MEASUREMENT-ASSESSMENT-AND-EVALUATION-IN-OUTCOME-1.pptx

MEASUREMENT-ASSESSMENT-AND-EVALUATION-IN-OUTCOME-1.pptx

1. MEASUREMENT, ASSESSMENT AND EVALUATION IN OUTCOME – BASED EDUCATION

2. 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, voluminous, cold, fast or straight some things are. Such instruments may be ruler, scale, thermometer or pressure gauge.

3. When we measure, we are actually collecting quantitative information relative to some established standards. To measure is to apply a standard measuring device to an object, group of objects, events or situations according to procedure determined by one who is skilled in the use of such device

4. Types of Measurement Measurements can therefore be objective (as in testing)or subjective (as in perceptions). Objective measurements are more stable than subjective measurements in the sense that repeated measurements of the same quantity or quality of interest will produce more or less the same outcome. Subjective methods e.g. aesthetic appeal of a product or project of a student, student's performance in a drama, etc.

5. 2.2. Assessment The term assessment is derived from the Latin assidere which means "to sit beside" (Wiggins, 1993) Assessment is the process of gathering evidence of students' performance over a period of time to determine learning and mastery of skills. Such evidences of learning can take the forms of dialogue record, journals, written work, portfolios, tests and other learning tasks. Assessment requires review of journal entries, written work, presentation, research papers, essays, story written, test results, etc.

6. The overall goal of assessment is to improve student learning and provide students, parents and teachers with reliable information regarding student progress and extent of attainment of the expected learning outcomes. Assessments use, as basis, the levels of achievement and standards required for the curricular goals appropriate for the grade or year level. Assessment results show the more permanent learning and clearer picture of the student's ability.

7. 2.3. Evaluation Evaluation originates from the root 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 judgment about a particular situation. The end result of evaluation is to adopt, reject or revise what has been evaluated.

8. 2.3. Evaluation Objects of evaluation include instructional programs, school projects, teachers, students, and educational goals. Examples include evaluating the "education for all" project of a school Evaluations are often 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. This type of evaluation focuses on the process. The results of formative evaluation give opportunities to the proponents, learners and teachers how well the objectives of the program are being attained.

9. 2.3. Evaluation Summative evaluation is a method of judging the worth of a program at the end of the program activities. The focus is on the result. The instruments 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 for its avowed purposes. To summarize, we measure height, distance, weight, assess learning outcome; we evaluate results in terms of some criteria or objectives.

10. 2.4 Assessment FOR, Of and AS Learning The preposition "for" in assessment FOR learning implies that assessment is done to improve and ensure learning. This is referred to as FORMATIVE assessment, assessment that is given while the teacher is in the process of student formation (learning). It ensures that learning is going on while teacher is in the process of teaching.

11. 2.4 Assessment FOR, Of and AS Learning Assessment OF Learning is usually given at the end of a unit, grading period or a term like a semester. It is meant to assess learning for grading purposes, thus the term Assessment OF Learning. Assessment AS learning is associated with self-assessment. As the term implies, assessment by itself is already a form of learning for the students.

12. Figure 1. various approaches to assessment Assessment FOR Learning Assessment AS Learning Assessment OF Learning Assessment

13. 2.5. exercises A. Each of the following statements refers either to (a) measurement, (b) assessment, or (c) evaluation. On the blank before each number write the letter corresponding to your answer: _ 1. Over-all goal is to provide information regarding the extent of attainment of student learning outcomes.  _ 2. Can help educators determine the success factors of academic programs and projects.  _ 3. Uses such instruments as ruler, scale or thermometer.  _ 4. Used to determine the distance of a location.

14. _ 5. Process designed to aid educators make judgment and indicate solutions to academic situations.  _ 6. Can determine skill attainment easier than attainment of understanding.  _ 7. Process of gathering evidence of student competencies/skills over a period of time.  _ 8. Results show the more permanent learning and clear picture of student's ability. _ 9. Objects of study may be instructional programs, school projects, teachers, students or tests results.  _ 10. Usually expressed in quantities.