Name: Muhammad Ramzan

Student ID: 14949

Assignment No.1

Name of subject : Educational measurement and Evaluation

TOPICS: 1. Testing, measurement and Evaluation

2. Reality of evaluation in teaching

Submitted To: Prof. Dr. Muhammad Shah Sahb

Programme: M. Phil (Education) 2nd semester

Department of Education and ResearchQurtuba University of Science and Information Technology

Dera Ismail Khan, Khyber Pakhtunkhwa (Pakistan)

Test, Measurement, & Evaluation

. TEST & MEASUREMENT

Test may be called as a tool, a question, set of question, an examination which is

used to measure a particular characteristic of an or a group of individuals.

Test is the form of questioning or measuring tool used to access the status of

one’s skill, attitude and fitness.

DEFINE TEST & MEASUREMENT

TEST: An instrument or activity used to accumulate data on a person’s ability to

performed a specified task.

It is an assessment intended to measure a test-taker’s knowledge, skill, aptitude,

performance, or classification in many other topics.

Measurement – Process of collecting data on attribute of interest.

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

Measurement is the term used to describe the assignment of a number to a given

assessment. The number can be a raw score or a score based on a normal distribution

curve. The process of quantifying this number is separate from using this information to

evaluate student outcomes and achievement.

Objective Test

Subjective Test

Individual Test

Group Test

Unstandardized Test

Standardized Test KINDS OF TEST

Objective Test- it is a test paper and pencil test wherein students’ answers can be

compared and quantified to yield a numerical score. This is because it requires

convergent and specific response.

Subjective Test- 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, such as an essay test. Thus, the

answer to this type of test is divergent.

Individual Test- it is a test administrated to one student at a time.

Group Test- it is one administrated to a group of students.

Unstandardized Test- it is one prepared by teachers for use in the classroom, with no

established norms for scoring and interpretation of results.

Standardized Test- it is a test prepared by an expert or specialist. This type of test

samples behavior under uniform procedures.

PURPOSE OF TEST & MEASUREMENT

For getting knowledge about the progress

For preparation of effective planning.

For knowing the abilities and capacities.

For giving motivation.

For knowing the achievements in the future.

For research and experimentations.

Evaluation is concerned with a whole range of issues in and beyond education;

lessons, programs, and skills can be evaluated. It produces 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.

WHAT IS EVALUATION?

The process of making overall judgement about one’s work or a whole school work

(Cameron)

Evaluation is a process of determining to what extend the educational objectives are

being realized --- Ralph Taylor

TYPES OF EVALUATION

Process Evaluation Product Evaluation

PROCESS EVALUATION

It refers to evaluation taking place during the program or learning activity. It is

conducted while the event to be evaluated is occurring & focuses on identifying the

progress towards purposes, objectives, or outcomes to improve the activities, courses,

curriculum, program or teaching and student.

It is also known as formative evaluation.

. PRODUCT EVALUATION

Product evaluations examines the effects of outcomes of some object.

It conducted at the end of course.

It is also known as summative evaluation. It evaluates the progress towards an

established outcomes

PURPOSE OF EVALUATION

Clarify and define objectives.

Facilitate the improvement program.

Motivate Participants.

Establish and maintain standards to ,meet legal, professional and academic credentials.

Test the efficiency of teachers.

Evaluation in teaching 

Evaluation is the process of determining the extent to which an objective is being attained it measures the effectiveness of the Learning experience ptøvidcd in the classroom and. Finds out. How Well the goals of education have been accomplished. 

Evaluation and Examination Compared. The examination measures academic achievement only. Evaluation endeavors to measure many-sided developm*lt of the personality of the child. Evaluation is concerned With the continuous growth and development of the individual whereas• the sphere of examination is very Limited. Examination depends on its data • on achievement tests, whereas

evaluation uses many tools. Examination • measures the knowledge acquired, whereas evaluation is also concerned with the attitudes formed by the child. 

