EDUC 75:ASSESSMENT IN LEARNING 1

LESSON #1: EDUCATIONAL MEASUREMENT, ASSESSMENT AND

EVALUATION
A. BASIC CONCEPTS AND PRINCIPLE
Test
- Most commonly used method of making measurements in education.
- Instrument or systematic procedures for measuring sample of behavior by
posing a set of questions in a uniform manner.
- Design to measure any quality, ability, skill or knowledge.
- There is right or wrong answer
 Measurement
- Assignment of numbers (quantity)
- Uses variety of instrument: test, rating scale
- It is the process of obtaining numerical description of the degree of individual
possesses.
- Quantifying of how much learners learn.
 Assessment
- Process by which evidence of students achievement is obtained and evaluated
- Information is obtained relative to objective
- It includes testing, interpreting, and placing information in context.
- It is the process of gathering and organizing data- the basis for decision making
(evaluation) 
Evaluation
- It is a process that includes series of steps.
- Establishing objective, classifying objective, defining objective, selecting
indicators, and comparing data with objectives.
- It is concerned with making judgements on the worth or value of a
performance; answers the question, "how good, adequate, or desirable".
- It is also the process of obtaining, analyzing, and interpreting information to
determine the extent to which students achieve instructional objective.

B. TYPES OF MEASUREMENTS
1. Objective measurement - are measurements that do not depend on the person or
individual taking the measurements.
 
2. Subjective measurements - often differ from one assessor to the next even if the same
quantity or quality is being measured.
 

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3. Test, non-test, examination, test item and quiz
Test
A test in the educational setting is a series of questions which aims to determine
how well a student learned from a subject or topic taught.
Non-Test
A non-test is a question or activity which determines the interests, attitude, and
other student's characteristics whose answer are not judged wrong or incorrect.
 Examination
An examination is a long test which may be composed of one or more test
formats. (Ex. midterm, LET)
 Test Item
A test item is any question included in a test or examination. (ex. who was the
president of the Philippines when world war 2 broke out?)
 Quiz
A short test usually given at the beginning or at the end of a discussion period.
 
4. Indicators and Variables
- An educational variable (denoted by an English alphabet, like x) is a measurable
characteristic of a student.
- Variables may be directly measurable as in X=age or X=height of a student.
- An indicator, I, denoted the presence or absence of a measured characteristic.
 
5. Various roles of assessment
Summative Role - an assessment may be done for summative purposes.
Examples: grade VI mathematics achievement.
 
Diagnostic Role - assessment may be done for diagnostic purposes. Determining
the gaps in learning or learning process, to be able to bridge these gaps.
 
Formative Assessment - assessment guides the teacher on his/her day to day
teaching activity.
 
Placement - the final role of assessment in curricular decisions concerns
placement. Assessment plays a vital role in determining the appropriate
placement of a student both in terms of achievement and aptitude.
 
Aptitude - refers to the area or discipline where a student would most likely to
excel or do well.

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LESSON #2: LEARNING TARGETS
Learning Target
 a statement of student performance that ludes both a description of what students
should know, understand, and be able to do at the end of a unit of instruction
 something that can be observed through the behavior of students
 
Educational Goal
 a very general statement of what students will know and be able to know
 typically written to cover a smaller block of instructional time, such as an instructional
unit
 
Educational Objective
 specific statements of student performance that should be demonstrated at the end of
the instructional unit
 typically written to cover a smaller block of instructional time, such as an instructional
unit
 
Elements of Highly Precise Performance Objectives:
1. Performance
 a description of the behavior that learners are expected to perform
 describes what the learner will be doing when demonstrating mastery of an objective
Poor Examples:
• Be able to understand mathematics.
• Develop an appreciation of music.
• Be able to know the concept of diffusion.
• Be able to familiarize indefinite pronouns.
Good Examples:
• Be able to dance tinikling.
• Be able to interview licensed teachers.
• Be able to paint a picture of a mountain.
• Be able to write an application letter.
 
2. Criterion
 A description of the circumstances under which the performance will be carried out.
 Includes a description of what will be available to learners when they perform the desired
behavior.
Examples:
• Using a metric ruler...
• Given a set of whole numbers...

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• Without the aid of class notes...
• Using only a screwdriver...
• Given a list of chemical elements...
 
3. Condition
 A description of the criteria for acceptance of a performance as sufficient, indicating
mastery of the objective.
 Emphasizes time limits, accuracy, and quality.
 
4. Audience
 The students themselves.
 
 Components of Learning Targets
CONTENT
o What Students should Know, Understand, and Be Able to Do
CRITERIA
o Dimensions of Student Performance Used for Judging Attainment 
 
Types of Learning Targets
1. Knowledge
o refers to the facts and concepts we want students to know
o includes mastery of facts and information, typically through recall
Content Standard Key Words
Explain, understand, describe, identify, tell, name, list, define, label, match,
choose, recall, recognize, select, and know
Examples:
 Recognizes and describes patterns of human behavior.
 Understands long-term physiological benefits of regular participation in physical
activity.
 Knows that energy can be transformed between various forms.
 
