EDUCATIONAL

MEASUREMENT AND
EVALUATION:
ASSESSMENT TOOLS
RICARDO C. YANZON JR
Faculty of Mathematics
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE –MAIN CAMPUS
 ASSESSMENT

 the systemic, methodical collection,

review, and use of information about
educational programs undertaken for the
purpose of improving student learning and
development. -- (Palomba & Banta, 1999)
 classroom research to provide useful
feedback for the improvement of teaching
and learning. Assessment is feedback from
the student to the instructor about the
student’s learning.

 process of observing a sample of student’s

behavior and drawing inferences about the
student’s knowledge and abilities.
 Classroom Assessment is the observation
of students in the process of learning, the
collection of frequent feedback on
students’ learning, and the design of
modest classroom experiments that
provide information on how students learn
and how students respond to particular
teaching approaches.
 GUIDE QUESTIONS FOR CONDUCTING
ASSESSMENT
1. What should students learn from our educational
programs and experiences?

2. How can we document and evaluate how well we are

teaching and how well students are learning?

3. What changes should we make to improve teaching and

learning?

4. Do the changes made really worked?

A successful assessment program is:
 Continuous and on – going
 Easy to administer
 Affordable
 Timely
 Meaningful
 Accessible to users
 Useful and pertinent
 A basis for future improvements
 EVALUATION
 uses methods and measures to judge
student learning and understanding of
the material for purposes of grading and
reporting. Evaluation is feedback from
the instructor to the student about the
student’s learning.

 SUMMATIVE RESULTS for the purpose of

grading, appraising, judging, etc.
A process of obtaining, analyzing, and
interpreting information to determine the
extent to which the student achieve
instructional objective.

 Concerned with making judgments on the

worth or value of a performance.

Answers the questions “how good, how

adequate, or how desirable?”.
 Purpose is to “grade” or “appraise” or “judge”
students or faculty/staff through;

Quizzes
 Exams
 Worksheets
 Clinical Evaluations
 Papers
 Projects: Group and Individual
 Skills and Competencies/Practical
Exam
 Graded Assignments of all formats
I. PRINCIPLES OF HIGH QUALITY
ASSESSMENT
A. Clarity of Learning Targets

B. Appropriateness of Assessment
Methods
A. Clarity of Learning Targets
- Assessment must be precise, accurate, and
dependable to attain the desired learning
goals/targets.

1. Cognitive Targets

Knowledge – the acquisition of facts, concepts

and theories.

Comprehension – the level of the learner to

understand the acquired knowledge.
Application – the transfer of knowledge from one
field of study to another in the same discipline.

Analysis – the breaking down of a concept/idea into

its components.

Synthesis – the process of putting together the

components in order to summarize the concept.

Creating (Evaluation and Reasoning) – the

valuing and judgment of a concept/principle.
2. Skills, Abilities, and Competencies
Skills – specific activities that a learner can
proficiently perform.
Competencies – cluster of skills possessed by an
individual.
Abilities – talents/innate gifts possessed by an
individual.

3. Products, Outputs and Projects

- The tangible and concrete evidence of student’s
ability.
B. Appropriateness of Assessment
Methods
(Once the learning targets are clearly set, it is necessary to
determine the appropriate assessment procedure which
includes the methods and instruments.)
Written – Response Instruments – written
examinations taken by students such as the
objective tests.

Product Rating Scales rating the students output

-
according to a given set of criteria.
Performance Tests – test administered to determine
student’s proper observance of the set of procedures
implemented in doing certain task.

Oral Questioning – the traditional method of

questioning to determine student’s level of stock
knowledge and his/her ability to communicate ideas in
coherent verbal sentences.

Observation and Self Reports

II. PROCESS – ORIENTED PERFORMANCE-
BASED ASSESSMENT

A. Process – Oriented Learning

Competencies
- objectives are stated in directly observable
behaviors of the students. They generally focus
on behaviors which exemplify a best practice for
the particular task. Such behavior range from a
“beginner” to the level of an “expert”.
B. Task Designing
- Learning tasks must be carefully planned.
Particularly, the teacher must ensure that the particular
learning process to be observed contributes to the
overall understanding of the subject/course.

C. Scoring Rubrics
- a scoring scale used to assess student performance
along a task – specific set of criteria. It is consisted of
Criteria and Level of Performance to have
 Clearer Expectations.

