BASICS OF MEASUREMENT & EVALUATION

V. SURESH KUMAR Assistant professor of mathematicsRajalakshmi college of education.

Tuticorin

“Test is used to gather information,

that information is presented in the form

of measurement, that measurement is

then used to make evaluation.”

Instrument, Protocol or Technique that

measures attribute of interest.

Designed to measure any quality, skill or

knowledge.

What is Test?

Determine a students ability to complete

certain tasks or demonstrate mastery of a skill or

knowledge of content.

Measure the level of skill or knowledge that

has been reached

Concept of Test

Subjection to conditions that show the real

character of a person or thing in a particular situation.

Test has two major ingredients

1. Instrument containing a set of

questions or exercise.

2. To measure the characteristics such as

knowledge, skills, intelligence, aptitude etc of an

individual or group of individual.

NATURE OF TEST

Technique to measure one or more aspects of

human behavior through samples of verbal or non-

verbal responses.

Con/-

A good test should have

1. Valid.

2. Reliable.

3. Practical.

4. Comprehensive.

5. Relevant.

6. Balanced.

7. Appropriate in difficulty.

8. Clear

Characteristics of Test

9. Authentic.

10. Appropriate for time.

11. Objective.

12. Economical.

Con/-

Measure what it is supposed to measure.

Reliable:

Provide consistency in measuring the items

being evaluated.

Practical:

It is easy to be conducted, easy to score

without wasting too much time or effort.

Valid:

It covers all the items that have been taught or studied.

Relevant:

It measures reasonably well the achievement of the

desired objectives.

Appropriate in difficulty:

Progressive in difficulty to reduce stress & tension.

Clear:

Questions & instructions should be clear.

Comprehensive :

The language of the test should reflect everyday discourse.

Appropriate for time:

A good test should be appropriate in length for the allotted time.

Objective:

If it is marked by different teachers, the scores will be the same.

Marking process should not be affected by the teacher’s

personality.

Authentic :

Balanced:

Tests linguistic as well as communicative competence

& its reflects the real command of the language.

Economical :

Use of the teacher’s limited time for preparing &

grading & it makes the best use of the pupil’s assigned

time for answering all the items.

Con/-

Test results utilized for various purposes such as

1. Assessment of the present status of an individual on

a particular trait or variable.

2. Expressing the probability of future success.

3. Diagnosing the causes of lack of expected

performance & suggesting remedial measures.

4. providing academic & vocational guidance.

Need of the Test

5. Classification ie) comparing & categorizing

individuals or groups of individuals.

6. Undertaking research to answer various

questions.

Con/-

Motivation.

Improvement.

Achievement.

Diagnosis.

Grading.

Prescription.

Classification.

Prediction.

Use of Test

Evaluation (Measure the teaching –learning process)

Assessment(Documentation)

Measurement(Data in numerical value )

Test(Measure skill or

knowledge)

A measurement take place when a “Test” is

given & a “Score” is obtained.

Collection or gathering of Data.

What is data?

Information represent in the form of Numerical

Value.

Measurement

Student’s score in an examination.

Physical properties of objects such as length &

mass.

Example:

Measurement is the assignment of a numerical

value to an attribute of an object.

The units that we use to measure are most

often standard units.

Concept of Measurement

It should be quantitative in nature.

It must be precise & accurate (instrument).

It must be reliable.

It must be valid.

It must be objective in nature.

Nature of Measurement

Quantitative.

Easy to understand.

Encourage appropriate behavior.

Visible.

Defined & mutually understood.

Encompasses both inputs & outputs.

Characteristic of Measurement

Measures only what is important.

Multidimensional.

Uses economies of effort.

Facilitates trust.

Con/-

Three main function.

1. Prognosis function.

2. Diagnosis function.

3. Research function.

Scope of Measurement

Tells differences among people’s performance.

Has the administrative function such as

classification, selection, promotion & gradation of

students.

Guidance & counseling service based on

prognosis function of measurement.

Effectiveness of method, instruction & treatment

are evaluated on the basis of students achievement.

Prognosis Function

Indentifies the weakness of the student –

learning.

Remedial instruction prepared on the basis of

diagnosis.

Established the cause effect relationship but

prediction implies the simple relationship.

Diagnosis Function

Verification of scientific hypothesis of

research.

Used for research purpose.

Complete valid measure of certain human

characteristics.

Provide objective & dependable basis for

comparison.

Research Function

There are measurement scales (or types of data).

1. Nominal scale.

2. Ordinal scale.

3. Interval scale.

4. Ratio scale.

Measurement Scales

Used for labeling variables, without any

quantitative value.

Simply be called “Labels”.

