Assignment 8602(1)

Student name: Noreen Mubashar

Registeration number: 0000373961
Tutor name: Dr Muhammad
Nadeem Iqbal

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Course: Educational Assessment and Evaluation (8602) Level: M.Ed/ M.A.
Semester: Autumn, 2022 Assignment.1

Q. No. 1 Explain the concepts of measurement, assessment and evaluation.

Further elaborate the difference between them with examples
Ans. Measurement When one of the sets of numerals is assigned to each set of objects,
be it person or commodity, as per the accepted rules or standards and described in
standard words, units and symbols, so as to characterize the status of that object it is
called as measurement. In education, measurement implies the quantitative
assessment of the student’s performance in an exam.It is a mechanical process, which
involves the systematic study of the attributes with the help of appropriate assessment
tools. It transforms the variable into variate, which is effective in making deductions.
For instance, Intelligence is measured in terms of IQ, and the result variable is
measured as scores.Further, it is helpful in comparing the performance of various
students as well as in highlighting their positive and negative points. Physical
Measurement: The measurement of an object which materially exists, it is called as
physical measurement. For instance, measurement of height or weight of an
individual using a measuring tape or weighing machine, starting from zero points.
Mental Measurement: Otherwise called as psychological measurement. It is not
defined in absolute terms, rather it is relative. It is not measured with the help of any
instrument but on the basis of the individual’s response or critical observation. For
instance, measuring the amount of work done by an individual is psychological or
mental measurement. Evaluation Evaluation can be defined as the act of assigning
value to the measure. It is a systematic and continuous process wherein the analysis of
the outcome derived from the measurement of the characteristic of the object, person
or activity is performed as per the defined standards. Further, the relative position of
the person, object or activity is ascertained, on the basis of the characteristic. In
evaluation. what we do is, we pass judgement regarding how suitable, desirable or

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valuable something is. In education, evaluation alludes to the overall assessment of
the progress of the student, with respect to: Defined objectives Efficiency of teaching
and Effectiveness of the curriculum. It acts like an ‘inbuilt monitor’, within the
system, that tends to review the learning progress, at various points in time. It also
provides feedback on various aspects of the educational systems, such as on teaching
to the teachers and on learning to the learners. So we can conclude that: Evaluation =
Quantitative description + Qualitative Description + Value Judgement where, the
quantitative description includes facts and figures and the qualitative description
includes ranking, weightage and value.Hence, in evaluation, the knowledge of the
student/learner is not the only aspect which is considered, rather all the aspects which
are important for his/her development are taken into consideration. So, evaluation
covers four different aspects, namely:role-of-evaluation Objectives Learning
Experiences Learner’s appraisal Relationship between the above three It aims at
ascertaining the progress of the student, reforming the system of education and
increasing the answerability for outcomes. Differences Between Measurement and
Evaluation Check out the point stated below, to understand the differences between
measurement and evaluation: Measurement can be understood as the process of
determining the attributes and dimensions of a physical object. On the other hand,
evaluation is an ongoing process of measuring and assigning qualitative meaning, by
passing value judgements. Measurement accounts for the observations which can
be expressed numerically, i.e. quantitative observations. Conversely, evaluation
includes both quantitative and qualitative observations. Measurement entails the
assignment of numerals to the person or object as per the certain rules. As against,
evaluation involves the assignment of grades, level or symbols according to
established standards. While measurement focuses on one or more attributes or
traits of a person or object, evaluation covers all the aspects including cognitive,
affective and psychomotor learning. Measurement analyses how much, how tall,
how fast, how hot, how far or how small something is and that too in numerical terms.
In contrast, evaluation answers how well something is which is done by adding
meaning or value judgement to the measurement. With measurement, one cannot
make logical assumptions about the learner, but this is not in the case of evaluation.
Measurement consumes less time and energy as it uses tools or measuring devices,
to serve the purpose. As against, evaluation requires observation and it passes value
judgement, which consumes time and energy. When it comes to scope,

