LIBON COMMUNITY COLLEGE

Libon, Albay

Name of Instructor: DR. BERNARD S. PANTONILLA Course and Year: BSED III-SOCSTUD
Subject: MC SSE 113 – ASSESSMENT AND EVALUATION IN TEACHING SOCIAL STUDIES

I. TITLE OF THE UNIT: MODULE 2 –

MEASUREMENT, ASSESSMENT AND EVALUATION IN
OUTCOMES-BASED EDUCATION (OBE)

With the change of focus in instruction from content to learning outcomes came the need to
redefine and clarify the terms used to determine the progress of the students towards attainment of
the desired learning outcomes. These are measurement, evaluation and assessment.

II. DISCUSSION
2.1. Measurement
Measurement is the process of determining or describing the attributes or characteristics of
physical objects generally in terms in 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. 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.
Sometimes, we can measure physical quantities by combining directly measurable quantities to
form derived quantities. For example, to find area of a rectangular piece of paper, we simply multiply
the length of the sides of the paper. In the field of education, however, the quantities and qualities of
interests are abstract, unseen and cannot be touched and so the measurement process becomes
difficult; hence, the need to specify the learning outcomes to be measured.
For instance, knowledge of the subject matter is often measured through standardized test
results. In this case, the measurement procedure is testing. The same concept can be measured in
another way. We can ask groups of experts to rate a students’ (or a teacher’s) knowledge of the subject
matter in a scale of 1 to 5 with 1 being the lowest and 5 the highest. In this procedure, knowledge of
the subject matter is measured through perceptions.

1. Types of Measurement
Measurement can therefore be objective (as in testing) or subjective (as in perceptions). In the
sample cited, testing produces objective measurements while expert ratings provide subjective
measurements. 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. For this reason, many people prefer objective measurements over subjective
measurements whenever they are available. However, there are certain facets of the quantity or
quality of interest that cannot be successfully captured by objective procedures but which can be done
by subjective methods e.g. aesthetic appeal of a product or a project of a student, student’s
performance in a drama, etc. It follows that it may be best to use both methods of assessment
whenever the constraint of time and resources permit.
Objective Measurements are measurements that do not depend on the person or individual taking the
measurements. Regardless of who is taking the measurement, the same measurement values should
be obtained when using an objective assessment procedure. In contrast, subjective measurements
often differ from one assessor to the next even if the same quantity or quality is being measured.

2.2 Assessment
Assessment is the process of gathering evidences 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. Assessments requires review
of journal entries, written work, presentation, research papers, essays, story written, test results, etc.
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 achievements 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 students’ ability.
Assessment of skill attainment is relatively easier than assessment of understanding and other mental
ability. Skills can be practiced and are readily demonstrable. Either the skills exist at a certain level or
it doesn’t. Assessment of understanding is much more complex. We can assess a person’s knowledge
in a number of ways but we need to infer from certain indicators of understanding through written
descriptions. Assessment of learning outcomes will be treated in a separate chapter.

2.3 Evaluation
Evaluation originates from the root word “value” and so when we evaluate, we expect our
processes 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 judgment about a particular situation. The end result of
evaluation is to adopt, reject or revised what has been evaluated.
Objects of evaluation include instructional programs, school projects, teachers, students, and
educational goals. Examples include evaluating the “education for all” project of a school district, the
comparative effectiveness of two remedial reading programs, correlation between achievement test
results, and diagnostic test results, and attributes of an effective teacher. Evaluation involves data
collection and analysis and quantitative and qualitative methods. Evaluation can help educators
determine the success of their academic programs and signal efforts to improve student’s achievement.
It can also help identify the success factors of programs and projects.
 Evaluations are often are divided into two broad categories: formative and summative.
Formative evaluation is a method of judging the worth of 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.
Its main objective is to determine deficiencies so that the appropriate interventions can be done.
Formative evaluation may also be used in analyzing learning materials, student learning and
achievements and teacher effectiveness.
Summative evaluations are a method of judging the worth of the program at the end of the
program activities. The focus is on the result. The instrument used to collect data for summative
evaluation are questionnaire, survey forms, interview/observation guide and tests. Summative
evaluations designed to determine the effectiveness of a program or activity based on its avowed
purposes. Scriven gave as techniques for summative evaluation: pretest-posttest with one group;
pretest and posttests with experimental and control groups; one group descriptive analysis. The subject
of evaluation is wider than assessment which focuses specifically on student learning outcomes.
To summarize, we measure height, distance, weight; we assess learning outcome; we evaluate
results in terms of some criteria or objectives.

III. ASSESSMENT

A. Each of the following statements refer to either MEASUREMENT, ASSESSMENT or

EVALUATION. On the space provided before each number, write 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.
____________________ 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 and 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.
B. List down three (3) activities or processes involved in each of the following:
1. Measurement
i.
ii.
iii.
2. Assessment
i.
ii.
iii.
3. Evaluation
i.
ii.
iii.

C. Differentiate each of the following pairs; examples may be cited to further clarify
the meaning.
1. Assessment vs. Evaluation
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2. Formative Evaluation vs. Summative Evaluation

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3. Mental Skill vs. Manual Skill
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4. Measurement vs. Evaluation

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