Understanding the meaning of Test, Measurement Evaluation and Assessment.2
This Notes fully based on your University Syllabus & same as your Book also.
This notes for Education Honours 3rd Semester, core paper V & Education GE Semester 4th / Paper - iV also.
EDUCATIONAL ASSESSMENT AND EVALUATION
UNIT 1: Assessment and Evaluation in Education
(i) Understanding the meaning and purpose of test, measurement, assessment and
evaluation
(ii) Scales of measurement- nominal, ordinal, interval and ratio
(iii) Types of test- teacher made and standardized
(iv)Approaches to evaluation- placement, formative, diagnostic and summative
(v) Types of evaluation- norm referenced and criterion referenced
(vi)Concept and nature of continuous and compressive evaluation
MEASUREMENT
Measurement means quantitative description of data. It is the act or the process of ascertaining the extent or quantity of something. Measurement is a process by which we assign numbers to express the quantity of an object or trait. The term has been defined in various ways.
Encyclopaedia of Educational Research :
To measure means to observe or to determine the magnitude of variate.
Dictionary of Education, C.V. Good.
The comparison of a quantity, (exhibited by a particular case) with an appropriate scale for the purpose of determining (within the limits of accuracy imposed by nature of the scale) the numerical value on the scale that corresponds to the quantity to be measured.
N.E. Gronlund and R.L. Linn.
Measurement is the process of obtaining a numerical description of the degree to which an individual possesses a particular characteristics.
James M. Bardfield.
Measurement is the process of assigning symbols to dimensions of phenomena in order to characterise the status of a phenomenon as precisely as possible.
R.H. Lindman.
Measurement is assignment of one or a set of numbers to each or a set of persons or objects. According to certain established rules. This set of numbers depends upon the nature of the characteristics being measured and upon the types of measuring instrument used.
Thorndike and Hagen.
Anything that exists at all exists in some quantity is capable of being measured.
Campbell
Measurement means assignment of numbers to objects or events according to rules.
Guilford
Measurement means the description of data in terms of numbers and this, in turn, means taking advantage of the many benefits that operations with numbers and mathematical thinking provide.
From the analysis of above definitions it can be said that measurement is the process of quantification of some phenomena. It is to assign a number or a set of numbers to oneor a set of phenomena. In this process comparison is made of a quantity with an appropriate scale for the purpose of determining the numerical value.
Therefore it can be said that measurement is a process of
-- comparing an unknown quantity with a known, with an appropriate scale or unit,
-- assignment of quantitative value,
-- assignment of symbols to observations in a meaningful and consistent manner,
-- determining magnitude of a variate,
-- assignment of symbols to the dimensions of the phenomena in order to characterise status of the phenomena.
-- ascertaining the extent and quantity of anything being measured.
TYPES OF MEASUREMENT
We can classify measurement into two types on the basis of their nature, such as -
1. Physical Measurement
2. Educational Measurement
Physical Measurement :
Physical measurement is complete in itself and the whole amount can be measured. It is absolute and conveys a definite meaning. In physical measurement there are fixed units which are constant through out the measurement
Educational Measurement :
Educational measurement is very much subjective and complex than physical measurement. Educational measurement involves mental process of the individual which is abstract and interpreted in terms of behaviour. Educational measurement is done according to some pre-determined standards which may be very subjective and far from being specified.
Difference Between Physical Measurement and Educational Measurement : We can summarise the difference between physical measurement and educational measurement under following points.
Nature of Educational Measurement :
From the above discussions we can point out the following properties of measurement.
1. In educational measurement there is no absolute zero point.
In educational measurement there is no absolute zero point. It is relative to some arbitrary standard. For example a student has secured ‘O’in a test of English. It does not mean that the student has ‘O' knowledge in English. Because he may secured 20 in another test which is easier than the first one. As the zero point is not fixed so we cannot say that a student with score of 40 has double the knowledge of a student with a score of 20.
2. The units are not definite.
In educational measurement the units are not definite, so we may not obtain the same value for every person. Because the test may vary in content and difficulty level. Therefore one individual may perform differently on different test, different individual may perform differently on one test.
3. It conveys a sense of infinity.
It implies that we cannot measure the whole of an attribute of an individual. Generally the scores obtained from a measurement are observed scores which contain measurement errors. Therefore true score is infinite and unknown.
4. It is a process of quantification.
In educational measurement the characteristics and traits are translated into numerical terms. Quantification means how much or to what extent a particular attribute is present.
5. It is a process of assigning symbols.
Measurement is a process of assigning symbols to observations in some meaningful and consistent manner. In measurement generally we compare with certain standard unit or criteria which has an universal acceptability.
6. It cannot be measured directly.
In case of educational measurement we cannot measure the attribute directly. It is observed through behaviour. For example the reading ability of individual can only be measured when he is asked to read a written material.
7. It is a means to an end but not an end in itself.
The objective of educational measurement is not just to measure a particular attribute. Rather it is done to evaluate to what extent different objectives have been achieved.
FUNCTIONS OF MEASUREMENT :
Measurement has various functions in the educational process. We can explain it under following headings.
1. Measurement helps in classification. In order to place students we use measurement results. In school it is required to classify students according to achievement, intelligence, ability or interest etc. This type of classification is called as placement classification. Measurement results are required for this type of classification.
2. Measurement is used for selecting. In the educational system very often we need to select students for different purposes - such as courses, scholarships, events etc. For this purpose we use various measurement techniques like aptitude tests, attitude tests, achievement tests. etc.
3. Measurement helps in comparison. In teaching learning process and in educational research it is required to compare individuals or groups. It is only possible to obtain the numerical data through measurement and compare it using different statistical methods.
