 Note: Measurement, testing, and evaluation are

integral parts of education process, thus, it is

important to know the meaning, scope,
characteristics, and functions of these terms.

MEASUREMENT – can be defined as the process of

quantifying attributes or characteristics of
learners through the use of appropriate
measuring instruments. These measuring
instruments are devices tangible or otherwise use
for determining the quality/value of the
characteristics or the quantity of achievement.
Examples:
Examinations, tests, item, checklists, rating scales,
questionnaires and many others.
 Testing – is a technique of acquiring information
needed for evaluation purposes through an
assigned set of tasks to be performed.
 Test – may be defined as a set of items or
questions designed to be given to one or more
students under specified conditions.
Note:
 When a test is given, measurement takes place,
since the tests given are corrected and marked.
 Tests provide teachers with vital information and
data about the progress of their students.
 Tests provide teachers with vital information and
data about the quality of their tests and
instructions.
 Tests are not limited to paper-and-pencil
instruments or devices, since there are oral tests
for communication skills and physical
performance tests for psychomotor skills.
Evaluation
 is a process of summing up the results of measurements or
tests, giving them some meaning based on value
judgments.
 From the educational standpoint, evaluation may be
defined as a systematic process of determining the extent
to which instructional objectives are achieved by the
learners.
 Evaluation is much more comprehensive and inclusive
than measurement since measurement is limited only to
the quantitative description of an attribute or
characteristic and does not include qualitative description
and value judgment, while the evaluation process includes
measurement and possibly testing as well as value
judgment.
Example:

 If a teacher administers a statistics test to a class

and computes the percentages of correct
responses, measurement and testing have taken
place. But, if the scores were converted to values
such as A’s, B’s, C’s, etc., or judged as excellent, good,
fair, or poor, the process is evaluation because value
judgment whether implicit or explicit are being made.
Note:

 Evaluation of the quality of an attribute or

characteristic requires criteria or standards that can be
applied to judge worth.
 Once a measure of some attribute or characteristic is
obtained, it can be compared against established
criteria or standard to determine whether it reflects
excellent, good, adequate, poor, or unaccepted level of
the characteristic.
 Hence, both the measures and the tests or instruments
are evaluated.
INSTRUMENTS USED IN MEASURING AND
EVALUATING EDUCATIONAL WORKS

