What is Measurement?

– process by which information about the attributes or characteristics of things are

achieved and differentiated. It implies quantitative value which can be placed in a physical property
or stating an outcome of instructions. Quantification is necessary to make the determination or
differentiation of the attribute less ambiguous and subjective (Oriondo, 1984).
– is an instrument or device use to determine individual’s achievement, personality,
attitudes, and among others anything that that can be express quantitatively (Calmorin, 1994).
–
What is Evaluation?
– a process of summing up the results of measurement or tests, giving them some
meaning based on value judgment (Oriondo, 1984).
– from educational standpoint , a systematic process determining the extent to which
instructional objectives are achieved by pupils (Gronlund, 1981).
– a process, which has to do with data gathering of information about an activity, a
finish product, or changes in pupils behavior, with the interpretation of the information in the light of
given objectives, so that ways and/means maybe determined to ensure further accomplishment or
improvement toward such objectives (Ruiz, )

Scope of Evaluation
1. Curricular offerings, school programs, and instructional materials and facilities
2. Mentors.
3. Pupils/students.
.

Functions of Measurement and Evaluation

1. It measures student’s achievement.

2. It evaluates instruction.
3. It motivates learning
4. It predicts success.
5. It diagnosis the nature of difficulties.

Principles Evaluation
1. Evaluation should be based on clearly stated objectives.
2. Evaluation procedures and techniques should be selected in terms of the
clearly stated objectives or the purposes they will serve.
3. Evaluation should be Comprehensive
4. Evaluation should be continuous and an integral part of the teaching and
learning process.
5. Evaluation should be diagnostic and functional.
6. Evaluation should be cooperative.
7. Evaluation should be used judiciously.

Types of Evaluation

1. Placement evaluation
2. Formative evaluation
3. Diagnostic evaluation
4. Summative evaluation
Tests and Its Uses

Instructional Uses
– Provides more effective instructional guidance for pupils and for the whole class
– Measures achievements
– Determines teaching methods to be utilized and to be improved
– Determines specific objectives that need to be emphasized more
– Provides information on how subject matter may be better presented or organized
– Helps students identify their own strengths and weaknesses
– Motivates students to learn
Administrative Uses
– Provides information needed for quality control – bases for assessing curricular
strength & weaknesses
– Useful for making selection decisions – provide information on who should be
accepted in particular type of curricular progress. Example – entrance test given by
universities, NCEE
– Facilitates better classification and placement decisions such as grouping of
children according to their abilities. Example – readiness test
– Useful means of accreditation or certification. Example – Comprehensive exam for
MA, LET, Prof. Board Exams, Bar Exam.
– Useful for evaluating instructional programs
–
Guidance Uses
– Useful in predicting an individual success in a field of study thus aid him in choosing
an appropriate course of study

Types of Test

1. Educational and Psychological Tests

Educational test – test that measures the results or effects of instruction.
Examples – achievement test, formative test, summative test, accomplishment test.
Achievement test – measurement of what has been learned by the students of the subject
matter taught in school.
Accomplishment test – measurement of achievement usually for individual subjects in the
curriculum or a sampling of the curriculum as a whole.
Psychological test – aim to measure intangible aspects of behavior such as attitudes,
interests, emotional adjustment, intelligence and ability. Examples – intelligence test, aptitude test,
personality test, prognostic test, preference test and placement test.
Intelligence tests – measures general mental ability without reference to what the
pupil has learned in or out of school. Measures intelligence quotient (IQ) of an individual as very
superior, superior, high average, low average, borderline or mentally defective.
Aptitude test – predictive measure of a person’s likelihood of benefit from instruction or
experience in a given field, such as art, music, clerical work mechanical tasks, or academic status. It
measures clearly defined segments of ability and potentiality.
Personality test – measures the ways in which individual’s interest with other individuals
or in terms of the roles an individual has ascribed to himself and adopts in the society.
Prognostic test – predicts how well a person is likely to do in a certain school subject or
task (placement test).
Preference test – a measure of vocational or avocational interest or esthetic judgments
by requiring the testee to make forced choices between members of paired or grouped items.
Placement test – measure the type of job an applicant should fill; or a test use to
determine the grade or year level the pupil or student to be enrolled after ceasing from school.
2. Mastery Test and Survey Test
Mastery test – are achievement tests which measures the degree to which an
individual has mastered certain instructional objectives or specific learning outcomes.
Survey test – measure a student’s general level of achievement regarding a broad
range of learning outcomes.
3. Individual Tests and Group Tests
Individual tests – administered on a one-to-one basis using oral questioning, e.g.,
individual intelligence test.
Group tests – administered to groups of individuals. They are generally considered
to be economical.
4. Speed Tests and Power Tests
Power test – items are arranged in increasing order of difficulty. It measures the
individual’s ability to answer more and more difficult items within a given field. The time allowed is
sufficient for all the examinees to answer all the items they want to answer.
Speed test – determines how fast and accurate the examinees answers the
question within the time limits imposed. It is also called as alertness test. This consists items of
uniform difficulty. Speed and accuracy of students is evaluated.
5. Verbal Tests and Non-verbal Tests
Verbal test – ordinarily paper and pencil tests. However, there are oral verbal
tests. Others make use of physical objects. In any of these tests, words are necessary for the
examinee to understand and respond to the test items. Tests are usually verbal tests unless
otherwise specified.
Non-verbal test – also paper and pencil test or oral tests but words are not used in
giving meaning or responding to the test items. The tests may involve numbers, drawings or
physical objects.
6. Informal Tests and Standardized Tests
Informal tests – are those constructed by classroom teacher (teacher-made test).
Standardized tests – constructed by test experts, administered and scored under
standard condition and interpreted with the use of standards. Such tests have been tried out with
representative groups to evaluate the effectiveness of the items in terms of difficulty and
discriminatory power, and to establish norms. Norms are statistical measures which provide basis
for interpreting test scores.
7. Supply Tests and Selection Tests
Supply tests – require examinees to recall and supply the answer, like completion
type of test and essay tests.
Selection tests – require the examinees to recognize and select the correct
responses. Example of these are multiple-choice and matching type.
8. Criterion-Referenced and Norm-Referenced Tests
Criterion-referenced test – described what an individual can do without reference to
the performance of others. It describes the performance of an individual directly, such as “spelled 60
English words out of 100 words given”
Norm-referenced test – determines how an individual’s performance compares with
that of others. Describes performance of examinee in terms of the relative position held in a group,
such as “spelled better than 75% of the class”.

Prepared by: Dennis Caballero

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