The similarities and differences among measurement, assessment, and evaluation скачать в хорошем качестве

The similarities and differences among measurement, assessment, and evaluation

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 students towards attainment of the desired learning outcomes. These terms are measurement, assessment, and evaluation. • MEASUREMENT It is the process of determining or describing the attributes or characteristics of physical objects generally in terms of quantity. In education or any related fields, measurement is defined as an instrument or device to measure individual’s achievement, personality, attitudes, and among others or anything that can be expressed quantitatively. Types of Measurement Objective Measurements (tests, questionnaires, etc.) These measurements do not depend on the person or individual taking the measurements. Subjective Measurements (perception, observation, etc.) These measurements often differ from one assessor to the next even if the same quantity or quality is being measured. • ASSESSMENT It 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 works, portfolios, tests and other learning tasks. Assessment requires review of journal entries, written work, presentation, research papers, essays, written story, test results, and others. 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. Assessment can be formative or summative. Formative assessment is done during the process of an activities or a program. While summative assessment is done after the process of an activities or a program and it shows how well the process being executed or done. • EVALUATION Evaluation is a process designed to provide information that will help us to make a judgement about a particular situation. The end result of evaluation is to adopt, reject or revise what has been evaluated. According to Good, evaluation refers to the consideration of evidence in the light of value standard and in terms of the particular situations and the goals which the group or individuals are striving to attain. And in evaluation, statistical treatment is involved to determine the exact meaning of a value whether it is within the standard or substandard. Therefore, evaluation involves data collection and analysis and quantitative and qualitative methods. The objects of evaluation include instructional programs, school projects, teachers, students, and educational goals. Two types of Evaluation Formative evaluation. It is a method of judging the worth of a program while the program activities are in progress. 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. Summative evaluation. It is a method of judging the worth of a program at the end of the program activities. The focus is on the result. To summarize, we use measurement in doing assessment and we use the result of assessment in doing evaluation.