A simple oral Report on Test Development Rochelle S. Nato (Student) MAIE - Bicol University Graduate School

1. PURPOSE OF MEASUREMENT AND
EVALUATION/ ASSESSMENT
By: ROCHELLE S NATO

2. Objectives
1. Distinguish clearly between measurement,
evaluation and assessment.
2. State the purpose of measurement,
evaluation and assessment
3. Compare and assess the different purpose/s
of measurement, evaluation and assessment.

3. Why do we evaluate?
How can we measure
the assessment?
Measurement? Evaluation?
Assessment?
What are their
purpose?

4. What do we mean by
Measurement?

5. Measurement
- It is the collection of information in numeric form
- It is the record of performance or the information
which is required to make judgment.
According to R.N. Patel
- Measurement is an act or process that involves
the assignment of numerical values to whatever is
being tested. So it involves the quantity of
something.

6. Purpose of Measurement
• Measure pupils’ achievement and motivate pupils’/
student/s learning. Pupils have the right to know the
progress they are making whether they have attained the
objectives of the subject matter or not, thus results must
be made known to them. It can also encourage pupils to
study more. They will be motivated to participate actively
in class and exert all efforts just to make certain that they
pass. They will know the quality and amount of work they
have to strive for.

7. Nature of Measurement
• It should be quantitative in nature
• It must be precise and accurate
(instrument)
• It must be reliable
• It must be valid
• It must be objective in nature

9. Aims oftheAssessment
• The primary aim of assessment is to support
student learning. The process of assessment
(when done well) will engage students in
behaviours and activities that support them to
learn what you want them to.
• We also use assessment to answer the question:
"What have our students learned and how
well have they learned it?"

10. • We cannot get inside a student's head and
directly observe or measure their learning. We
measure responses to assessment activities that
students complete, and from this infer the amount
of learning (or not) that has taken place.
• The first thing we must be absolutely clear about
is what it is we want students to learn. For this we
use learning objectives (LOs). Learning
objectives (often interchangeable referred to as
learning outcomes) clearly express what it is we
will expect students to know, understand and do
as a result of their learning.

11. Purpose of Assessment
General Purpose of
Assessment
Specific reasons of
assessment
Administrative
Instructional
Research
General Assessment
Placement
Exemption
Certification
Promotion
Diagnosis
Evidence of Progress
Feedback to the respondents
Evaluation of Teaching or
curriculum
Evaluation
Experimentation
Knowledge about learning
and use

12. - To create and demonstrate what they can
do with a language.
- To provide a comprehensive picture of a
student’s language ability, the teacher
should strive to create a balance between
- formative assessment
- summative assessment
ASSESSMENT SHOULD PROVIDE MULTIPLE MEASURES
AND OPPORTUNITIES FOR STUDENTS

13. Purposeof Assessment
• We measure our students learning for a
number of reasons:
1. Assessment for Learning (Formative)
2. Assessment for Certification (Summative)
3. Protect Academic Standards
4. Feedback for Teaching

14. 1. Assessment for Learning (Formative)
• The purpose of Formative Assessment is to provide
students with feedback on how they are going. The aim is
to help students improve their performance and make
their next piece of assessed work better. It is
developmental or formative in nature; hence the term
"Formative Assessment".
• The feedback students receive is the key component of
formative assessment. Feedback is intended to help them
identify weaknesses and build on strengths to improve the
quality of their next piece of assessment. The focus is on
comments for improvement, not marks, and the awarding
of marks in formative assessment can actually be
counterproductive.

15. 2. Assessment for Certification (Summative)
• Another key purpose of assessment is to gather evidence
to make a judgment about a student's level of
performance; against the specified learning objectives.
• Students are usually assessed at the end of an element of
learning, such as the end of a module, mid semester or
end of semester. They are awarded results typically as
marks or grades to represent a particular level of
achievement (high, medium, low).
• This judgmental "summative" process formally provides
the evidence, to verify or "certify" which students may
progress to the next level of their studies.

16. 3. Protect Academic Standards
• Grades from cumulative assessments are used to
certify that a person has the necessary
knowledge and skills (and can apply them
appropriately) to be awarded a qualification.
Consequently, the quality and integrity of
assessment is essential to guarantee the
credibility of qualifications and the academic
reputation of the issuing Institution. There is
considerable local, national and international
concern to ensure that the ways we protect
academic standards stand up to scrutiny.

17. 4. Feedback for Teaching
• The results from both formative and summative
assessments can help you track how your students are
going throughout your courses. Closely looking at the
results can help you identify any patterns of difficulties or
misunderstandings students might have.
• This in turn allows you alter your approach to teaching
and adjust your curriculum accordingly. For example, you
may identify that you need to offer more detailed
explanations or provide additional resources in a
particular area.

18. • We use assessment as a tool to provide
feedback to students about their learning
(Formative Assessment); as well as
certifying their level of achievement
(Summative Assessment). It is a means by
which we protect our academic standards
and institutional reputations; and a method
or evaluating and adjusting teaching.

19. Evaluation?

20. Evaluation
• Evaluation adds the ingredient of value judgement to
assessment.
• It is concerned with the application of its findings and
implies some judgement of the effectiveness, social utility
or desirability of a product, process or progress in terms
of carefully defined and agreed upon objectives or values.
• Evaluation often includes recommendations for
constructive action. Thus, evaluation is a qualitative
measure of the prevailing situation.
• It calls for evidence of effectiveness, suitability, or
goodness of the programme.

21. PurposeofEvaluation
• According to Oguniyi (1984), educational evaluation
is carried out from time to time for the following
purposes:
1. to determine the relative effectiveness of the
programme in terms of students’ behavioural
output;
2. to make reliable decisions about educational
planning;
3. to ascertain the worth of time, energy and
resources invested in a programme
4. to identify students’ growth or lack of growth in
acquiring desirable knowledge, skills, attitudes and
societal values;

22. 5. T o help teachers determine the effectiveness of
their teaching techniques and learning
materials;
6. To help motivate students to want to learn more
as they discover their progress or lack
of progress in given tasks;
7. To encourage students to develop a sense of
discipline and systematic study habits
8. to provide educational administrators with
adequate information about teachers’
effectiveness and school need;

23. 9. To acquaint parents or guardians with
their children’s performances;
10. To identify problems that might hinder or
prevent the achievement of set goals;
11. To predict the general trend in the
development of the teaching-learning
process;
12. To ensure an economical and efficient
management of scarce resources;

24. 13. To provide an objective basis for
determining the promotion of students from
one class to another as well as the award of
certificates;
14. To provide a just basis for determining at
what level of education the possessor of a
certificate should enter a career.