the nature of measurement and evaluation-

7/29/2019 The Nature of Measurement and Evaluation-

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The Nature

andImportance

ofMeasurement

andEvaluation

Subject: Administration and

Supervision in Mathematics

Topic: The Nature and Importance

of Evaluation

Reporter: Elizabeth P. Eteroza

Professor: Dr. Evangeline H. Cayanong


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Both measurement and evaluation are

important parts of the instructional process, asequence of procedures conducted before,during, and after teaching.

Measurement is the process of quantifying thedegree to which someone or something possesses a

given trait, i.e., quality, characteristic, or feature.


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Measurement

It is the systematic process of determining anddifferentiating the traits or characteristics alearner possesses.

It can be carried out both quantitatively andqualitatively (McMillan, 1997)


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Evaluation is the systematic process involvingcollection and analysis of data in order to make

decisions.

It is the process of forming judgments about thequality of the behavior or performance of a learner.

It involves the interpretation of information or datagathered.


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Research

It is the formal, systematic application of thescientific method for the study of problems (Gay,1996)

Measurement and evaluation are key tools in research.

Measurement

Evaluation

Research


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Here is a very simple illustration of measurement

and evaluation in actual situation.

Suppose a teacher gives a test of 100 items. Then he sets a standard

of 75 correct answers as the level of mastery that his students should

attain. After giving the test, he checks the test papers and he finds

out that the majority of his student have not reach the 75 mastery

level. And so he tries to find out the reasons why his students have

not come up to his standards. While giving the proper corresponding

marks to his students based on their correct answers, he also

institutes measures by revising his test which he finds faculty, or byremedial teaching, or by whatever way be thinks to be the best.


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PrincipleApplication in Classroom Testing

and Measurement

1. Significance

Evaluation is an essentialcomponent of the teaching-

learning process

The evaluation of learningoutcomes necessitates careful

planning and the use of

appropriate measuring

instruments.


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PrincipleApplication in Classroom Testing

and Measurement

2. Continuity

Evaluation is a continuous

process. It takes place before,

during and after instruction

Placement, formative, diagnostic and

summative evaluation should be

conducted.


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Principle

Application in Classroom Testing

and Measurement

3. Scope

Evaluation should be

comprehensive and as variedas the scope of objectives.

The areas to be evaluated should

include thinking skills, knowledgeand abilities (cognitive), physical

and motor skills, attitudes and

values (affective).

4. Compatibility

Evaluation must becompatible with the stated

objectives.

The lesson objectives should beclearly stated. Appropriate

evaluation measures should match

these objectives.


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Principle Application in Classroom Testing and

Measurement

5. Validity

There must be a close

relationship between what an

evaluation instrument actually

measures and what it is

supposed to measure.

The classroom teacher should see to

it that every test that she prepares will

serve its purpose.

6. Objectivity

Although effective evaluation

should use all the availableinformation, it is generally

believed that this information is

more worthwhile if it objectively

obtained.

The data and information needed for

evaluation should be obtained in anunbiased manner.


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Principle Application in Classroom Testing andMeasurement

7. Reliability

Evaluation instruments should

be consistent in measuring what

it does measure.

The classroom teacher should

construct and use tests that will

enable him/her to achieve specific

lesson objectives consistently.

8. Diagnost ic Value

Effective evaluation should

distinguish not only between

levels of learners performance

but also between the processes

which result in acceptable

performance.

Provisions should be made for

diagnostic evaluation to determine the

strength as well as the weaknesses

and learning problems of the

students.


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Principle Application in Classroom Testing and

Measurement

9. Participation

Evaluation should be acooperative effort of school

administrators, teachers, students,

and parents.

School administrators, teachers,students, and parents should be

involved in the evaluation program.

Specifically, students as well as their

parents should be oriented on the

evaluation policies of the school.

10. Variety

Evaluation procedures are of

different types, namely:

standardized tests and teacher-

made tests; systematic observation

and recording; rating scales;

inventories, checklists,

questionnaires; sentences

completion; and sociometry.

Using a combination of evaluation of

evaluation procedures is likely to yield

results that will provide a reliable picture

of the learners performance.


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When

Conducted Type Purpose Sample MeasuresPrior toinstruction Placement orpre-assessment Determine entryknowledge and skills or

learners

Place learner in

appropriate learning

groups.

