Here are my slides for my report for my Advanced Measurements and Evaluation subject on Educational Measurement and Evaluation. #Polytechnic University of the Philippines. #GraduateSchool
6. Measurement
The process by which
information about the
attributes or
characteristics of
things are determined
and differentiated.
7. 3 Common statements involved
in measurement
1. Identify and defining the quality or attribute
that is to be measured.
2. Determining a set of operations by which the
attribute may be made manifest and
perceivable.
3. Establishing a set of procedures or definitions
for translating observations into quantitative
statements of degree or amount.
(Thorndike & Hagen, 1977)
8. Evaluation
A process of summing
up the results of
measurements or
tests, giving them
some meaning based
on value judgments.
(Hopkins & Stanley,
1981)
9. Evaluation
From an educational
standpoint, evaluation
may be defined as a
systematic process
determining the extent
to which instructional
objectives are
achieved by pupils.
(Gronlund, 1981)
10. What is EDUCATIONAL MEASUREMENT?
Refers to the use of educational
assessments and the analysis of
data such as scores obtained
from educational assessments
to infer the abilities and
proficiencies of students.
11. What is EDUCATIONAL MEASUREMENT?
The approaches overlap with
those in psychometrics.
Educational measurement is
the assigning of numerals to
traits such as achievement,
interest, attitudes, aptitude,
intelligence and performance.
12. Measurement V.S. Evaluation (Is
it?)
MEASUREMENT
• Process of quantifying individual’sProcess of quantifying individual’s
achievement, personality, attitudes,achievement, personality, attitudes,
habits and skillshabits and skills
• Quantification appraisal of observableQuantification appraisal of observable
phenomenaphenomena
• Process of assigning symbols toProcess of assigning symbols to
dimensions of phenomenadimensions of phenomena
• An operation performed on the physicalAn operation performed on the physical
world by an observerworld by an observer
• Process by which information about theProcess by which information about the
attributes or characteristics of things areattributes or characteristics of things are
determined and differentiateddetermined and differentiated
EVALUATION
• QualitativeQualitative aspect of determining the outcomesaspect of determining the outcomes
of learning.of learning.
• Process ofProcess of rankingranking with respect to attributes orwith respect to attributes or
traittrait
• AppraisingAppraising the extent of learningthe extent of learning
• JudgingJudging effectiveness of educ. experienceeffectiveness of educ. experience
• InterpretingInterpreting andand analyzinganalyzing changes in behaviorchanges in behavior
• DescribingDescribing accurately quantity and quality ofaccurately quantity and quality of
thingthing
• SummingSumming up results of measurement or testsup results of measurement or tests
givinggiving meaningmeaning based onbased on value judgmentsvalue judgments
• Systematic process of determining the extent toSystematic process of determining the extent to
whichwhich instructional objectivesinstructional objectives are achievedare achieved
• Considering evidence in the light ofConsidering evidence in the light of valuevalue
standardstandard and in terms of particular situationsand in terms of particular situations
and goals which the group of individuals areand goals which the group of individuals are
striving to attain.striving to attain.
DATA & INTERPRETATIONDATA & INTERPRETATION
14. Data-based Decisions
• “Using data to drive improvement” was identified as a key to
success in a report developed by the National Education Goals
Panel after a series of hearings designed to find examples of
successful schools and to understand why those schools were
succeeding. Specifically, the successful schools “use
performance information to determine where they were
succeeding and where they needed to direct their efforts for
improvement” (Rothman 2000, i).
• In a study of Maryland elementary schools, Schafer et al.
(undated) found that in schools they characterized as more
successful, “principals are involved with assessment of
student improvement and make classroom decisions based
on these assessments.”
15. Asking the Right Questions
1. What should students know, and how
should they be able to use what they
know?
2. How well should students perform?
3. What will we do to assess student
performance?
4. How well do students actually perform?
5. What will we do to improve student
performance?
Hibbard and Yakimowski (1997)
16. Collecting and Analyzing Data
Identifying the key questions is only a first
step. The next step, data analysis, requires
the availability of high-quality, targeted data
in a format that helps to address the
questions.
