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2. Unit#1
Introduction to measurement assessment
and evaluation
COURSE CODE:8602 (EDUCATIONAL ASSESSMENT AND MEASUREMENT)
AHMED RIZWAN

3. Todays session will cover following
aspects
 Concept of measurement, assessment and evaluation
 Classroom Assessment: Why, What, How and When
 Types of Classroom Assessment
 Principles of Classroom Assessment
 Role of class room assessment

4. Measurement, assessment and evaluation
 Testing
 Test is a tool used to collect information about students learning.
 Set of questions in organized way.
 Is a systematic procedure to measure a students learning.
 Is quantitative descriptions.
 Other tools for students information
 Observation, interview etc

5. Measurement, assessment and evaluation
 Measurement:
 In educational perspective measurement refers to the process of obtaining
numerical values of students progress.
 It is the process of assigning numerical values.
 This process provides the information regarding how much a student has
learnt.
 Measurement provides quantitative description of the students’
performance
 For example: paper marks in numbers,
 for example Rafaih solved 23 arithmetic problems out of 40. But it does not
include the qualitative aspect for example, Rafaih’s work was neat.

6. Measurement, assessment and evaluation
 Assessment
 It is a process to collect, analyze, interpret and communicate the information
about student learning.
 Educational assessment is the process of documenting usually in
measureable terms, knowledge, skills and attitudes
 The process of gathering information to make informed decisions
 It might be qualitative or quantitative.
 Assessment is a broad term that includes testing. For example, a teacher may
assess the knowledge of English language through a test and assesses the
language proficiency of the students through any other instrument for
example oral quiz or presentation. Based upon this view, we can say that
every test is assessment but every assessment is not the test.

7. Measurement, Assessment and Evaluation
 Evaluation
 Is a process of value judgment.
 Evaluation is much more comprehensive term than measurement and
assessment.
 It includes both quantitative and qualitative descriptions of students’
performance.
 It always provides a value judgment regarding the desirability of the
performance for example, Very good, good etc.
 The central idea in evaluation is "value." When we evaluate a variable, we
are basically judging its worthiness, appropriateness and goodness.

8. Measurement, assessment and evaluation

9. Classroom Assessment: Why, What, How
and When
 It is an integral part of teaching learning process.
 It is widely accepted that effectiveness of teaching learning process is directly
influenced by assessment.
 Hamidi (2010) developed a framework to answer the Why; What, How and When
to assess. This is helpful in understanding the true nature of this concept.
 Why to Assess: Teachers have clear goals for instruction and they assess to ensure
that these goals have been or are being met.
 What to Assess: In classroom assessment, teachers are supposed to assess
students' current abilities in a given skill or task. The teacher can assess students’
knowledge, skills or behaviour related to a particular field.

10. Classro om Assessment: Why, What, How
and When
 Who to Assess: Teachers should treat students as 'real learners', not as course or
unit coverers. Teachers should understand the level and ability of their learners
(e.g. slow learner, active)
 How to Assess: Teachers employ different instruments, formal or informal, to
assess their students. They can adjust the assessment types to what they are going
to assess.
 When to Assess: There is a strong agreement of educationists that assessment is
interwoven into instruction. Teachers continue to assess the students learning
throughout the process of teaching. (E.g. Formative and summative assessment)

11. Types of Classroom Assessment
 Assessment is a purposeful activity aiming to facilitate students’ learning and to
improve the quality of instruction.
 Assessment is systematic way to collect data of students learning interpetate and
report .
 Generally divided in two types.
 Formative assessment (Assessment for Learning)
 Summative Assessment( Assessment of Learning)

12. Types of classroom assessment
 Formative assessment (Assessment for Learning)
 Day to day (e.g. class room test daily, interview to diagnose the students, question
during lecture to check students activeness)
 Gather qualitative and quantitative both
 Ongoing and continuous process
 The purpose of this assessment is to improve teaching learning process
 Use for immediate decisions in students learning
 Help teachers to determine next step during the learning process.

13. Types of classroom assessmentin
 Instructional strategies of formative assessment
 Observation
 Questioning strategies
 Self and peer assessment
 Students record keeping

14. Types of classroom assessment
 Summative assessment (Assessment of Learning)
 Evaluate the students learning at the end of the semester or year.(E.g end test,
final paper)
 The purpose of this assessment is to help the teacher, students and parents know
how well student has completed the learning task.
 is used to assign a grade to a student which indicates his/her level of achievement
in the course or program.

15. Types of classroom assessment
 Types of summative assessment
 Final Examination (a truly summative examination)
 Term Examination(submitted at the end of session)
 Projects (submitted at the end of session)

16. Principles of Effective Classroom
Assessment
 Main principles of classroom assessment when you are going
to assess your class. Following are some the some main
principal to assess the classroom
 It should be
 Be formative
 Be Clearly objectives
 Be Specific
 Be Diagnostics (leaner strengths and weakness)
 Be Well-planned and organized
 It should serves the teacher, the student and institution.
 Be Flexible not rigid
 Be Learner centered

17. Role of classroom assessment
 To motivate students for learning (e.g. Low grade students motivated for
improvement
 To diagnose the problems, learning difficulties etc.(e.g.mathamtics
questions)
 For grading purpose (e.g. scoring, pass fail concept)
 Remedies of teaching to improve teaching
 Performance indicator for teacher, students and institution

18. Thank You for Listening!