Measurement Assessment and Evaluation in Outcomes-based Education (02 K12_HOTS Generic)

GOLDEN HERITAGE POLYTECHNIC COLLEGE
PROFESSIONAL EDUCTATION: ASSESMENT OF LEARNING 01
MEASUREMENT, ASSESSMENT, AND EVALUATION IN
OUTCOMES-BASED EDUCATION
CHAPTER 02:
Reported By:
SERVAÑES, Sylvester
QUEROZ, Michille
FERRER, Judemae
MONTALBAN, Benha
MANDING, Parokha
BONGCARAS, Sanie Mark
YORK, Rhiza
ASSESMENT OF LEARNING 01

I. Discussion of Measurement, Assessment, and
Evaluation: Exemplifications and OBE.
II. Group Activity and Class Interaction.
III. Questions and Clarifications.
IV. Formative Assessment.
OUTLINE OF THE REPORT:

I. Distinguish among Measurement, Assessment [stress variations and
significance on Assessment FOR, OF, and AS Learning], and Evaluation;
provide exemplifications; and relate them to OBE.
II. Value Measurement, Assessment, and Evaluation in the creation,
implementation, and development of the curriculum.
II. Demonstrate through a group discussion and oral recitation, how
Measurement, Assessment, and Evaluation are used as tools to come about
with OBE.
IV. Demonstrate mastery of the subject matter by passing the formative
assessment herein.
OBJECTIVES:

Measurement.
Educational measurement refers to the use of educational
[assessments] and the analysis of data such as scores
obtained from educational [assessments] to infer the
abilities and proficiencies of students.
[https://en.wikipedia.org/wiki/Educational_measurement].
DEFINITIONS:

Assessment.
In education, the term assessment refers to the wide variety
of methods or tools that educators use to [evaluate],
[measure], and document the academic readiness, learning
progress, skill acquisition, or educational needs of students.
[https://www.edglossary.org/assessment/].
DEFINITIONS (continued….):

Evaluation.
Evaluation is the collection of data, analysis, and
interpretation of information about any aspect of a
programme of education or training as part of a recognised
process of judging its effectiveness, its efficiency and any
other outcomes it may have.
[http://www.icbl.hw.ac.uk/ltdi/implementing-it/eval.htm].

Outcomes-based Education (OBE).
Outcomes-based education (OBE) is an educational theory
that bases each part of an educational system around goals
(outcomes). By the end of the educational experience, each
student should have achieved the goal.
[https://en.wikipedia.org/wiki/Outcome-based_education].

With the change of focus in instruction from content to
learning outcomes came the need to redefine and clarify the
terms used to determine the progress of students towards
attainment of the desired learning outcomes.
These are Measurement, Assessment, and Evaluation.
OUTCOMES-BASED EDUCATION:

Mandate and Trigger:
Why is there a need to Measure, Assess, and Evaluate the
learner / curriculum in order to come about with Outcomes-
based Education?
Where is the mandate coming from and what triggers the
need?
(continued….):

NCBTS and PPST:
Effective Teaching is where learners of all types are able to
understand the goals of the curriculum.
Educational needs brought about by the advent and interplay
of Educational Reform of Kto12 Program; ASEAN
Integration; Globalization; and the Dynamic
Characteristics of the 21st
Century Learners.
(continued….):

NCBTS and PPST:
Domain 04: Curriculum (Curr.) The curriculum domain refers to all
elements of the teaching-learning process that work in convergence
to help students understand the curricular goals and objectives,
and to attain high standards of learning defined in the curriculum.
These elements include the teacher’s knowledge of subject matter
and the learning process, teaching-learning approaches and
activities, instructional materials and learning resources.
(continued….):

NCBTS and PPST:
Domain 05: Planning, Assessing & Reporting (PAR). This domain
refers to the alignment of assessment and planning activities. In
particular, the PAR focuses on the (01) use of assessment data to
plan and revise teaching-learning plans; (02) integration of
assessment procedures in the plan and implementation of
teaching-learning activities; and (03) reporting of the learners’
actual achievement and behavior.
(continued….):

NCBTS and PPST:
If we are to attain the curriculum goals and say that the
teaching-learning experience is truly successful, it is
imperative that we gauge the learners' knowledge and
mastery of the subject matter to determine the efficacy of the
curriculum and initiate needful review for purposeful
amendments for testing and implementation if the need so
requires it.
(continued….):

The process of determining or describing the attributes or
characteristics of physical objects generally in terms of
quantity.
In measuring, the following are observed:
- Use some form of standard.
- Collect quantitative information.
- Relative to established standard.
MEASUREMENT:

Combining directly measurable quantities to form derived quantities.
(field of education – the quantities and qualities of interest are
abstract, unseen and cannot be touched, so learning outcomes are
needed in order to be measured.)
- knowledge of the subject matter is often measured through
standardized test results.
- also asked from group of experts' “perceptions”.
MEASUREMENT (continued….):

Types of Measurements:
Measurements can therefore be objective (as in testing) or
subjective (perceptions).
Meaning…
1. Objective Testing: produces objective / definite measurements.
2. Subjective Testing: ratings provided by experts.

