MEASUREMENT, TESTING, ASSESSMENT

AND EVALUATION
MEASUREMENT
Measurement comes from the Old French word mesure which means “limit
or quantity”. It is a quantitative description of an object’s characteristics or
attribute.

Teacher’s measure particular elements of learning like their readiness to

learn, to recall of facts, demonstration of specific skills, or their ability to
analyze and solve applied problems.
 TOOLS OR INSTRUMENT

 Tests
 Oral Presentations
 Written Reports
 Portfolios
 Rubrics
 A quantitative measure in a written examination does not hold meaning
unless interpreted. Measurement stops once a numerical value is ascribed.
Making a value judgment belongs to evaluation.
TESTING
 Testing is a formal, systematic procedure for gathering information. A test is
a tool comprised of a set of questions administered during a fixed period of
time under comparable conditions for all students.

 Test is an instrument used to measure a construct and make decisions.

Educational tests maybe used to measure the learning progress of a student
which is formative in purpose, or comprehensive covering a more extended
time frame which is summative.

 Teachers score tests in order to obtain numerical descriptions of students

performance. Examples of measures are raw scores and percentages
obtained in tests.
Example
o Nico’s score of 16 out of 20 items in a completion type quiz in
Araling Panlipunan (Social Studies) is a measure of his cognitive
knowledge on a particular topic. This indicates that he got 80% of
the items correctly.

 This is an objective way of measuring a students’ knowledge of the

subject matter.
o Another method is through perception which is less stable because of its
subjectivity.

o For instance, a teacher can rate a students knowledge about history using
scale of 1 to 5.

o Subjective types of measurement are useful specially in quantifying latent

variables like creativity, motivation, commitment, and work satisfaction.
TYPES OF TESTS
 Tests had been an integral part of education. It is important to note that it is
not the end-all and be-all of education.
According to Mode of Response
 Oral Test answers are spoken. Can be used to measure oral communication
skills. It may also be used to check students understanding of concepts,
theories and procedures.
 Written Tests are activities wherein students either select or provide a
response to a prompt.
It can measure students written communication skills. It can also be used to
assess lower and higher levels of cognition provided that questions are
phrased appropriately.
 Performance Test are activities that require students to demonstrate their
skills or ability to perform specific actions. More aptly called performance
assessments, they include problem-based learning, inquiry tasks,
demonstration tasks, exhibits, presentation tasks and capstone
performances.
 According to Mode of Administration

 Individual Test is given to one person at a time. Individual cognitive and

achievement tests are administered to gather extensive information about
students cognitive functioning and his/her ability to process and perform
specific tasks.
 Group Test is administered to a class of students or a group of examinees
simultaneously. It was developed to address the practical need of testing.
The test is usually objective and responses are more less restricted. There is a
less opportunity to establish rapport or help students maintain interest in the
test.
 According to Ease of Quantification of Response

 Objective Test can be corrected and quantified quite easily. Scores can be
corrected and quantified quiet easily. Scores can be readily compared.

 Subjective Test elicits varied responses. It include restricted and extended-

response essays. Because students have the liberty to write their answers to a
test question, it is not easy to check. Answers to this type of test are usually
divergent.
 According to Test Constructor

 Standardized Tests are prepared by specialists who versed in the principles

of assessment. They are administered to a large group of students or
examiners under similar conditions. Scoring procedures are consistent. There
are available manuals and guides to aid in the administration and
interpretation of tests results.
 Non-standardized Tests are prepared by teachers who may not be adept at
the principles of test construction. Non- standardized tests are usually
administered to one or a few classes to measure subject or course
achievement.
 According to Mode of Interpreting Results
 Norm-referenced interpretation are evaluative instrument that measure a
students performance in relation to the performance of a group on the
same test.
For instance, a student may rank third in a class of fifty. Examples of norm-
referenced tests are teacher-made survey tests and interest inventories.
 Criterion-referenced interpretation describe each students performance
against an agreed upon or pre-established criterion or level of performance.
The criterion is not actually a cutoff score but rather the domain of subject
matter- the ranged of well-defined instructional objectives or outcomes.
Nonetheless, in a mastery test, the cut score is used to determine whether or
not a student has achieved mastery of a given unit of instruction.
 According to Nature of Answer

 Personality Tests initially intended to aid in the selection of personnel in the

armed forces. Since then, quite a number of personality test were
developed. A personality test has no right or wrong answer, but it measures
ones personality an behavioral style.
Apart from evaluating and staffing, it is also used in career guidance, in
individual and relationship counseling and in diagnosing personality
disorders.
In schools personality tests determine personality strengths and weakness.
Personality development activities can then be arranged for students.
 Achievement tests measure students learning as a result of
instruction and training experiences. When used
summatively, they save as a basis for promotion to the next
grade.

