Test and Measurement

The Nuts and Bolts

The Best way for you to understand
this Subject is by:

Scientist
 Testing
• Systematic procedures for observing behavior & describing it with the
aid of numerical scales or fixed categories (Cronbach, 1990)

• Objective & standardized measure of a sample of behavior (Anastasi

& Urbina, 2000)

• “How well the individual performed?”

 Measurement
 The process of obtaining a numerical description of the degree to
which an individual possesses a characteristic

 “How much?”
 Used to assign numerals to objects or constructs according to rules
so that numbers have quantitative meaning.

Includes: Intelligence, Interest, aptitudes, values, Scholastic

achievements
Measurements could Either be:
• Objective
=does not depend on the person or the individual taking the
measurement

• Subjective
=based on perceptions
Sample:
• Age of a pupil in years
• Test scores in grade 3 science
• Attitude based on observation
• Class participation
• Length of a paper in inches
• Showmanship in a school drama
• Effectiveness of a teacher
GOLDEN RULE IN MEASUREMENT

Measurement of quantity(quality) interest= True value of the interest +

Random Error

Ex. 75, 82,83, 76, 78, 81

 Assessment
 Process of making judgments about the quality of student
performance using existing data or outcomes.

 Process an individual uses to judge information from one or more

sources. That process may focus on test data as well as observations
and other sources.
 Assessment
(of Learning?)
How do we do assessment of a student’s learning?

Abstract, unseen and cannot be touched

Various Roles of Assessment:
• Summative

• Diagnostic

• Formative

• Placement ( Aptitude)
Ex. NCEE
EDUCATIONAL
 Identify children with
special needs and special
services.
 Evaluations of
accomplishment or the
degree of learning that has
taken place.
COUNSELING CLINICAL BUSINESS AND MILITARY
 The ultimate objective of • To help screen for or • Used in decision making
such assessments is the diagnose behavior about the career
improvement of the problems. personnel. As well as in
assesse in terms of related in decisions
adjustment, productivity, regarding promotions,
quality of life. transfer, job satisfaction
and eligibility.
Indicators, Variables and Factors
• Educational Variable = Measurable characteristics of a student

• Indicators = signifies the presence/absence of a measured

characteristics

• Factors = A group of similar construct or variable

 Difference Between: Testing and Assessment

Testing Assessment
1.Objective – Obtain a gauge • Answer a referral/arrive at a
(usually in numbers) decision
2.Process – Individual or group in nature Usually individualized

3. Role of Evaluator – Minimal Plays a key role

4. Skill of Evaluator- Technician-like Educated in selection, valuation,

integration of data
5. Outcomes – Yields Score
 Measurement Scales
Nominal ( labels) – without any quantitative value
Ex: gender, where you live, hair color, etc.
Ordinal - order of the values is what’s important and significant, but the
differences between each one is not really known
Ex. Typically measures non-numeric concepts
Interval – order and exact differences ( with no true zero)
Ex. Temperature
Ratio - with absolute zero
Ex. Height and Weight
 Test
Can be appropriately used, unintentionally misused, and intentionally
abused.

Both poorly and well designed tools in the hands of ill-trained or

inexperienced users can be dangerous.
 TEST ARE NOT INFALLIBLE!!!!!
• Different Populations: Effects on Test Usefulness
General Types of Tests
• Test Performance

• Behavior Observations

• Self-reports
 Types of Tests
Standardized Non-Standardized
• Prescribed way of • Usually used to assess a
administration, scoring, student’s performance
interpretation • Could either be summative,
formative
 Types of Tests
Norm-referenced Criterion-referenced
• Interprets and ranks score of an • Passing the test is pre-
individual relative to the score determined by a set of criteria
gained by others taking the
same test
 Types of Tests
Group Individual
Subjective Objective
Speed Power
Verbal Non-verbal
Cognitive
Affective
Topics for Next week’s discussion:
• Bloom’s Taxonomy, examples
• Appropriateness of Assessment Methods
• Reliability and Validity