Measurement and Evaluation

Competency: Apply Principles of Evaluation in Classroom Testing and Measurement

PART I: CONTENT UPDATES

BASIC CONCEPTS

Test An instrument designed to measure any quality, ability, skill or knowledge.

Comprised of test items of the area it is designed to measure.

Testing A strategy or a method employed to obtain information for evaluation purposes.

Measurement A broader term than test because there are other ways of measuring other than
bytest (E.G.observation, use of checklists and rating scale.)
A process of quantifying the degree to which someone/something possesses a
given trait, quality, characteristic or feature.
Process of determining the degree and boundaries of specific traits and
characteristics being assessed.
Process of assigning numerical value to the trait or characteristic in question.
Aspect of evaluation that tells us how much or how often.

Assessment A broader term than measurement and it involves interpreting or placing such
information in context.
A process of gathering and organizing data into an interpretable form to have a basis for
decision-making.
It is a prerequisite to evaluation. It provides the information which enables evaluation to
take place.

Types of Assessment
1. Traditional Assessment It refers to pen and paper mode of assessing any quality, ability, skill
or knowledge (E.G. Standardized and TeacherMade tests, etc.)
2. Performance Assessment It is a mode of assessment that requires the students to do
significant task that is relevant to school goals (E.G. Practical test, Oral and Aural test, Projects,
etc)
3. Portfolio Assessment A process of gathering multiple indicators of students progress to
support course goals in dynamic, ongoing and collaborative process.
4. Authentic Assessment A process of measuring important abilities using procedures that
stimulate the application of these abilities to real-life problems.

Evaluation A process of systematic collection and analysis of both qualitative and quantitative data in
order to make some judgment or decision.
It involves judgment about the desirability of changes in students as a result or
manifestation that learning has taken place.
Process of measuring a range of student attributes, abilities, and interests and of making
professional judgments based on the results of measurements.
Involves collecting data from a variety of sources, forming opinions and making
comparisons with which to guide students and others in educational and career decisions.
Process of summing up the results of measurements or tests and giving them some
meaning based on value judgment (Hopkins, 1981).

Purposes of Classroom Assessment

1. Assessment FOR Learning this includes three types of assessment done before or during
instruction.
a. Placement done prior to instruction
Its purpose is to assess the needs of the learners to have basis in planning for a relevant
instruction
Teachers use this assessment to know what their students are bringing into the learning
situation and use this as a starting point for instruction.
The results of this assessment put students in specific learning groups to facilitate teaching
and learning.
b. Formative done during instruction
It is in this assessment where teachers continuously monitor the students level of attainment
of the learning objectives.
The results of this assessment are communicated clearly and promptly to the students for
them to know their strengths and weaknesses and the progress of their learning.
c. Diagnostic done during instruction
This is used to determine students recurring or persistent difficulties.
It searches for the underlying causes of students learning problems that do not respond to
first aid treatment.
It helps in the formulation of a plan for detailed remedial instruction.
 2. Assessment OF Learning this is done after instruction. This is usually referred to as the
SUMMATIVE ASSESSMENT.
It is used to certify what students know and can do within a level of proficiency or competency.
Its results reveal whether or not instructions have successfully achieved the curricular outcomes.
The information from assessment of learning is usually expressed as marks or letter-grades.
The results of which are communicated to the students, parents, and other stakeholders for
decision making.
It is also a powerful factor that could pave the way for educational reforms.

3. Assessment AS Learning this is done for teachers to understand and to perform well their role in
assessing FOR and OF learning. It requires teachers to undergo training on how to assess learning
and be equipped with competencies needed in performing their work as assessors.

Standards for Teacher Competence in Educational Assessment of Students

1. Teachers should be skilled in choosing assessment methods appropriate for instructional
decisions.
2. Teachers should be skilled in developing assessment methods and tools appropriate for
instructional decisions.
3. The teacher should be skilled in administering, scoring and interpreting the results of both
externally-produced and teacher-produced assessment methods.
4. Teachers should be skilled in using assessment results when making decisions about individual
students, planning teaching, developing curriculum, and school improvement.
5. Teachers should be skilled in developing valid pupil grading procedures which use pupil
assessments.
6. Teachers should be skilled in communicating assessment results to students, parents, other lay
audience, and other educators.
7. Teachers should be skilled in recognizing unethical, illegal, and other inappropriate assessment
methods and uses of assessment information.

