This document discusses assessment and measurement in education. It outlines six purposes of assessment: cognitive, affective, perceptual-motor, personality/character, behavior conduct, and environmental/physical. It then provides examples of tests and methods used for cognitive assessment (aptitude and achievement tests), affective assessment (interviews and checklists), and perceptual-motor assessment (aptitude and performance tests). The key difference between measurement and evaluation is that measurement objectively describes scores while evaluation makes qualitative judgments about performance based on objectives. Program evaluation design assesses progress toward achieving objectives, but evaluators should also have an open mind to observe unintended effects and work backwards from outcomes to set objectives.

1. By: Shaimaa Mohammed

2. Purpose:
1. Cognitive assessment
2. Affective assessment
3. Perceptual-motor assessment
4. Personality/character assessment
5. Behavior conduct assessment
6. Environmenta/physical assessment

3. Cognitive
assessment
Aptitude test
e.g. norm referenced tests-
Intelligence test
Achievement test
Norm-referenced test
Criterion-referenced test

4. Affective
assessment
Attitudes/beliefs
(interviews)
Preferences/interests
(checklists)
Emotional/social attributes
Interviews-questionnaires

5. Perceptual motor
assessment
Aptitude
(various aptitude tests)
Skills
Performance based tests
(typing proficiency)

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 .