Mutually excusive & none of them have

any numerical significance.

“Nominal” sounds a lot like “Name”.

Nominal Scale

1. What is your gender?

M – male.

F - Female.

2. What is your hair colour?

1- Brown

2 – black

3 – Cray

4 - other

Example

.

.

Order of the values is what’s important

&significant but the differences between each one is

not really know.

Measures of non – numeric concepts like

satisfaction, happiness, discomfort etc.

“Ordinal” is sounds like “order”.

Ordinal Scale

1. How do you feel today?1 – Very unhappy.2 – Unhappy.3 – Ok.4 – Happy.5 – Very happy.

2. How satisfied are you with our service?1 - Very unsatisfied.2 – Somewhat unsatisfied.

3 – Neutral.4 – Somewhat satisfied.

5 – Very satisfied.

Example

Numeric scales.

Difference between the vales is the same.

“Interval scale” means interval itself means

“Space in between”

Not clear idea about zero.

Interval Scale

Time is an example of an interval scale in which

the increments are known, consistent & measurable.

Examples

Allows for a wide range of both descriptive & inferential

statistics to be applied.

Have absolute zero.

Variables can be meaningfully added, subtracted,

multiplied, divided.

Central tendency can be measured by mode, median or

mean, measures of dispersion such as standard deviation &

coefficient of variation can be calculated from ratio scales.

Ratio Scale

1. Ruler.

2. Income.

3. GPA(Grade point average).

4. Years of work experience.

5. Number of children.

Example

Process of making value judgments over a level

of performance or achievement.

Based on qualitative data.

Evaluation

“Evaluation is the collection, analysis &

interpretation of information about any aspect of a

programme of education, as part of a recognized

process of judging its effectiveness, its efficiency &

any other outcomes it may have”

Concept of Evaluation

Evaluation is a science of providing information for

decision making.

It includes measurement, assessment & testing.

It is a process that involves.

Information gathering.

Information processing.

Judgement forming.

Decision making.

Nature of Evaluation

Measures the effectiveness of the instructor.

Measures the effectiveness of impact in

meeting objectives.

Provide feedback to students.

Provide students gratification & motivation.

Need of Evaluation

Validity.

Reliability.

Practicability.

Fairness.

Usefulness.

Interpretation Of Results.

Characteristics of a good Evaluation

Actually tests what is sets out to test.

Example:

Questions that are intended to test recall of

factual material but which actually test the

candidate’s powers of reasoning.

Validity

Measure of the consistency with which

the question, test or examination produces the same

result under different but comparable conditions.

One evaluative question should test only

one thing at a time.

Adequately reflect the objectives of the

teaching unit.

Reliability

It should be realistic, practical & efficient

in terms of their cost, time taken & case of

application.

Practicability

Reflect the accurate ranger of expected

behaviours as desired by the course objectives.

Information provided to the students about the

evaluation such as nature of the materials, the form &

structure of examination, length of the examination &

value(in terms of marks)

Fairness

Useful for students knowing their strength &

weakness.

Suggest all the needful requirements for the

needful requirements for the students improvement.

Usefulness

A test score is meaningful, if the teacher or

counsellor is able to decide what significance or

importance should be attached to it & to make

some judgement concerning its relationship to

other kind of information about the student.

Interpretation of Results

1. Formative evaluation.

2. Summative evaluation.

3. Continous & comprehensive

evaluation.

Types of Evaluation

Monitor student learning to provide on going

feedback that can be used by instructors to improve

their teaching & by students to improve their teaching &

by students to improve their learning.

Help students identify their strengths &

weaknesses & target areas that need work.

Help faculty recognize where students are

struggling & address problems immediately.

Low stakes.

Formative Evaluation

Ask the students to:

1. Draw a concept map in class to represent their

understanding of a topic.

2. Submit one or two sentences to identifying

the main point of a lecture.

3. Turn in a research proposal for early feedback.

Example

Evaluate student learning at the end of an instructional unit

by comparing it against some standard or benchmark.

High stakes means that they have a high point value.

Example:

Mid term exam.

Final project.

Paper.

Senior recite.

Summative Evaluation

Use to formulation of objectives, designing of

learning experiences & assessment of learner

performance.

Useful to bring improvement in teaching &

curriculum.

Provide accountability to the society, parents &

to the education system.

Use of Evaluation

New concept in the discipline of education.

Revolutionalized the process of education.

Emphasis on realizing the objectives of education in

behavioral terms.

Three types of activities are done in the evaluation process.

1.How far have the teaching objectives has realized?

2. How far are the learning experiences effective?

3. What are the changes of behavior that have occurred in

the students?

Meaning of Evaluation Approach

Education is tri - polar process.