4. Measurement data helps in predicting future performance. By using measurement results a teacher can predict the future performance of the pupil in a particular subject or as a whole. Sometime we can predict one variable from the measurement result of another related variable. For example one can predict the achievement of the pupil from the intelligence score.
5. Measurement results are used for diagnosis. Diagnosis of learning difficulties and problems of students is one of the very important task. On the basis of which a teacher can provide feedback to the students and plan for the remedial work.
6. Measurement helps in improving instructional practices. Measurement tools helps in identifying the existing defects and loop wholes in the instructional practices. Therefore it can assist both to rectify and improve the methods and practices of the teaching learning process. Thus it helps in improving teaching effectiveness of the teacher.
7. Measurement helps in curriculum development. Before constructing curriculum one must know the need and abilities of the students. Measurement tools helps to assess the needs and abilities of the pupils. It enables to the authenticity, objectivity and usability of curriculum. The objectives of a curriculum programme can be out lined on the basis of measurement results.
8. Measurement results help in guidances and counselling. In order to impart effectives guidance and counselling the counsellor must know the interest, abilities, attitude, aptitude and intelligence of the client. Thus measurement tools will enable the counsellor to obtain the required data.
9. Measurement results helps in smooth administration and supervision. Measurement result provides appropriate data to the administrative authorities to judge, to what extent the objectives of the educational programme has been achieved. It also provides information to judge the performance of the teachers and to suggest them where to modify.
10. Measurement helps in educational research. In educational research after experiment the researcher needs to measure the effect of the treatment. In this case measurement tools helps him. In descriptive and survey research also researcher uses measurement result for data analysis.
ASSESSMENT
In educational setting assessment refers to the progress students have made towards a given educational goal at a point of time. It is not concerned with the explanation of underlying reasons and does not puffer recommendations for action. The term assessment covers activities included in grading, examining, certifying and so on. Assessment is the process by which information are obtained related to some known objectives. Assessment is a broader term which includes testing. Tests are assessments made under contrived circumstances especially so that they may be administered. Therefore it can be said that all testings are assessment, but all assessments may not be testing. Generally all unit tests. We assess the student's progress at the end of the course through testing. We also assess verbal and quantitative skills through different instruments whether implicit or explicit, assessment is most usefully connected to some goal or objective for which the assessment is designed.
In classroom, assessment refers to all the processes and products which are used to describe the nature and the extent of pupils' learning. This also takes cognitive some of the degree of correspondence of such learning will the objectives of instruction. Generally evaluation is used when the subject is not persons or group of persons but the effectiveness or otherwise of a course or programme of Teaching or method of teaching. Assessment is used for measuring or determining personal attributes i.e., totality of the student, the environment of learning and the student's accomplishment
International Dictionary of Education.
Assessment in education, the process by which one attempts to measure the quality and quantity of learning and teaching using various assessment techniques, assignments, project continuous assessment, objective type tests.
N.E.Gronlund and R.L.Linn. Assessment is a term that includes a lot of procedures used to gain information related to student learning and formation of some value judgements about learning progress.
University of Oregon.
Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand and can do with their knowledge as a result of their educational experiences.
Characteristics of Assessment :
1. Assessment is linked with course, daily outcomes and standards.
2. There is opportunity for self-assessment, goal-setting, and personal professional development through reflections.
3. A variety of tools are used in the process of assessment. This takes into consideration the characteristics of the structure of the content.
4. It includes opportunities for reproduction of factual knowledge and application of skills. 5. It includes performance based tasks related with real life.
6. Assessment helps in providing specific feedback to the students about their strengths and areas for improvement.
Principles of Assessment :
1. Assessment for learning focuses on how students learn. While must be aware of the ‘how of their learning as they are aware about what they are learning.
2. Assessment for learning must be an important part of planning for teaching and learning. Planning for teaching and learning should provide opportunity for both teacher and learner to obtain and use information about progress towards learning gaols. Planning should include strategies to ensure that learners understand the goals of learning. It should also include how learners will receive feedback, how they will take part in evaluating their learning and how they will be helped to make further progress should be planned.
3. Assessment should be an important aspect of classroom practice. Much of the classroom activities can be recognised as assessment. The tasks and questions prompts learners to demonstrate their knowledge, understanding and skills. What learners say and do is then observed and interpreted, and judgements are made how learning can be improved.
4. Assessment skills is one of the pivotal professional skill of a teacher. A teacher should have professional knowledge and skill to plan for assessment, to observe learning, to analyse and interpret evidence of learning, to provide feedback and support learners in self-assessment.
5. Assessment should be sensitive and constructive. Assessment has an emotional impact on students. Therefore the teachers should be conscious about how his comments, marks and grades affects students. Comments should be on work rather than the person.
6. Assessment should take into account the learner's motivation. Assessment should be so designed and interpreted that it encourages learning and fosters motivation by emphasising progress and achievement rather then failure.
7. Self-assessment capacity of learners should be developed. Learners have the ability to seek out and gain new skills, new knowledge and new understanding. They are able to engage in self-reflection and to identify the next steps in their learning. Teachers should equip learners with desire and the capacity to the change of their learning through developing the skills of self-evaluation, so that the students can be reflections and self managing
In the next section I will give u the notes about Evaluation
when include : Meaning of Evaluation, Principles of Evaluation, Relationship between Measurement & Assessment, Relationship between Measurement and Evaluation, Relationship between Assessment and Evaluation &
Types Evaluation when include
Placement Evaluation,Formative evaluation, Diagnostic Evaluation, Summative Evaluation, Difference between Formative and Summative Evaluation
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