MEASUREMENT & EVALUATION

ASSESSMENT
Assessment:
Is the process of gathering information about how learners are
progressing in their learning. It gathers information about what
learners know and can demonstrate as a result of their learning
Processes
(assessment tools)

Nitko, A.J. (1996) Educational assessment of students, Englewood Cliffs: Prentice-

Hall.

Examine the above definition and discuss the following :

1. List the various ways in which lecturers gather information about learners
progress in learning.
Which of these ways are more useful than others and why?
2. What does the phrase progressing in their learning mean to you?
3. Is it sufficient to assess what pupils know and can demonstrate?
(knowledge and skills only)
4. Propose your own definition of assessment
 Measurement
Measurement refers to the process by which attributes or
dimensions of some physical object, process or opinion are
determined. The process depends on the use of standard
instruments such as rulers, questionnaires, standardized tests etc.

In measurement we are not assessing anything. We are simply

collecting
information relative to some established rule or principle.
To measure is to apply a standard scale or measuring device to an
object, events, or conditions, according to practices accepted by those
who are skilled in the use of the device or scale.

Kizlik B. (2003) measurement assessment and evaluation in education

 Measurement
The process of obtaining a numerical description of
the degree to which an individual possesses a
particular characteristic. (Answer the question HOW
MUCH)
 Measurement
A systematic process of
gathering quantitative
information to describe
students performance or
behavior
 Evaluation
Evaluation is a process that enables us to determine
the value of something. It allows us to make judgments
about a given situation. When we evaluate, we yield
information regarding the worthiness, appropriateness,
goodness, validity, legality of something for which a
reliable measurement or assessment has been made.

It is the process of making judgment about the quality of a

learners performance using the information gathered during
assessment
Ogunniyi, M.B. (1991) Educational measurement and Evaluation,
Singapore: Longman
 Evaluation

Evaluation (classroom)
The systematic process of collecting,
analyzing, and interpreting information to
determine the extent to which pupils are
achieving instructional objectives.
(Answer the question HOW GOOD)
 Test

An instrument or systematic
procedure for measuring a sample of
behaviour.
(Answer the question How well does
the individual perform either in
comparison with a domain of
performance tasks?)
 Test
An instrument carefully
designed for gathering
specific information or
measuring well-defined
performance of people
 Testing (Purpose)
Testing is just one of a number of strategies for
measurement. It is a process by which we can formally
gather valid information about the performance of
pupils in given subjects. It comes in many forms such
as multiple choice testing, essay testing, completion
items testing, true false testing, etc.

Activity: Draw a concept map based on the need to

distinguish the concepts assessment, testing,
measurement and evaluation
 EVALUATION
MEASUREMENT

TESTING

Testing, Measurement, Evaluation =

ASSESSMENT
General Principles of Evaluation
EVALUATION

MEASUREMENT NONMEASUREMENT
and/or
(e.g: testing) (e.g: informal observation)

VALUE JUDGEMENTS
(e.g: good learning progress)

THE ROLE OF EVALUATION TECHNIQUES AND VALUE JUDGEMENTS IN EVALUATION

 Continued
1. Clearly specifying what is to be evaluated has priority
in the evaluation process.
What to evaluate
Specification of characteristics to be measured should
precede the selection or development of evaluation devices
Specifying the intended learning outcomes before selecting
the achievement measures to use

2. An evaluation technique should be selected in terms of

its relevance to the characteristics or performance to
be measured
- frequently selected on the basis of objectivity, accuracy or
convenience
- eg: in testing pupil achievement we need a close match
between the intended learning outcomes and the types of test
items used.
 Continued
3. Comprehensive evaluation requires a variety of
evaluation techniques
- objective test
- essay test
- observation
- self report
* A complete picture of pupil achievement and
development requires combining the results of many
different techniques.
 Continued
4. Proper use of evaluation techniques requires an
awareness of their limitations - (to avoid error) - sources
of error are:
a) sampling error - can be
controlled through careful application of
established measurement procedures)

b) factors influencing test score (such as

guessing on objective test, error in judgment
on observation devices)

c) incorrect interpretation of measurement result

 Continued
5. Evaluation is a means to an end, not an end in
itself Evaluation is best viewed as a process of
obtaining information on which to base decision
 Evaluation and The Instructional
Process
The main purpose of classroom instruction
is to help pupils achieve a set of intended
learning outcomes (includes all desire
changes intellectual, emotional, and
physical spheres)
Teaching, learning and evaluation are
interdependent
 Steps included in the instructional
process
1. Preparing instructional objectives
what kinds of learning product is being sought?
What knowledge and understanding should the
people possess?
What skills should the be able to display?
What interest and attitudes should they have
developed?
What changes in habits of thinking, feeling and
doing should have taken place?
 Continue
2. Pre-assessing the Learners Needs
Do the pupils possess the abilities and skills
needed to proceed with the instruction?
Have the pupils already mastered some of the
intended learning outcomes?