 Note: Measuring instruments are devices used to

measure the degree or level of the learners’ or
students’ achievement.
 Examination – is a set of assigned tasks performed to
evaluate the ability, achievement, or status of the
learners. It may also refer to the instrument in such an
evaluation.
Examples:
 College entrance examination given by the different
colleges and universities designed to determine who
were qualified for admission to their schools.
 Periodic examinations in the different subjects
administered by the teachers to determine their
students progress throughout the term.
 Test – is a type of measuring instrument designed
to be presented to the students in a way which
elicits responses from the students, and from such
responses, the students’ skills, knowledge,
attitude, and achievement can be gauged.
Example:
 Objective tests
 Essay tests
 True-false etc.
 Quiz – is a relatively short test(usually a 5 to 10
minutes test or a 10 to 15 item test) given periodically
to the students to measure achievement in subject
matter recently taught, or on any small, newly
completed units of work.
 Item – is a part of a test ( usually a question or a
statement) that elicits specific answer
Example:
 True-false question
 Completion statement
Checklist – consists of a set of questions used by the
teacher to determine if the pupil/student exhibits a
desired behavior or favorable attitude or if he neglects
certain outcomes in the performance of an assigned
learning task.
Example:
 Do the pupils/students plan the work well before
starting it?
 Do they work with enthusiasm?
 Do they finish their work on time?
 Do they need supervision in performing their work?
 Are they creative in their work?
 Are they honest in the evaluation of the results of their
work?
Rating Scale – an evaluative instrument use by teachers
to appraise the meritorious achievement or performance
of their pupils/ students.
Example:
 Plan work well before starting it. 1 2 3 4
 Perform work with enthusiasm. 1 2 3 4
 Work well without supervision. 1 2 3 4
 Finish work within the time frame.1 2 3 4
 Practice honesty in the evaluation of the results.1 2 3
4
 The scale is from 1 to 4 where 4 means very often; 3, often;
2, sometimes; and 1, never.
Note: Aside from the measuring instruments mentioned above,
there are also other instruments such as experiments, themes,
projects, term papers, oral recitations, research, seatwork, and
others
 RESULTS OF MEASUREMENTS
 When teachers give tests, they mark the papers,
counted the number of correct responses on each and
record the scores.
 Thus, scores and achievement are the results of
measurement, since the scores are the results of tests
and achievement can be gauged through test scores.
Score – is a number that indicates the achievement level
of a student in a test and is determined by the number
of correct responses.
 Example: A student who got 20 correct responses on a
25-item test has a raw score of 20.
 Raw Score – is the actual number of correct answers of
a student in a given test. Very often, the raw score is
expressed in percent of to its equivalent rating.
Score ( in % ) = raw score of one student/ Total scores X
100
R = RS X 50/ N + 50
R = RS X 40/ N + 60
 Note: A score of 20 correct responses or 80% or 90 or
92 or 88 has no direct meaning of significance unless
there is some standard with which it can be compared.
 ACHIEVEMENT – is the measure of the students’
progress in school performance. It is the measure of
the students’ skills or knowledge attainment which are
expressed in marks or grades.
PURPOSES OF MEASUREMENT
AND EVALUATION
Note: It is generally accepted that there are three major
purposes of measurement and evaluation in
education; namely
 Evaluation of educational goals and purposes through
measurement;
 Evaluation of the extent to which accepted educational
objectives are implemented;
 To enable the teacher to know/gauge the performance
level or achievement progress of his pupils/students.
FUNCTIONS OF MEASUREMENT
AND EVALUATION
 It measures student’s achievement.
 It evaluates instruction.
 It identifies areas of difficulties.
 It motivates the students to perform well.
 It serves as a gauge on whether the student will pass or
fail. It predicts success or failure
SCOPE OF EVALUATION
 Assessment of school programs, and curricular
offering.
 Assessment of instructional materials and facilities.
 Assessment of teachers.
 Assessment of the learners.
STEPS IN EVALUATION

 Formulate the objectives to be evaluated.

 Define the objectives formulated.
 Set-up criterion tests and test situations with which to
observe the behavior.
 Prepare and administer the evaluation technique to
use.
 Analyze and interpret the results.
Example: Consider the case of a teacher who
would like to evaluate the listening accuracy of
his students.
 Objective: To develop the ability and power to use
language effectively as tool of communication.
 To develop the ability to listen.
 The test situation with which to observe the behavior
of the students would be a convocation in which there
is a speaker and let the students attend.
 The evaluation instrument can be a paper and pencil
test on the speaker’s speech.
 The results are marked and interpreted
CHARACTERISTICS OF EVALUATION
 It uses to measure a broad range of
goals or objectives of the modern
school curricula rather than limited
subject matter achievement.
 It uses various strategies of assessment
such as achievement, prognostic,
aptitude, etc.
TEACHER-MADE TEST
CONSTRUCTION
 The greater bulk of evaluation instruments designed
to measure the student’s academic achievement which
teachers use are the so-called teacher-made tests.
 Teacher-made tests are used to measure and evaluate
student’s academic performance.
 These tests have proven their value in the
understanding of concepts, principles, computational
ability, and other learning outcomes
WHY TEACHER-MADE IS A VALUABLE
MEASURING INSTRUMENT
 The teacher knows the things he has been teaching his
students, the objectives he had in mind, and the
outcomes he expected of them.
 The teacher is in the best position to ascertain his
students’ strengths and weaknesses, their needs, and
the goals he wants them to achieve. Hence, it is of
some value if the teacher prepares the tests himself.
Note:
 The quality of tests construction depends largely on the
part of the teacher.
 Every teacher wants to know how far and how deep he can
help and guide his students with the knowledge, skills,
abilities, attitudes, and understanding he wishes to impart
to them in order to attain his teaching objectives as well as
to make them responsive to the changing needs of the
society.
 In designing and in constructing teacher-made tests, the
competent teacher knows the different types of tests and
the purposes for which each type of test is constructed.
 He can determine the type of test best suited to achieve a
definite teaching objective.
DEVELOPING AND USING COURSE
OBJECTIVES
 When teachers use specific instructional objectives, it becomes
very clear what should be on the test.
 Objectives indicate behaviors and skills that students should be
able to do after preparing for class, listening to the lecture, and
completing the homework and assignments.
 The desired behaviors from the objectives translate directly into
the items for the test.
 Instructional objectives can be written at different levels of
learning.
 One of the most used is Bloom’s Taxonomy for educational
objectives. It is a classification scheme for writing objectives that
measure all possible learning outcomes that might be expected
of the students
 Bloom’s Taxonomy contains instructional objectives
divided into six (6) learning levels, starting from
simple knowledge outcomes, and proceeding through
the increasingly complex levels of comprehension,
application, analysis, synthesis, and evaluation.
 The taxonomy is hierarchical in that achievement of
comprehension objectives relies on the successful
completion of knowledge level objectives.
 A student can only get to the top level of learning by
successfully completing the lower levels.
BRIEF DESCRIPTION OF THE EXPECTED COGNITIVE BEHAVIOR AT THE SIX
LEVELS OF THE TAXONOMY