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measurement has a limited scope because it takes into account only a number of
dimensions of personality or attribute. But, evaluation covers all the dimensions
before passing value judgement. Moreover, the evaluation includes measurement.
Hence, its scope is wider. Measurement is content-oriented whereas evaluation is
objective oriented.
Q. No. 2 Define classroom assessment. What is the role of classroom assessment
in teaching?
Ans. Classroom assessment is the process of collecting and interpreting information
about. learning and teaching as it occurs in a classroom for the purpose of making
decisions. that improve opportunities for learning Purpose of Classroom Assessment
Assessment is used to:inform and guide teaching and learning A good classroom
assessment plan gathers evidence of student learning that informs teachers'
instructional decisions. It provides teachers with information about what students
know and can do. To plan effective instruction, teachers also need to know what the
student misunderstands and where the misconceptions lie. In addition to helping
teachers formulate the next teaching steps, a good classroom assessment plan provides
a road map for students. Students should, at all times, have access to the assessment
so they can use it to inform and guide their learning. help students set learning goals
Students need frequent opportunities to reflect on where their learning is at and what
needs to be done to achieve their learning goals. When students are actively involved
in assessing their own next learning steps and creating goals to accomplish them, they
make major advances in directing their learning and what they understand about
themselves as learners. assign report card grades Grades provide parents, employers,
other schools, governments, post-secondary institutions and others with summary
information about student learning. motivate students Research (Davies 2004;
Stiggins et al. 2004) has shown that students will be motivated and confident learners
when they experience progress and achievement, rather than the failure and defeat
associated with being compared to more successful peers. CLASSROOM
ASSESSMENT TECHNIQUES (CATS) Classroom Assessment is a systematic
approach to formative evaluation, used by instructors to determine how much and
how well students are learning. CATs and other informal assessment tools provide
key information during the semester regarding teaching and learning so that changes
can be made as necessary. "The central purpose of Classroom Assessment is to
empower both teachers and their students to improve the quality of learning in the

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classroom" through an approach that is "learner-centered, teacher-directed, mutually
beneficial, formative, context-specific, and firmly rooted in good practice" (Angelo &
Cross, 1993, p. 4).In their book, Classroom Assessment Techniques, Angelo and
Cross describe 50 Classroom Assessment Techniques (CATs)-simple tools
(instruments, forms, strategies, activities) for collecting information on student
learning in order to improve it. CATs are easy to design, administer and analyze, and
have the added benefit of involving students in their own learning. They are typically
non-graded, anonymous in-class activities that are embedded in the regular work of
the class. The 50 CATS are divided into three broad categories: Techniques for
assessing course-related knowledge and skills Techniques for assessing learner
attitudes, values and self-awareness Techniques for assessing learner reactions to
instruction EXAMPLES OF EASY-TO-USE CATS Minute Papers and Muddiest
Point, the best known and easiest CATs, are used to assess courserelated knowledge
and skills. One-Sentence Summaries challenge students to answer the questions "Who
does what to whom, when, where, how, and why?" about a particular topic, and then
to synthesize those answers into a single, informative, grammatical, and long
summary sentence. It allows you to find out how concisely, completely, and
creatively students can summarize a large amount of information on a given topic.
The format allows you to scan and compare responses quickly and easily. This CAT
gives students practice in using a technique for "chunking" information-condensing it
into smaller, interrelated bits that are more easily processed and recalled-and makes it
is easier for them to recall the information. To use: Select an important topic that your
students have recently studied in your class and that you expect them to learn to
summarize. Students should be told to answer the questions, "Who Did/Does What to
Whom, When, Where, How, and Why?" in relation to the topic. Providing a matrix
with the questions ("Who?" "Does What?" etc.) listed down the left side of the page
makes it easier for students to create the sentence. Some topics don't fit into this
format described and you may need to create a different pattern, such as, "How Does
Who Do What and Why?" Students should then turn their answers into a grammatical
sentence that follows the pattern given. Practice the task yourself to be sure you can
coherently summarize the topic in one sentence. You can evaluate their responses by
marking each component (Who, What, How, etc.) with a zero, check, or plus. You
can then make a matrix to represent the whole class's responses. This will tell you if
students are having a more difficult time, for example, answering the "how" and