Pre-testAptitude Test

Readiness Test

During

InstructionFormative Monitor learning

progress

Find out learning

problems and their

causes

Teacher-madeTests Observation

Homework

Classroom

Performance

Parent-TeacherConference

At the end of

instruction

Summative Determine extent to

which instructional

objectives have been

attained.

Achievement Tests

Rating Scales

III. Types of Evaluation


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IV. Evaluation Measures

A. Tests

1. Basic Concepts

Tests are means of measuring the knowledge,skills, and attitudes of learners.

They vary according to function, content, form,

administrative procedures, scoring system, andinterpretation.


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PurposesTests provide useful data for making the following decisions

Counseling and guidanceIdentifying learners who need assistance in personal and academic concerns

Instructional

Example: identifying areas of specific weakness of learners.

GradingExample: identifying learners who are passing or failing in a given subject

Selection

Example: accepting or rejecting applicants for admission into a group, program orinstitution

Administrative policyExample: determining the budget allocation for a particular school or program

CurriculumExample: assessing the strengths and weakness of a curricular program


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V. Types of Tests

Basis of

ClassificationType Description Examples

Function

Educational Tests Measure outcomes or

effects of instruction

Achievement Test

Psychological Tests Measure intangible aspects

of learners behavior

Intelligence Tests

Personality Test

Language

Mode

Verbal Tests Consist of words

Entail reading, writing, or

speaking skills.

Achievement Test

Diagnostic Test

Non-verbal Tests Composed of numerals ordrawings

Philippine Non-verbalIntelligence Test


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V. Types of Tests

Basis ofClassification

Type Description Examples

Nature and

AdministrationProcedures

Standardized Tests

Constructed by test experts over

a period of years. Designed to

measure broad objectives.

Administered using uniform

procedures

Accompanied by normative

data.

National Elementary

Achievement Test Mooney

Problem Checklist

Non-Standardized Tests Constructed by classroom

teachers Measures specific

objectives

Unit Tests

Quarterly Tests

Interpretation of

Scores

Criterion-Referenced Tests

Scores are interpreted in regard

to a criterion, e.g. knowledge or

skills

Teacher-made Tests

Norm-Referenced Tests

Describe the performance of an

examinee in terms of the

relative position in the group

Standardized Tests


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V. Types of Tests

Basis of

Classification Type Description Examples

Time

Requirements

Power Tests

Have no time limit

Measure accuracy rather

than speed of response

Most classroom Tests

Speed Tests

Have time limit

Measure performance in

terms of the number of

tasks performed in a given

time

Reading Test

Typing Speed Test

Item Format

Supply Type

Tests

Require the examinee to

provide answers to the

given options

Short Answers Tests

Completion Tests

Selective Type Tests

Ask the examinee to choose

the correct answers from

the given options

Binary Choice (True-

False) Multiple-Choice


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V. Types of Tests

Basis of

ClassificationType Description Examples

Domain/Target

Measured

Cognitive Tests Measure knowledge,

abilities and thinking skills

Achievement Test

Aptitude Test

Intelligence Test

Affective Tests Measure attitudes, values,motivation, and social skills

Rating ScalesInterview

Questionnaire

Sociogram


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Non-Test Measures

1. Performance-Based Evaluation MeasuresTypes of Performance-based Assessment Tasks

1. Restricted-type Tasks

Measure a narrowly defined skill

Require relatively brief response

Task is structured and specific

Examples:

Constructing a histogram from data

provided.

Writing a term paper about the

significance a People Power II.


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More complex , elaborate and timeconsuming

Involves collaborative work withsmall groups of learners

Extended-type Tasks

Examples:

Creating a commercial advertisement

Composing a poemPutting up a school newsletter


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2. Affective Evaluation Measures

a. Examples of Affective Assessment Methods1. Teachers Observation

Unstructured

Open-ended

Does not require checklist or rating scale

for recording purposes

Structured

Uses a checklist or a rating scale for

recording purposes


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2. Leaner Self-Reports

Autobiography- the learner describes his/her own life as

he/she has experienced and viewed it.

Self-expression- the learner responds to a particular

question, issue, or concern in an essay form.

Self description- the learner paints a picture of

himself/herself in his own words.


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3. Peer Ratings

Sociometric technique- shows the interpersonal relationships among the

members of a group.

Guess who technique- the learner are associated with given characteristics or

activities.

communigram- indicates the extent of the verbal participation of a learner in a

particular group within a given period of time.

Social distance scale- measures the degree of acceptance or rejection of alearner in relation to the other group members.

the nature of measurement and evaluation-

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