Objective Measurements are more stable than Subjective
Measurements in the sense that repeated measurements of the same
quality of interest will produce more or less the same outcome.
The underlying principle in educational measurement is summarized in
this formula.
Formula:
“Measurement of Quantity or Quality of Interest = True value plus
random error.”

Each measurement of the quantity of interest has two components:
- a true value of the quantity; and
- a random error component.
The objective in educational measurement is to estimate or
approximate, as closely as possible, the true value of the quantity of
interest.
e.g. – true knowledge of the subject matter.

In contrast, subjective measurements often differ
from one assessor to the next even if the same
quantity or quality is being measured.

Measuring Indicators, Variables and Factors:
An educational variable ( X ) is a measurable characteristic of a
student.
Variables may be directly measured as in:
X = age of a student.
X = height of a student.

However, a variable cannot be directly measured like when we want to
measure.
e.g “class participation” of a student.
For those variables where direct measurements are not feasible, we
introduce the concept of indicators.

(I) is an indicator that denotes the presence or absence of a measured
characteristic.
I = 1, if the characteristic is present.
= 0, if the characteristic is absent.
For the variable X = class participation, we can let I1 , I2, …. In
denote the participation of a student in n class recitations and let X =
sum of the ‘I’ s divided by n recitations.

Thus, if there were n = 10 recitations and the student
participated in 5 of these 10, then X = 5 / 10 or 50%.
Indicators are the building blocks of educational
measurement upon which all other forms of measurement
are built.

Variable is constituted of a group of indicators.
Construct or Factor constituted by a group of variables.
The variable which form a factor correlate highly with each
other but have low correlations with variables in another
group.

Exemplification:
The following variables were measured in a battery of tests:
X1 = computational skills;
X2 = reading skills;
X3 = vocabulary;
X4 = logic and reasoning;
X5 = sequences and series; and
X6 = manual dexterity.

These variables can be grouped as follows.
Group 1: ( X1 , X4 , X5 ) = mathematical ability factor.
Group 2: ( X2 , X3 ) = language ability factor.
Group 3: ( X6 ) = psychomotor ability factor.

The first group is called a “mathematical ability” factor.
The second group is called a “language ability” factor.
The third group ( with only one variable ) is called a
“psychomotor ability” factor.

In education measurement, we shall be concerned with
indicators, variables, and factors or interest in the field of
education.

Progress Report Sample – Senior High STEM Strand:

Derived from Latin: “assidere” which means “to sit beside”.
(Wiggins, 1993)
The process of gathering evidence of students' performance
over a period of time to determine learning and mastery of
skills.
e.g. dialogue records, journals, written works, portfolios,
tests, and other learning tasks.
ASSESMENT:

Assessment requires review of journal entries, written works,
presentations, research papers, essays, written stories, test
results, etc.
Overall Goal: Improve student learning and provide
students, parents, and teachers with reliable information
regarding student progress and extent of attainment of
expected learning outcomes.
ASSESMENT (continued….):

Used as basis to determine the levels of achievement and
standards required for the curricular goals appropriate for the
grade or year level.
Shows the more permanent learning and clearer picture of
the students' ability.

Skill Assessment is relatively easier than Assessment of
Understanding and other Mental Ability.
Skill Assessment:
- Can be practiced.
- Readily available.
- Demonstrable.
Either skills exists at a certain level or it doesn’t.

Assessment of Understanding is much more complex. We
can assess a person's knowledge in a number of ways but
we need to infer from certain indicators of understanding
through written descriptions.
Assessment of learning outcomes shall be tackled in a
separate chapter.

ASSESSMENT FOR, OF, AS LEARNING:
Assessment:
Directions
Assessment FOR
Learning
Assessment AS
Learning
Assessment OF
Learning

ASSESSMENT FOR, OF, AS LEARNING
(continued….):
Assessment Directions:
Prepositions FOR, OF, and AS Learning.
A. Assessment FOR Learning: implies that assessment is done
to ensure learning.
Conducted at any point of the unit, grading period, or term to
ensure that the learners understand the lessons before
proceeding to the next learning phase.

(continued….):
Given while the teacher is in the process of student formation
(learning). It ensures that learning is going on while the teacher is in
the process of teaching.
Ensures real-time learning and avoid unnecessary wastage of time in
the teaching-learning process.
e.g.
Formative Assessment: Pre-test (pre-assessment) and Post-test
(post-assessment).

(continued….):
Pre-test (pre-assessment): determine the entry knowledge or
skills so the teacher knows how to adjust instructions.
Post-test (post-assessment): to find out if the intended learning
outcome has been attained after the teaching-learning process. If
the outcome does not meet the expected results, then the
teacher has to apply intervention or remediation.
Reason: use assessment results to adjust teaching methods and
ensure learning.