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"why" questions than the "who" and "what" questions. Course-Related Self-
Confidence Surveys are used to assess your students' levels of confidence in their
ability to learn the skills and content of your course. This is especially important to
know in some specific contexts: students' mathematical skills, their ability to speak in
public, their athletic ability, etc. When you know the confidence levels of the students,
and what affects their confidence, you can build assignments that build confidence.
To use: Focus on skills or abilities that are important to success in the course. Make
up questions to assess students' self-confidence in relation to these skills or abilities.
Create a simple survey to gather the data. For example: How confident do you feel
you will be able to do the following by the end of this course? For each, indicate:
Very confident, somewhat, not very, not at all confident Feel comfortable working
out in a gym and/or running in a public place. Run three miles in 30 minutes.
Maintain your exercise program for a year after the class has ended. Allow
students a few minutes to respond. Be sure to tell them that the survey is anonymous.
Summarizing the data is a simple process of tallying responses to each question.
Reading Rating Sheets and Assignment Assessments are used to assess learner
reactions to instruction. Reading Rating Sheets are short, simple assessment forms
that students fill out in response to their assigned course reading. The purpose is to
provide you with feedback on students' evaluation of course readings. You can use
this CAT to find out how motivating, interesting, clear, and useful the readings are to
your students. Assignment Assessments ask students to consider the value of
assignments to them as learners. You can use this technique to see assignments from
the students' perspective; get feedback on difficulty level, learning value, and interest
level of the project/assignment; and also motivate students to complete assignments
because they know they will have an opportunity to assess the assignments. To use:
Determine why you want students to rate the course readings or to assess an
assignment and then write a few questions that will elicit the information you desire.
Q. No. 3 Describe the types of achievement tests. Explain the purpose of these
tests in detail?
Ans. The achievement tests that most people are familiar with are the standard exams
taken by every student in school. Students are regularly expected to demonstrate their
learning and proficiency in a variety of subjects. In most cases, certain scores on these
achievement tests are needed in order to pass a class or continue on to the next grade
level. The role of achievement tests in education has become much more pronounced

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since the passage of the 2001 No Child Left Behind Act.1 This legislation focused on
standard-based education which was used to measure educational goals and outcomes.
While this law was later replaced by the 2015 Every Student Succeeds Act,
achievement testing remains a key element in measuring educational success and
plays a role in determining school funding.2 But achievement tests are not just
important during the years of K-12 education and college. They can be used to assess
skills when people are trying to learn a new sport. If you were learning dance, martial
arts, or some other specialized athletic skill, an achievement test can be important for
determining your current level of ability and possible need for further training.
Examples of Achievement Tests Some more examples of achievement tests include:
A math exam covering the latest chapter in your book A test in your social
psychology class A comprehensive final in your Spanish class The ACT and SAT
exams A skills demonstration in your martial arts class Each of these tests is designed
to assess how much you know at a specific point in time about a certain topic.
Achievement tests are not used to determine what you are capable of; they are
designed to evaluate what you know and your level of skill at the given moment. As
you can see, achievement tests are widely used in a number of domains, both
academic- and career-related. Students face an array of achievement tests almost
every day as they complete their studies at all grade levels, from pre-K through
college. Such tests allow educators and parents to assess how their kids are doing in
school, but also provide feedback to students on their own performance. When Are
Achievement Tests Used? Achievement tests are often used in educational and
training settings. In schools, for example, achievements tests are frequently used to
determine the level of education for which students might be prepared. Students might
take such a test to determine if they are ready to enter into a particular grade level or if
they are ready to pass of a particular subject or grade level and move on to the next.
Standardized achievement tests are also used extensively in educational settings to
determine if students have met specific learning goals. Each grade level has certain
educational expectations, and testing is used to determine if schools, teachers, and
students are meeting those standards. So how exactly are achievement tests created?
In many instances, subject matter experts help determine what content standards
should exist for a certain subject. These standard represent the things that an
individual at a certain skill or grade level should know about a particular subject. Test
designers can then use this information to develop exams that accurately reflect the