Principles of Evaluation (Gronlund, 1981)

1. Evaluation should be based on clearly stated instructional objectives geared towards the aims of
the school and the nation. Evaluation should be valid.
2. Evaluation procedures and techniques should be selected in terms of the clearly stated objectives
or the purpose they will serve.
3. Evaluation should be comprehensive. Meaning the learners progress should be appraised towards
all the important outcomes of instruction.
4. Evaluation should be continuous and an integral part of the teaching - learning process.
5. Evaluation should be used judiciously. Evaluation should be fair.
6. Evaluation targets and standards should be made public.
7. Evaluation should be diagnostic and functional.
8. Evaluation should be practical and effective.
9. Evaluation should be authentic.
10. Evaluation should be balance.
11. Evaluation should be reliable.

TYPES OF TESTS
According to: Educational test measures Psychological test measures the
the results of instruction intangible aspects of an individual

Example:
Achievement test measures
what it measures what the students have achieved
at the end of the instruction
Example:
Aptitude test measures the area where
the students will likely succeed
Personality test measures the
students personality traits

Intelligence test measures the

students mental ability/capacity
Norm-referenced test a
Criterion-referenced test a student is
how it is interpreted student is compared to other
compared against a set of criteria
students.
Survey measures a broad Mastery test measures specific learning
its scope
range of objectives objectives
Power items are of increasing
its level of difficulty Speed items are of the same level of
level of difficulty but taken with
and time allotment difficulty but taken with limited time.
ample time
Individual one at a time. Group many individuals at the same
how it is given
one after the other time.
 Verbal uses words in written or
its language mode Non-verbal uses pictures or symbols
oral form
Standardized made by an
Informal made by a classroom teacher,
who constructed it expert, tried out, so it can be
not tried out, so it can be used only by
and who can take it used to a wider group
his/her own students
the degree of
Objective unaffected by
influence of the Subjective affected by personal biases
personal biases
rater on the of the one doing the judgment.
outcome

Other Objective Instruments:

Diagnostic test. It measures students strengths and weaknesses in a specific area of study.
Formative test. It measures students progress that occurs over a short period of time.
Summative test. It measures the extent to which the students have attained the desired outcomes for
a given chapter.
Placement test. It measures the grade or year level where the student should enroll after ceasing
from school.
Prognostic test. It predicts the students future achievement in a specific subject area.
Preference test. It measures both interest and aesthetic judgment by requiring the students to make
forced choices between members of paired or grouped items.
Accomplishment test. It measures individual students achievement in the school curriculum.
Omnibus test. It measures a variety of mental operations combined into a single sequence from
which only a single score is taken.
Readiness test. It measures the extent to which an individual has achieved certain skills needed for
beginning some new learning activities.

Types of Tests According to Format

1. Selective Test provides choices for the answer.
a. Multiple-Choice consists of a stem which describes the problem and three or more
alternatives which give the suggested solutions. One of the alternatives is the correct answer
while the other alternatives are the distracters.
b. Alternative Response consists of declarative statements that one has to mark true or false,
right or wrong, correct or incorrect, yes or no, fact or opinion, and the like.
c. Matching Type consists of two or more parallel columns: Column A, the column of premises
from which a match is sought; Column B, column C, the columns of responses by which the
selection is made.
2. Supply Test
a. Short Answer uses a direct question that can be answered by a word, a phrase, a number, or
a symbol.
b. Completion Test consists of an incomplete statement.
3. Essay Test
a. Restricted Response limits the content of the response by restricting the scope of the topic.
b. Extended Response allows the students to select any factual information that they think is
pertinent and to organize their answers in accordance with their best judgment.

