Measurement involves quantifying observations about attributes to make determinations less ambiguous. Evaluation is a process of considering evidence in light of standards and goals. There are various types of evaluation including placement, formative, diagnostic, and summative. Placement evaluation determines students' existing knowledge and skills. Formative evaluation identifies errors and provides feedback during instruction. Diagnostic evaluation detects learning difficulties, while summative evaluation assesses achievement at the end of a period. Evaluation should be based on clear objectives, use appropriate procedures, be comprehensive, continuous, diagnostic, cooperative, and used judiciously to improve the learning process.

1. FEBRUARY 03, 2017
PRESENTED BY: ROQUI M. GONZAGA
Basic Concepts in Assessment
Basic Concepts in Assessment
1. Measurement
2. Evaluation
3. Assessment
4. Non-tests
MEASUREMENT
What is measurement?
 Thorndike and Hagen (1986)
 “the process of quantifying observations and/or descriptions about a quality or
attribute of a thing or person.”
 Calmorin, 1994
 is an instrument or device use to determine individual’s achievement,
personality, attitudes, and among others anything that can be express
quantitatively.
 Oriondo, 1984
 process by which information about the attributes or characteristics of things
are achieved and differentiated. It implies quantitative value which can be
placed in a physical property or stating an outcome of instructions.
Quantification is necessary to make the determination or differentiation of the
attribute less ambiguous and subjective.
3 steps involves in the process of measurement
1. Identifying 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; and
3. Establishing a set of procedures or definitions for translating observations into
quantitative statement of degree or amount.
EVALUATION
What is evaluation?
 Oriondo, 1984
 a process of summing up the results of measurement or tests, giving them
some meaning based on value judgment.
 Calmorin, 1994
 refers to the consideration of evidence in the light of value standards and in
terms of the particular situations and the goals which the groups or individuals

2. are striving to attain. Statistical treatment is involved to determine the exact
meaning of a value whether it is within the standard or sub-standard.
 Ruiz
 a process, which has to do with data gathering of information about an activity,
a finish product, or changes in pupils behavior, with the interpretation of the
information in the light of given objectives, so that ways and/means maybe
determined to ensure further accomplishment or improvement toward such
objectives.
 Gronlund, 1981
 From educational standpoint, a systematic process determining the extent to
which instructional objectives are achieved by pupils.
SCOPE AND LIMITATION
1. Curricular offerings, school programs, and instructional materials &
facilities
 Courses offered should be evaluated to determine if they are still relevant,
realistic and responsive to the changing needs and problems of the society;
 school programs must be appraised to determine if teachers are not
overloaded; and instructional materials like books, references, visual aids and
devices and many others should be assessed to ascertain if they are adequate
and updated.
 and instructional facilities like audio-visual equipment such as projectors,
televisions, and speech lab equipment and many others are adequate and
functional.
2. Mentors
 The teachers should be appraised to determine if they possess the qualities of
the acronym – MODERN TEACHER, to determine if they can deliver the goods
and services to the students effectively, efficiently, and economically, and to
evaluate also if teachers are qualified or not qualified.
3. Pupils/students
 The pupils/students should be evaluated to determine whether they have
reached the goals of the learning tasks.
FUNCTION OF MEASUREMENT AND EVALUATION
1. It measures student’s achievement
 Students’ achievement can be determined whether he has reached the goals of
the learning tasks or not through measurement and evaluation.
2. It evaluates instruction