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most important things that a person should know about that topic. Achievement Tests
vs Aptitude Tests Achievement tests differ in important ways from aptitude tests. An
aptitude test is designed to determine your potential for success in a certain area. For
example, a student might take an aptitude test to help determine which types of career
they might be best suited for. An achievement test, on the other hand, would be
designed to determine what a student already knows about a specific subject. A Word
From Verywell Achievement tests play an important role in education, but they have
also been the subject of criticism at times. Some feel that excessive testing interferes
with the educational process and places too much emphasis on passing a test while
ignoring more important abilities such as critical and creative thinking. However,
such tests do provide a fairly efficient way to get an idea of how well students are
performing. The different types of tests 1. Unit tests Unit tests are very low level and
close to the source of an application. They consist in testing individual methods and
functions of the classes, components, or modules used by your software. Unit tests are
generally quite cheap to automate and can run very quickly by a continuous
integration server. 2. Integration tests Integration tests verify that different modules or
services used by your application work well together. For example, it can be testing
the interaction with the database or making sure that microservices work together as
expected. These types of tests are more expensive to run as they require multiple parts
of the application to be up and running. 3. Functional tests Functional tests focus on
the business requirements of an application. They only verify the output of an action
and do not check the intermediate states of the system when performing that
action.There is sometimes a confusion between integration tests and functional tests
as they both require multiple components to interact with each other. The difference is
that an integration test may simply verify that you can query the database while a
functional test would expect to get a specific value from the database as defined by
the product requirements. 4. End-to-end tests End-to-end testing replicates a user
behavior with the software in a complete application environment. It verifies that
various user flows work as expected and can be as simple as loading a web page or
logging in or much more complex scenarios verifying email notifications, online
payments, etc... End-to-end tests are very useful, but they're expensive to perform and
can be hard to maintain when they're automated. It is recommended to have a few key
end-to-end tests and rely more on lower level types of testing (unit and integration
tests) to be able to quickly identify breaking changes. 5. Acceptance testing

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Acceptance tests are formal tests that verify if a system satisfies business
requirements. They require the entire application to be running while testing and
focus on replicating user behaviors. But they can also go further and measure the
performance of the system and reject changes if certain goals are not met. 6.
Performance testing Performance tests evaluate how a system performs under a
particular workload. These tests help to measure the reliability, speed, scalability, and
responsiveness of an application. For instance, a performance test can observe
response times when executing a high number of requests, or determine how a system
behaves with a significant amount of data. It can determine if an application meets
performance requirements, locate bottlenecks, measure stability during peak traffic,
and more.
R. No. 4 What are the types of selection types tests items? What are the
advantages of multiple choice questions?
Ans. Advantages and Disadvantages of Different Types of Test Questions multiple-
choice test It’s good to regularly review the advantages and disadvantages of the most
commonly used test questions and the test banks that now frequently provide them.
MULTIPLE-CHOICE QUESTIONS Advantages Quick and easy to score, by hand or
electronically Can be written so that they test a wide range of higher-order thinking
skills Can cover lots of content areas on a single exam and still be answered in a class
period Disadvantages Often test literacy skills: “if the student reads the question
carefully, the answer is easy to recognize even if the student knows little about the
subject” (p. 194) Provide unprepared students the opportunity to guess, and with
guesses that are right, they get credit for things they don’t know Expose students to
misinformation that can influence subsequent thinking about the content Take time
and skill to construct (especially good questions) TRUE-FALSE QUESTIONS
Advantages Quick and easy to score Disadvantages Considered to be “one of
the most unreliable forms of assessment” Often written so that most of the statement
is true save one small, often trivial bit of information that then makes the whole
statement untrue Encourage guessing, and reward for correct guesses SHORT-
ANSWER QUESTIONS Advantages Quick and easy to grade Quick and easy
to write Disadvantages Encourage students to memorize terms and details, so that
their understanding of the content remains superficial ESSAY QUESTIONS
Advantages Offer students an opportunity to demonstrate knowledge, skills, and
abilities in a variety of ways Can be used to develop student writing skills,