Types of Non-Cognitive Tests

1. Closed Item or Forced Choice Instruments answers are selected from the given choices.
a. Checklist measures students preferences, hobbies, attitudes, feelings, beliefs, interests, etc.
by making a set of possible responses.
b. Scales these measure the extent or degree of ones response.
Types of Scales
1. Rating Scale measures the degree or extent of ones attitudes, feelings, and
perceptions about ideas, objects or people by marking a point along 3 or 5 point
scale.
2. Semantic DifferentialScale measures the degree of ones attitudes, feelings, and
perception about ideas, objects and people by marking a point a long 5 or 7 or 11
point scale of contrasting adjectives at each end.
3. Likert Scale measures the degree of ones agreement or disagreement on positive or
negative statement about objects or people.

c. Alternative-Response measures students preferences, hobbies, attitudes, feelings beliefs,

interests, etc. by choosing between two possible responses.
d. Ranking- measures students preferences or priorities by ranking a set of attitudes or objects.

2. Open Ended Instruments there are no choices for the answers.

a. Sentence Completion measures students preferences over a variety of attitudes and allows
students to answer by completing an unfinished statement which may vary in length.
b. Survey measures the values held by an individual by writing one or many responses to a
given question.
 c. Essay allows the students to reveal and clarify their preferences, hobbies, attitudes, feeling,
beliefs, interests and the like by writing their reaction or opinion on a given question.

PERFORMANCE-BASED ASSESSMENT
Performance-based assessment is a process of gathering information about students learning
through actual demonstration of essential and observable skills and creation of products that are grounded
in real world contexts and constraints. It is an assessment that is open to many possible answers and
judged using multiple criteria or standards of excellence that are pre-specified and public.

Reasons for Using Performance-Based Assessment

1. Dissatisfaction of the limited information obtained from selected-response test.
2. Influence of cognitive psychology, which demands not only for the learning of declarative but
also for procedural knowledge.
3. Negative impact of conventional tests e.g., high-stake assessment, teaching for the test.
4. It is appropriate in experiential, discovery-based, integrated, and problem-based learning
approaches.

Types of Performance-Based Task

1. Demonstration type: This is a task that requires no product
2. Creation type: This is a task that requires tangible products

Methods of Performance-Based Assessment

1. Written-open ended a written prompt is provided
2. Behavior-based utilizes direct observations of behaviors in actual situations or simulated context.
3. Interview-based examinees respond in one-to-one conference setting with the examiner to
demonstrate mastery of the skills.
4. Product-based examinees create a work sample or a product utilizing the skills/abilities.
5. Portfolio-based collections of works that are systematically gathered to serve many purposes.

How to Assess a Performance

1. Identify the competency that has to be demonstrated by the students with or without a product.
2. Describe the task to be performed by the students either individually or as a group, the resources
needed, time allotment and other requirements to be able to assess the focused competency.

Seven Criteria in Selecting a Good Performance Assessment Task

Authenticity the task is similar to what the students might encounter in the real world as
opposed to encountering only in the school.
Feasibility the task is realistically implementable in relation to its cost, space, time, and
equipment requirements
Generalizability the likelihood that the students performance on the task will generalize to
comparable tasks.
Fairness the task is fair to all the students regardless of their social status or gender
Teachability the task allows one to master the skill that one should be proficient in.
Multi Foci the task measures multiple instructional outcomes.
Scorability the task can be reliably and accurately evaluated

3. Develop a scoring rubric reflecting the criteria, levels of performance and the scores.

PORTFOLIO ASSESSMENT
Portfolio Assessment is also an alternative tool to pen-and-paper objective test. It is a
purposeful, ongoing, dynamic, and collaborative process of gathering multiple indicators of the learners
growth and development. Portfolio assessment is also performance-based.
Reasons for Using Portfolio Assessment
Burke (1999) actually recognizes portfolio as another type of assessment and considered authentic
because of the following reasons:
It tests what is really happening in the classroom.
It offers multiple indicators of students progress.
It offers teachers new role in the assessment process.
It gives the students the responsibility of their own learning.
It allows teachers to reflect on the effectiveness of their instruction.
It offers opportunities for students to document reflections of their learning.
It provides teachers freedom of gaining insights into the students development or achievement
over a period of time.
It demonstrates what the students know in ways that encompass their personal learning styles and
multiple intelligences.

