Measurement, Assessment and Evaluation

Assessment involves
several measurement
processes in order to arrive
with quantified results.
Measurement is an important part of assessment.
Some assessment results come in the forms of
quantitative values that enable the use of further
analysis.
The common tools used to measure
variables in the educational setting are
tests, questionnaires, inventories,
rubrics, checklists, surveys and
others.

When assessment results are used to make
decisions and come up with judgments, then
evaluation takes place.
Evaluation is arrived when the necessary
measurement and assessment have taken place.
In order to evaluate whether a student will be
retained or promoted to the next level, different
aspects of the student’s performance were
carefully assessed and measured such as the
grades and conduct.
To evaluate whether the remedial
program in math is effective, the
students’ improvement in math, teachers’
teaching performance, and whether
students’ attitudes towards math
changed should be carefully assessed.
Different measures are used to assess
different aspects of 7 the remedial
program to come up with an evaluation.

Types of Tests

 Explain and distinguish the different
types of tests
Objectives:

P
U
R
P
O
S
E
Psychological Educational
Used to assess a variety of mental abilities
and attributes, including achievement and
ability, personality, and neurological
functioning.
Used to measure the result
of instructions and
learning (eg. Achievement
Test, Performance test)
Personality – evaluate the thoughts,
emotions, attitudes, and behavioral traits that
comprise personality
i.e. Minnesota Multiphasic Personality Inventory
Intelligence – mental ability of an individual
Achievement and Ability tests – measure the
level of a child’s intellectual functioning and
cognitive ability
i.e. Standford-Binet intelligence scales
Diagnostic – strengths and
weaknesses
Proficiency- people’s
ability in language
Achievement – student’s
performance in academic areas
Aptitude – numerical reasoning,
verbal reasoning, speed, accuracy, etc.
(i.e.pre-employment)
Placement – assigning
students in the program most
appropriate to their abilities
(BUCET)
Required clinically trained examiner, should be
administered, scored, and interpreted by a
trained professional (i.e. Psychologist or
psychiatrist)
Types of Tests

Scope
of
Content
Survey Mastery
•Covers a broad
range of objectives
•Covers specific
objectives
•Measures general
achievement in
certain subjects
•Measures
fundamental
skills and
abilities
•Constructed by
trained professional
•Typically
constructed by
the teacher

Language
Mode
Verbal Non-
Verbal
•Words are used -
reading, writing or
speaking
•Drawings,
abstract
reasoning

C
O
N
S
T
R
U
C
T
I
O
N
Standardized Non-
standardized
(Teacher-made)
• Constructed by professional
item writer
• Constructed by a
classroom teacher
• Covers a broad range of
content covered in a subject
area
• Covers a narrow range
of content
• Uses mainly multiple choice • Various types of items
are used
• Items written are screened
and the best items were
chosen for the final
instrument
• Teacher picks or writes
items as needed for the
test
• Can be scored by a machine • Scored manually by a
teacher
• Interpretation of results is
usually norm-referenced
• Interpretation is usually
criterion-referenced

Manner of
Administration
Individual Group
•Mostly given orally or requires
actual demonstration of skill
•(i.e. NC in TVE)
•This is a paper-and-pencil
test administered to a large
number of subjects, these
are economical, easy to
administer and score.
•One-on-one situations, thus,
many opportunities for clinical
observation
•Loss of rapport, insight and
knowledge about each
examinee
•Chance to follow-up examinee’s
response in order to clarify or
comprehend it clearly
•Same amount of time
needed to gather
information from one
student
Oral Written
• Posing questions in spoken
forms
• Administered on paper
or on a computer
• Subjective test, face-to-face,
verbal response, immediate
response
•Test taker could respond by
writing or typing within a
given space of the test or on
a separate form or
document

Effect of
Biases
Objective Subjective
•Scorer’s personal
judgment does not affect
the scoring
•Affected by scorer’s
personal opinions,
biases and judgments
•Worded that only one
answer is acceptable
•Several answers are
possible
•Little or no disagreement
on what is the correct
answer
•Possible to
disagreement on what
is the correct answer

Time
Limit and
Level of
Difficulty
Power Speed
•Consists of series of
items arranged in
ascending order of
difficulty
•Consists of items
approximately equal
in difficulty
•Measures student’s ability
to answer more and more
difficult items
•Measures student’s
speed or rate and
accuracy in
responding
•Does not have time limit,
test taker is given ample
time to complete all the
test items
•Specifies time limits

Format
Selection Type Supply Type
• There are choices for the
answer
• There are no choices for
the answer
• Multiple Choice, True or
False, Matching Type
• Short answer,
Completion, Restricted
or Extended Essay
• Can be answered quickly • May require a longer
time to answer
• Prone to guessing • Less chance to guessing
but prone to bluffing
• Time consuming to construct • Time consuming to
answer and score

Interpretation
of Results
Norm-Referenced Criterion-Referenced
•Result is interpreted by comparing one
student’s performance with other
students’ performance
•Result is interpreted by
comparing student’s
performance based on a
predefined standards (mastery)
•Some will really pass •All, some or none may pass
•There is competition for a limited
percentage of high scores
•There is no competition for a
limited percentage of high score
•Typically covers a large domain of
learning tasks
•Typically focuses on a delimited
domain of learning tasks
•Emphasizes discrimination among
individuals in terms of level of learning
•Emphasizes description of what
learning tasks individuals can
and cannot perform
•Favors items of average difficulty and
typically omits very easy and very hard
items
•Matches item difficulty to
learning tasks, without altering
item difficulty or omitting easy or
hard items
•Interpretation requires a clearly defined
group
•Interpretation requires a clearly
defined and delimited
achievement domain

� https://education.stateuniversity.com/pages/
2500/Testing-STANDARDIZED-TESTS-HIGH-
STAKES-ASSESSMENT.html
� http://www.healthofchildren.com/P/Psychol
ogical-Tests.html#ixzz6keuoKeIZ
� Santos, R. D. (2007). Assessment of
Learning 1. Adriana Publishing Co. Inc., QC:
Philippines