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particularly the ability to formulate arguments supported with reasoning and evidence
Disadvantages Require extensive time to grade Encourage use of subjective criteria
when assessing answers If used in class, necessitate quick composition without time
for planning or revision, which can result in poor-quality writing QUESTIONS
PROVIDED BY TEST BANKS Advantages Save instructors the time and energy
involved in writing test questions Use the terms and methods that are used in the book
Disadvantages Rarely involve analysis, synthesis, application, or evaluation (cross-
discipline research documents that approximately 85 percent of the questions in test
banks test recall) Limit the scope of the exam to text content; if used extensively, may
lead students to conclude that the material covered in class is unimportant and
irrelevant We tend to think that these are the only test question options, but there are
some interesting variations. The article that promoted this review proposes one: Start
with a question, and revise it until it can be answered with one word or a short phrase.
Do not list any answer options for that single question, but attach to the exam an
alphabetized list of answers. Students select answers from that list. Some of the
answers provided may be used more than once, some may not be used, and there are
more answers listed than questions. It’s a ratcheted-up version of matching. The
approach makes the test more challenging and decreases the chance of getting an
answer correct by guessing
Q. No. 5 Discuss in detail factors affecting the reliability of test?
Ans. Factors Influencing the Reliability of Test Scores Some intrinsic and some
extrinsic factors have been identified to affect the reliability of test scores. (A)
Intrinsic Factors: The principal intrinsic factors (i.e. those factors which lie within the
test itself) which affect the reliability are: (i) Length of the Test: Reliability has a
definite relation with the length of the test. The more the number of items the test
contains, the greater will be its reliability and vice-versa. Logically, the more sample
of items we take of a given area of knowledge, skill and the like, the more reliable the
test will be.However, it is difficult to ensure the maximum length of the test to ensure
an appropriate value of reliability. The length of the tests in such case should not give
rise to fatigue effects in the testees, etc. Thus, it is advisable to use longer tests rather
than shorter tests. Shorter tests are less reliable. The number of times a test should be
lengthened to get a desirable level of reliability is given by the formula: Example:
When a test has a reliability of 0.8, the number of items the test has to be lengthened
to get a reliability of 0.95 is estimated in the following way: Hence the test is to be

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lengthened 4.75 times. However, while lengthening the test one should see that the
items added to increase the length of the test must satisfy the conditions such as equal
range of difficulty, desired discrimination power and comparability with other test
items. (ii) Homogeneity of Items:Homogeneity of items has two aspects: item
reliability and the homogeneity of traits measured from one item to another. If the
items measure different functions and the inter-correlations of items are ‘zero’ or near
to it, then the reliability is ‘zero’ or very low and vice-versa. (iii) Difficulty Value of
Items: The difficulty level and clarity of expression of a test item also affect the
reliability of test scores. If the test items are too easy or too difficult for the group
members it will tend to produce scores of low reliability. Because both the tests have
a restricted spread of scores. (iv) Discriminative Value: When items can discriminate
well between superior and inferior, the item total-correlation is high, the reliability is
also likely to be high and vice-versa. (v) Test instructions: Clear and concise
instructions increase reliability. Complicated and ambiguous directions give rise to
difficulties in understanding the questions and the nature of the response expected
from the testee ultimately leading to low reliability. (vi) Item selection: If there are
too many interdependent items in a test, the reliability is found to be low. (vii)
Reliability of the scorer: The reliability of the scorer also influences reliability of the
test. If he is moody, fluctuating type, the scores will vary from one situation to
another. Mistake in him give rises to mistake in the score and thus leads to reliability.
(B) Extrinsic Factors: The important extrinsic factors (i.e. the factors which remain
outside the test itself) influencing the reliability are: (i) Group variability: When the
group of pupils being tested is homogeneous in ability, the reliability of the test scores
is likely to be lowered and vice-versa. (ii) Guessing and chance errors: Guessing in
test gives rise to increased error variance and as such reduces reliability. For example,
in two-alternative response options there is a 50% chance of answering the items
correctly in terms of guessing. (iii) Environmental conditions: As far as practicable,
testing environment should be uniform. Arrangement should be such that light, sound,
and other comforts should be equal to all testees, otherwise it will affect the reliability
of the test scores. (iv) Momentary fluctuations: Momentary fluctuations may raise or
lower the reliability of the test scores. Broken pencil, momentary distraction by
sudden sound of a train running outside, anxiety regarding noncompletion of home-
work, mistake in giving the answer and knowing no way to change it are the factors
which may affect the reliability of test score.

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