Educational Measurement & Evaluation

(EDU-303)

B Ed 1.5
Credit Hours : 3
ucational Measurement & Evaluation
Dr Abdul Wadood
(EDU-303)

B Ed 1.5 Department of EDUCATION

Credit Hours : 3 Sarhad University of Science and Information Technology, Peshawar
1
 Course Outline

Detail of course outline

•Concepts of Test
•Types of Test
•Need of Test
•Purpose of Test
•Advantages and Disadvantages of Test
•Concept of Measurement
•Nature of Measurement
Department of EDUCATION 2
Sarhad University of Science and Information Technology, Peshawar
 Course Outline

Detail of course outline

• Characteristics of Measurement

• Concept of Assessment
•Purpose of Assessment
•Concept of Evaluation
• Nature of Evaluation
•Need of Evaluation
•Types of Evaluation Department of EDUCATION
Sarhad University of Science and Information Technology, Peshawar 3
 Cont…

Recommended Books:

•Okpalla P. M. et al (1999) Measurement and Evaluation in

Education. Stiching – Horden Publishers (nig.) Ltd. Benin
City.

•Licingston, S. A. and M. J. Zeiky (1982) Passing Scores: A

Manual for setting standards of Performance on Educational
and Occupational Tests. Princeton N. J: Educational Testing
Services.

•Davis, A. (1984) – Validating Three Tests of English

Proficiency, Language Testing 1 (1) 50 – 69
Department of EDUCATION 4
Sarhad University of Science and Information Technology, Peshawar
 Cont…

Recommended Books:

• Le Grange, L.L. & Reddy, C. (1998). Continuous

Assessment: An Introduction and Guidelines to
Implementation. Cape Town, South Africa: Juta

• Weiss, C.H. (1972). Evaluation Research: Methods of

Assessing Program Effectiveness. Englewood Cliffs (NJ),
USA: Prentice-Hall.

• Harlen, W., Gipps, C., Broadfoot, P., & Nuttall, D. (1992).

Assessment and the improvement of education. The
curriculum journal, 3(3), 215-230.
Department of EDUCATION 5
Sarhad University of Science and Information Technology, Peshawar
 Learning Outcomes

At the end of this lecture the students will be able to:

• understand the role of measurement &

Evaluation in Teaching.

• Construct reliable tests for students

• Get familiarity with the qualities of a good

measuring instrument

Department of EDUCATION 6
Sarhad University of Science and Information Technology, Peshawar
 Weekly Teaching Plan
Assignments/
Week No Topic
Quizzes
1 •Concepts of Test
•Types of Test
•Need of Test
•Purpose of Test
•Advantages and Disadvantages
of Test

2 •Concept of Measurement
•Nature of Measurement
•Characteristics of Measurement

Department of EDUCATION 7
Sarhad University of Science and Information Technology, Peshawar
 Weekly Teaching Plan
Assignments/
Week No Topic
Quizzes
3 •Concept of Assessment
•Purpose of Assessment
•Concept of Evaluation
• Nature of Evaluation
•Need of Evaluation
•Types of Evaluation

4
5
6

Department of EDUCATION 8
Sarhad University of Science and Information Technology, Peshawar
 CHAPTER 1
INTRODUCTION TO CONCEPT OF TEST,
MEASUREMENT, ASSESSMENT AND EVALUATION
WEEK 1

Department of EDUCATION 9
Sarhad University of Science and Information Technology, Peshawar
 Definition of Test

• A test is a tool, which is

intended to measure
students knowledge or their
ability to complete a
particular task.
10
 Definition of Test

• Tests should meet

some basic
requirements, such as
validity and reliability.
11
 Definition of Test

• Validity
refers to the extent to which a
test measures what it is supposed to
measure.
• Reliability
is the consistency of test scores
when administered on different occasions.
12
• Test is the form of questioning
or measuring tool used to
access the status of one’s skill,
and attitude.

13
• Test is a set of questions,
which is used to measure a
particular characteristic of
an individual or a group.

14
• The instruments that are used
to measure the sample of
students’ behavior under
specific conditions are called
tests.

15
 Personality Test

• Tests used for the assessment

of personality of a student is
called personality tests.

16
 Personality Test
• For example
• Attitude Test
• Character Test
• Interest Test
• Adjustment Test
17
 Ability Tests

• These tests measure the

maximum performance of a
student.

18
 Ability Tests
• For Example

• Achievement Test
• Aptitude test
• Intelligence Test

19
 Achievement Test

• Objective Type Test

• Essay Type Test

20
 Objective Type Tests

• A test which consists of

questions having pre
determined answers is called
objective type test. Because it
requires specific response.

