Measurement and
Evaluation | Study Guide,
Practice Questions &
Exam Review
|Guaranteed success|
, difference between assessment and measurement Assessment is a much more comprehensive and inclusive term; Assessment, on
the other hand, may include both quantitative descriptions (measurement) and
qualitative descriptions (nonmeasurement) of students.
principles of assessment 1. Clearly specifying what is to be assessed has priority in the assessment
process.
2. An assessment procedure should be selected because of its relevance to the
characteristics or performance to be measured.
3. Comprehensive assessment requires a variety of procedures.
4. Proper use of assessment procedures requires an awareness of their
limitations.
5. Assessment is a means to an end, not an end in itself.
sampling error one common problem in educational and psychological measurement;
an error that occurs when a sample somehow does not represent the target
population; the effects of sampling error can be minimized through careful
application of established measurement procedures.
chance factors influencing assessment results, such as guessing on objective tests, subjective
scoring on essay tests, errors in judgment on observation devices, and
inconsistent responding on self-report instruments (e.g., attitude scales).
how is assessment viewed? as a process of obtaining information on which to base sound educational
decisions.
purpose of classroom instruction to help students achieve a set of intended learning goals. These goals should
typically include desired changes in the intellectual, emotional, and physical
spheres. When classroom instruction is viewed in this light, assessment
becomes an integral part of the teaching-learning process.
learning outcomes Terms included in instructional objectives that describe the expected results of
instruction; established by the instructional goals, the desired changes in
students are brought about by the planned learning activities, and the students'
learning progress is periodically assessed by tests and other assessment
devices.
relevant instruction takes place when course content and teaching methods are integrated into
planned instructional activities designed to help students achieve the intended
learning outcomes.sd
first step in teaching and instruction and assessment determining the learning outcomes to be expected from classroom instruction.
Evaluation | Study Guide,
Practice Questions &
Exam Review
|Guaranteed success|
, difference between assessment and measurement Assessment is a much more comprehensive and inclusive term; Assessment, on
the other hand, may include both quantitative descriptions (measurement) and
qualitative descriptions (nonmeasurement) of students.
principles of assessment 1. Clearly specifying what is to be assessed has priority in the assessment
process.
2. An assessment procedure should be selected because of its relevance to the
characteristics or performance to be measured.
3. Comprehensive assessment requires a variety of procedures.
4. Proper use of assessment procedures requires an awareness of their
limitations.
5. Assessment is a means to an end, not an end in itself.
sampling error one common problem in educational and psychological measurement;
an error that occurs when a sample somehow does not represent the target
population; the effects of sampling error can be minimized through careful
application of established measurement procedures.
chance factors influencing assessment results, such as guessing on objective tests, subjective
scoring on essay tests, errors in judgment on observation devices, and
inconsistent responding on self-report instruments (e.g., attitude scales).
how is assessment viewed? as a process of obtaining information on which to base sound educational
decisions.
purpose of classroom instruction to help students achieve a set of intended learning goals. These goals should
typically include desired changes in the intellectual, emotional, and physical
spheres. When classroom instruction is viewed in this light, assessment
becomes an integral part of the teaching-learning process.
learning outcomes Terms included in instructional objectives that describe the expected results of
instruction; established by the instructional goals, the desired changes in
students are brought about by the planned learning activities, and the students'
learning progress is periodically assessed by tests and other assessment
devices.
relevant instruction takes place when course content and teaching methods are integrated into
planned instructional activities designed to help students achieve the intended
learning outcomes.sd
first step in teaching and instruction and assessment determining the learning outcomes to be expected from classroom instruction.
