TEST,MEASUREMENT AND EVALUATION MPHIL. What is Test? Meaning of the Test: Test may be called as a tool, a question, set of questions, an examination

TEST,MEASUREMENT AND EVALUATION

MPHIL

What is Test?

Meaning of the Test:Test may be called as a tool, a question,

set of questions, an examination which use to measure a particular characteristics of an individual or a group of individuals.

It is something which provides information regarding individual’s ability, knowledge, performance and achievement.

04/20/23Educational Measurement and Evaluation 2

According to Barrow

• A test is a specific tool or procedure or a technique used to obtained response from the students in order to gain information which provides the basis to make judgment or evaluation regarding some characteristics such as fitness, skill, knowledge and values.


Nature of the test:

The test is reliable.The test is valid.It is objective.Should not be expensive.Less time consuming.Must produce results and its

implementation.


Assessment

• It is a process by which evidence of student achievement is obtained and evaluated.

• It is the process of gathering and organizing data and provide basis for decision making (evaluation).

• Methods of measuring and evaluating the nature of learner (what he learned ? and how he learned ?


What is Measurement?

Measurement is the collection of information on which a decision is basedMeaning of Measurement:It is the collection of information in numerical form.It is the record of performance or the information which is required to make judgment.


What Is Evaluation?

Evaluation is the use of measurement in making decisions.

According to L.R Gay, 1985, p-6):Evaluation is the systematic process of

collecting and analyzing data in order to make decision.


What Is Evaluation?

It is a technique by which we come to know at what extent the objectives are being achieved.

It is a decision making process which assist to make grade and ranking.

According to Barrow:It is a process of education that involves collection

of data from the products which can be used for comparison.


Nature of Measurement

It should be quantitative in nature.It must be precise and accurate (instrument)It must be reliable.It must be valid.It must be objective in nature. Nature of Evaluation:It is a systematic process.It is a continuous dynamic process.It identifies the strength and weakness of the

program.


Nature of Evaluation

• It involves variety of tests and techniques of measurement.

• Emphasis on the major objectives of an educational program.

• Based upon the data obtained from the test.

• It is a decision making process.


Difference between Both

• Evaluation is integrated with the entire task of education and not only with examinations, tests and measurement.

• Evaluation depends upon the measurement but is not synonymous with it.



• Measurement is a quantitative determination of how much an individual’s performance has been while evaluation is a qualitative judgment of how good or how satisfactory an individual’s performance has been.

• Measurement describes a situation: evaluation judges its worth or value.



• Measurement is only a tool to be used in evaluation. By itself, it is meaningless, but without it evaluation is likely to be of little significance.

• Sound evaluation is based upon the results of accurate and relevant measurement.


Scope of Evaluation

• Related to students

• Related to teacher

Related to students:

• To determine the objectives.

• To select a particular team.

• Classification of the students.


Related to Students

To select appropriate learning situation.To motivate the students.To develop ability and skill of the

students.To find out the rate of improvement or

progress.To predict future performance.For grading purpose.To diagnose the learning problem.


Related to Teacher

• To determine the effectiveness of teaching (teaching methods).

• To adjust the content of course ( in relation to determine the number.

• To predict the performance.

• To develop new programs in the field of education.


Need and Importance:

To frame the objectives: setting target, goal according to the need and requirement.

To realize that the objectives are achieved or not.

To understand the need, ability and capacity of any individual.

To evaluate the learner: so that feed back can be given.

To evaluate teaching program.04/20/23Educational Measurement and Evaluation 17

Need and Importance:

For the classification or gradation of the students.

To check the progress or improvement of the learner time to time.

Prediction of future performance.Selection of team or individual events.For the purpose of guidance and

counselling.For accountability purpose: assign

responsibility.Evaluate different methods of instruction.


Principles of Evaluation:

Principles are guidelines which lead an individual towards high path.

Determine the product /result.Formulating the objectives.Collecting data both product and process.Use for specific characteristics or purpose

of the test should be cleared for students and teachers.

Conduct in a professional manner.Consideration of whole individual and his

environment.04/20/23Educational Measurement and Evaluation 19

•


Any Question?


Types of Evaluations in education

Types of Evaluation: Three main types of evaluation are identified:

Diagnostic (initial) Evaluation The evaluation is done during the

formation of educational objectives. It is used to decide the entry behaviors of the learner in a particular course or programme. It takes place before the beginning of the programme.


Formative Evaluation

Judgment Of Achievement During The Process Of Learning Or Training

Provides Feedback During The Process To Both The Learner And Teacher/Coach

“What Is Successful And What Needs Improvement”


Formative Evaluation

Evaluation within or during the development of a course or programme.

It is used in improving the performance of both the teacher, the student and curriculum developer.

It is used in determining the mastery level of the learner and the remedy to make.

It is a quality control evaluation.04/20/23Educational Measurement and Evaluation 24

Summative (Final) Evaluation

• Judgment of achievement at the end of an instructional unit or program

• Typically involves test administration at the end of an instructional unit or training period

• Used to decide if broad objectives have been achieved


Summative (Final) Evaluation

The evaluation is carried out at the end of a course or programme for grading, certification and placement.

It is used in making decisions regarding the future of the students or the programme being developed; whether it should be continued or terminated, replicated or disseminated.


Standard for Evaluation

• “Evaluation Is The Process Of Giving Meaning To A Measurement By Judging It Against Some Standard”

• Collect suitable data (measurement)

• Judge the value of the data according to some standard

(i.e., criterion-referenced standard or norm-referenced standard)

• Make decisions based on the data04/20/23Educational Measurement and Evaluation 27

Criterion-referenced test

Criterion-referenced (C-r) standard is used to determine if someone has attained a specified standard.

Criterion-referenced (c-r) standards are useful for setting performance standards for all

Criterion-referenced tests are used daily in child's classes in both regular and special education programs.



These tests assess specific skills covered in class.

These tests results give specific information on skills and sub-skills the student understands.

They also provide information on skills the student has not mastered.

Both types of information are useful in determining what type of specially designed instruction the student needs and what the instruction should cover.



Criterion-referenced standards- predetermined standard of

performance shows the individual has achieved a desired level of performance- performance of individual is not compared with that of other individuals



• Teachers use criterion-referenced tests to determine what specific concepts a child has learned.

• Some tests are commercially produced and sold as part of a curriculum.


Problems with Criterion-referenced Grading

Criterion-referenced assessment can encourage "template learning". (something that is used as an example of how to do, make, or achieve something)

Since good criterion-referenced assessment requires explicit targets, poorly designed rubrics can sometimes become templates that weak students complete with little thought, effort or ownership.

(This is not a problem with well-designed assessments.)


Norm-reference

Norm-reference (N-r) standard is used to judge an individual’s performance in relation to the performances of other members of a well-defined group.

Norm-referenced (N-r) standards are valuable for comparisons among individuals when the situation requires a degree of sensitivity or discrimination in ability.


Norm-reference

Norm-referenced standards

- developed by testing a large group of people

- using descriptive statistics to develop standards

- percentile ranks are a common norming method


Problems with Norm-referenced Grading

Norm-referenced grading tells us nothing about standards.

Since students are ranked from best to worst, the top student receives the A, even if she only achieved 35% in the course.

Students do not know where they stand until the course is cover.

Norm-referencing encourages poor evaluation practices.



Students' actual achievement may not be acknowledged.

We are all familiar with the horror stories of students receiving 95% on an examination but nevertheless being ranked a 'B' because the A+ went to the student who received 99% and the "A"s all went to the five students who got 97s and 96s.



Since it is highly doubtful that the assessments designed by faculty (few of whom have any formal assessment training) can be considered statistically reliable, the differences between 97% and 95% are not meaningful.

The grading here therefore reflects luck rather than achievement.


Qualitative and Quantitative Approaches to Evaluation and

assessment:

"The quantitative approach is an objective measurement process that uses formal procedures, while the qualitative approach uses informal procedures and methods to document complex and holistic behavior of the child.


Quantitative approach

The quantitative approach is an objective measurement process that uses formal procedures and methods to focus on very specific areas of child development that can be easily observed and scored.

Evaluation and assessment tools are highly structured and use items with specified guidelines for test administration.


Qualitative approach

The qualitative approach uses informal procedures and methods to document complex and holistic behaviors of a child engaged in activities such as playing with siblings, eating at dinnertime, or taking a walk outside.

Evaluation and assessment tools are used to collect information from structured and unstructured observations of a child across multiple environments at different times.


Qualitative approach

• These tools include rating scales, checklists, notes, photographs, video and audiotapes.


Ipsative Assessment:

Ipsative assessment is an assessment based on a learner’s previous work rather than based on performance against external criteria and standards.

Learners work towards a personal best rather than always competing against other students.


What are the benefits of such an approach for learners?

Standards and criteria referenced assessment can be demotivating for learners who do not achieve high grades, while ipsative assessment emphasizes the progress learners are making and is more motivating.

Ipsative feedback helps learners to develop by highlighting where there is more work to do.

Ipsative feedback can also help high performing students to achieve even more.

Ipsative assessment helps learners self-assess and become more self-reliant.


What are the benefits of such an approach for teachers?

Providing ipsative feedback helps focus on what the learner needs to do next.

Some students are more likely to act on ipsative feedback than highly critical feedback.

A focus on learner progress will distinguish between poorly performing students who are progressing and those who are not progressing and who are therefore unsuitable for the course.


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TEST,MEASUREMENT AND EVALUATION MPHIL. What is Test? Meaning of the Test: Test may be called as a tool, a question, set of questions, an examination