21
T Kinds of Objective Type
Test
1) Short Answer Type Items

• In this type of test some

questions are given which
need a word, a sentence, or a
phrase as their answers. e.g
22
T Kinds of Objective Type
Test

• Q. Who was the first governor

general of Pakistan?
• Q. Who is the inventor of
telephone?
Graham Bell
23
 2 2) True False Items

• In this kind of items some

statements are given of which
some are true and some are
false. The student is to tick ( )
the true statement and cross ( )
the false one.
24
 3) Multiple Choice Items

• In this type of tests a question

is given with three or more
answers. The student is to tick
only one answer as he
considers it to be a correct
one.
25
 3) Multiple Choice Items

For Example:
• When was our holy Prophet born?
a) 570A.D b) 571A.D c) 572A.D d)573A.D

26
 4 4) Completion Type Item

• In this type of test students

are given a sentence in
which one or more words
have left out with blanks
spaces.
27
 4 4) Completion Type Item

• The blank space is sometimes

given at the end and sometimes in
the middle. Blank space in the
beginning of the statement is not
recommended.

28
 5) Matching Type Item

• In this type of test an exercise

is given which consist of two
columns. Each item is in the
first column is to be paired on
some bases with an item in the
second column.
29
 5) Matching Type Item

• The items in the first column are

called premises and in the second
column are called responses. The
number of responses is often kept
more than the number of premises
in order to reduce success by
guessing.
30
 Advantages

• They can measure a variety of

learning outcomes.
• There is no place for personal
liking and disliking.
• The results are highly reliable.
31
 Advantages
• They can be scored very easily and
quickly.
• Very easy to be attempted by the
student and causes less burden.
• The students take great interest while
attempting.
• They also discourage cramming.
32
 Disadvantages
• They are very difficult to
construct.
• They are time consuming on
the part of the examiner.
• They require a very high skill
and experience to construct.
33
 Disadvantages

• They often allow guessing

• They often develop bad study

habits in students.

34
 Essay Type Tests /
Subjective Tests

• It is a paper and pencil test

which is not easily quantified
as students are given the
freedom to write their answer
to a question. The answer to
this type of test is divergent.
35
 Essay Type Tests /
Subjective Tests

• The student is to write the

answer according to his/her
own thinking and knowledge
and the examiner is to score
them according to his / her
liking and disliking.
36
 Kinds of Essay Type Tests

• Extended Response Type

• The response of the students is
unrestricted. The students can
freely express his feelings,
emotions and own point of view.

37
 Kinds of Essay Type Tests

• Extended Response Type

• For Example:
• What are the merit and
demerits of Project Method?

38
 Restricted Response Type

• In this type of test such

questions are given in which
the response of the student has
to keep within limits and
he/she is directed not to let
him/her to cross the given
boundaries. 39
 Restricted Response Type

• For Example

• State four merits and

four demerits of Project
Method.

40
 Need of the Test
Tests are used .
For getting knowledge about the
progress.
For preparation of effective planning.
For knowing the abilities and
capacities.
41
 Need of the Test
Tests are used .

For giving motivation.

For knowing the achievements in
future.
For research and experimentations.
42
 Purpose of Test
Test results utilized for various purposes such as

Assessment of the present status of

an individual on a particular trait.
Expressing the probability of future
success.

43
 Purpose of Test
Test results utilized for various purposes such as

Diagnosing the causes of lack of

expected performance & suggesting
remedial measures.
Providing academic & vocational
guidance. 44
• Test is used to gather
information, that information is
presented in the form of
measurement, that measurement
is then used to make evaluation.”
45
 Concept of Measurement

• A measurement take place

when a “Test” is given & a
“Score” is obtained.

46
 Concept of Measurement

• Measurement is an act or process

that involves the assignment of
numerical values to whatever is
being tested. So it involves the
quantity of something
47
• In the classroom, to determine
a child’s performance, you
need to obtain quantitative
measures on the individual
scores of the child.

48
 Nature of Measurement

• It should be quantitative in
nature.
• It must be precise & accurate
• It must be reliable.
• It must be valid.
• It must be objective in nature. 49
 Characteristics of
Measurement
• Easy to understand.
• Encourage appropriate behavior.
• Defined & mutually understood.
• Contains both inputs & outputs.
• Measures only what is important.
• Multidimensional.
50
 Concept of
Assessment
According to Le Grange & Reddy, (1998, p.3)

• Assessment occurs when

judgments are made about a
learner’s performance, and needs
gathering information about
learners in order to make
decisions about their learning.”
51
 Concept of
Assessment
According to Le Grange & Reddy, (1998, p.3)

• Assessment is thus the process of

collecting information about
learners using different methods
or tools (e.g. tests, quizzes, etc).