Triangle of Objective, Learning Experience, and Evaluation. 

There is an inter-relatedness between objectives (end), learning experiences (means), and evaluation (evidence). The objectives remain to both • learning experience and evaluation. Evaluation comes in at the primary stage when objectives • are identified. Learning experiences are also planned in terms of objectives. At every point of learning, evaluation is an attempt to discover the extent of the effectiveness of the learning situation in evoking the desired changes in students. 

Things to be Remembered in Evaluation. 

One cannot pass judgment on students by just testing them at the end of a course of instruction. The change occurs over a period of time and therefore no single appraisal can tell us completely of the change. It is necessary to determine the status of a student at the starting point. Then at periodical interval evaluations have to be made and changes identified in comparison with his position at the starting point. In Evaluation: 

1. One has to know where students were at the beginning If we are to determine what changes are occurring. 

2. One has to obtain a record of the changes in pupils by using appropriate methods of appraisal. 

3. One has to judge how good the changes are in the light of the evidence obtained 

Evaluation is useful in many ways 

1. ltÄeads to the improvement of instruction. 

2. It helps to clarify objectives. 

3. It promotes better learning. 

4. It provides the basis for guidance. 

5. It leads to curriculum changes. 

objectives for the Core of Evaluation Educational objectives themselves are determined by, The Deeds of the léarner, the demands of society, and the psychology of learning. Since society is not static, but undergoes changes all the Lime, since the conditions of the world•nowadays change very rapidly owing to the vast strides in science and since research in education brings to light new theories, objectives also change 

Need for Many Devices. One objective is different from, another. Each objective implies several behavioral changes. • It is obvious, therefore, that no single yardstick tan suitably recorded. The different types of changes. Each behavior may need' a different kind of device Therefore, we have to use as many rent kinds of devices. Different devices as possible to seek and recörd the evidence- of change. We shall have to ensure that each device we use is the most suitable one for securing • evidence for a particular change. 

Correlation Between the Educational System and the System of Evaluation. , The evaluation cannot be donned in a vacuum. It is always with reference to the objectives of a particular system of education. An evaluation has to be very comprehensive in a system of education which aims at the many-sided

development of the personality of a child. • • The school of today concern itself not only with the intellectual pursuits but also with the emotional and social development of the child, his physical and mental health, his social adjustment and other equally important aspects of his life—in a word, with all-round development of his personality", writes the' Secondary Education- Commission. In the light of these objectives the system of education, a comprehensive program of evaluation would include 

1. Evaluation Of the academic subjects. 

2. Evaluation of the skills 

3. Evaluation of attitudes. 

4. Evaluation of physical development. 

5. Evaluation of moral devélopment. 

6. Evaluation of social development. 

Purposes of Evaluation 

I. Evaluation appraises the status of and changes in pupil behavior. 

2. Evaluation discloses the pupil's needs and possibilities. 

3. Evaluation aids pupil-teacher planning. 

4. Evaluation expands the. Concept of worthwhile goals beyond pure achievement. 

5. Evaluati0G serves as a means of improving school-community relations. 

6. Evaluation familiarizes the teacher with the nature of pupil learning, development, and progress. 7. Evaluation relates a measurement to the goals of the instructional program. 

8. Evaluation facilitates the selection and improvement Of measuring instruments. 

9. Evaluation appraises The teacher's competence. 

10. Evaluation appraises the supervisor's competence. 

11. Evaluation appraises the supervisor's competence. 

12. Evaluation serves as a guiding principle for the selection. Of supervisory techniques. 

Modern Evaluation Techniques 

Fairly exhaustive techniques have been designed by educationists to evaluate the various aspects of child growth. Following are the commonly used techniques: 

· Intelligence tests. 

· Achievement tests. 

· Aptitude tests. 

· Personality tests. 

· Tests of attitude and behavior. 

· Rating scales. 

· Questionnaires and checklists. 

· Interview.