Collected and Analyzed data should be:
•can be easily disaggregated not only by
school but by classroom and specific groups
of students; and
•provide a detailed analysis of results by
objective or skill in addition to overall scores.
17. “You can measure and evaluate
but at the end of the day the
question will always be, what
are you going to do about it?”
18. Responding to what data tells us…
1. Aligning the curriculum
2. Improving teaching
strategies
3. Providing special
instruction for students
who need it
19. Martin Luther King, Jr.
““The ultimateThe ultimate
measure of a man ismeasure of a man is
not where he standsnot where he stands
in moments ofin moments of
comfort andcomfort and
convenience, butconvenience, but
where he stands atwhere he stands at
times of challenge andtimes of challenge and
controversy.”controversy.”
Robert L. Thorndike (1910–1990) was a psychometrician and educational psychologist who made significant contributions to the analysis of reliability, the interpretation of error, cognitive pen pene of students in various countries.[1] Like his father, Edward Thorndike, he conducted research in both animal and human psychology. With Irving Lorge, Thorndike published a standardized test in 1954 which later became, with the collaboration of Elizabeth Hagen, the widely used Cognitive Abilities Test. He was one of the first to write about cluster analysis.[2][3] Thorndike was a professor at Teachers College, Columbia University from 1936 to 1976.[4] He received his B.A. (Mathematics) from Wesleyan University in 1931, and his M.A. and Ph.D. (both in Psychology) from Columbia University in 1932 and 1935, respectively. He was president of the American Educational Research Association and thePsychometric Society.
Dr. Elizabeth Hagen
Dr. Elizabeth Hagen began her professional career as a high school science teacher. In 1950, she became a research associate and lecturer in the Department of Psychology at Teachers College, Columbia University. From 1972-1976, she served as Dean for Academic Affairs at Teachers College. In 1978, she was named the Edward Lee Thorndike Professor of Psychology and Education, a ranking she still holds as a professor emeritus.
Over the years, Dr. Hagen has consulted with many governmental and private organizations on measurement problems. Her experiences include serving as program director of both the Nurse Scientist Program and the Postdoctoral Fellowship Program at Teachers College.
In 1960, the American Personnel and Guidance Association presented her with the Outstanding Research Award for her work as project coordinator and co-author of the project findings of the Ten Thousand Careers Study. In 1970, she was elected a fellow of the American Psychological Association. Dr. Hagen was elected to the National Academy of Education in 1979.
Dr. Hagen retired from teaching in 1981 and has been busy since then as a co-author of the Stanford-Binet Intelligence Scale: Fourth Edition and as a co-author of Forms 4, 5, and 6 of the Cognitive Abilities Test®
In any school or district using data to make decisions, a key step should be developing the right questions. While these questions should be tailored to fit the needs of the school, Hibbard and Yakimowski (1997) suggest that school staff begin with five “guiding questions” as they start discussions about their use of assessment data for decision making:
Aligning the curriculum - alignment began with a detailed analysis of the local curriculum. This analysis required reflecting on several other sources of data, including the state content standards and results from state and local assessments for each subject area and grade, K-12. Therefore, schools with good assessment systems integrated their own history of assessment performance into the alignment and development process. The specific approach to this work varied, but four common activities [curriculum analysis, realignment of the local curriculum, alignment of the local assessment system, and reflection on data from the curriculum analysis and from results of state and local assessments] tended to drive the process (2000).
Improving teaching strategies - The data not only help teachers see specific areas of difficulty for each student, it also helps teachers and principals to pinpoint objectives that either need to be covered more thoroughly or taught in a different way. Teachers can then be given support—staff development, assistance from a master teacher, etc.—with either content or instructional approaches to improve their teaching (Cawelti and Protheroe 2001).
Providing special instruction for students who need it - instructional processes that enable teachers to accomplish three things on a daily and weekly basis:
(1) organizing instruction to regularly administer interim assessments of skills taught before moving on to new material,
(2) providing tutoring or extra help for those students who fail to master the skills taught and enrichment learning activities for those who have mastered the skills, [emphasis added] and
(3) providing frequent practice throughout the year to ensure retention for students who have initially mastered the skills needed (2000, 98).