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Module 1 Measurement and Evaluation

This module presents the meaning, scope, principles of evaluation,


evaluation in educative process, and forms of evaluation in the
classroom, tests as evaluative device and kinds of tests.
At the end of this module, the students are expected to:
1. differentiate between measurement and evaluation;
2. discuss the scope of evaluation;
3. explain the functions of measurement and evaluation;
4. enumerate and discuss the principles of evaluation;
identify the forms of evaluation used in the classroom;
6. explain the uses of tests
distinguish different types of tests.
What is Measurement?
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 (Oriondo,
1984).
is an instrument or device use to determine individuals achievement,
personality, attitudes, and among others anything that that can be
express quantitatively (Calmorin, 1994).

In education, quantification is necessary because it allows


information to be conveyed and interpreted with less ambiguity and
subjectivity than qualitative description as intelligent or high
achievement.
To be most useful for quantifying attributes, a measurement device
should be both relevant and accurate. It must provide information that is

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relevant to what is being measured and to the decision to be made. It


must be accurate so that faith can be placed in the scores or measures
that it reveals.
What is Evaluation?
a process of summing up the results of measurement or tests, giving
them some meaning based on value judgment (Oriondo, 1984).
from educational standpoint , a systematic process determining the
extent to which instructional objectives are achieved by pupils (Gronlund,
1981).
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 (Ruiz, )
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 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 (Calmorin, 1994).
a part of all activities, implies goals, involves data gathering, means to
an end, follows set of criteria and a part of every decision-making
process.
Scope of Evaluation
In every educational system, the following areas of concern
should be evaluated:
Curricular offerings, school programs, and instructional materials and
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.
Functions of Measurement and Evaluation
The functions of measurement and evaluation are as follows:
1. It measures students 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. 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 students 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.
Measurement and evaluation in general evaluates educational
goals and purposes, determines the extent to which accepted

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educational objectives are implemented and enable teachers to know


his/her pupils better.
Principles Evaluation
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.
Evaluation procedures and techniques should be selected in terms of the
clearly stated objectives or the purposes they will serve.
When the aspect of pupils 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.
Evaluation should be Comprehensive
Evaluation should appraise the pupils progress toward all the
important outcomes of instruction. 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.
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

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should permeate the whole educational program of continuous


improvement and change. Provisions for placement, formative,
diagnostic and summative evaluation should be made.
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 teachers
modes of teaching and the situation and conditions that affect learning
and teaching.
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.
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 scorers biases and judgments, such as essay test and
observations. Another source of error is interpretation of results.
Knowledge of the limitations of evaluative devices can help
teachers, administrators and counselors eliminate them by exercising
care in constructing evaluation techniques, developing skill in their
proper use and being more cautious in interpreting 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. 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 learners
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.
Tests and Its Uses
Tests are devices used to obtain information needed for
evaluation purposes. Tests provide teachers with information that can
aid them in improving instruction. They also provide students with
information that aid them in understanding themselves better. Tests
likewise provide parents with information about their children that can aid
them in educational and vocational planning. Finally, tests provide

school administrators with information for planning and evaluating the


effectiveness of educational programs.
Generally tests serve three functions: instructional,
administrative and guidance function.
Instructional Uses
Provides more effective instructional guidance for pupils and for the
whole class
Measures achievements
Determines teaching methods to be utilized and to be improved
Determines specific objectives that need to be emphasized more
Provides information on how subject matter may be better presented or
organized
Helps students identify their own strengths and weaknesses
Motivates students to learn
Administrative Uses
Provides information needed for quality control bases for assessing
curricular strength & weaknesses
Useful for making selection decisions provide information on who
should be accepted in particular type of curricular progress. Example
entrance test given by universities, NCEE
Facilitates better classification and placement decisions such as
grouping of children according to their abilities. Example readiness
test
Useful means of accreditation or certification. Example
Comprehensive exam for MA, LET, Prof. Board Exams, Bar Exam.
Useful for evaluating instructional programs

Guidance Uses
Useful in predicting an individual success in a field of study thus aid
him in choosing an appropriate course of study.
Types of Test

Tests can be classified in terms of their function, content, item


forms, administrative procedures, scoring system and interpretation of
results.
1. Educational and Psychological Tests
Educational test test that measures the results or effects of
instruction.
Examples achievement test, formative test, summative test,
accomplishment test.
Achievement test measurement of what has been learned by the
students of the subject matter taught in school.
Accomplishment test measurement of achievement usually for
individual subjects in the curriculum or a sampling of the curriculum as a
whole.
Psychological test aim to measure intangible aspects of behavior
such as attitudes, interests, emotional adjustment, intelligence and
ability. Examples intelligence test, aptitude test, personality test,
prognostic test, preference test and placement test.
Intelligence tests measures general mental ability without
reference to what the pupil has learned in or out of school. Measures
intelligence quotient (IQ) of an individual as very superior, superior, high
average, low average, borderline or mentally defective.
Aptitude test predictive measure of a persons likelihood of
benefit from instruction or experience in a given field, such as art, music,
clerical work mechanical tasks, or academic status. It measures clearly
defined segments of ability and potentiality.
Personality test measures the ways in which individuals
interest with other individuals or in terms of the roles an individual has
ascribed to himself and adopts in the society.
Prognostic test predicts how well a person is likely to do in
a certain school subject or task (placement test).

