Basic-Concepts-in-Aoo87reyrsgfcvjhliyotissessment.pptx

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1. Basic Concepts in Assessment Topic 2

2. Distinguish clearly between test, measurement, assessment and evaluation State the purposes of assessment and evaluation in education Objectives:

3. MEASUREMENT https://study.com/academy/lesson/measurement-lesson-for-kids.html

4. EDUCATIONAL MEASUREMENT Intelligence? Personality? Attitudes? Skills? xxx https://www.nytimes.com/2016/01/17/opinion/sunday/how-measurement-fails-doctors-and-teachers.html

5. The use of educational assessment and the analysis of data such as scores obtained from educational assessments to infer the abilities and proficiencies of students. Is the assigning of numerals to traits such as achievement, interest, attitudes, aptitudes, intelligence and performance Educational Measurement

6. Types of Measurement A. Objective (Testing) https://www.ewa.org/covering-standards-and-testing-common-core-era

7. the administration and use of test and its results in order to make educational decisions such as to promote or to retain a student in a particular grade/year level, to proceed to the next objective or to reteach the same lesson, and to revise or to continue an existing curriculum utilizes only one kind of test, usually a paper-and-pencil test Testing Test is an instrument using items or sets of questions for students to answer; a tool for measuring achievement

8. Standardized Testing machine-scorable NCAE uniform conditions or administration Common scale of interpretation EPT Personality measures Placement tests NAT

9. High-stakes testing Promotion to the next grade graduation Merit pay for teachers or promotion School rankings LET SCHOLARSHIPS NAT Quarterly tests Midterm Finals Summative assessment accountability test

10. B. Subjective (Perceptions) https://coffeepotcooking.wordpress.com/tag/measurement-scale/ Types of Measurement

11. Evaluation (value) Criteria: Worth Appropriateness Goodness Validity Legality Effectiveness Sample Decision: Adopt Reject; or, Revise Promote What is being evaluated? Performance Program Activity Course Teachers/ Administrators

12. Curricular offerings, school programs, educational programs and facilities Teachers/ Mentors Students Scope of Evaluation EFA, remedial reading programs Effective and efficient

13. To determine the relative effectiveness of the programme in terms of students’ behavioral output; To make reliable decisions about educational planning; To ascertain the worth of time, energy and resources invested in a programme ; To identify students’ growth or lack of growth in acquiring desirable knowledge, skills, attitudes and societal values; Purposes of Evaluation

14. To help teachers determine the effectiveness of their teaching techniques and learning materials; To help motivate learners to want to learn more as they discover their progress or lack of progress in given tasks; To encourage students to develop a sense of discipline and systematic study habits; To provide educational administrators with adequate information about teachers’ effectiveness and school need;

15. To acquaint parents or guardians with their children’s performance; To identify problems that might hinder or prevent the achievement of set goals; To predict the general trend in the development of the teaching-learning process; To ensure an economical and efficient management of scarce resources; To provide an objective basis for determining the promotion of students from one class to another as well as the award of certificates;

16. Dimension of Difference Assessment Evaluation Content: timing, primary purpose ongoing, to improve learning final, to gauge quality Orientation: focus of measurement Process-oriented: how learning is going Product-oriented: what’s been learned Findings: uses thereof identify areas for improvement Judgmental: arrive at an overall grade

17. In the classroom, to determine a child’s performance, you need to obtain quantitative measures on the individual scores of the child. If the child measures 80 in Math, there is no other interpretation you should give it. You cannot say he has passed or failed. Measurement stops at ascribing the quantity but not making value judgment on the child’s performance. SUMMARY Measurement

18. Assessment refers to all the processes and products which are used to describe the nature and the extent of students’ learning. It is a fact finding activity that describes conditions that exist at a particular time. It often involves measurement to gather data and organize them into interpretable forms. It gives evidence of change and the direction of change without value judgment. Assessment

19. Evaluation is estimation of worth of a thing, process or programs in order to reach meaningful decisions. It calls for evidence of effectiveness, suitability of goodness of the program or process. It adds the ingredient of value judgment to assessment. It is concerned with the application of its findings and implies some judgment of the effectiveness, social utility or desirability of a product, process or program. Evaluation

20. Santos, R. D. (2007). Assessment of Learning 1. Adriana Publishing Co. Inc., QC: Philippines Reference: