1. TEST,MEASUREMENT AND EVALUATION
MPHIL

2. 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.
Educational Measurement and Evaluation
4/24/2017

3. 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.
Educational Measurement and Evaluation
4/24/2017

4. 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.
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5. 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 ?
Educational Measurement and Evaluation
4/24/2017

6. What is Measurement?
Measurement is the collection of information on which a decision is based
Meaning 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.
Educational Measurement and Evaluation
4/24/2017

7. 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.
Educational Measurement and Evaluation
4/24/2017

8. 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.
Educational Measurement and Evaluation
4/24/2017

9. 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.
Educational Measurement and Evaluation
4/24/2017

10. 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.
Educational Measurement and Evaluation
4/24/2017

11. 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.
Educational Measurement and Evaluation
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12. Difference between Both
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.
Educational Measurement and Evaluation
4/24/2017

13. Difference between Both
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.
Educational Measurement and Evaluation
4/24/2017

14. Scope of Evaluation Related to students Related to teacher
To determine the objectives.
To select a particular team.
Classification of the students.
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15. 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.
Educational Measurement and Evaluation
4/24/2017

16. 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.
Educational Measurement and Evaluation
4/24/2017

17. 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.
Educational Measurement and Evaluation
4/24/2017

18. 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.
Educational Measurement and Evaluation
4/24/2017

19. 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.
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20. Educational Measurement and Evaluation
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21. Any Question?
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22. 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.
Educational Measurement and Evaluation
4/24/2017

23. 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”
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24. 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.
Educational Measurement and Evaluation
4/24/2017

25. 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
Educational Measurement and Evaluation
4/24/2017

26. 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.
Educational Measurement and Evaluation
4/24/2017

27. 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 data
Educational Measurement and Evaluation
4/24/2017

28. 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.
Educational Measurement and Evaluation
4/24/2017

29. Criterion-referenced test
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.
Educational Measurement and Evaluation
4/24/2017

30. Criterion-referenced test
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
Educational Measurement and Evaluation
4/24/2017

31. Criterion-referenced test
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.
Educational Measurement and Evaluation
4/24/2017

32. 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.)
Educational Measurement and Evaluation
4/24/2017

33. 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.
Educational Measurement and Evaluation
4/24/2017

34. 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
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4/24/2017

35. 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.
Educational Measurement and Evaluation
4/24/2017

36. Problems with Norm-referenced Grading
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.
Educational Measurement and Evaluation
4/24/2017

37. Problems with Norm-referenced Grading
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.
Educational Measurement and Evaluation
4/24/2017

38. 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.
Educational Measurement and Evaluation
4/24/2017

39. 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.
Educational Measurement and Evaluation
4/24/2017

40. 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.
Educational Measurement and Evaluation
4/24/2017

41. Qualitative approach
These tools include rating scales, checklists, notes, photographs, video and audiotapes.
Educational Measurement and Evaluation
4/24/2017

42. 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.
Educational Measurement and Evaluation
4/24/2017

43. 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.
Educational Measurement and Evaluation
4/24/2017

44. 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.
Educational Measurement and Evaluation
4/24/2017

45. THANKS
Educational Measurement and Evaluation
4/24/2017