1. KNOWLEDGE /Remembering– The ability to know

specific facts, common terms, basic concepts, and
principles. All that is required is the remembering of
information.
Ex:
a. Knowledge of historical facts, like the date of the
EDSA REVOLUTION, discovery of the Philippines,
or the scientific name of milkfish.
2. COMPREHENSION/Understanding
 The ability to understand, to interpret,
to compare and contrast, to translate,
to estimate, and to explain concepts,
methods, etc.
 A step higher than mere acquisition of
facts and involves cognition of the
interrelationship of facts in concepts.
3. APPLICATION
/Applying/Transferring
 The ability to apply previously learned
facts and concepts to new situations, to
solve problems, and to construct charts
and figures.
 Refers to the transfer of knowledge
from one field of study to another or
from one concept to another concept in
the same field.
4. ANALYSIS /Analyzing
 Refers to the breaking down of concept or
idea into its component parts and
explaining the concept as a composition of
these concepts.
 The ability to differentiate between facts
and inferences, to recognize faulty
assumptions, and to be able to breakdown
component parts for better understanding.
Ex:
a. Poverty
5. SYNTHESIS /Creating.
 The ability to construct parts or elements
together to form whole or the ability to
formulate new scheme for classifying
objects and to integrate many ideas into one
solution.
Ex: Geometry
6. EVALUATION/Evaluating
 Refers to the valuing and judgment or
putting the “worth” of a concept or
principle.
Skills, Competencies, and Targets
A. Skills – refer to specific activities or tasks that a
student can proficient do
Ex:
a. Skills in coloring
b. Language skills