 More consistent and objective assessment.

 Better feedback.
III. PRODUCT – ORIENTED PERFORMANCE
– BASED ASSESSMENT
A. Product – Oriented Learning
Competencies
- targeted tasks that lead to a product or
overall learning outcome. It includes wide range of
student works that target specific skills.

B. Task Designing
(Appeal, Complexity, Creativity, Goal – Based)
C. Scoring Rubrics
 Criteria Setting
 Quality
 Creativity
 Comprehensiveness
 Accuracy
 Aesthetics
IV. ASSESSMENT IN THE AFFECTIVE
DOMAIN
A. Taxonomy in the Affective Domain
1. Receiving – being aware and or sensitive To
the existence of certain ideas, material
or phenomenon and being able to
tolerate them.
( accept, attend, develop, recognize )
2. Responding – Showing some new behaviors as a
result of experience.
(complete, comply, cooperate, discuss,
examine, obey, respond)

3. Valuing – showing some definite involvement or

commitment.
(accept, defend, devote, pursue,
seek)
4. Organization –integrating a new value into
one’s general set of values.
(codify, discriminate, display, order, organize,
systematize, weigh)

5. Characterization – acting consistently with

the new value.
( internalize, verify )
Attitude – mental predisposition to act that is expressed
by evaluating a particular entity with some
degree of favor or disfavor (belief or disbelief).

Cognitions – personal beliefs, theories expectancies,

and perceptions to the focal object.

Affect – refers to our feeling with respect to our focal

object such as fear, liking or anger.

Behavioral Intentions – goals, aspirations

Motivation – reason or set of reasons for engaging in

particular behavior.
PERFORMANCE / PRODUCT ASSESSMENT
(Traditional tests are valuable but are primarily for assessing knowledge, not performance
or products.)

Common tools used to assess performance or products,

both formally and informally, are:
 checklists
 rating scales (Scoring Rubrics)

Note: It is often a good idea for students to assess themselves. This is an excellent
learning activity for them and a great time saver for you.
CHECKLIST
 a tool for identifying the presence or
absence of conceptual knowledge, skills,
or behaviours.

 used for identifying whether key tasks in a

procedure, process, or activity have been
completed.
 may be given to students to follow in
completing a procedure (e.g., in a shop or
lab).

 itemizes task descriptions in one column

and provides a space beside each item in
a second column to check off the
completion of the task.
Checklists should:
 have criteria for success based on expected outcomes
 be short enough to be practical (e.g., one sheet of
paper)
 have tasks chunked into logical sections or flow from
start to finish
 highlight critical tasks
 have sign-off points that prevent students from
proceeding without approval, if needed
 be written with clear, detailed wording to minimize the
risk of misinterpretation
 have space for other information such as the student’s
name, date, course, examiner, and overall result
 be reviewed by other instructors
RATING SCALES
 a tool used for assessing the performance
of tasks, skill levels, procedures,
processes, qualities, quantities, or end
products, such as reports, drawings, and
computer programs which are judged at a
defined level within a stated range.

 similar to checklists except that they

indicate the degree of accomplishment
rather than just yes or no.
 Rating scales list performance statements
in one column and the range of
accomplishment in descriptive words, with
or without numbers, in other columns.

 These other columns form “the scale” and

can indicate a range of achievement, such
as from poor to excellent, never to always,
beginning to exemplary, or strongly
disagree to strongly agree.
Rating scales should:
 have criteria for success based on expected outcomes

 have clearly defined, detailed statements

 have statements that are chunked into logical sections or

flow sequentially

 include clear wording with numbers when a number scale

is used

 have specific, clearly distinguishable terms

 be reviewed by other instructors

 be short enough to be practical

 highlight critical tasks or skills

 indicate levels of success required before proceeding

further, if applicable

 sometimes have a column or space for providing

additional feedback

 have space for other information such as the student’s

name, date, course, examiner, and overall result
SCORING RUBRICS
 an authentic assessment tool used to
measure students' work. It is a scoring
guide that seeks to evaluate student's
performance based on the sum of a full
range of criteria rather than a single
numerical score.

 working guide for students and teachers,

usually handed out before the assignment
begins in order to get students to think
about the criteria on which their work will
be judged.
 Rubrics can be analytic or holistic, and they
can be created for any content area
including math, science, history, writing,
foreign languages, drama, art, music, etc...

