University of Northeastern Philippines

School of Graduate Studies and Research

Iriga City

Date: July 28,2019

Course: Doctor of Education (Ed. D.) – Major in Educational
Management
Subject: EDUC 309 – Education Testing & Program Evaluation
2:00 – 5:00 pm Sunday
First Semester School Year 2019-2020
Reporter: EDNA R. SORIANO
Student
Professor: DANDY A. NAGRAMPA, Ed. D
UNEP, Iriga City

Chapter 5 │ FUNCTIONS OF MEASUREMENT AND EVALUATION

Considering the value of measurement and evaluation in the improvement of

instruction – teachers, instructors, professors, supervisors, school managers and others
should know the meaning, scope, characteristics, functions of measurement and evaluation
and the kinds of test in order to produce good quality of graduates who will be responsive
to the changing needs and problems of the society.

Meaning of Measurement and Evaluation

Measurement and evaluation are not synonymous with each other. For
instance, a teacher or supervisor may give tests to students to follow tradition, but the
result may not evaluate the goals of instruction. Another example, is when a person goes
about with a measuring scale measuring any available weight without any purpose in
mind. Both examples measure but not evaluate.
Measurement then may be defined as an instrument or device to measure
individual’s achievement, personality, attitudes, and among others or anything that can
be expressed quantitatively. For examples, tests, questionnaires, rating scales, checklists,
etc.
On the other hand, evaluation according to GOOD (Carter Good, Dictionary
of Education), refers to the consideration of evidence in the light of value standard and in
terms of the particular situations and the goals which the group or individuals are striving
to attain. For instance, teachers or supervisors evaluate students’ achievements simply
because of their concern whether or not they are able to reach the purpose or goal of their
teaching efforts. And in evaluation, statistical treatment is involved to determine the exact
meaning of a value whether it is within the standard or substandard.
Scope of Evaluation

1. Assessment of curricular offerings, school programs, and instructional materials and

facilities –
- Course 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, Betamax, speech laboratory equipment and many others are
adequate.
2. Assessment of the mentors.
- The teachers should be appraised to determine if they possess the quality
of the acronym – M O D E R N T E A C H E R – to determine if the
mentors 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. Assessment of the pupils/students.
- The learners should be evaluated to determine whether they have reached
the goals of the leaning tasks.
- Evaluation designates a more comprehensive concept of measurement
than is implied in conventional tests and examinations
- the emphasis in evaluation is based upon broad personality change and
the major objectives in the educational program.
- Includes not only subject matter achievement but also values, attitudes,
interests, ideals, ways of thinking, work habits personals, spiritual and social
adaptability.

Character of Evaluation

1. It tries to measure a broad range of goals or objectives of the modern school

curricula rather than limited subject matter achievement.
2. It uses various strategies of assessment such as achievement, prognostic, aptitude,
personality and character tests, rating scales, check lists, questionnaires, judgement
scales of products, interviews, controlled observation techniques, socio metric
techniques, and many others.
3. It includes integrating and interpreting the various lists of values reformation of an
individual in order to make an inclusive portrait of himself. For this purpose, a
comprehensive anecdotal a cumulative record is intact.
Function of Measurement and Evaluation

1. It measures student’s achievement.

- Student’s achievement can be determined whether he has reached the
goals of the learning task or not through measurement and evaluation.
2. It evaluates instruction.
- The effectiveness or ineffectiveness of instruction is ascertained through
measurement and evaluation.
- Example, take the case of a teacher or supervisor who gives an
achievement test to the students. If the result of the test is high it means
instruction is effective; if low, ineffective.
3. It motivates learning.
- Upon knowing the results of the achievement test, the student’s 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.
- Through measurement and evaluation, it predicted the success or failure of
the learners.
- 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 diagnoses the nature of difficulties.
- Measurement and evaluation may have identified the weakness of the
learners, particularly, diagnostic test.

Kind of Tests

1. Intelligence
2. Personality
3. Aptitude
4. Prognostic
5. Performance
6. Diagnostic
7. Achievement
8. Preference
9. Accomplishment
10. Scale
11. Speed
12. Powers
13. Standardized
14. Teacher-made
15. Placement.
1. Intelligence Test
- Is a test which measures the intelligence quotient (IQ) of an individual as
very superior, superior, high average, low average, borderline or mentally
defective.
- Its function is to establish the ability to think abstractly or to organize parts
of a situation in a coherent whole.

2. Personality Test
- Are those measures the way in which individual’s interest with other
individuals or in terms of the roles an individual has ascribed to himself and
adopts in the society.

