7. Measurement is a process of assigning numerals to objects, quantities or
events in other to give quantitative meaning to such qualities.
In the classroom, to determine a child’s performance, you need to obtain
quantitative measures on the individual scores of the child. If the child
scores 80 in Mathematics, there is no other interpretation you should
give it. You cannot say he has passed or failed.
• Measurement stops at describing the quantity but not making value
judgment on the child’s performance.
Measurement is:
8. • Evaluation adds the ingredient of value judgment to assessment.
• It is concerned with the application of its findings and implies some
judgment of the effectiveness, social utility or desirability of a
product, process or progress in terms of carefully defined and
agreed upon objectives or values.
• Thus, evaluation is a qualitative measure of the prevailing situation.
It calls for evidence of
effectiveness, suitability, or goodness of the program.
Evaluation
9. The role of measurement in program
evaluation
(some perspectives)
10. Program evaluation design is
objectives strategies assessing
progress toward achieving the objectives
Rather than looking for progress of in terms of the
objectives, one looks for the effects whether it’s
planned or not. The evaluator should have an open
mind and ask what consequences do I observe?
Under what conditions?
11. It’s better to begin at the end. The outcomes
measure themselves and work backwards
to setting program objectives .