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Preference test a measure of vocational or avocational


interest or esthetic judgments by requiring the testee to make forced
choices between members of paired or grouped items.
Placement test measure the type of job an applicant should
fill; or a test use to determine the grade or year level the pupil or student
to be enrolled after ceasing from school.
Mastery Test and Survey Test
Mastery test are achievement tests which measures the degree
to which an individual has mastered certain instructional objectives or
specific learning outcomes.
Survey test measure a students general level of achievement
regarding a broad range of learning outcomes.
Individual Tests and Group Tests
Individual tests administered on a one-to-one basis using oral
questioning, e.g., individual intelligence test.
Group tests administered to groups of individuals. They are
generally considered to be economical.
Speed Tests and Power Tests
Power test items are arranged in increasing order of difficulty. It
measures the individuals ability to answer more and more difficult items
within a given field. The time allowed is sufficient for all the examinees to
answer all the items they want to answer.
Speed test determines how fast and accurate the examinees
answers the question within the time limits imposed. It is also called as
alertness test. This consists items of uniform difficulty. Speed and
accuracy of students is evaluated.
Verbal Tests and Non-verbal Tests
Verbal test ordinarily paper and pencil tests. However, there
are oral verbal tests. Others make use of physical objects. In any of
these tests, words are necessary for the examinee to understand and

respond to the test items. Tests are usually verbal tests unless otherwise
specified.
Non-verbal test also paper and pencil test or oral tests but
words are not used in giving meaning or responding to the test items.
The tests may involve numbers, drawings or physical objects.
6. Informal Tests and Standardized Tests
Informal tests are those constructed by classroom teacher
(teacher-made test).
Standardized tests constructed by test experts, administered
and scored under standard condition and interpreted with the use of
standards. Such tests have been tried out with representative groups to
evaluate the effectiveness of the items in terms of difficulty and
discriminatory power, and to establish norms. Norms are statistical
measures which provide basis for interpreting test scores.
7. Supply Tests and Selection Tests
Supply tests require examinees to recall and supply the answer,
like completion type of test and essay tests.
Selection tests require the examinees to recognize and select
the correct responses. Example of these are multiple-choice and
matching type.
8. Criterion-Referenced and Norm-Referenced Tests
Criterion-referenced test described what an individual can do
without reference to the performance of others. It describes the
performance of an individual directly, such as spelled 60 English words
out of 100 words given
Norm-referenced test determines how an individuals
performance compares with that of others. Describes performance of
examinee in terms of the relative position held in a group, such as
spelled better than 75% of the class.
Summary

Evaluation is an integral part of teaching learning process.


Evaluation is defined as the process of determining the extent to which
instructional objectives are attained. It involves summing up results
obtained through measurement or test and giving them meaning thru
value judgments. While, measurement involves describing attributes of
things in quantitative terms, evaluation involves this plus interpreting
quantitative or qualitative data in the light of instructional objectives.
Measurement is just one aspect of evaluation.
Measurement and evaluation in education is very important so as
to evaluates instruction, measures students performance, diagnosis the
strength and weakness of students, motivates students to learn and also
it will predicts student success.
Evaluation to be effective should not be considered as technique
but rather as a process that is guided by principles. These principles
are:
uation should be based on clearly stated instructional objectives.
Evaluation procedures and techniques should be selected in terms of
the purposes they serve.
uation should be comprehensive.
uation should be continuous
Evaluation should be diagnostic and functional.
Evaluation should be cooperative.
Evaluation should be used judiciously.
In school, various evaluation devices is used in order to determine
students variables crucial to instruction: achievement, aptitude, interest
and personality. Specifically the common forms of evaluation in the
classroom include: placement, formative, summative and diagnostic.
Tests are evaluation devices needed to improve instructions, make
administrative decisions and formulate guidance and counseling
programs.

Tests are classified into various types according to function,


content, form, administrative procedures, scoring system and
interpretation which include the following:
Educational and psychological
Mastery and survey
Individual and group
Verbal and non-verbal
Speed and power
Supply and selection
Informal and standardized
Criterion-referenced and norm-referenced

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