MEASUREMENT AND

EVALUATION
VANESSA P SUMAGANG
MS MATH
⚫ The effectiveness of instruction
is usually determined by
measuring achievements against
objectives undertaken.
 PURPOSES OF EVALUATION

⚫ To help provide more intelligent

guidance in teaching and learning.

⚫ To develop more effective

curricula and educative
experiences.
 PURPOSES OF EVALUATION
⚫ To secure more intelligent and
effective cooperation form parents
and community.

⚫ To provide an adequate and

objective basis for reporting
progress.

⚫ To see that desired behavioral

changes have taken place in the
 CRITERIA FOR MEASURING TESTS
⚫Validity
⚫Reliability
⚫Objectivity
⚫Administrabilit
y ⚫Motivation for
the student
⚫Student
Consciousness ⚫Utility
⚫Comprehensivenes
s
 VALIDITY
⚫ A test
⚫ should be worthwhile;
⚫ should measure abilities or traits
for which it is intended;
⚫ should be valid for a given group
of
pupils;
⚫ should satisfactorily fulfill its
objectives.
 RELIABILITY
⚫ determined by the consistency
with which it measures that which it does
measure.

The behavior of the examiner, the

mental and physical condition of
the student, and the conditions
under which the test is given have
a great influence upon the
reliability of the result of any test.
The ambiguity in the direction
indicated in the test, lack of
clearness in statement of
questions, inadequate sampling
of the matter to be tested,
inefficient methods of scoring
and erroneous interpretations
of test results also bring
unreliability in a test.
The more subjective the test is,
the less reliable it is likely to be.

To be highly reliable a
test must be objective.

The questions should be so stated

that the answer to each one is
definite and its correctness be
not subject to personal opinion.
 ADMINISTRABILITY
⚫ should be
economical of the
teacher’s time.
The amount of time required
for the construction,
administration and scoring of a
test should not be excessive.

The directions accompanying a test

should be very clear and concise.
Answer-keys for scoring should also be supplied.
 STUDENT CONSCIOUSNESS
⚫ A test should not aim at
confusing or puzzling the
student.

Reasonable tasks should

be set for reasonable
periods of time.

In test items designed to measure

understanding of a principle or
ability to apply a principle,
computation should be minimized.
OBJECTIVITY

⚫ The test should be free from all

types
of subjectivity.

⚫ Its results should not be affected

by any external or irrelevant
factors.
 MOTIVATION FOR THE STUDENT
⚫ should stimulate the best,
genuine efforts of the student.
The questions should discourage
guessing and bluffing.
The use of “catch” questions
should be minimized.
Occasional use of such questions
might, however, be justified
for, the point of views of
stimulation of accurate
thinking.
 A test should never be used as a
means of punishment. It should
always tend to create in the mind of
the student the attitude of further
study and effort. It should help
create interest in the subject.
 UTILITY

⚫ determined directly by
the service which it
renders.

For teaching purposes, the results of a

test are very helpful and useful in
deciding the further line of action.
Severe deficiencies in achievement should
be taken to indicate the necessity of
remedial teaching either for the entire class
or for individual students.
Minor deficiencies may
be remedied by direct
pupil effort.
The analysis of the test results may
also determine whether the teaching
techniques employed are proven
efficient for present purposes.
COMPREHENSIVENESS

⚫ The test should be good enough

to test the entire classroom work
and full contents. It should assess
the
knowledge, skills, abilities,
interests and attitudes as
adequately as possible.
PROGNOSTIC TEST
⚫Given to predict whatever a student is
likely to succeed in a particular field of
work or not.
⚫In many aspects they closely resemble
aptitude tests and certain types of
intelligence tests. They are helpful in the
inquiry of students’ interests, aptitudes,
work habits, and study skills.
DIAGNOSIS AND REMEDIAL
TEACHING
⚫Its aim is to analyze the difficulties of a student in a
particular phase of work.

⚫Its aim is to reveal reliable information concerning the

weaknesses in order to overcome them by concentrated
action, and for determining needs for remedial teaching.

⚫It may be used as in inventory test to find out how much a

student knows about a given phase of the subject matter
because it is formally presented.

