Determining the

Progress Towards
the Attainment of
Learning Outcomes
Learning Outcomes

01
Distinguish between
measurement, assessment, and
evaluation

02
Explain the meaning of assessment
FOR, OF, and, AS learning
What is
MEASUREMENT?
 Measurement

It is a process of determining or
describing the attributes or
characteristics of physical objects,
generally in terms of quantity
 Measurement

It begins when the teacher

compares students’ responses with
the presumably correct responses in
the scoring key
TYPES OF
MEASUREMENTS
Types of Measurements

Nominal Interval

Ordinal Ratio
Nominal
scales are used for labeling variables, without any
quantitative value

“Nominal” scales could simply be called “labels.”

Examples include gender, marital status, college

major, and blood type
Ordinal
scales are typically measures of non-numeric concepts
like satisfaction, happiness, discomfort, etc.

With ordinal scales, the order of the values is what’s

important and significant, but the differences between
each one is not really known.

Examples include movie ratings, political affiliation,

military rank, etc
Interval
Interval scales are numeric scales in which we know
both the order and the exact differences between the
values.
Examples include temperature (Farenheit),
temperature (Celcius), pH, SAT score (200-800),
credit score
Ratio
Ratio scales are the ultimate nirvana when it comes to
data measurement scales because they tell us about
the order, they tell us the exact value between units
they also have an absolute zero–which allows for a
wide range of both descriptive and inferential
statistics to be applied. and duration.
Examples include Income, height, weight, annual
sales, and crime rate
MEASURING INDICATORS,
VARIABLES, and FACTORS
 INDICATORS
Ways of measuring or quantifying
variables

CONSTRUCT/
FACTOR

Group of variables

VARIABLES
Properties or characteristics of concept
Educational variable (X)

Measurable characteristics of a
student

Measurable as in X = age
or height of students
Indicator (I)

Building blocks of educational

measurement

Denotes presence or
absence of a measured
characteristic
Thus:
I = 1, if the characteristics is present
= 0, if the characteristic is absent
Indicator (I) For the variables 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%.
Factor
Example:
The following variable were
measured in a battery of
tests:
The variables which form X1 = computational skills
a factor correlate highly X2 = reading skills
with each other but have X3 = vocabulary
low correlations with X4 = logic and reasoning
variables in another X5 = sequences and series
group. X6 = manual dexterity
(skills)
Factor
Example:
The following variable were
measured in a battery of
tests:
Group 1 : (X1, X4, X5) = X1 = computational skills
mathematical ability X2 = reading skills
Group 2 : (X2, X3) = X3 = vocabulary
language ability factor X4 = logic and reasoning
Group 3 : (X6) = X5 = sequences and series
psychomotor ability factor X6 = manual dexterity
(skills)
Factor

Group 1 : (X1, X4, X5) = In educational measurement,

mathematical ability we shall be concerned with
Group 2 : (X2, X3) = indicators, variables, and
language ability factor factors of interest in the field
Group 3 : (X6) = of education.
psychomotor ability factor
ASSESSMENT
ASSESSMENT
The word “assess” comes from the Latin verb
“assidere” meaning to “sit with”

In assessment one is supposed to sit with the learner.

This implies it is something we do ‘with’ and ‘for’
students and not to students ( Green, 1999)
ASSESSMENT

Is the process of gathering evidence of students’

performance over a period of time to determine
learning and mastery of skills.

the overall goal of assessment is to improve student

learning and provide students, parents and teachers
with reliable information regarding students’
progress and extent of attainment of the expected
learning outcomes
Why assess?
To gather evidence of student learning

To inform instruction

To motivate students and increase student achievement

Assessment in education is the process of gathering,

interpreting, recording and using information about pupils
‘responses to an educational task.
Values and Attitudes about Assessment

Value Share Involve

Teachers value and Sharing learning goals Involving students in
believe in students. with the students. self-assessment

Feedback Confidence Example

Proving feedback that Being confident that Providing students with
helps students student can improve examples of what we
recognize their next expect from them
steps and how to make
them
Shifts in Assessment
From assessing to learn what students To assessing to learn what students
do not know understand

From using results to calculate grades To using results to inform instruction

From end-of term assessment by To students engaged in ongoing

teachers assessment of their work and others

From judgmental feedback that may To descriptive feedback that empowers

harm student motivation and motivates students.
Shifts in Assessment
“The primary purpose of assessment is to
improve student learning”
-Anne Davis, PhD
EVALUATION
EVALUATION
The process using methods and measurements to
judge student learning and understanding of the
material for purposes of grading and reporting.
It is the feedback from the instructor to the student
about the students learning
Classification of Evaluations

Formative
involves the collection of data and information
during the development process.

Summative

it is typically takes the form of test and quizzes or other criterion- referenced assessment where a score
assigned based on learner-supplied evidence that he or she has mastered the desired knowledge or skills.
Three main Progresses of Assessment

Assessment FOR Learning Assessment AS Learning

Assessment OF Learning
Assessment FOR Learning
occurs when teachers use inferences about student
progress to inform teaching. Formative type of
assessment

Example: Quiz, seatwork, Q&A

Note: Recorded, but not graded

Assessment OF Learning
occurs when teachers use evidence of student learning
to make judgement on student achievement against
goals or standards. Summative type of assessment.

Example: quarterly test, chapter test, periodical test

Note: For grading purposes

Assessment AS Learning
occurs when student reflects on and monitor their
progress to inform their progress and their future
learning goals. Self assessment

Example: rubrics, insight, reflective journal,

continuous process

Note: To monitor own learning