B. Competencies – are groups or clusters of skills and

abilities needed for a particular task.
Example (Performance Checklist in Solving a
Mathematics Problem
Behavior:
1. Identifies the given information _________
2. Identifies what is required_______________
3. Uses variables to replace the unknown ____
4. Formulates the equation ________________
5. Performs algebraic operations ____________
6. Obtains an answer ______________________
7. Checks if the answer makes sense _________
Products, Outputs, and Projects Targets
 Products, outputs and projects – are tangible and
concrete evidence of student’s ability.
 A clear target for products and projects need to clearly
specify the level of workmanship of such projects.
i. Beginner’s Level/Novice Level
ii. Skilled Level
iii. Expert Level
These three levels may be
characterized by an indicator
i. At most two imperfections noted
for expert level
ii. At most four imperfections noted
for skilled level
iii. At least five imperfections noted
for beginner’s or novice level
PURPOSES OF TESTS
Note: Tests are given for many different purposes. In order to
achieve such diverse purposes, tests need to be carefully
planned.
1.DESCRIPTION – Many tests are
developed to describe the present status of
students on a variety of variables.
 Teachers want to know their students age level, academic
performance and attitudes toward their studies.
 Guidance Counselors wish to know the aspirations and
the abilities of these students regarding career choices and
future educational opportunities.
 School Administrators want to know the overall
performance levels of these students who attend the
schools for which they are responsible.
2. DIAGNOSIS – Instructional plans for a student
should be based on a thorough diagnosis of his areas
of weaknesses and strengths. The educational
diagnosis is usually determined by performance on
one or more tests.
3. OBJECTIVE EVALUATION – Schools operate within
an objective based environment.
4. MASTERY DECISION – Mastery of specific objectives
and a larger block of content is often determined on
the basis of test scores.
5. ASSESSING INDIVIDUAL DIFFERENCES – Some tests
are used to differentiate between individuals in order to
identify those who are the highest and those who are the
lowest in some measures; those who are gifted and those
who need some remediation.
6. DOMAIN OF CONTENT - Many tests are designed to
estimate the percentage of a domain that the students
understand. There must be a well specified domain of
content.
7. PREDICTION – Some tests are used to predict the future
performance of the students. Other tests are used to
predict job satisfaction or the likelihood of success on
particular jobs.
8. PRE-POST ASSESSMENT – The purpose of many tests is
to document the gains that students have made in
academic performance.
Note:
 From the different purposes of the test given, it is
clearly seen that test items best suited for one purpose
are often not well suited for another purpose.
 In tests construction, it is essential that the focus
should be on the primary purpose that the test is
meant to serve, as well as on the specific kind of
knowledge or learning outcome that is to be assessed.
KINDS OF TESTS

1. PERSONALITY TEST – Personality tests are

designed to measure certain traits of individuals or
to assess their feelings about themselves.
Example:
 Rorschach test
 Piers-Harris Children Self-Concept Scale ( How I Feel
About Myself )
 Kuder-Preference Record
2. ACHIEVEMENT TEST – Achievement tests measure
an individual’s knowledge or skill in a given area or
subject. These tests are mostly used in schools to
measure learning or the effectiveness of instruction.
Example:
 California Achievement Test which measures
achievement in reading, language, and arithmetic.
 Stanford Achievement Test used to measure a variety
of areas such as language usage, word meaning,
spelling, arithmetic, social studies, and science.
3. APTITUDE TEST – are intended to measure an
individual’s potential to achieve, but actually it
measures present skills or abilities.

Example:
 Differential Aptitude Battery ( DAT )
 House-Tree Person Test ( HTP )
4. INTELLIGENCE TEST – is used to measure the
intelligence quotient (I.Q.) of an individual as very
superior, high average, low average, borderline, or
mentally retarded.
Example:
 Stanford-Binet Intelligence Test
 Wechsler Intelligence Scale for Children ( 5-15)
 Wechsler Adult Intelligence Scale
 California Test of Mental Maturity ( CTMM ) and the
Otis-Lenon are example of group aptitude tests.
5. PERFORMANCE TEST – A performance test measures
an individual’s performance on a particular task.
Example:
 Typing test wherein individual scores are determined
by accuracy and speed
6. PROGNOSTIC TEST – Prognostic test measures how
well an individual is likely to perform in a certain
school subject or task.

Example:
 Iowa Placement Test
7. DIAGNOSTIC TEST – This test measures a student’s
strengths and weaknesses, usually to identify
deficiencies in skills and performance, and to identify
learning problems. This serves as the basis for
remedial instruction.

Example:
 Iowa Basic Skills Test
9. SCALE TEST – The scale test is a series of items
arranged in the order of difficulty.
Example:
 Binet-Simon Scale
10. SPEED TEST – The speed test is used to determine
the speed and accuracy of an individual when there is
a given time limit.
Example:
 Typing speed test given to applicant(s) for jobs that
require typing.
11. PLACEMENT TEST – This test is given to determine the grade or
year level of the student who had dropped out of school and
wants to enroll again; also use to determine the type of job an
individual is best suited.

