At the end of the lesson, the

learners are expected to:

1. Review the concept of educational technology and
relate the process in assessment of education.
1. Four phases of Educational Technology
2. Blooms Taxonomy
2. Distinguish among measurement, assessment
and evaluation.
3. Explain the various approaches to assessment:
assessment FOR, OF and AS learning
 Benjamin Bloom
What is the contribution of Bloom in education?
Why is Bloom's taxonomy important in
education?
 What is Bloom's taxonomy and its purpose?
• The goal of an educator using Bloom's taxonomy is to
encourage higher-order thought in their students by
building up from lower-level cognitive skills. Behavioral and
cognitive learning objectives are given to highlight
how Bloom's taxonomy can be incorporated into larger-
scale educational goals or guidelines.
What are the 6 levels of Bloom's taxonomy?
 WHAT IS
MEASUREMENT ?
What is Measurement?
Measurement is the process of determining or
describing the attributes or characteristics of
physical objects generally in terms of quantity.

When we measure we use some standard instrument to

find out how long, heavy, hot, cold somethings are.
Ruler, Scale, thermometer or pressure gauge.
When we measure, we are actually collecting
quantitative information relative to some established
standards.

In the field of education, the quantities and

qualities of interest are abstract, unseen and
cannot be touched and so the learning process
becomes difficult.
How do we measure the knowledge of the
subject matter among our students?
We can measure, students knowledge through:

Standardized test – measurement procedure is testing.

is scored in a “standard” or consistent manner, which makes it possible to
compare the relative performance of individual
Perception of Expert- measurement through scale of 1 to 5
Perception test often differ from one assessor to the next even if the same quantity or
quality is being measured

Based on this examples What are the Types of

Measurement
What are the Types of Measurement

Objective measurement (as in testing)

What is the advantage of objective measurement
compared to subjective?
Subjective measurement ( as in perception)
What is the advantage of subjective measurement
compared to objective?
Underlying principle in Educational
Measurement
Measurement or Quantity or Quality
of Interest= True Value Plus random
error.

Whether one uses a objective or

subjective assessment procedure, the
underlying principle is summarized by
the following formula
 A random error makes the measured
TRUE VALUE value both smaller and larger than
the true value; they are errors of
Refers to The actual precision. Random errors occur by
chance and cannot be avoided.
population value that Random error is due to factors which
would be obtained with we do not, or cannot, control.
perfect measuring
• Sources of random errors
instruments and without
• natural variations in real world or
committing any error of any experimental contexts.
type, both in collecting the • imprecise or unreliable
primary data and in carrying measurement instruments.
out mathematical • individual differences between
participants or units.
operations. • poorly controlled experimental
procedures.
Measuring Indicators, Variables and
Factors
An education variable is a measurable
characteristics of a student.
Variables may be directly measurable as in
X= age or X=height of a student.

What if the given variable cannot be directly

measured like when we measure class
participation.
 An Indicator or I, denotes the presence or absence
of a measure characteristics

Indicator = I
Where I = 1, if the characteristics is present
I = 0, if the characteristics is not present
We can denote I1, I2, I3…. I10 = 5
Variable X= Student participation
n= The total number of Recitation = 10
X= I / n
Student Participation or X = 5/10 = .5 x 100
= 50%
Variables take different values. That is
categorized either in qualitative and
quantitative variables or dependent and
independent variables. Indicator is variable
that can measure change against objective.
Indicators are the building blocks of educational
measurement upon which all other forms of
measures are built.

A group of indicators constitutes a Variable.

A group of variables form a construct or a factor.

The variable which form a factor correlate highly

with each other but have low correlations with
variables in another group.
 Example the following variables were measured in
a battery of test.
X1= computational skills Group 1: X1, X4, X5 Mathematical
X2= reading skills ability factor
X3= vocabulary Group 2: X2, X3 language ability
factor
X4= logic and reasoning
Group 3: X6 psychomotor ability
X5= sequences and series factor
X6= manual dexterity

The variable which form a factor correlate highly

with each other but have low correlations with
variables in another group.
 WHAT IS
ASSESSMENT?
ASSESSMENT
• The term assessment is derived from the Latin
assidere which means “to sit beside” (Wiggins,
1991)
• Assessment is the process of gathering evidence
of student’s performance over a period of time to
determine learning and mastery of skills.
• Such forms of learning can take the forms of
dialogue record, journals, entries, written work,
presentation, research papers, essays, test results
etc.
ASSESSMENT

