1. Measurement in education involves identifying attributes to measure in students, determining how to measure those attributes, and establishing procedures to quantify observations. 2. There are various methods to collect assessment data, including paper/pencil tests, systematic observation, participant observation, and clinical methods. 3. Assessment data is used for many purposes like direct instructional decisions, program evaluation, and expanding the knowledge base. Assessment involves setting learning goals, evaluating student progress towards those goals, and using the results to improve programs.

1. Basic concept in assessing student learning
MEASUREMENT- Thorndike and Hagen (1986) define measurement as “the process of quantifying
observations and/or descriptions about a quality or attribute of a thing or person.
Three steps:
1. Identifying and defining the quality or attribute that is to measure.
2. Determining the set of operations by which the attribute may be made manifest and perceivable: and
3. Establishing a set of procedures or definition for translating observation into quantitative statement of degree
or amount.
METHODS OF DATA COLLECTION
1. Paper and pencil. Collection of data through self-repots, interviews, questionnaires, tests, or other instruments.
2. Systematic observation. Researcher looks for specific actions or activities, but is not involved in the actions being
observed.
3. Participant observation. Researcher is actively involved in the process being described and writes observations at
a late time.
4. Clinical. Data are collected by specialists in the process being described and writes observations at a later time.
USES OF EDUCATIONAL MEASUREMENT (Mehrens and Lehmann, 1991)
1. Direct Instructional Decisions
2. Instruction Management Decisions
3. Entry-Exit Decisions
4. Program, Administrative, and Policy Decisions
5. Decisions Associated with Expanding Our Knowledge Base
1. EVALUATION  Evaluation is a process of summing up the results of measurements or tests, giving them
some meaning based on value judgments (Hopkins and Stanley, 1981); while educational evaluation is the
process of characterizing and appraising some aspect or aspects of an educational process.
2. 6. ASSESSMENT OF STUDENT LEARNING  1. Feedback – provides quality control over the design and
delivery of activities 2. Control – relates training policy and practice to organizational goal. 3. Research – is
to add the knowledge of training principles to improve techniques. 4. Intervention – is a process of using
evaluation to affect the way the program being evaluated is viewed. 5. Power – is used to evaluation and
information for a political agenda.
3. 7. ASSESSMENT  Assessment is the systematic collection, review and use of information about
educational programs undertaken for the purpose of improving student learning and development.
Assessment involves; 1. Setting explicit student learning goals 2. Evaluating the extent to which students are
reaching those goals 3. Using the information for program development and improvement.
4. 8. Assessment involves:  1. Setting explicit student learning goals or outcomes for an academic program;
2. Evaluating the extent to which students are reaching those goals; and 3. Using the information for
program development and improvement.
5. 9. Oosterhof (2001) defined assessment as “ a related series of measures used to determine complex
attribute of an individual or group of individuals. Assessment is the process of observing and measuring
learning. It provides the teachers with a better understanding of what students are learning and engage
students more deeply in the process of learning.
6. 10. Assessment must be: 1. Fair, balanced, and grounded in the art and science of learning and teaching; 2.
Reflective of curricular and development goals and representative of the content that students have had an
opportunity to learn; 3. Used to inform and improve instruction; 4. Designed to accommodate students with
special needs; and 5. Valid, reliable, and supported by professionals, scientific, and ethical standards
designed to fairly assess the unique and diverse abilities and knowledge base of all students.
7. 11. FUNCTIONS OF ASSESSMENT  1. Formative Assessment – provide diagnostic program 2.
Summative Assessment – provides students’ level of attainment 3. Evaluative Assessment – provides
instructor with curricular feedback
8. 12.  PRINCIPLES AND INDICATORS OF ASSESSMENT OF STUDENT LEARNING
9. 13. Principle 1  THE PRIMARY PURPOSE OF ASSESMENT IS TO IMPROVE STUDENT LEARNING
Assessment systems provide useful information about whether students have reached important learning
goals and about the progress of each student. They employ practices and methods that are consistent with
learning goals, curriculum, instruction, and current knowledge of how students learn.
10. 14. Principle 2  ASSESSMENT FOR OTHER PURPOSES SUPPORTS STUDENT LEARNING
Assessment systems report on and certify student learning and provide information for school improvement
and accountability by using practices that support important learning. Important decisions, such as high
school graduation are made on the basis of information gathered over time, not on a single assessment.
11. 15. Principle 3  ASSESSMENT SYSTEMS ARE FAIR TO ALL STUDENTS Assessment systems, including
instruments, policies, practices and uses, are fair to all students. Assessment systems ensure that all
students receive fair treatment so as not to limit students present and future opportunities.