12. STANDARDIZED TEST – Standardized tests are more carefully

prepared and provide exact procedures on its administration and
scoring. They have norms and have data regarding the validity
and reliability of the test. They are constructed by the experts.
 Serve to measure students achievement ;
 Help administrators in grouping students for
instructional purposes;
 Help teachers in diagnosing students difficulties;
 Serve as sources of information for guidance workers.
13. POWER TEST – Most teachers prefer this type of test
where at least 90% of the students have time to
attempt 90% of the test items. This test consists of a
series of test items graded in difficulty from the easiest
to the most difficult, the score being the level of
difficulty the student is able to cope with.
14. TEACHER-MADE TEST – This test, as the name
implied is prepared by the teachers, although, it is not
as refined as the standardized test. However, like the
standardized test, it serves the same purpose in
education. It measures the students achievement and
help teachers diagnose students difficulties.
 GENERAL STEPS IN THE PREPARATION OF
TEACHER-MADE TEST

1. DEFINE CLEARLY THE INSTRUCTIONAL OBJECTIVES

OF THE COURSE.

 The instructional objectives of a given course are normally

determined from students needs and involve new
knowledge, new interests, new skills, and new
understandings express in TERMS OF BEHAVIORS.
 These objectives are the bases of the evaluation process.
 The course content as reflected in the syllabus, the daily
lesson plan, and the textbook (if written within the
framework of agreed educational objectives ) serve as good
sources of the important knowledge the teacher wishes to
test.
 Instructional objectives are quite specific.
 Each objective identifies a student behavior that
observable and measurable.
 Each objective should be achieved, and can be
interpreted.
 These instructional objectives can serve as the
criteria in selecting what should be learned and
the order in which it should be learned
2. ANALYSIS OF THE RELATIVE IMPORTANCE of
these objectives.

 Not all knowledge objectives are equal in importance.

 The determining of the relative importance of these
objectives depends on the teacher’s personal
judgment.
 For some teachers, the amount of time devoted to the
teaching of a given objective is the determining factor
in judging its importance.
 In constructing the test, more test items are included
on what the teacher perceives as the more important
objectives.
3. OUTLINE THE CONTENT.

 The teacher should make an outline of the content to

be covered by the test because an achievement test
should include subject matter included in the
instruction.
 Interpretations about achievement based on the test
scores are likely to be appropriate when the test items
are a representative sample of the course content and
the objectives.
4. PREPARE A TABLE OF SPECIFICATION.

 The table of specification is a testing blueprint that is

basic to the construction of teacher-made teachers.
 The table of specifications relates the instructional
objectives to the course content.
 It presents a plan to the teacher on what kind of test
items to write, what content to include and what
cognitive level is needed.
 It is an important tool that is used in test construction.
 Table of Specification

Topics/ No. 100 40 k C App Anal Syn Eval

Chapters Of %
Hrs.
Chapter 1 5 20 8 1,2,3 13,14 23,24 30
Chapter 2 7 28 11 4,5,6,7 15,16,17 25,26 31,32
Chapter 3 3 12 5 8,9 18,19 27
Chapter 4 10 40 16 10,11,12 20,21,22 28,29 33,34,35 36,37 38,39,
40

Total 25 100 40 12 10 7 6 2 3
 Legend:
K - Knowledge
C - Comprehension
App - Application
Anal - Analysis
Syn - Synthesis
Eval - Evaluation
5. CONSTRUCT THE TEST.
 Once it is decided that a test is appropriate, it is
necessary to develop a test plan that will provide the
most useful information before writing the first test
item.
 The teacher can begin to develop his testing plan by
taking into consideration the following factors.
 The purpose of the test.
 The level of difficulty of the test.
 The developmental level of the students
 The length of the test ( that is, the number of items
and the amount of time provided for testing).
 The number of students who will take the test.
 The item formats.
 The testing schedule
Thank you!