 A scoring scale used to assess student

performance along a task-specific set of
criteria.
 ANALYTIC RUBRICS vs. HOLISTIC
RUBRICS
Analytic Rubrics

identify and assess components of a

finished product.

articulates levels of performance for each

criterion so the teacher can assess student
performance on each criterion.
Holistic Rubrics

 assess student’s work as a whole.

 does not list separate levels of performance

for each criterion.

 assigns a level of performance by assessing

performance across multiple criteria as a
whole.
WHEN TO CHOOSE/USE ANALYTIC OR
HOLISTIC RUBRICS?

 Analytic rubrics are more common because

teachers typically want to assess each
criterion separately, particularly for
assignments that involve a larger number of
criteria. It becomes more and more difficult
to assign a level of performance in a holistic
rubric as the number of criteria increases.
 As student performance increasingly varies
across criteria, it becomes more difficult to
assign an appropriate holistic category to
the performance.

 Additionally, an analytic rubric better

handles weighing of criteria.
 Holistic rubrics tend to be used when a
quick or gross judgment needs to be made.
If the assessment is a minor one, such as
brief homework/assignment, it may be
sufficient to apply a holistic judgment.

 Holistic rubrics can also be employed for

more substantial assignments. On some
tasks it is not easy to evaluate performance
on one criterion independent of
performance on a different criterion.
 Alternatively, if two criteria are nearly
inseparable, the combination of the two can
be treated as a single criterion in an analytic
rubric.
COMMON FEATURES OF SCORING
RUBRICS
(Rubrics can be created in a variety of forms and levels of complexity, however, they all contain three
focus on measuring a stated
common features.)
objective
(performance, behavior, or quality).

use a range to rate performance.

contain specific performance characteristics

arranged in levels indicating the degree to
which a standard has been met. (Pickett and
Dodge)
Example 1. (Analytic Rubric)
Performance Levels
Criteria
Poor (1) Good(2) Excellent(3)

No. of Sources

Historical
Accuracy
Organization

Bibliography
Example 2. (Holistic Rubric)
3 - Excellent Researcher
included 10-12 sources
no apparent historical inaccuracies


can easily tell which sources information was drawn from all relevant information is included

2 - Good Researcher
included 5-9 sources
few historical inaccuracies


can tell with difficulty where information came from bibliography contains most relevant information

1 - Poor Researcher
included 1-4 sources
lots of historical inaccuracies

cannot tell from which source information came


bibliography contains very little information
ADVANTAGES OF SCORING RUBRICS

 Rubrics improve student performance by clearly

showing the student how their work will be
evaluated and what is expected.

 Rubrics help students become better judges of

the quality of their own work.

 Rubrics allow assessment to be more objective

and consistent.
 Rubrics force the teacher to clarify his/her criteria
in specific terms.

 Rubrics reduce the amount of time teachers

spend evaluating student work.

 Rubrics promote student awareness about the

criteria to use in assessing peer performance.

 Rubrics provide useful feedback to the teacher

regarding the effectiveness of the instruction.
 Rubrics provide students with more informative
feedback about their strengths and areas in need
of improvement.

 Rubrics accommodate heterogeneous classes by

offering a range of quality levels.

 Rubrics are easy to use and easy to explain

IMPORTANT REMINDER/S:
 Rubrics can be modified and can reasonably
vary from teacher to teacher.

 Rubrics are flexible tools to be shaped to

your purposes.
 God Bless,
Godspeed, and
Dios Mabalos Po!
REFERENCES:
The Art and Craft of College Teaching: A Guide for New Professors and Graduate Students, Robert Rotenberg, Active
Learning Books, Chicago, IL, 2005.

An Assessment Framework For the Community College: Measuring Student Learning and Achievement as a Means
of Demonstrating Institutional Effectiveness , The League for Innovation and QuestionMark, 2004.
[Link]

Classroom Assessment Techniques: A Handbook for College Teachers, Thomas A. Angelo and K. Patricia Cross,
Jossey-Bass, 2nd Edition, 1993.

Jeanne Ellis Ormrod, Educational Psychology: Developing Learners, sixth edition, Copyright © 2008
by Pearson Education, Inc. Upper Saddle River, New Jersey 07458