Purpose of measurement and evaluation

A simple oral Report on Test Development
Rochelle S. Nato
(Student) MAIE - Bicol University Graduate School

1. Purpose of measurement and evaluation/ assessment By: ROCHELLE S NATO

2. Objectives 1. Distinguish clearly between measurement, evaluation and assessment. 2. State the purpose of measurement, evaluation and assessment 3. Compare and assess the different purpose/s of measurement, evaluation and assessment.

3. Why do we evaluate? How can we measure the assessment? Measurement? Evaluation? Assessment? What are their purpose?

4. What do we mean by Measurement?

5. Measurement - It is the collection of information in numeric form - It is the record of performance or the information which is required to make judgment. According to R.N. Patel - Measurement is an act or process that involves the assignment of numerical values to whatever is being tested. So it involves the quantity of something .

6. Purpose of Measurement Measure pupils’ achievement and motivate pupils ’/ student/s learning. Pupils have the right to know the progress they are making whether they have attained the objectives of the subject matter or not, thus results must be made known to them. It can also encourage pupils to study more. They will be motivated to participate actively in class and exert all efforts just to make certain that they pass. They will know the quality and amount of work they have to strive for.

7. Nature of Measurement It should be quantitative in nature It must be precise and accurate (instrument) It must be reliable It must be valid It must be objective in nature

8. Aims of the Assessment The primary aim of assessment is to support student learning. The process of assessment (when done well) will engage students in behaviours and activities that support them to learn what you want them to . We also use assessment to answer the question: " What have our students learned and how well have they learned it?"

9. We cannot get inside a student's head and directly observe or measure their learning. We measure responses to assessment activities that students complete, and from this infer the amount of learning (or not) that has taken place . The first thing we must be absolutely clear about is what it is we want students to learn. For this we use learning objectives (LOs). Learning objectives (often interchangeable referred to as learning outcomes) clearly express what it is we will expect students to know, understand and do as a result of their learning.

10. Purpose of Assessment General Purpose of Assessment Specific reasons of assessment Administrative Instructional Research General Assessment Placement Exemption Certification Promotion Diagnosis Evidence of Progress Feedback to the respondents Evaluation of Teaching or curriculum Evaluation Experimentation Knowledge about learning and use

11.   To create and demonstrate what they  can do  with a language. To provide a comprehensive picture of a student’s language ability, the teacher should strive to create a balance between - formative assessment - summative assessment ASSESSMENT SHOULD PROVIDE MULTIPLE MEASURES AND OPPORTUNITIES FOR STUDENTS

12. Purpose of Assessment We measure our students learning for a number of reasons : 1 . Assessment for Learning (Formative ) 2. Assessment for Certification (Summative ) 3. Protect Academic Standards 4. Feedback for Teaching

13. 1 . Assessment for Learning (Formative) The purpose of Formative Assessment is to provide students with feedback on how they are going. The aim is to help students improve their performance and make their next piece of assessed work better. It is developmental or formative in nature; hence the term "Formative Assessment ". The feedback students receive is the key component of formative assessment. Feedback is intended to help them identify weaknesses and build on strengths to improve the quality of their next piece of assessment. The focus is on comments for improvement, not marks, and the awarding of marks in formative assessment can actually be counterproductive.

14. 2 . Assessment for Certification (Summative) Another key purpose of assessment is to gather evidence to make a judgment about a student's level of performance; against the specified learning objectives . Students are usually assessed at the end of an element of learning, such as the end of a module, mid semester or end of semester. They are awarded results typically as marks or grades to represent a particular level of achievement (high, medium, low ). This judgmental "summative" process formally provides the evidence, to verify or "certify" which students may progress to the next level of their studies.

15. 3. Protect Academic Standards Grades from cumulative assessments are used to certify that a person has the necessary knowledge and skills (and can apply them appropriately) to be awarded a qualification. Consequently, the quality and integrity of assessment is essential to guarantee the credibility of qualifications and the academic reputation of the issuing Institution. There is considerable local, national and international concern to ensure that the ways we protect academic standards stand up to scrutiny.

16. 4. Feedback for Teaching The results from both formative and summative assessments can help you track how your students are going throughout your courses. Closely looking at the results can help you identify any patterns of difficulties or misunderstandings students might have. This in turn allows you alter your approach to teaching and adjust your curriculum accordingly. For example, you may identify that you need to offer more detailed explanations or provide additional resources in a particular area.

17. We use assessment as a tool to provide feedback to students about their learning (Formative Assessment); as well as certifying their level of achievement (Summative Assessment). It is a means by which we protect our academic standards and institutional reputations; and a method or evaluating and adjusting teaching .

18. Evaluation?

19. Evaluation Evaluation adds the ingredient of value judgement to assessment . It is concerned with the application of its findings and implies some judgement of the effectiveness, social utility or desirability of a product, process or progress in terms of carefully defined and agreed upon objectives or values . Evaluation often includes recommendations for constructive action. Thus , evaluation is a qualitative measure of the prevailing situation . It calls for evidence of effectiveness , suitability, or goodness of the programme .

20. Purpose of Evaluation According to Oguniyi (1984), educational evaluation is carried out from time to time for the following purposes : to determine the relative effectiveness of the programme in terms of students’ behavioural 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;

21. 5 . T o help teachers determine the effectiveness of their teaching techniques and learning materials ; 6. To help motivate students to want to learn more as they discover their progress or lack of progress in given tasks; 7. To encourage students to develop a sense of discipline and systematic study habits 8 . to provide educational administrators with adequate information about teachers’ effectiveness and school need;

22. 9. T o acquaint parents or guardians with their children’s performances; 10. To identify problems that might hinder or prevent the achievement of set goals; 11. To predict the general trend in the development of the teaching-learning process; 12. To ensure an economical and efficient management of scarce resources;

23. 13. T o provide an objective basis for determining the promotion of students from one class to another as well as the award of certificates; 14. T o provide a just basis for determining at what level of education the possessor of a certificate should enter a career.