Measurement and Evaluation Chapter 2, Lesson 1

1. MEASUREMENT, ASSESSMENT AND
EVALUATION IN OUTCOMES-BASED
EDUCATION
CHAPTER 2
2.1 Measurement
2.2 Assessment
2.3 Evaluation
Prepared by: Eric Dane D. Piamonte
Measurement and Evaluation DPE 2nd Sem
SY 2017-2018

2. • What is OUTCOME-BASED?

3. With the change of focus in instruction from
content to learning outcomes came the need
to redefine and clarify the terms used to
determine the progress of students towards
attainment of the desired learning outcomes.
These are measurement, evaluation and
assessment.

4. 2.1 Measurement
Definition
Is the process of determining or describing the
attributes or characteristics of physical objects
generally in terms of quantity.
In measuring…
- use some form of standard
- collecting quantitative information
- in relative to established standards

5. - combining directly measurable quantities
to form derived quantities.
( field of education – the quantities and qualities of interest
are abstract, unseen and cannot be touched, so learning
outcomes are needed in order to be measured. )
- knowledge of the subject matter is often
measured through standardized test
results. --
- also ask from group of experts “perceptions”

6. 1. Types of Measurement
Measurements can therefore be objective ( as in
testing ) or subjective ( perceptions ).
meaning..
( objective ) testing – produces objective
measurements.
( subjective ) – ratings provided by experts.

7. Objective measurements are more stable than
Subjective measurements in the sense that
repeated measurements of the same quality of
interest will produce more or less the same
outcome.
The underlying principle in educational
measurement is summarized in this formula.
formula
Measurement of Quantity or Quality of Interest = True value plus random
error

8. Each measurement of the quantity of interest has
two components:
- a true value of the quantity and
- a random error component.
The objective in educational measurement is to
estimate or approximate, as closely as possible,
the true value of the quantity of interest.
example – true knowledge of the subject matter.

9. In contrast, subjective measurements often
differ from one assessor to the next even if the
same quantity or quality is being measured.

10. 2. Measuring Indicators, Variables and Factors
An educational variable ( X ) is a measurable
characteristic of a student.
Variables may be directly measureable as in
X = age
X = height
of a student.

11. However, a variable cannot be directly
measured like when we want to measure
“ e.g. class participation” of a student.
For those variables where direct
measurements are not feasible, we introduce
the concept of indicators.

12. (I ) is an indicator that denotes the presence or
absence of a measured characteristic.
I = 1, if the characteristic is present
= 0, if the characteristic is absent
For the variable X = class participation, we can let
I1 , I2, …. In denote the participation of a student
in n class recitations and let X = sum of the ‘I’ s
divided by n recitations.

13. Thus, if there were n = 10 recitations and the
student participated in 5 of these 10, then X =
5 / 10 or 50%.
Indicators are the building blocks of educational
measurement upon which all other forms of
measurement are built.

14. Variable is constituted of a group of indicators.
Construct or Factor constituted by a group of
variables.
The variable which form a factor correlate highly
with each other but have low correlations
with variables in another group.

15. Example:
the following variables were measured in a battery of tests:
X1 = computational skills
X2 = reading skills
X3 = vocabulary
X4 = logic and reasoning
X5 = sequences and series
X6 = manual dexterity
These variables can be grouped as follows.
Group 1: ( X1 , X4 , X5 ) = mathematical ability factor.
Group 2: ( X2 , X3 ) = language ability factor
Group 3: ( X6 ) = psychomotor ability factor

16. The first group is called a “mathematical
ability” factor.
The second group is called a “language
ability” factor while the third group ( with only
one variable ) is called a “psychomotor ability”
factor.

17. In education measurement, we shall be
concerned with indicators, variables and
factors or interest in the field of education.

18. Progress Report
Sample – Senior High STEM Strand

19. Video Sample
Measurement

20. Video Sample
Assessment

21. Video Sample
Evaluation

22. THANK YOU!
END OF REPORT
Presented by: Eric Dane D. Piamonte