Basic Concepts: Assessment, Measurement & Evaluation

Introduction

As shown in figure 1 on the right side, assessment is a cyclic process. It describes that program-level learning outcomes are developed from research and input from stakeholders. These are aligned with the institutional outcomes and mapped to the courses within the program through curriculum mapping. Course learning outcomes are assessed using appropriate tools and criteria. Assessment data are gathered, analyzed, and interpreted. Gaps are identified between desired learning outcomes and actual results. Data-driven action plans are then developed for program improvement. Changes in assessment tools, course materials, instructional methods, course prerequisites, or learning outcomes are effected. Goals and objectives are reviewed and refined in the following evaluation findings. This is called the feedback loop and the cycle begins again.

To understand the assessment process, we must know the answer to these questions: What is measurement, assessment & evaluation? Why do we need to assess? 

What is Measurement? 

    In Science, measurement is a comparison of an unknown quantity to a standard. There are appropriate measuring tools to gather numerical data on variables such as height, mass, time, temperature, among others. In the field of education, measurement is the process of determining the quantity of achievement of learners by means of appropriate measuring instruments. It answers the question “How much” or “How many” is/are achieving the target? For example, Nico’s score of 16 out of 20 items in a completion type quiz in Araling Panlipunan 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 student’s knowledge of the subject matter. A quantitative measure like a score of 30 out of 50 in a written test does not hold meaning unless interpreted. However, measurement stops once a numerical value is ascribed. Making a value judgment belongs to evaluation. The two types of measurement are objective and subjective. Objective measurement is a measurement that does not depend on the person taking the test. An objective test like multiple-choice is a good example of this. On the other hand, in subjective measurement, the responses rely on the perception of the test taker such as in the essay test.

What is Assessment?

    According to Miller, Linn & Gronlund (2009) assessment is a method utilized to gather information about student performance. Black and William (1998) gave a lengthier definition emphasizing the importance of feedback and signifying its purpose. They 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 are engaged”. It is a process by which information is obtained relative to some know objective or goal. This means that assessment data direct teaching in order to meet the needs of the students. It is an ongoing process aimed at understanding & improving student learning. It should be pointed out, however, that assessment is not just about collecting data. These data are processed, interpreted, and acted upon. 

    Tests are special forms of assessment. However, the term “testing” appears to have a negative connotation among educators and somewhat threatening to learners. Thus, the term “assessment” is preferably used. While a test gives a snapshot of a student’s learning, the assessment provides a bigger and more comprehensive picture. It should now be clear that all tests are assessments but not all assessments are tests.

    There are three interrelated purposes of assessment. Knowledge of these purposes and how they fit in the learning process can result in a more effective classroom assessment.

• Assessment for Learning (AfL). This pertains to diagnostic and formative assessment tasks that are used to determine learning needs, monitor the academic progress of students during a unit or block of instruction, and guide instruction. Students are given on-going and immediate descriptive feedback concerning their performance. Based on assessment results, teachers can make adjustments when necessary in their teaching methods and strategies to support learning.
• Assessment as Learning (AaL). This employs tasks that provide students with an opportunity to monitor and further their own learning – to think about their personal learning habits and how they can adjust their learning strategies to achieve their goals. It involves metacognitive processes like reflection and self-regulation to allow students to utilize their strengths and work on their weaknesses by directing and regulating their learning.
• Assessment of Learning (AoL). This pertains to summative and done at the end of a unit, task, process, or period. Its purpose is to provide evidence of a student’s level of achievement in relation to curricular outcomes.

What is Evaluation? 

    According to Russell and Airasian ( 2012), evaluation is the process of determining the quality of achievement in terms of certain standards. It is also a process that is designed to provide information that will help teachers make judgments about a given situation. This means that assessment data gathered by the teacher have to be interpreted in order to make sound decisions about students and the teaching-learning process. 

Relationship between Evaluation, Test, & Measurement

The illustration at the right displays a graphical relationship among the concepts of measurement, test, and evaluation (Bachman, 1990). It shows that while tests provide quantitative measures, test results may be used for evaluation or otherwise. Likewise, there are non-tests that yield quantitative measures that can be used for evaluative purposes or research. It is clear in the diagram that tests are considered measurements simply because they yield numerical scores. They are forms of assessment because they provide information about the learner and his/her achievement. However, tests comprise only a subset of assessment tools. There are qualitative procedures like observations and interviews that are used in classroom assessment. They add more dimension to evaluation.

Area 1 is an evaluation that does not involve measurements or tests. An example is the use of qualitative descriptions to describe student performance. Observations are non-test procedures that can be used to diagnose learning problems among students. Area 2 refers to non-test measures for evaluation. The ranking used by teachers in assigning grades is an example of a non-test measure for evaluation. Area 3 is where all three converge. Teacher-made tests fall in this region. Area 4 pertains to non-evaluative test measures. Test scores used in correlational studies are examples of these. There had been researches conducted on the relationship of test score and motivation, test scores and family income, etc. Finally, area 5 pertains to non-evaluative non-test measures like assigning numerical codes to responses in a research study. An example would be nominal scales used in labeling educational attainment.

The relationship can be further explained as measurement focuses mainly on quantifying the variable, assessment bring qualitative descriptions and when value judgment is added to these, it becomes evaluation.
For example:

In the example, 65 marks measurement indicator, like above-average performance, identification of an area of improvement comes under assessment, and judgment of his performance in relation to half-yearly examination is evaluation. 

References:

1. American Journal of Pharmaceutical Education, 69(2), 256-268.
2. Anderson, H., Moore, D., Anaya, G., & Bird, E. (2005). Student learning outcomes assessment: A component of program assessment.
3. De Guzman, E. S. & Adamos, J. L. (2015). Assessment of learning 1. QC: Adriana Publishing Co., Inc. 
4. Krathwohl, D. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212-218.
5. McMillan, J. (2007). Classroom assessment: Principle and practice for effective standards-based instruction, 4th ed. USA: Pearson Education, Inc.