2. Reasoning
o Students use what they know to reason and solve problem
o includes problem solving, critical thinking, synthesis, comparing, higher order
thinking skills, and judgment
Content Standard Key Words
Evaluate, judge, discriminate, modify, organize, formulate, hypothesize
Examples
 Analyses fitness assessments to set personal fitness goals, strategizes ways
to reach goals, evaluates activities

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 Examines data/results and proposes meaningful interpretation.
 
3. Skills
o Students use their knowledge and reasoning to act skillfully
o involves something that a student must demonstrate in a way other than answering
questions
Content Standard Key Words
Observe, focus attention, listen, perform, do, question, conduct, work,
read, speak, assemble, operate, use, demonstrate, measure, investigate,
model, collect, dramatize, explore
Examples
 Measures length in metric and US units.
 Reads aloud with fluency and expression.
 Dribbles to keep the ball away from an opponent.
 Participates in civic discussion with the aim of solving current problems.
 Uses simple equipment and tools to gather data.
 
4. Products
o Students use their knowledge, reasoning, and skills to create a concrete product
o includes a sample of student work (i.e. paper, report, artwork, or other project) that
demonstrates the ability knowledge, understanding, reasoning, and skills
Content Standard Key Words
Design, produce, create, develop, make, write, draw, represent, display,
model, construct
Examples
 Constructs bar graphs
 Develops a personal health-related fitness plan
 Constructs physical models of familiar objects
 Creates a scripted scene based on improvised work
 
5. Dispositions
Students' attitudes about school and learning includes attitudes, values, interests,
feelings, and beliefs
 
Sources of Learning Targets and Standards
1. Bloom's Taxonomy of Objectives
Consists of 3 domains:
1. Cognitive
2. Affective
3. Psychomotor  

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2. Professional Preparation
o As you master each discipline you will be able to identify what is most important for
learning
o The more you understand, the better the assessments
 
3. Textbooks
o Most textbooks are accompanied by an instructor's guide or a teacher's edition
o Textbook objectives are neither the only nor the best source for your learning targets
 
4. Existing Lists of Objectives
o A number of sources can be used to locate these lists
o Yearbooks and handbooks in different disciplines sometimes contain objectives

LESSON #3: APPROPRIATENESS OF ASSESSMENT METHODS

What are ASSESSMENT METHODS?
-are strategies, techniques, tools and instruments for collecting information to determine the
extent to which the students demonstrate the desired learning outcomes.
 
5 CATEGORIES:
• Written-Response Instrument
• Objective Tests
o Multiple Choice Test
o True-False
o Matching Type
o Short Answer
 Essay (Constructed-Response)
Develop proper parameters
Example: (POOR) write an essay about the first EDSA revolution.
Example: (BETTER) Write an essay about the first EDSA revolution
Giving focus on the main characters of the revolution and their respective roles.
Assess blocks of knowledge and conceptual understanding
• Product Rating Scales
o Rating Scale
o Semantic Differential Scale
o Rubrics
o Checklist
• Performance Tests
o Performance Checklist
• Oral Questioning

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o Checklist
o Rubrics
• Observation and Self-Reports
o Tally Sheet
o Self-Checklist
o

LESSON #4: PROPERTIES OF ASSESSMENT METHOD

Validity
- It is the degree to which a test measures what is supposed to measure.
1. Content Validity
It is the degree which test items match some objective criterion. 
2. Construct Validity
Is the degree to which a test measures an attribute or quality it is supposed to measure.
3. Predictive Validity
Refers to the degree or extent to which scores on a test can predict later behavior or test
scores
4. Concurrent Validity
Refers to the degree of relationship between scores on a test or scale on another
measure of established validity given at about the same time. 
5. Criterion Validity
It is when the test item is judged against a specific criterion.

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Reliability
 It is the degree to which an assessment tool produces stable and consistent results.
 Refers to the instrument's consistency and stability.
1. Inter-rater
Used to assess the degree to which different raters or observers give consistent estimates
of the same phenomenon.
2. Test-re-test
Used to assess the consistency of a measure from one time to another.
3. Alternate Forms
Used to assess the consistency of results of the two tests constructed in the same way
from the same way from the same content domain.
4. Internal consistency
o Split-half method
o Cronbach's Alpha
o Average inter-item correlation
o Average Item-total correlation

Fairness
 Students need to know exactly what the learning targets are and what method of
assessment will be used.
 Assessment has to be viewed as an opportunity to learn rather than an opportunity to
weed out poor and slow learners.

Practicality and Efficiency

 Teachers should be familiar with the test.
 Number of items is not complicated.
 Implementable

Ethics
 Refers to the question of right and wrong.
 Webster Dictionary defines ETHICAL as "conforming to the standards of conduct of a
given profession or group."

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SIR RODGE’S MATERIALS

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