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Jozel al1


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Jozel al1

  1. 1. A Perspective on Educational Assessment, Measuremen t, and Evaluation Chapter I
  2. 2. As teaching is causing learning among learners, teachers need to be thoroughly aware of the processes in determining how successful they are in the aforementioned task. Introduction
  3. 3. Measurement, As sessment, and Evaluation
  4. 4. Measurement As used in education is the quantification of what students learned through the use of tests, questionnaires , rating scales, checklists, and other devices.
  5. 5. Assessment Refers to the full range of information gathered and synthesized by teachers about their students and their classrooms. It can also be gathered through formal ways, such as assignments, tests, and written reports our outputs.
  6. 6. Evaluation A process of making judgments, assigning value or deciding on the worth of students’ performance.
  7. 7. Educational Assessment: A Context for Educational Measurement and Evaluation
  8. 8. According to Stiggins and his colleagues (1996) measurement is a method evaluating personality in which an individual, living in a group meets and solves a variety of lifelike problems.
  9. 9. viewpoint of Cronbach, as a cited by Jaeger (1997), three principal features of assessment are identifiable: (1) the use of a variety of techniques; (2) reliance on observations in structured and unstructured situations; and (3) integration of information.
  10. 10. Bloom (1970) Assessment characteristically starts with an analysis of the criterion and the environment in which an individual lives, learns, and works. It attempts to determine the psychological pressures the environment creates, the roles expected, and the demands and pressures – their hierarchical arrangement, consistency, as well as conflict. It then proceeds to the determination of the kinds of evidence that are appropriate about the individuals who are placed in this environment, such as their relevant strengths and weaknesses, their needs and personality characteristics, their skills and abilities.
  11. 11. Payne (2003) Typical example of how assessment can be a basis for decision making: 1.The teacher reviews a work sample, showing some column additions are in error and there are frequent carrying errors. 2.He / She assigns simple problems on preceding pages, with consistent addition errors in some number combinations, as well as repeated errors in carrying from one column to another.
  12. 12. 3. He / She gives instruction through verbal explanation, demonstration, trial and practice. 4. The students become successful in calculations made in each preparation step after direct teacher instruction. 5. The students returns to the original page, completes it correctly, and is monitored closely when new processes are introduced.
  13. 13. Purposes of Educational Assessment, Measureme nt and Education
  14. 14. • Improvement of Student Learning • Identification of Students’ Strength and Weaknesses • Assessment of the Effectiveness of a Particular Teaching Strategy • Appraisal of the Effectiveness of the Curriculum • Assessment and Improvement of Teaching Effectiveness • Communication with and Involvement of Parents in Their Children’s Learning
  15. 15. 1. Improvement of Student Learning – Knowing how well students are performing in class can lead teachers to devise ways and means of improving student learning. 2. Identification of Students’ Strengths and Weaknesses – Through measurement, assessment, and evaluation, teachers can be able to single out their students’ strengths and weaknesses.
  16. 16. 3. Assessment of the Effectiveness of a Particular Teaching Strategy – Accomplishment of an instructional objective through the use of a particular teaching strategy is important to teachers. 4. Appraisal of the Effectiveness of the Curriculum – Through educational measurement, assessment, and evaluation, various aspects of the curriculum are continuously evaluated by curriculum committees on the basis of the results of achievement test results.
  17. 17. 5. Assessment and Improvement of Teaching Effectiveness – Results of testing are used as basis for determining teaching effectiveness. Knowledge of the results of testing can provide school administrators inputs on the instructional competence of teachers under their charge. Thus, intervention programs to improve teaching effectiveness can be undertaken by the principals or even supervisors on account of the results of educational measurement and evaluation.
  18. 18. 6. Communication with and Involvement of Parents in Their Children’s Learning – Result of educational measurement, and evaluation are utilized by the school teachers in communication to parents their children’s learning difficulties.
  19. 19. Thank you!