 Aptitude Tests determine a students potential to learn and

do new tasks. A career aptitude test aids in choosing the
best line of work for an individual based on his/her skills or
interests.
 IntelligenceTests measure learners innate intelligence or
mental ability. It had been exploited extensively as a
predictor of academic achievement.
Intelligence tests contain items on verbal comprehension,
quantitative and abstract reasoning, among others, in
accordance with some recognized theory of intelligence.
 Sociometric Test measure interpersonal relationship in a
social group. The test allows learners to express their
preferences in terms of likes and dislikes for other members
of the group. It includes peer nomination, peer rating and
sociometric rankings of social acceptance.
 Trade or Vocational Test assesses an individuals knowledge,
skills and competence in a particular occupation. A trade
test may consist of a theory test and particular test. Upon
successful completion of the test, the individual is given
certification for qualification. Trade test can likewise be used
to determine the fruitfulness of training programs.
Functions of testing
One needs to be aware of the purposes of testing in order to select
the most appropriate type of test.
A. Instructional functions
1. Tests facilitate the clarification of meaningful learning
objectives. When constructing tests teachers are reminded
to go back to the learning objectives. If they are
committed to these teaching-learning activities and
assessment tasks provide mutual support.
2. Tests provide a means of feedback to the instructor and
the student. They can be used for self-diagnosis. Students
can assess their own learning and performances. Test
results guide teachers in adjusting their pedagogical
practices to match students learning styles.
3. Tests can motivate learning. It was shown that frequent testing
increases academic preparation and academic achievement.
Frequent testing also produces a more positive attitude among
students. Students expressed a more favorable opinion about
instruction.
4. Tests can facilitate learning The effects of testing had been studied
by researchers indicating improved performance when learners are
given the opportunity to practise retrieval before giving the final test.
5. Tests are a useful means of overlearning. Overlearning means
continued study, review interaction or practice of the same material
even after concepts and skills had been mastered. Preparation for a
scheduled test includes overlearning. While overlearning helps in
retention it dissipates over time.
B. Administrative Functions
1. Tests provide a mechanism of quality control. Through tests,a school
can determine the strengths and weaknesses of its curricula.
Admimistrators can then devise ways to improve outcomes and
assessment, implement and check for improvements.
2. Tests facilitate better classification and placement decisions. Tests
results allow administrators to group students according to their level
of ability. Through a classification system, schools can assign or
transfer student to a gifted or remedial program.
3. Tests can increase the quality of selection decisions. In using tests
classification purposes, schools can then select students for specific
programs. This is true when admitting students for senior high school or
college. Through testing, a teacher can select students who would
benefit, for instance, in tutorial classes or remedial programs.
4. Tests can be a useful means of accreditation, mastery or
certification. Tests provide a means of certifying knowledge and skills.
C. Research and Evaluation
Tests are useful for program evaluation and research. Tests are
utilized in studies that determine effectiveness of new
pedagogical techniques. Researches on teaching and learning
innovations like the effectiveness of technology-enhanced
learning are carried out using tests and other assessment
techniques to collect data. Evaluators also utilize assessment
data to determine the impact and success of their programs.
D. Guidance Functions
Tests can be of value in diagnosing an individuals special
aptitudes and abilities. The aim of guidance is to enable each
individual to understand his/her abilities and interests and
develop them so that he/she can take advantage of
educational, vocational and personal opportunities.
ASSESSMENT
 Assessment comes from the Latin word assidere which means
“to sit beside a judge”. This implies that assessment is tied up with
evaluation.
 Miller, Linn & Gronlund defined assessment as any method
utilized to gather information about student performance.
 Black and William stated that assessment pertains to all
“activities undertaken by teachers - and by their students in
assessing themselves – that provide information to be used to
modify the teaching and learning activities in which they
engaged”
 This means that assessment data direct teaching in order to meet the
needs of the students. It should be pointed out that assessment is not
just about collecting data. These data are processed, interpreted and
acted upon. They aid teachers to make inform decisions and
judgment to improve teaching and learning.
 It is a continuous process used to identify and address problems on
teaching methods, learning milieu, student mastery and classroom
management.
 Tests are a form of assessment. However, the term testing appears to
have a negative connotation among educators and somewhat
threatening to learners. Although many educators are still focused on
traditional tests, schools implementing an outcome –based teaching
and learning (OBTL) approach are now putting on emphasis on
performance tasks and other assessments.
NATURE OF ASSESSMENT
 Maximum Performance is achieved when learners are
motivated to perform well. Assessment results from maximum
performance manifest what students can do at their level best –
their abilities and achievements. In this category, students are
encouraged to aim for a high score.

 Typical Performance these include attitude, interest and

personality inventories; observation techniques; and peer
appraisals. Personality and interest inventories provide insights
into a learners personality traits, interests and potential career
preferences.