Notes:
Evaluating pupils knowledge and skill at the beginning of
instruction enables us to answer such questions
This information is useful in planning remedial work for pupils
who lack the performance skills revising list of instructional
objectives, and modifying instructional plans to fit the needs
of the learners
 Continue
3. Providing relevant instruction periodic
evaluation during instruction provides a type of feedback-
corrective procedure that aids continuously adapting
instruction to group and individual needs

4. Evaluating the intended learning

outcomes
- to determine the extent to which the instructional
objectives were achieved by the pupil accomplished by using
tests and other evaluation instruments (specifically designed to
measure intended Los.
 Summary
Properly used evaluation procedures can
contribute directly to improved pupils
learning by:
Clarifying the nature of the intended learning
outcomes
Providing short-term goals to work toward
Providing feedback concerning learning
progress
Providing information for overcoming learning
difficulties and selecting future learning
experiences
 Summary
Information from carefully developed tests
and other evaluation techniques can be
used to improve instruction
Such information can aid in judging:
1) the appropriateness of instructional
objectives
2) the usefulness of the instructional materials
3) the effectiveness of instructional methods
Evaluation results also used for assigning
marks and reporting pupils progress to parents,
used in school for various administrative and
guidance functions in curriculum developmet
 PREPARE INSTRUCTIONAL
OBJECTIVES

PREASSESS LEARNERS
NEEDS

PROVIDES RELEVENT
INSTRUCTION:
1. MONITOR LEARNING
PROGRESS
2. DIAGNOSE LEARNING
DIFFICULTIES

EVALUATE INTENDED
OUTCOMES

Improvement of Marking and reporting to Use of results for

learning and parents other school
instruction purposes

Simplified instructional model

 Types of Testing and Evaluation
Procedures
Nature of the measurement:
Measures of maximum performance
used to determine a persons abilities (what
a person can do), (eg: attitude and achievement
tests the use of the result rather than the
qualities of the tests)

Measures of typical performance

to reflect a persons typical behavior concerned
with what individual will do rather than what they
can do (what a person will do)
to evaluate interests, attitudes, adjustment, and
various personality traits (to obtaining
representative response rather than high score)
 Test and evaluation in terms of their
functional role in classroom instruction
Placement evaluation: to determine
pupils performance at the beginning of
instruction
Formative evaluation: to monitor learning
progress during instruction
Diagnostic evaluation: to diagnose
learning difficulties during instruction
Summative evaluation: to evaluate
achievement at the end of instruction
 Testing, Measurement & Evaluation:
Some Differences
Criteria Testing Measurement Evaluation

Definition Measuring Process in Process in

Tool performance Behavioral
level change and
putting value
Purpose
Method
Time
Coverage
Result
 Major Purposes of
Evaluation
Acquire & process evidence to improve
student learning
Include a variety of evidence
Clarifies goals and objectives of
education
System of quality control, determine at
each step of learning process if
effective or not
 Purposes of assessment
Diagnose learners strengths and needs
Provide feedback on teaching and learning
Provide basis for instructional placement
Inform and guide instruction
Communicate learning expectations
Motivate and focus learner attention and effort
Provide practice applying knowledge and skills
Provide a basis for learner evaluation
Provide basis for evaluating programme effectiveness

McTighe, J. and Ferrarra, S. (1994) Performance based assessment in the classroom,

Pennsylvania, Educational leadership, 4-16.
 Forms of assessment
Formative:
Any assessment that is ongoing meant to improve learning and
help direct the teaching learning process. It is sometimes
called continuous assessment
Discuss how teachers formatively assess their pupils indicating the potential barriers they often encounter. Suggest ways of
overcoming these barriers

Summative:
Happens at the end of a course or programme aimed at
determining the effectiveness of the whole learning episode at
its completion. The continuous assessment mark along with
the end of year, programme or course marks are often
aggregated in some way to arrive at a decision about the
effectiveness of the entire learning episode
In what way is your teaching subject summatively assessed? What issues about summative assessment in your subject are
currently topical?
 Formative Evaluation
Concerned with the learners
progress during the learning period
Relies on feedback to guide the
learner and teacher
Varieties of evaluation procedures
may be used to:
Assess progress
Diagnose learning needs
 Summative Evaluation
Occurs at the end of a program,
course or unit
Refers to the extent to which the
learner has realized all of the
behavioral objectives
With summative evaluation . . . . A
concept of finality
Assessment is effective when it
is student-centered
is congruent with instructional objectives
is relevant
is comprehensive
is clear in purpose, directions and expectations
is objective and fair
simulates behaviour/product/performance
incites active responses
shows progress/development over time
Types & Approaches to Assessment

There numerous terms used to describe different types and

approaches to learner assessment. Although somewhat
arbitrary, it is useful to these terms as representing dichotomous
poles. (McAlpine, 2002)

Formative Summative

Informal Formal
Continuous Final

Process Product

Divergent Convergent
McAlpine, M. Principles of assessment, Glasgow: University of Glasgow, (2002)
Formative vs Summative Assessment

Formative assessment is designed to assist the learning

process by providing feedback to the learner, which can be
used to identify strengths and weakness and hence improve
future performance. Formative assessment is most
appropriate where the results are to be used internally by
those involved in the learning process (students, teachers,
curriculum developers).
Summative assessment is used primarily to make decisions
for grading or determine readiness for progression. Often
done at the end of an educational activity and is designed to
judge the learners overall performance. In addition to
providing the basis for grade assignment, summative
assessment is used to communicate students abilities to
external stakeholders, e.g., administrators and employers.
Informal vs Formal Assessment
With informal assessment, the judgements are integrated
with other tasks, e.g., lecturer feedback on the answer to a
question or preceptor feedback provided while performing a
bedside procedure. Informal assessment is most often used
to provide formative feedback. As such, it tends to be less
threatening and thus less stressful to the student. However,
informal feedback is prone to high subjectivity or bias.