According to B.S.Bloom

Teaching objectives

Change of behaviour

Learning experiences

Three steps used in evaluation approach

1. Education objective.

2. Learning experience.

3. Change of behaviour.

Above steps are closely related to each other &

performed in a sequence.

Teaching & testing are objective centre.

Steps in Evaluation Approach

Failure of the student is due to the

inappropriateness of learning experiences of teaching.

Change of behaviour are evaluated in terms of

teaching objectives.

School subjects are taught for providing learning

experiences.

Con/-

Teaching Objectives

Learning Experiences

Change Of Behaviour

Knowledge objective Lecture or question answer method, home assignment & study

1. Oral test.2. Written test.3. Observation.

Skill objective Demonstration, practical work, reading, writing, speaking, performance.

1. Observation.2. Practical test

Knowledge – Application objective

Discussion on some problem, use of understand causes – effect.

1.Written test.2. Oral test.

Interest, Attitude, Value objective.

Linking, with lifesituation, life adjustment, lecture, question – answer.

1. Rating.2. Inventory.3. Observation.

1. Observation.

2. Anecdotal Record.

3. Inventories of Personality Traits.

4. Questionnaire.

5. Rating Scales.

6. Interviews.

7. Contract With Parents.

Techniques of Evaluation

8. Autobiographical Records.

9. Case History.

10. Sociometric Techniques.

11. Projective Techniques.

12. Tests Of Various Kind.

13. Cumulative Records.

Con/-

Yoakaya & Simpson give the following

classification of evaluation tests according to different

criteria.

Classification according to form:

Evaluation Test

Oral Examination Written Examination

Classification of Evaluation Tests

Education Tests

Prognostic Diagnostic Power Speed

Accuracy Quality Range

According to Purpose

Education Tests

Essay Objective

According to Organization

Education Tests

Daily Weekly Monthly Term Year

According to Period or Time of Administering

Education Tests

Short Long

According to Duration

Education Tests

Non – Standardized Standardized

According to Method of Scoring

Education Tests

Speed Comprehensive Organization

Judgment Retention Appreciation, Etc

According to Abilities Involved

Education Tests

Arithmetic Language Reading Spelling

Writing Etc

According to nature of material included

Education Tests

Association Memory Recall Recognition

Writing Etc.

According to mental functions involved

Education Tests

Alternative Response Multiple Response

True – False Yes – No Best Answer Correct Answer

Plus – Minus Completion Matching

Essay Identification Enumeration

According to types of response involved

“Evaluation should be conceived primarily in

terms of educational purposes which the programme of

supervision is intended to serve.”

1. To stimulate teacher to improve their

technique of classroom instruction.

2. to determine which the pupils are really

deriving greater educational value from the “enriched”

& “vitalized” programme than they did formerly.

Educational Purpose of Evaluation

3. To assess in various ways the degree of

improvement in personal & professional attitude in

human relations & ultimately, therefore in efficiency of

teaching & learning.

4. To promote greater educational attention to

individual needs of pupils.

Con/-

1. To appraise the status of a changes in pupil

behaviour.

2. To disclose pupil’s needs & possibilities

3. To aid pupil – teacher planning.

4. To expand the concept of worthwhile goals

beyond pure achievement.

5. To serve as a means of improving school

community relation.

OBJECTIVES OF EVALUATION

6. To familiarize the teacher with the nature of pupil learning,

development & progress.

to relate measurement to the goals of the instructional

programme.

7. To facilitate the selection & improvement of measuring

instrument.

8. To appraise the teacher’s competence.

9. To appraise the supervisor’s competence.

10. To serve as a method of improvement.

11. To serve a guiding principle for the selection of supervisory

techniques.

S. No Evaluation Measurement

1. New concept Old concept

2. Technical term Simple word

3. Qualitative progress & behavioral

change are tested

Only qualitative test

4. Scope is wider Scope is narrow

5. Content skill & achievement of the

ability is tested.

Content skill & achievement of the

ability is not tested result of testing is

expressed in numerical, scores, average

& percentage.

6. Qualities are measured as whole Qualities are measured as separate

units.

Difference between Evaluation & Measurement

S.NO Evaluation Measurement

7. Behavioral changes are tested Test a particular ability of the pupil.

8. Various technique like

observation, hierarchy, criteria,

interest etc are used for testing

the behavioral changes.

Personality test, intelligence test &

achievement test etc are included.

9. Interests, attitudes, tendencies,

ideals, behaviors & social

adjustment etc of pupils are

tested.

Interests, attitudes tendencies, ideals &

behaviors cannot be tested.

10. Modification of education

system by bringing a change in

the behavior

Aims at measurement only