Principles Underlying Portfolio Assessment

1. Content principle suggests that portfolios should reflect the subject matter that is important for the
students to learn.
2. Learning principle suggests that portfolios should enable the students to become active and
thoughtful learners.
 3. Equity principle explains that portfolios should allow students to demonstrate their learning style
and multiple intelligences.

Types of Portfolios
1. The working portfolio is a collection of a students day-to-day works which reflect his/her learning.
2. The show portfolio is a collection of a students best works.
3. The documentary portfolio is a combination of a working and a show portfolio.

Steps in Portfolios Development

1. Set Goals

2. Collect Confer/Exhibit
(Evidences)
Evaluate
Select
(Using Rubrics)

Organize Reflect

DEVELOPING RUBRICS
Rubric is a measuring instrument used in rating performance-based tasks. It is the key to
corrections for assessment tasks designed to measure the attainment of learning competencies that
require demonstration of skills or creation of products of learning. It offers a set of guidelines or
descriptions in scoring different levels of performance or qualities of products of learning. It can be used in
scoring both the process and the products of learning.

Similarity of Rubric with Other Scoring Instruments

Rubric is a modified checklist and rating scale
1. Checklist
Presents the observed characteristics of a desirable performance or product
The rater checks the trait/s that has/have been observed in ones performance or product
2. Rating Scale
Measures the extent or degree to which a trait has been satisfied by ones work or
performance
Offers an overall description of the different levels of quality of a work or a performance
Uses 3 or more levels to describe the work or performance although the most common
rating scales have 4 or 5 performance levels.

Below is a Venn Diagram that shows the graphical comparison of rubric, rating scale and checklist.

R
U - shows
- shows the
Checklist observed traits B
degree of Rating
quality of
of a work / R Sale
work/
performance I
performance
C

Types of Rubrics
Type Description Advantages Disadvantages
It describes the overall It allows fast assessment. It does not clearly
quality performance or It provides one score to describe the degree of
 product. In this rubric, describe the overall the criterion satisfied or
Holistic there is only one rating performance or quality of not by the performance
Rubric given to the entire work or work. or product.
performance It can indicate the general It does not permit
strength and weaknesses of differential weighting of
the work or performance. the qualities of a
product or a
performance.
It describes the quality of a It clearly describes the degree It is more time
performance or product in of the criterion satisfied or not consuming to use.
terms of identified by the performance or It is more difficult to
Analytic dimensions and / or criteria product. construct.
Rubric for which are rated It permits differential
independently to give a weighting of the qualities of a
better picture of the quality product or a performance.
of work performance. It helps raters pinpoint
specific areas of strength and
weaknesses.

Important Elements of a Rubric

Whether the format is holistic or analytic, the following information should be made available in a rubric.
Competency to be tested this should be a behavior that requires either a demonstration or
creation of products of learning
Performance task the task should be authentic, feasible, and has multiple foci
Evaluative Criteria and their Indicators these should be made clear using observable traits.
Performance Levels these levels could vary in number from 3 or more
Qualitative and Quantitative descriptions of each performance level these descriptions
should be observable to be measurable.

Guidelines When Developing Rubrics

Identify the important and observable features or criteria of an excellent performance or quality
product.
Clarify the meaning of each trait or criterion and the performance levels.
Describe the gradations of quality product or excellent performance.
Aim for an even number of level to avoid the central tendency source of error.
Keep the number of criteria reasonable enough to be observed or judged.
Arrange the criteria in order in which they will likely to be observed.
Determine the weight / points of each criterion and the whole work or performance in the final
grade.
Put the descriptions of a criterion or a performance level on the same page.
Highlight the distinguishing traits of each performance level.
Check if the rubric encompasses all possible traits of a work.
Check again if the objectives of assessment were captured in the rubric.

AFFECTIVE ASSESSMENT
Affective Assessment this is the process of gathering information about the outcomes of
education that involve disposition or personal feeling such as attitudes, sense of academic self-confidence
or interest in something that motivationally predisposes a person to act or not to act. It also involves
individuals choice whether he/she likes to finish a task or how she/he would like to do it.