Formal assessment occurs when students are aware that

the task that they are doing is for assessment purposes,
e.g., a written examination. Most formal assessments also
are summative in nature and thus tend to have greater
motivation impact and are associated with increased stress.
Given their role in decision-making, formal assessments
should be held to higher standards of reliability and validity
than informal assessments.
Continuous vs Final Assessment

Continuous assessment occurs throughout a learning

experience and is most appropriate when student and/or
instructor knowledge of progress or achievement is needed to
determine the subsequent progression or sequence of activities.
Continuous assessment provides both students and teachers
with the information needed to improve teaching and learning in
process. Obviously, continuous assessment involves increased
effort for both teacher and student.

Final assessment is that which takes place only at the

end of a learning activity. It is most appropriate when learning
can only be assessed as a complete whole rather than as
constituent parts. Typically, final assessment is used for
summative decision-making. Obviously, due to its timing, final
assessment cannot be used for formative purposes.
Process vs Product Assessment

Process assessment focuses on the steps or procedures

underlying a particular ability or task, e.g. the cognitive steps in
performing a mathematical operation. Because it provides more
detailed information, process assessment is most useful when a
student is learning a new skill and for providing formative feedback
to assist in improving performance.

Product assessment focuses on evaluating the result or

outcome of a process. Using the above example, we would focus on
the answer to the math computation. Product assessment is most
appropriate for documenting proficiency or competency in a given
skill, i.e., for summative purposes. In general, product assessments
are easier to create than product assessments, requiring only a
specification of the attributes of the final product.
 Divergent vs Convergent
Assessment
Divergent assessments are those for which a range of
answers or solutions might be considered correct. Examples
include essay tests, and solutions to the typical types of
indeterminate problems posed in PBL. Divergent assessments
tend to be more authentic and most appropriate in evaluating
higher cognitive skills. However, these types of assessment are
often time consuming to evaluate and the resulting judgments
often exhibit poor reliability.
Convergent assessment has only one correct
response (per item). Objective test items are the best example
and demonstrate the value of this approach in assessing
knowledge. Obviously, convergent assessments are easier to
evaluate or score than divergent assessments. Unfortunately, this
ease of use often leads to their widespread application of this
approach even when contrary to good assessment practices.
Assessment vs Evaluation
Depending on the authority or dictionary consulted,
assessment and evaluation may be treated as synonyms or
as distinctly different concepts. If a distinction exists, it
probably involves what is being measured and why and
how the measurements are made.
In terms of what, it is often said that we assess students
and we evaluate instruction. This distinction derives from
the use of evaluation research methods to make
judgements about the worth of educational activities.
Moreover, it emphasizes an individual focus of assessment,
i.e., using information to help identify a learner's needs and
document his or her progress toward meeting goals.
In terms of why and how the measurements are made,
the table by Apple & Krumsieg, (1998) compares and
contrasts assessment and evaluation on several important
dimensions.
 Assessment & Evaluation
Compared
DIMENSION ASSESSMENT EVALUATION
Timing Formative Summative
Focus on Measurement Process-Oriented Product-Oriented
Relationship between
administrator and Reflective Prescriptive
recipient
Findings and Uses Diagnostic Judgemental
Modifiability of
Flexible Fixed
Criteria, Measures
Standards of Absolute
Comparative
Measurement (Individual)
Relation between
objects of Cooperative Competitive
assessment/evaluation
Apple, D.K. & Krumsieg, K. Process education teaching institute handbook, Pacific Crest (1998)
 Norm-referenced & Criterion-
referenced Measurement
Two basic ways of interpreting pupil
performance:
In terms of the relative position held in some known
group (norm referenced) percentile score /percent
of the pupils in the group who obtained the same
score or one lower/ discrimination among pupils at
various levels of achievement
Directly to describe the specific performance that was
demonstrated (criterion referenced / sometimes
called objective referenced) the percentage of items
answered correctly/percentage-correct score/ the
main purpose is to obtain a description of the specific
knowledge and skills each pupil can demonstrate
Continued..
Some basic terminology
Norm-referenced test- Objective referenced
A test designed to provide a test- A test designed to
measure of performance that provide a measure of
is interpretable in terms of an performance that is
individuals relative standing in interpretable in terms of a
some known group specific instructional objective
Criterion-referenced
test- A test designed to
provide a measure of
performance that is
interpretable in terms of a
clearly defined and delimited
domain of learning tasks