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Polytechnic University of the Philippines

Department of Elementary and Secondary Education
Sta. Mesa, Manila


A Synthesis on:
Definition and Purposes of Measurement and Evaluation
Submitted by:
Amoyo, Shekinah F.
Boyo, Jy Allyra S.
Dolot, Dyea C.
Flores, Jacqueline S.
Libron, Maricris P.
Monderin, Camille P.
Patrolla, Danilo B.
Submitted to:
Prof. Jay-R A. Manamtam
June 28, 2015

We started the class through greetings. The professor gave an energizer (after all the instructional
materials are ready). The first energizer is guessing who is the killer is.
The actual situation is this:
Handel has been killed and Beethoven is on the case. He has interviewed the four suspects and
their statements are shown below. Each suspects has said two sentences. One sentence of each
suspects is a lie and one sentence is the truth. Help Beethoven figured out who the killer is.
Joplin: I did not kill Handel. Either Greg is the killer or none of us is.
Greig: I did not kill Handel. Gershwin is the killer.
Strauss: I did not kill Handel. Grieg is lying when he says Gershwin is the killer.
Gershwin: I did not kill Handel. If Joplin did not kill him, then Grieg did.
Most of the class guess who the killer is, some choose Gershwin, some chooses Strauss, and
some choose the other two. At the end the professor revealed who the killer is and the reason
The next energizer is The Truel, guessing where should Mr. Black shoots first.
The scenario is this:
Mr. Black, Mr. Gray, and Mr. White are fighting in a truel. They each get a gun and take turns
shooting at each other until only one person is left. Mr. Black who hits his shot 1/3 of the time,
gets the shoot first. Mr. Gray, who hits his shoot shot 2/3 of the time, gets to shoot next,
assuming he is still alive. Mr. White, who hits shot all the time, shoots next, assuming he is also
alive. The cycle repeats. All three competitors know one anothers odds. If you are Mr. Black,
where you should shoot first for the highest chance of survival. At the end, our professor then
revealed the answer that Mr. Black should shoot in air in order to be save.
The next energizer is a comic strip, wherein Calvin said that he think that math isnt a science but
a religion, and Hobbes asked him A religion? And Calvin explained that Math is a religion
because all the equation are like miracles, when you add two different numbers and they
magically becomes a new number, and no one could say how it happens. And he said that the
book hes reading is full of things that to be accepted on faith. So its a religion! Hobbes replied
And in the public schools no less. Call a lawyer! Calvin replied As a math atheist, I should be
excused from this!

The next energizer is a video, theres a woman with her husband and a lawyer who is also one of
their sibling. The lawyer explained that they will inherit 25% of the properties; then it should be

divided by 5. According to the lawyer, 25 divided by 5 is 5, but according to the two 25 divided
by 5 is 14. The lawyer show equation that show 25 divided by 5 is 5. But the two shows equation
that 25 divided by 5 is 14; then the lawyer could not do anything.

After the energizer, the first reporter Jacqueline Flores discussed the Definition & purposes of
measurement and evaluation. At first she gives the objectives of the lesson. After that she asked
the student to differentiate test from testing, after getting the answers, she proceed to the
The first part of the discussion is defining the test and testing wherein test is a measuring
instrument while testing is the process. She also defined the assessment (judging the extent of
students learning) There are two kinds of assessment, the formal and informal. She simplified
the definition of assessment into six:

Assessment is a human activity.

Assessment involves interaction, which aims at seeking to understand what the
learners have achieved.
Assessment can be formal or informal.
Assessment may be descriptive rather than judgment in nature.
Its role is to increase students learning and development
It helps learners to diagnose their problems and to improve the quality of their
subsequent learning.

Next she defined Measurement as systematic determinations of outcomes or characteristics by

of some sort of assessment device.
Next is she defined evaluation (is a process wherein the parts, processes, or outcomes of a
programme are examined to see whether they are satisfactory, particularly with reference to the
stated objectives of the programme, our own expectations, or our own standards of excellence.)
and gave the steps on how to evaluate, and also the types of evaluation (placement, formative,
diagnostic and summative). She also gave the purposes of measurement and evaluation:
Placement of student, which involves bringing students appropriately in the
learning sequence and classification or streaming of students according to ability
or subjects.
Selecting the students for courses general, professional, technical, commercial
Certification: This helps to certify that a student has achieved a particular level of
Stimulating learning: this can be motivation of the student or teacher, providing
feedback, suggesting suitable practice etc.
Improving teaching: by helping to review the effectiveness of teaching
For research purposes.
For guidance and counseling services.
For modification of the curriculum purposes.


For the purpose of selecting students for employment

For modification of teaching methods.
For the purposes of promotions to the student.
For reporting students progress to their parents.
For the awards of scholarship and merit awards.
For the admission of students into educational institutions.
For the maintenance of students.

At the end she gave the summary, and recalled the topic by asking questions to the students. The
reported asked the students to differentiate test from testing, define assessment (on how they
understand it), define measurement, and define evaluation. She also asked the students Is the
test good if the most of the students gets high score or if the test is good if most of them got low
Most answered that it depends on the situation. The exam might be too easy or too hard for the
Next question is Is the test good if the questions are easy? Most of the students answered no.
After the reporters discussion, the professor clarified things. Like the term judgement, it should
be used in evaluation not in assessment. The professor also asked if the use of rubrics is good. He
explained that sometimes rubrics are good but if gives limit to the students.
Thats the end of the class.