Affective / Disposition Targets (Anderson & Bourke (2000) cited by Stiggins (2001)
Target Descriptions
It is learned predisposition to respond in a consistent favorable or unfavorable
Attitudes
manner with respect to a given object.
Values are beliefs about what should be desired, what is important or
cherished, and what standards of conduct are acceptable.
Values influence or guide behavior, interest, attitudes and satisfactions.
Values are enduring. They tend to remain stable over fairly long period of
time.
Values are learned and tend to be of high intensity and tend to focus on
ideas.
The following are values related to academic success:
School-related Belief in the value of education as a foundation for a productive life.
values Belief in the benefits of strong effort in school
A strong sense of the need for the ethical behavior at testing time (no
cheating)
The belief that a healthy lifestyle (for ex. No drugs) underpins academic
success
Feeling about the key aspects of their schooling that predispose students
to behave in academically productive ways.
 Is a learned vision that results largely from evaluations of self by over time. It is the
Academic
sum of all evaluative judgments one makes about ones possibility f success and/or
Self-concept
productivity in an academic context.
It is the students attribution or belief about the reasons for academic success or
failure.
Internal the attributions come from within. I succeeded because I tried
Locus of
hard.
Control
External the attribution come from external contributions or factor. I was
lucky to receive that A! or I performed well because I had a good teacher.
Its target is a task, a (school) subject, an instructional objective and the like. The
direction is best captured by I can versus I cant. A cant do attitude lies at the
Self-efficacy heart of a concept known as learned helplessness. The symptoms include a lack of
persistence on the face of failure, negative affect and negative expectations about
the future.
A disposition organized through experience which impels and individual to seek out
particular objects, activities, understandings, skills or goals for attention or
Interest
acquisition. These represent feelings that can range from a high level of excitement
at all the prospect of engaging in or while engaged in, some particular activity.
Academic The desire to learn more, the intent to seek out and participate in additional
aspirations education experiences.
The experience of (emotional) tension that results from real or imagined threats to
Anxiety
ones security.

Tools and Techniques in Affective Assessment

1. Interest Inventory measures learners area of interest
2. Personality Inventory measures learners traits such as self-concept, social adjustment,
problem solving styles, and other traits.
3. Observation Techniques
3.1 Casual Information Observations unstructured, unplanned or an observation without
using any instrument
3.2 Observation Guides structured or with the use of planned instrument to record
observations
3.3 Clinical Observations a prolonged process in diagnosing clients in a controlled clinical
setting, which involves the use of sophisticated techniques and instruments.
3.4 Anecdotal Record a narrative record of observations of a particular learners behavior
during a given situation or event free from interpretations and conclusions.
3.5 Scale consists of list of characteristics or behaviors to be observed and an evaluative scale
to indicate the degree to which they occur.
3.6 Checklist a set of traits that an observer has to mark if demonstrated by a particular
learner.
4. Self-Reporting Techniques
4.1Autobiography enables the learners to describe his/her own life and experiences
4.2Self Expression Essay seeks to assess the learners response to a particular question or
concern usually in a short written essay form
4.3Self-Description requires the learner to paint a picture of himself/herself in words
4.4Self-Awareness Exercises designed to help learners become more aware of their feeling,
emotions, and values.
4.5Questionnaire provides an opportunity to easily collect a great deal of information that may
be useful in further understanding the learner-client in identifying problems as well as opinions,
attitudes, and values.
4.6Structured Interview enables the counselor to obtain specific information and to explore in-
depth behavior or responses
5. Group Assessment techniques
5.1Sociometric Technique provides information on social relationships such as degrees of
acceptance, roles and interactions within groups
5.2Guess Who Technique best used with relatively well-established groups in which members
are well acquainted with each other.
5.3Communigram assesses the frequency of verbal participation of learner in a particular group
within a given period
5.4Social Distance Scale measures the distance of a learner between other persons and
himself/herself that is usually identified through the reaction to a given statement that
compares attitudes of acceptance or rejection of other people.

Source: St. Louis Review Center