3. Aptitude Test
- Is a predictive measure of a person’s likelihood of benefit from instruction
or experience in a given field, such as art, music, clerical work, mechanical
tasks, or academic studies.

4. Prognostic Test.
- Is a measure which predicts how well a person is likely to do in a certain
school subject or task.

5. Performance Test.
- Is a measure, often making use of manipulative materials, which involves
no, or a minimum of, verbal instructions.

6. Diagnostic Test.
- Is a measure which identifies the weakness of an individual’s achievement
in any given field and which serves as basis for remedial instruction.

7. Achievement Test.
- Is a measurement of what has been learned by the student of the subject
matter taught in school.

8. Preference Test.
- Is a measurement of vocational or avocational interest or esthetic
judgments by requiring the teste to make forced choices between
members of paired or grouped items.

9. Accomplishment test.
- A measure of achievement, this test is usually for individual subjects in the
curriculum or a sampling of the curriculum as a whole.

10. Scale Test.

- This test is a series of items arranged in the order of difficulty. For instance,
Binet- Simon Scale.
 11. Speed Test.
- Measures the speed and accuracy of the examinee within the time limits
imposed.
- Also called as alertness test.
- Consists of items of uniform difficulty.

12. Power Test.

- Is made up to a series of test items graded in difficulty.
- From the easiest to the most difficult.
- The score being the level of difficulty the examinee is able to cope with.

13. Standardized Test.

- Provides exact procedures in controlling the method of administration,
scoring, and with the norms and data concerning the reliability and
validity of the test.

14. Teacher-made Test.

- a test constructed by teachers but not are as carefully prepared as the
standardized test.

15. Placement Test.

- Is used to measure the type of job an applicant should fill
- A test used to determine the grade or year level the pupil or student be
enrolled after ceasing from school.

Example of different Kind of Tests

1. Intelligence test
- Gessell test
- Standford- Binet Intelligence test
- Wechsler Adult Intelligence Scale (WAIS)
- Wechsler Intelligence Scale for Children (WISC)
- Raven Progressive Matrices
- Safran Culture – Reduced Intelligence Test (SCRIT)
- Culture Fair Intelligence Test
- Peabody Vocabulary Test

2. Personality Test
- Eduard Personal Preference Schedule
- Guilford-Zimmerman Temperament Survey
- Sixteen Personality Factor (16 PF)
- Children’s Personality Questionnaire
- Rorschach Test
 3. Aptitude test
- DAT (Differential Aptitude Test Battery)
- HTP (House-Tree-Person Test)

4. Prognostic test
- Iowa Placement Examination

5. Performance Test
- Kohs Block Design
- Army Beta

6. Diagnostic Test
- Iowa Silent Reading Tests

7. Preference test
- Kuder Preference Record

8. Scale Test
- Binet-Simon Scale

Exercises:

I. Multiple Choice
1. It refers to consideration of evidence in the light of value standard and in terms of
the particular situations and the goal which the group or individuals is striving to
attain is
a. Measurement c. examination
b. Evaluation d. standardized test

2. A device used to determine student’s achievement, personality, attitudes,

interests, and abilities is
a. Measurement c. evaluation
b. Examination d. sixteen personality factor

3. A test identifies the weaknesses of a student’s achievement in any given field and
serves as basis for remedial instruction is
a. Aptitude test c. performance test
b. Diagnostic test d. achievement test

4. Peabody Vocabulary test is a kind of

a. Personality test c. standardized test
b. Aptitude test d. intelligence test
5. A test which measures accuracy of an individual in answering the test within the
time limits imposed is
a. Power test c. speed test
b. Scale test d. standardized test

6. A measure of vocational or avocational interest or esthetic judgements by

requiring the examinee to make forced choices between members of paired or
grouped items is
a. Teacher-made test c. standardized test
b. Achievement test d. preference test

7. Rorschach test is a kind of

a. Intelligence test c. diagnostic test
b. Personality test d. performance test

8. Gessel test is a kind of

a. Personality test c. achievement test
b. Intelligence test d. prognostic test

9. Function of measurement and evaluation which determines success and failure of

the student is
a. Measures student’s achievement
b. Evaluates instruction
c. Motivates learning
d. Predict success

10. A test predict how well a student is likely to do in a certain school subject or task
is
a. Performance test c. prognostic test
b. Aptitude test d. diagnostic test

11. Speed test is also called as

a. Alertness test c. power test
b. Standardized test d. power test

12. A test which provides exact procedures in controlling the method of

administration and scoring and with norms and data concerning the reliability of
the test is
a. Scale test c. speed test
b. Standardized test d. power test

13. A series of items arranged in the order of difficulty is

a. Intelligence test c. scale test
b. Speed test d. achievement test