52
 Concept of
Assessment
According to Le Grange & Reddy, (1998, p.3)

• Assessment is the process of

documenting, usually in,
knowledge, skills, attitudes and
beliefs.

53
According to Harlen, Gipps, Broadfoot, Nuttal,
1992
• Assessment in education is the
process of gathering, interpreting,
recording & using information
about pupils’ responses to an
educational task.
54
 According to Harlen, Gipps, Broadfoot, Nuttal,
1992
• Assessment can focus on the
individual learner, the learning
community( class, workshop, or other
organized group of learners), the
institution, or the educational system.

55
 Purpose of Assessment

• To diagnose students’ strengths and

weaknesses

• To determine the teachers’ effectiveness

• To monitor students’ progress in a course

• To evaluate learners’ educational needs 56

 Purpose of Assessment

• To diagnose students’ academic

readiness
• To measure skill acquisition.
• To assign grades.

57
 Types of Assessment

• Formative Assessment:
It is process-oriented and is also referred
to as ‘Assessment for Learning’. It is an
ongoing process to monitor learning, the
aim of which is to provide feedback to
improve teachers instruction methods
and improve students learning.
58
 Types of Assessment

• Summative Assessment:

It is product-oriented and is often referred to

as ‘Assessment of Learning’. It is used to
measure student learning progress and
achievement at the end of a specific
instructional period.
59
 • Alternative Assessment:

It is also referred to as authentic or performance

assessment. It is an alternative to traditional

assessment that relies only on standardized tests

and exams.
60
 • Alternative Assessment:
It requires students to do tasks such as
presentations, case studies, reports, etc.
Instead of measuring what students know,
alternative assessment focuses on what
students can do with this knowledge.
61
 Concept of
Evaluation
According to Weiss (1972)
• Evaluation refers to the systematic gathering
of information for the purpose of making
decisions. It is not concerned with the
assessment of the performance of an
individual, but rather with forming an idea of
the curriculum and making a judgment about
it.

62
 Concept of
Evaluation
According to Weiss (1972)
• This judgment is made based on
some kind of criteria and
evidence. The purpose is to make
decisions about the worth of
instruction, a course, or even the
whole curriculum.
63
 Concept of
Evaluation
According to Weiss (1972)

• Evaluation is thus larger

and may include an
analysis of all the aspects
of the educational system.
64
 Evaluation

• Evaluation is concerned with a

whole range of issues in and
beyond education; lessons,
programs, and skills can be
evaluated.

65
 Evaluation

• It produce a global view of

achievements usually based on many
different types of information such as
observation of lessons, test scores,
assessment reports, course
documents or interviews with
students and teachers.
66
 Evaluation
According to Cameron
• The process of making
overall judgment about
one’s work or a whole
school work.
67
 Evaluation

• Evaluation is a process of
determining to what extend
the educational objectives
are being realized ---Ralph
Taylor
68
 Nature of Evaluation

• Evaluation is a science of
providing information for
decision making.
• It includes measurement,
assessment & testing.

69
 Nature of Evaluation

• It is a process that involves.

• Information gathering.
• Information processing.
• Judgment forming.
• Decision making.
70
 Types of Evaluation
• Process / Formative Evaluation
• Product / Summative Evaluation

71
 Process / Formative Evaluation

• Monitor student learning to

provide on going feedback that
can be used by instructors to
improve their teaching & by
students to improve their
learning.
72
 Process / Formative Evaluation

• Help students identify their

strengths & weaknesses &
target areas that need work.
• Help faculty recognize where
students are struggling &
address problems immediately.
73
• It is conducted while the event
to be evaluated is occurring &
focuses on identifying the
progress towards purposes,
objectives,

74
• or outcomes to improve the
activities, courses, curriculum,
program or teaching and
student.
• It is also known as formative
evaluation.
75
 Example
• Ask the students to:
• Draw a concept map in class to
represent their understanding of a topic.

• Write one or two sentences to

identifying the main point of a lecture.

76
 Summative / Product Evaluation

• Product evaluation examines the

effects of outcomes of some object.
• It conduct at the end of course.
• It is also known as summative
evaluation. It evaluates the progress
towards an established outcomes.

77
 Use of Evaluation

• Use to formulation of objectives,

designing of learning experiences &
assessment of learner performance.

• Useful to bring improvement in

teaching & curriculum.
78
 Use of Evaluation

• Provide accountability to the

society, parents & to the
education system.

79
 Purpose of Evaluation

• Clarify and define

objectives.
• Facilitate the improvement
program.
• Motivate participants.
80
 Purpose of Evaluation

• Establish and maintain

standards to ,meet legal,
professional and academic
credentials.
• Test the efficiency of
teachers. 81