12. 16. Principle 4  PROFESSIONAL COLLABORATION AND DEVELOPMENT SUPPORT ASSESSMENT
Knowledgeable and fair educators are essential for high quality assessment. Assessment systems depend
on educators who understand the full range of assessment purposes, use appropriately a variety of suitable
methods, work collaboratively, and engage in on going professional development to improve their capability
as assessors.
13. 17. Principle 5  THE BROAD COMMUNITY PARTICIPATES I ASSESSENT DEVELOPMENT Assessment
systems draw on the community’s knowledge and ensure support by including parents, community

2. members, and students, together with educators and professionals with particular expertise, in the
development of the systems. Discussion of assessment purposes and methods involves a wide range of
people interested in education. Parents, students, and members of the public join a variety of experts,
teachers, and other educators in shaping the assessment system.
14. 18. Principle 6  COMMUNICATION ABOUT ASSESSMENT IS REGULAR AND CLEAR Educators,
schools, districts, and states clearly and regularly discuss assessment system practices and student and
program progress with students, families, and the community. Educator and institutions communicate, in
ordinary language, the purposes, methods, and results of assessment. They focus on reporting what
students know and are able to do, what they need to learn to do, and what will be done to facilitate
improvement. They report achievement data in term of agreed-upon learning goals.
15. 19. Principle 7  ASSESSMENT SYSTEMS ARE REGULARLY REVIEWED AND IMPROVED Assessment
systems are regularly reviewed and improved to ensure that the systems are educationally beneficial to all
students. Assessment systems must evolve and improve. Even well-designed systems must adapt to
changing condition and increased knowledge. Reviews are basis for making decisions to alter all or part of
the assessment systems. Reviewers include stakeholders in the education systems and independent expert
analysis.
16. 20. ALTERNATIVE ASSESSMENT (Chase 1999)   Is any type of assessment in which students create a
reponse to a question or task. Alternative assessments can include; 1. short-answer questions; 2. Says; 3.
Performance Assessment; 4. Oral Presentation 5. Demonstration, exhibition; and 6. Portfolios
17. 21. PERFORMANCE ASSESSMENT  Is the direct, systematic observation of an actual student
performance and the rating of that performance according to previously established performance criteria. A
performance task is a goal directed assessment exercise. An exhibition is a public performance during which
student showcases learning and competence in particular are. Porfolios are collection of students’ work over
time.
18. 22. INCORPORATING PORTFOLIO ASSESSMENT (Gronlund, 2003)  An assessment portfolio is a
purposeful collection of student work designed to showcase students progress toward, and achievement of,
course-specific learning objectives. An assessment portfolio is a collaborative process between the student
and the instructor.
19. 23.  TYPES OF ASSESSMENT PORTFOLIO (Gronlund, 2000)
20. 24. Portfolios can be divided into three types;  1. Documentation. (Also known as working portfolio) is to
highlight development and improvement over time. Documentation portfolios showcase the process of
learning by including the full progression of project development. 2. Process. The purpose of process
portfolio is to document all stages of the learning process. Process portfolios include documentation of
reflection such as learning logs, journals or documented discussion. 3. Product. (Also called showcase
portfolios) is to highlight a student’s best work by showcasing the quality and range of student
accomplishments. Since the focus is on the final product, there is no reflection on the learning process, but
students may want to include a justification, explaining criteria for artifacts selection.
21. 25. STAGES OF PORTFOLIO DEVELOPMENT  1. Planning. During the planning stages, instructors
communicate to the students the purpose of the portfolio and the assessment criteria. 2. Collection. In the
collection stages, students are responsible for assembling meaningful artifacts that reflect their own
educational progress. 3. Selection. The selection stage is a decision-making process in which collected
artifacts are sorted and selected for inclusion in the portfolio the purpose of the assessment and the kind of
portfolio being developed guide selection decisions.
22. 26.  1. Hhh 2. J 3. j 4. Reflection. The reflection stage is often considered the most important step portfolio
development; the metacognitive process of students reflecting on their own learning differentiated a portfolio
from a selection. 5. Connection. In the connection stage, student expand on their reflection to connect
acquired knowledge and skills with course goals and learning objectives.
23. 27. RELATIONSHIP BETWEEN INTRUCTION AND ASSESSMENT   According to Gronlund (1998), in
preparing for any type of instructional program, the teacher main concern is how to effectively bring about
student learning.