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OVERVIEW

Measurement

The process by which information about the attributes or characteristics of things are determined and differentiated.

3 Common statements involvedin measurement

1. Identify and defining the quality or attribute that is to be measured.

2. Determining a set of operations by which the attribute may be made manifest and perceivable.

3. Establishing a set of procedures or definitions for translating observations into quantitative statements of degree or amount.

(Thorndike & Hagen, 1977)

Evaluation

A process of summing up the results of measurements or tests, giving them some meaning based on value judgments. (Hopkins & Stanley, 1981)

Evaluation

From an educational standpoint, evaluation may be defined as a systematic process determining the extent to which instructional objectives are achieved by pupils. (Gronlund, 1981)

What is EDUCATIONAL MEASUREMENT?

Refers to the use of educational assessments and the analysis of data such as scores obtained from educational assessments to infer the abilities and proficiencies of students.

What is EDUCATIONAL MEASUREMENT?

The approaches overlap with those in psychometrics. Educational measurement is the assigning of numerals to traits such as achievement, interest, attitudes, aptitude, intelligence and performance.

Measurement V.S. Evaluation (Is it?)

MEASUREMENT• Process of quantifying individual’s Process of quantifying individual’s

achievement, personality, attitudes, achievement, personality, attitudes, habits and skillshabits and skills

• Quantification appraisal of observable Quantification appraisal of observable phenomenaphenomena

• Process of assigning symbols to Process of assigning symbols to dimensions of phenomenadimensions of phenomena

• An operation performed on the physical An operation performed on the physical world by an observerworld by an observer

• Process by which information about the Process by which information about the attributes or characteristics of things are attributes or characteristics of things are determined and differentiateddetermined and differentiated

EVALUATION• QualitativeQualitative aspect of determining the outcomes aspect of determining the outcomes

of learning.of learning.• Process of Process of rankingranking with respect to attributes or with respect to attributes or

traittrait• AppraisingAppraising the extent of learning the extent of learning• JudgingJudging effectiveness of educ. experience effectiveness of educ. experience• InterpretingInterpreting and and analyzinganalyzing changes in behavior changes in behavior• DescribingDescribing accurately quantity and quality of accurately quantity and quality of

thingthing• SummingSumming up results of measurement or tests up results of measurement or tests

giving giving meaningmeaning based on based on value judgmentsvalue judgments• Systematic process of determining the extent to Systematic process of determining the extent to

which which instructional objectives instructional objectives are achievedare achieved• Considering evidence in the light of Considering evidence in the light of value value

standardstandard and in terms of particular situations and in terms of particular situations and goals which the group of individuals are and goals which the group of individuals are striving to attain.striving to attain.

DATA & INTERPRETATIONDATA & INTERPRETATION

Education Decisions Based on Evaluation

Data-based Decisions• “Using data to drive improvement” was identified as a key to

success in a report developed by the National Education Goals Panel after a series of hearings designed to find examples of successful schools and to understand why those schools were succeeding. Specifically, the successful schools “use performance information to determine where they were succeeding and where they needed to direct their efforts for improvement” (Rothman 2000, i).

• In a study of Maryland elementary schools, Schafer et al. (undated) found that in schools they characterized as more successful, “principals are involved with assessment of student improvement and make classroom decisions based on these assessments.”

Asking the Right Questions

1. What should students know, and how should they be able to use what they know?

2. How well should students perform?

3. What will we do to assess student performance?

4. How well do students actually perform?

5. What will we do to improve student performance?

Hibbard and Yakimowski (1997)

Collecting and Analyzing DataIdentifying the key questions is only a first step. The next step, data analysis, requires the availability of high-quality, targeted data in a format that helps to address the questions.

Collected and Analyzed data should be:•can be easily disaggregated not only by school but by classroom and specific groups of students; and•provide a detailed analysis of results by objective or skill in addition to overall scores.

“You can measure and evaluate but at the end of the day the question will always be, what are you going to do about it?”

Responding to what data tells us…

1. Aligning the curriculum

2. Improving teaching strategies

3. Providing special instruction for students who need it

Martin Luther King, Jr.

““The ultimate The ultimate measure of a man is measure of a man is not where he stands not where he stands in moments of in moments of comfort and comfort and convenience, but convenience, but where he stands at where he stands at times of challenge and times of challenge and controversy.”controversy.”

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