(continued….):
B. Assessment OF Learning: given at the end of a unit, grading
period, or a term so to assess the learning for grading purposes.
e.g.
- Preliminary Examinations.
- Mid-term Examinations.
- Semi-final Examinations.
- Final Examinations.

(continued….):
C. Assessment AS Learning: associated to self-assessment. The
assessment by itself is already a form of learning for the students.
Learners set their own targets.
Consequences:
They become self directed and independent learners.
By assessing, they are learning at the same time.

(continued….):
e.g.
- Reflection on their own work.
- Peer Assessment.

Originates from the root word "value" and so when we evaluate,
we expect our process to give information regarding the worth,
appropriateness, goodness, validity, legality of something for
which a reliable measurement has been made.
Designed to provide information that will help us to make
judgment about a particular situation.
EVALUATION:

The end result of evaluation is to adopt, reject, or revise what
has been evaluated.
Objects for evaluation include:
- Instructional Programs;
- School Projects;
- Teachers;
- Students; and
- Educational Goals.
EVALUATION (continued….):

Examples of programs subjected for evaluation:
- The “Education for All Project” for a school district.
The comparative effectiveness of two remedial reading programs;
correlation between achievement test result and reading
diagnostic test results; and attributes of an effective teacher were
used to evaluate the program.

Evaluation includes data collection and analysis and quantitative
and qualitative methods.
Evaluation can help educators determine the success of their
academic programs and signal efforts to improve student
achievement.

It can also help identify success factors of programs and
projects.
It helps measure the success of the curriculum; identify
areas of opportunities; improve educational programs and
initiatives.

Categories of Evaluation:
Formative Evaluation. Judging the worth of the program while
the program and its activities are in process.
Focuses on the process.
The results of the formative evaluation gives opportunities to the
proponents, learners, and teachers how well the objectives of the
program are being attained.

Its main objective is to determine the deficiencies so that the
appropriate interventions can be done.
Used in analyzing learning materials; student learning and
achievement; and teacher effectiveness.

Summative Evaluation. Judging the worth of the a program at
the end of the program activities.
The focus is on the result.
The instruments used to collect data for summative evaluation
are questionnaires, survey forms, interview / observation guides,
and tests.

Summative evaluation is designed to determine the effectiveness of a
program or activity based on its avowed purposes.
Scriven [Michael John Scriven, the Proponent of the Pre-test and Pos-test Approaches, is a British-born Australian
polymath and academic philosopher, best known for his contributions to the theory and practice of evaluation] gave
as techniques for summative evaluation: pretest-posttest with one
group; pretest-posttest with experimental and control groups; and one
group descriptive analysis.

The subject of evaluation is wider than assessment
which focuses specifically on student learning
outcomes.

Summary:
We measure height, distance, weight;
We assess learning outcomes; and
We evaluate results in terms of some criteria or objectives.

General Instructions:
01. The class shall be divided into three groups. Each shall be
assigned one sub-topic from this lesson: Measurement, Assessment,
and Evaluation respectively and discuss how the practices relate to
OBE.
02. The group shall identify a leader.
03. The group through the leader shall write the output in a piece of
paper.
04. The group leader will discuss the output in front of the class for
sharing and interaction purposes.
GROUP ACTIVITY:

~ Sharing and Interaction Session. ~
GROUP ACTIVITY (continued….):

I. Distinguish among Measurement, Assessment [stress variations and
significance on Assessment FOR, OF, and AS Learning], and Evaluation;
provide exemplifications; and relate them to OBE.
II. Value Measurement, Assessment, and Evaluation in the creation,
implementation, and development of the curriculum.
II. Demonstrate through a group discussion and oral recitation, how
Measurement, Assessment, and Evaluation are used as tools to come about
with OBE.
IV. Demonstrate mastery of the subject matter by passing the formative
assessment herein.
REVIEW OF THE OBJECTIVES:

• https://en.wikipedia.org/wiki/Educational_measurement.
• https://www.edglossary.org/assessment/.
• http://www.icbl.hw.ac.uk/ltdi/implementing-it/eval.htm.
• https://en.wikipedia.org/wiki/Outcome-based_education.
• https://en.wikipedia.org/wiki/Michael_Scriven.
• https://www.google.com.ph/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjk6oDy0IPjAhXZE4gKHdIaAVoQjxx6BAgBEAI&url=https%3A%2F
%2Fwww.slideshare.net%2Frkmkmaths%2Fcurriculum-constrction-sem-i-evaluation-models&psig=AOvVaw3VrUxfBuF-
XwBlDP1E0FKe&ust=1561517690985630.
• Navaro, Rosita L., Ph. D., et. al., Assessment of Learning 01, Quezon City, 2017, Lorimar Publishing.
REFERRENCES:

QUESTIONS AND CLARIFICATIONS:

~ END ~
Thank you!!
FELICITATIONS:

Measurement Assessment and Evaluation in Outcomes-based Education (02 K12_HOTS Generic)

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