⚫Are used along with personal interrelationship to discover

and analyze pupil difficulties with a view to setting up ..
Remedial measures to correct errors and remove the
difficulties.
TWO MORE TYPES OF TESTS
⚫SURVEY TEST – usually broad in scope; may cover the
instructional materials for one… of two or three months or
for an entire year. Its chief purpose is to show the¥¥…
amount of student achievement and to indicate whether the
students, sufficient basic preparations to proceed with
advanced work of a similar…. a good survey test can be used
as a final test in a special topic or in a …subject.
⚫Achievement test – used to measure the degree of mastery
of skills, fundamental…processes and general knowledge of a
subject, attained by the students …educational tests are
actually achievement tests used for particular…. The so
called standardized achievement test are somewhat broad
in… and closely resemble the survey type. The informal tests
given in class….work are frequently referred to as
achievement tests, regardless of the… for which they are
used.
CLASSIFICATION OF NEW TYPE
TESTS
⚫Completion Tests – in these tests are provided blanks
that have to be filled in by the pupils. These should be
carefully worded so that there should be in pupil's mind
no doubt about the correct answer.

⚫Multiple choice tests – composed of a number of items

each of which presents two or more responses, one of
which is correct; regarded as one of the best means of
testing, and is definitely superior to the other types; it
tests reasoning, reasoned understanding, sound
judgment and discrimination.
CLASSIFICATION OF NEW TYPE
TESTS
⚫Matching Tests – consists of two columns where each
item in the first column is to be paired with a word or
phrase in the second column upon some basis suggested.

⚫True False Tests – their merits are apparent in the case

of construction, applicability to a wide range of
subject-matter, objectivity of scoring and wide
sampling of knowledge tested per unit of time. But
there is a greater scope of guess work in them.
CLASSIFICATION OF NEW TYPE
TESTS
⚫ Short-Answer Tests – here each item appears as a direct
question. These belong to the category of simple-recall
tests. The answer or response has to be recalled by the
pupil from his past experience. It is differentiated from
the easy examination primarily on the basis of length of
response or answer required. Testing can be made more
comprehensive with their help.
ORAL TESTS
⚫ Oral questioning is equally important for purposes
of instruction and measurement. That will help in
determining the causes of error. It will further help in
knowing how well an individual has integrated his
knowledge, can apply it to new situations, sees its
application, and can hear understand think and express
with alertness. Its use is very time consuming and highly
subjective. It has also relatively little utility in the
classroom especially as a basis for determining pupils
marks in a course. It is not equally fair and just to all
pupils.
DISADVANTAGES OF OBJECTIVE
TYPE TESTS
⚫An undue emphasis is laid ion factual knowledge, and
practically no importance is attached to processes, methods
of procedure, or originality of thought and expression. The
subject of mathematics is a mode of thought rather than a
group of isolated memory facts.

⚫They fail to provide for systematic organization and

expression of thought.

⚫Answers may frequently be guessed from suggestions given in

the wording of the questions or form associated ideas. Even
when this guess element has been reduced to minimum,
guessed answers definitely affect the score.
DISADVANTAGES OF OBJECTIVE
TYPE TESTS
⚫It is very difficult to prepare good objective type tests.
To select questions judiciously, word them properly,
and apportion them statistically, required considerable
time, effort, and experience.

⚫The tests may also prove very expensive. When required

in large quantities, both for preparation and for use,
printed forms of objectives tests may prove to be quite
a costly affair.
INTELLIGENT ESSAY TYPE
QUESTIONS
⚫ It is important to know here to use the essay
type examination as it is to know how to use it.
STEPS IN TEST CONSTRUCTION
⚫Planning of the Test

⚫Preparation of the test

⚫Try out of the test

⚫Evaluation of the test

EVALUATION
⚫What are the major shortcoming of the evaluation
programme in mathematics? How will you try to remove
them?

⚫What are the things to ne kept in mind while planning to

set a question for a test in mathematics?

⚫Bring out a model test paper on a mathematical topic of

your own choice for a secondary class.

⚫Differentiate between measurement and evaluation.