measured like when we want to measure
“ e.g. class participation” of a
student.

For those variables where direct

measurements are not feasible, we introduce
the concept of indicators.
(I ) is an indicator that denotes the presence or
absence of a measured characteristic.

I = 1, if the characteristic is present

= 0, if the characteristic is absent

For the variable X = class participation, we can let

I1 , I2, …. In denote the participation of a student
in n class recitations and let X = sum of the ‘I’ s
divided by n recitations.
 Thus, if there were n = 10 recitations and the
student participated in 5 of these 10, then X =
5 / 10 or 50%.

Indicators are the building blocks of educational

measurement upon which all other forms of
measurement are built.
Variable is constituted of a group of indicators.

Construct or Factor constituted by a group of

variables.

The variable which form a factor correlate highly

with each other but have low correlations
with variables in another group.
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
as Group
follows.1: ( X1 , X4 , X5 ) = mathematical ability factor.
Group 2: ( X2 , = language ability factor
X3 ) = psychomotor ability factor
Group 3: ( X6 )
The first group is called a “mathematical
ability” factor.
The second group is called a “language
ability” factor while the third group ( with only
one variable ) is called a “psychomotor ability”
factor.
In education measurement, we shall be
concerned with indicators, variables and
factors or interest in the field of education.
2 Types of
Measurements
•Objective
•Subjective
Objective Measurements
• Objective Measures involves an
impartial measurements, that is
with out bias or prejudice. It
includes standards instrument like
ruler, biameasuring devices,
thermometer , scale etc. it is not
subject to personal opinion or
interpretation of results.
Subjective Measurements

• Subjective measurements are

influenced by the observer’s
personal judgment of how a
particular skill was performed.
These measures are often
criticized as they are open to
interpretation and opinion. It is
often refer to the quality and
style of the performance.
 Exercises:
Objective or
Subjective ?
• Participants reported
how often they
watched television
per week.

SUBJECTIVE
• Researcher measured
the number of hours
children watched
television per week.

OBJECTIVE
• College students
reported the
number of hours
they studied per
week
SUBJECTIVE
• Researcher
measured the
heart rate of
students watching
horror movie.
OBJECTIVE
• Researcher measured
the number of
pounds students lost
after running 3
times a week for 1
month.
OBJECTIVE
Assessment
• Assessment is the process of gathering evidences of
student’s performance over period of time to
determine learning and mastery of skills. Such
evidence of learning can take the forms of dialogue
record, journals, written work, portfolio, test and
other learning tasks.
• Assessment requires review of journal entries,
written work , presentation, research paper, essays,
story written, test result, etc.
Evaluation
• Evaluation originates from the rootword “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 a reliable measurement has
been made
• Evaluation is a process to designed to provide information thet
would help us to make a judgment about a particular situation
• The end result of evaluation is to adopt, reject or revise what
has been evaluated
Progress Report
Sample – Senior High STEM Strand
Video Sample

Measurement
Video Sample
Assessment
Video Sample
Evaluation
THANK YOU!