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Both measurement and evaluation are important parts of the instructional process, a sequence of procedures conducted before, during, and after teaching.
Measurement is the process of quantifying the degree to which someone or something possesses a given trait, i.e., quality, characteristic, or feature.
Measurement
It is the systematic process of determining and differentiating the traits or characteristics a learner possesses.
It can be carried out both quantitatively and qualitatively (McMillan, 1997)
Evaluation is the systematic process involving collection and analysis of data in order to make decisions.
It is the process of forming judgments about the quality of the behavior or performance of a learner.
Research
It is the formal, systematic application of the scientific method for the study of problems (Gay, 1996) Measurement and evaluation are key tools in research.
Measurement
Research
Evaluation
Application in Classroom Testing and Measurement The evaluation of learning outcomes necessitates careful planning and the use of appropriate measuring instruments.
Principle
2. Continuity Placement, formative, diagnostic and Evaluation is a continuous summative evaluation should be process. It takes place before, conducted. during and after instruction
Principle
3. Scope Evaluation should be comprehensive and as varied as the scope of objectives.
Principle
5. Validity There must be a close The classroom teacher should see to relationship between what an it that every test that she prepares will serve its purpose. evaluation instrument actually measures and what it is supposed to measure. 6. Objectivity Although effective evaluation The data and information needed for should use all the available evaluation should be obtained in an unbiased manner. information, it is generally believed that this information is more worthwhile if it objectively obtained.
Principle
7. Reliability Evaluation instruments should be consistent in measuring what it does measure.
8. Diagnostic Value Provisions should be made for Effective evaluation should distinguish not only between diagnostic evaluation to determine the levels of learners performance strength as well as the weaknesses and learning problems of the but also between the processes students. which result in acceptable performance.
Principle
9. Participation Evaluation should be a cooperative effort of school administrators, teachers, students, and parents.
10. Variety Evaluation procedures are of different types, namely: standardized tests and teachermade tests; systematic observation and recording; rating scales; inventories, checklists, questionnaires; sentences completion; and sociometry.
During Instruction
Formative
Summative
Teacher-made Tests Observation Homework Classroom Performance Parent-Teacher Conference Achievement Tests Rating Scales
Purposes Tests provide useful data for making the following decisions Instructional Example: identifying areas of specific weakness of learners. Grading Example: identifying learners who are passing or failing in a given subject Selection Example: accepting or rejecting applicants for admission into a group, program or institution Counseling and guidance Identifying learners who need assistance in personal and academic concerns Curriculum Example: assessing the strengths and weakness of a curricular program Administrative policy Example: determining the budget allocation for a particular school or program
V. Types of Tests
Basis of Classification Type
Educational Tests
Description
Measure outcomes or effects of instruction
Examples
Achievement Test
Function
Psychological Tests
Measure intangible aspects Intelligence Tests of learners behavior Personality Test Consist of words Entail reading, writing, or speaking skills. Composed of numerals or drawings Achievement Test Diagnostic Test
Verbal Tests
Language Mode
Non-verbal Tests
V. Types of Tests
Basis of Classification Type Description
Constructed by test experts over a period of years. Designed to measure broad objectives. Administered using uniform procedures Accompanied by normative data. Constructed by classroom teachers Measures specific objectives Scores are interpreted in regard to a criterion, e.g. knowledge or skills Describe the performance of an examinee in terms of the relative position in the group
Examples
National Elementary Achievement Test Mooney Problem Checklist
Standardized Tests
Non-Standardized Tests
Teacher-made Tests
Interpretation of Scores
Criterion-Referenced Tests
Norm-Referenced Tests
Standardized Tests
V. Types of Tests
Basis of Classification Type Power Tests Description
Have no time limit Measure accuracy rather than speed of response Have time limit Measure performance in terms of the number of tasks performed in a given time Require the examinee to provide answers to the given options
Examples
Most classroom Tests
Time Requirements
Speed Tests
Item Format
Ask the examinee to choose Binary Choice (Truethe correct answers from False) Multiple-Choice the given options
V. Types of Tests
Basis of Classification Type
Cognitive Tests
Description
Measure knowledge, abilities and thinking skills
Examples
Achievement Test Aptitude Test Intelligence Test Rating Scales Interview Questionnaire Sociogram
Domain/Target Measured
Affective Tests
Non-Test Measures
1. Performance-Based Evaluation Measures
Types 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.
Extended-type Tasks
More complex , elaborate and time consuming Involves collaborative work with small groups of learners
Examples: Creating a commercial advertisement Composing a poem Putting up a school newsletter
Unstructured
Open-ended Does not require checklist or rating scale for recording purposes
Structured
Uses a checklist or a rating scale for recording purposes
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.
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 a learner in relation to the other group members.