•Assessment of Skill Attainment

•Assessment of Understanding
ASSESSMENT OF SKILL ATTAINMENT

• Assessment of skill attainment is

relatively easier that assessment of
understanding and other mental ability.
• Skills can be practiced and are readily
demonstrable.
• Either the skills exists at a certain level or
it doesn’t.
ASSESSMENT OF UNDERSTANDING

• Assessment of understanding is much

more complex.
• We can assess a person’s knowledge in
number of ways but we need to infer
from certain indicators or understanding
through written descriptions.
 WHAT IS
EVALUATION?
EVALUATION
• Originates from the word “value” and so when we
evaluate, we expect our process to give
information regarding the worth appropriateness,
goodness, validity or legality of something for
which a reliable measurement has been made.
• Evaluation is a process designed to provide
information that will help us to make a judgement
about a particular situation, the end result of
evaluation is to adopt, reject, or revise what has
been evaluated.
WHAT ARE WE EVALUATING?
• Instructional programs
• School projects, student, teachers and
educational goals.
• Education for all
• The comparative effectiveness of two remedial reading
programs
• Correlation of between achievement test results and
diagnostic test results.
• Evaluation involves data collection and analysis of
quantitative and qualitative methods
Evaluation are divided into two broad
categories formative and summative
• Formative evaluation is a method of judging the
worth of a program while the program activities
are in progress. (Focuses on the process)
• The results of formative evaluation give information
to the proponents, learners and teachers on how
well the objectives of the program are being
attained while the program is in progress.
• Its main objective is to determine deficiencies so
that the appropriate intervention can be done.
Evaluation are divided into two broad
categories formative and summative
• Summative evaluation is a method of judging the
worth of a program at the end of the program of
activities. (The focus is on the results)
• The instrument used to collect data for summative
evaluation are questionnaires, survey forms,
interview observation guide and tests.
• Summative evaluation is designed to determine
the effectiveness of a program activity based on
its avowed purposes.
Summary
• The subject evaluation is wider than assessment
which focuses specifically on student learning
outcomes.
• To summarize we measure height, distance,
weight, knowledge of the subject matter through
testing; we assess learning outcome; we evaluate
results in terms of some criteria or objectives.
What is Assessment FOR Learning?

What is Assessment OF Learning?

What is Assessment AS Learning?

Assessment for learning
Assessment for learning (AFL) is an approach
to teaching and learning that creates
feedback which is then used to improve
students’ performance.
One way of thinking about AFL is that it aims to
‘close the gap’ between a learner’s current
situation and where they want to be in their
learning and achievement.
Example: Diagnostic and Formative Test

The teacher uses the student prior

knowledge and serve as the starting point of
Identify the efficiency and competency instruction
of students
What is the purpose of assessment for learning?

The purpose of assessment is to gather relevant

information about student performance or progress,
or to determine student interests to make judgments
about their learning process.
Assessment of learning
Working with the range of available
evidence that enables staff and wider
assessment community to check students
progress and using this information in a
number of ways.

Is usually given at the end of a unit,

grading period or a term like a
semester. It is meant ot assess
learning for grading purposes,.
Assessment as learning
Reflecting the evidence of learning

Cycle of assessment works

together to set learning goals
and share awareness of what
they learn and what helps them
learn

Learning is associated with self-assessment,

AS the term implies, assessment by itself is
already a form of learning for the students.
 References

• Baird, J., Hopfenbeck, T.N., Newton, P., Stobart, G. & Steen-Utheim, A.T. (2014). State of the Field Review:
Assessment and Learning. Report for the Norwegian Knowledge Centre for Education.
•
• Brookhart, S. M. (2007). Expanding views about formative classroom assessment: A review of the literature. In J. H.
McMillan (Ed.)Formative classroom assessment: Theory into practice (pp. 43–62). New York, NY, Teachers College
Press.
•
• Cizek, G. (2010). An Introduction to Formative Assessment: History, Characteristics, and Challenges. In H. L. Andrade
& G. J. Cizek (Eds.) Handbook of Formative Assessment (pp. 3–17). New York, Routledge.
•
• Kirschner, P.A., Sweller, J. & Clark, R.E. (2006). Why minimal guidance during instruction does not work: An analysis
of the failure of constructivist, discovery, problem-based, experiential, and inquiry based teaching. Educational
Psychologist, 41, 75–86.
• Rosita L. Navarro, Rosita G. Santos, Brenda B. Corpuz. Assessment of Learning,