3.  The effectiveness or ineffectiveness of instruction is ascertained through
measurement and evaluation.
3. It motivates learning
 Upon knowing the results of the achievement test, the student’s interest is
aroused especially if he gets a high score; otherwise, if his score is low, he
strives hard to get higher score in the next examinations.
4. It predicts success
 Success and failure of the student is predicted through measurement and
evaluation. For instance, a student who always gets high scores in all his
subjects may mean that he is sure to pass and passing means success.
5. It diagnosis the nature of difficulties
 The weaknesses of the learner can be identified through measurement and
evaluation particularly, diagnostic test.
PRINCIPLES EVALUATION
1. Evaluation should be based on clearly stated objectives
 The objectives of evaluation should be based on the instructional objectives,
which are geared toward the aims of the school and the nation.
 Care should be taken so that the significant aspects of the educative process
are clearly described. The question of what to evaluate in terms of pupil growth
and progress should be given foremost priority.
2. Evaluation procedures and techniques should be selected be terms of
the clearly stated objectives or the purposes they will serve
 When the aspect of pupil’s performance that needs to be evaluated has been
clearly and precisely defined, the most effective method for determining what
is to be evaluated should be selected.
 Selection should be on the basis of appropriateness. This criterion of
appropriateness of the test or device should be given priority over the other
characteristics such as accuracy, objectivity, or administrability of the
measuring device or evaluation procedure.
3. Evaluation should be Comprehensive
 Evaluation should appraise the pupil’s progress toward all the important
outcomes of instruction.

4.  It should not only be based on knowledge, comprehension or thinking
skills but also on changes in attitudes, behaviors or actual performance which
require the application of what is learned. Such evaluation is possible with the
use of a variety of tests and measuring devices such as scales, questionnaires,
observation, self-report and sociometric tests.
4. Evaluation should be continuous and an integral part of the teaching
and learning process
 Since education is a continuous process of growth and change among learners,
evaluation should run parallel to the whole process.
 It should permeate the whole educational program of continuous improvement
and change. Provisions for placement, formative, diagnostic and summative
evaluation should be made.
5. Evaluation should be diagnostic and functional
 Evaluation is not an end in itself but a means to an end. Evaluation should serve
some useful purpose. Evaluation information gathered should not just be filed
or stored. To be of value, such information should be utilized in improving
students’ learning styles, the teacher’s modes of teaching and the situation and
conditions that affect learning and teaching.
6. Evaluation should be cooperative
 To be efficient and effective, the program of evaluation should include all the
persons involved in the learning and teaching program.
 Pupils, teachers, school administrators and parents should work cooperatively
for better evaluation of pupils’ progress.
7. Evaluation should be used judiciously
 Any evaluation is subject to some errors because the instruments of evaluation
are not absolutely accurate or precise.
 Evaluation instruments are subject to various types of errors. One such error is
sampling error. Some evaluative techniques are open to chance factors such
as guessing, as in objective tests. Others are open to the scorer’s biases and
judgments, such as essay test and observations. Another source of error is
interpretation of results.
TYPES OF EVALUATION
1. Placement evaluation
 Determines the knowledge and skills the students possess which are necessary
at the beginning of the instructions.
 It reveals how much the students already mastered about the subject matter.

5.  It also aids the teacher on what method to use and where to start the subject
matter. Forms of tests used are aptitude test, readiness test, inventories and
observations.
2. Formative evaluation
 an integral part of the teaching-learning process that is done frequently to
determine if students have or have not mastered the learning tasks.
 It identifies learning errors that need to be corrected and likewise provides
feedback on the result achieved. Possible reinforcement or remediation can be
designed to improved performance of students.
 For teachers, formative evaluation provides information for handling errors
properly, for making remediation more effective and likewise a means to predict
the result of summative test.
3. Diagnostic evaluation
 used to detect students’ learning difficulties which are not revealed by formative
tests or checked by remedial instruction and other instructional adjustments.
 It also discloses the underlying causes of learning difficulties. Diagnostic tests
are therefore more comprehensive and detailed.
 Silent Reading Test is an example of this test.
4. Summative evaluation
 aims to assess the learner’s achievement at the end of the teaching-learning
process, for instance, at the end of the unit.
 It measures the learners’ attainment of specific objectives at the end of a given
period.
 It is used in assigning marks or grades, used to compare outcomes of different
groups and it also provide feedback to students. Techniques used include: oral
reports, projects, term papers, themes, and teacher-made achievement test.
“If you can not measure it, you can not
improve it.”
so
Evaluationisimportant

6. PREPARED BY: ROQUI MABUGAY GONZAGA