Module 3: Test, Measurement and Evaluation (Notes)
Test is a standardized procedure to measure quantitatively or qualitatively one or more than one aspects of trait by means of sample of verbal or non verbal behavior.
Simply, it is an instrument or systematic procedure for measuring a sample of behavior by posing a set of questions in a uniform manner. Because a test answer the question, “how well does the individual perform either in comparison with others or in comparison with a domain of performance tasks”?
Characteristics of a Test
- It is a set of stimuli, which means that the stimuli (popularly known as items) in the test are organized in a certain sequence and are based upon some principles of test construction.
- Usually, the items are placed in increasing order of difficulty and its procedure of administration is standardized to ensure maximum objectivity.
- Both quantitative and qualitative measurements are possible through psychological and educational test (Sigh, 1998 p.14).
What is Measurement
Measurement refers to the process of assigning numerals to events, objects, etc., according to certain rules.
Nunnally (1970) defines measurement consists of rules for assigning numbers to objects in such a way as to represent quantities of attributes.
Properties of Measurement
> In the process of measurement, numbers are assigned according to some rules. A number is a kind of numerals which is assigned some quantitative meanings to an objects.
Here rules are two types i.e., fixed, obvious or explicit of rules; for example , when one is measuring the length of cloth in feet or meter, rules for assigning numerals are very clear or and explicit.
Transitory or implicit of rules, which means the procedure of measurement is not obvious, clear or fixed. For example, suppose one is measuring to the extroversion trait of personality or the intelligence of a child. Obviously, in such a situation the rules would not be clear as in the first example. (measuring psychological, sociological and educational attributes are generally vague and less explicit)
> Measurement is always concerned with certain attributes or features of the object. It is these attributes or features of the object which are measured and not the object itself.
For example, one would measure the aptitude, intelligence etc., of a person and not the person himself.
> In the process of measurement, numerals are used to represent quantities of the attributes or it involves the process of quantification. Quantification indicates how much or to what extent that particular attribute is present in a particular object. For example, when a teacher is measuring the achievement of a child in arithmetic, he quantifies it by saying that the child has 80% marks in his class. That percentage indicates how much of arithmetical knowledge he has gained in the class.
Kinds of Measurement
Physical Measurement is called as quantitative measurement which comprises the measurement of objects, things etc., which are often physically present in the world.
Usually, it is concerned with the measurement of height, weight, length, size, volume etc.
Psychological Measurement is called as qualitative measurement, which comprises the measurement of mental process, traits, habits, tendencies, and the like of an individual
Levels of Measurement or Measurement Scales
a) Nominal or classificatory measurement
It is most elementary level of measurement
Numbers are used in it to name, identify or classify persons, objects, groups etc. For example, sample of persons being studied may be classified on the basis of religion (Muslims, Christians etc.), sex, locality (urban and rural), clinical groups, (schizophrenia, phobia etc.)
In nominal measurement, members of any two groups are never equivalent but all members of any one group are always equivalent.
This equivalence relationships is reflexive, symmetrical or transitive (either a=b or a ≠ b; but not both), (if a=b then b=a; so, we can change A for B or B for A) and (if a=b, b=c then a=c; it means that the objects which are equal to the same object are also equal to one another).
Admissible statistical operations in nominal measurement are frequency, percentage, proportion, mode etc.
Addition, subtraction, multiplication and division are not possible because the identifying numerals themselves can not be legitimately added, subtracted, multiplied or divided.
b) Ordinal Measurement
It is second level of measurement.
Numbers denote the rank order of the objects or the individual.
Numbers are arranged from highest to lowest and vice versa.
- This measurement reflect which person or objects larger or smaller, heavier or lighter, brighter or duller, harder or softer, etc. than others.
Persons may be grouped according to physical, social or psychological traits to convey a relationship like greater than or lesser than.
Socio economic status is a good example of ordinal measurement because every member of the upper class is higher in social prestige than every member of the middle and lower class. Students may be ranked 1st, 2nd and 3rd in terms of their academic achievement.
-In this measurement, besides the relationship of equivalence, a relationship of greater than or lesser than exists because all members of any particular subclass are equivalent to each other and at the same time greater or lesser than the members of the other subclass.
-The relationship of greater than ˃ is not reflexive, transitive and asymmetrical.
(if A ˃ B, then B ˃ A) it means that the relationship between a and b is asymmetrical, that is , we can not reverse the relationship A ˃ B or A ˂ B.
The permissible statistical operation in ordinal measurement are median, percentiles and rank correlation coefficients, plus all those which are permissible for nominal measurement
The drawback of ordinal measurement is that ordinal measures are not absolute quantities, nor do they convey that the distance between the different rank values is equal.
For example, suppose an honesty test is given to a sample of 30 students. A and B are given the rank of 3 and 7 respectively, where as D and Z are given the rank of 11 and 15 respectively. In this example, B ranks 4 points above A and similarly Z ranks 4 points above D. However, we can not say that difference between A and B, and D and Z is equal because the rank values which may be equally spaced do not convey that the underlying properties will also be equal.
Interval or Equal-interval Measurement
This measurement includes all the characteristics of the nominal and ordinal scales of measurement.
Salient feature of interval scale is that numerically equal distances on the scale indicate equal in the properties of the objects being measured.
Unit of measurement is constant and equal
Numbers can legitimately be added and subtracted from each other as, numbers are after equal intervals. For example, 4 objects A,B,C, and D have been measured and given the score of 20, 16, 8, 4 respectively on an interval measurement.
Here difference between A-C=20-8=12 is equal to B-D=16-4=12. In another way, it can be interval A-B=20-16=4 and interval between C-D=8-4=4. These intervals can be added together: (20-16)+(8-4)=4+4=8. Thus on an interval measurement the intervals or distances can be added but not the quantities or amounts.
Intervals can be added but the process of additivity may not be carried out in the absolute sense.
The process of additivity of intervals or distances on an interval measurement has only a limited value because in such a measurement zero point is not true but rather arbitrary. Zero point, here, does not tell the real absence of the property being measured.
The common statistics used in this measurement are Mean, S.D, Pearson r, t-test, and F test.
Ratio Measurement
It is the highest level of measurement and has all the properties of nominal, ordinal and interval scales plus absolute or true zero point.
The salient feature of the ratio scale is that the ratio of any two number is independent of the unit of measurement.
It can meaningfully be equated. For example, the ratio 16:28 is equal to 4:7
Zero point is true or absolute in this measurement
Ratio scale are common among physical science (For eg., measuring height, weight, width, length, loudness and so on)but not in social science (measuring temperature or achievements )
What is Evaluation
By evaluation is meant appraisal or assessment with respect to some standard.
It is a process wherein the parts, processes or outcomes of a programme are examined to see whether they are satisfactory, particularly with reference to the programme’s stated objectives, our own expectations, or our own standard of excellence (Tuckman, 1975).
What is Evaluation in Education
Evaluation in education is a process by which we form judgments about the value of the educational status or achievement of students (Walker H. Hill).
It is an inclusive or integrated process in which measurement(testing) and or non measurement (informal observation) plus value judgment work for determining the nature and extent of learning and development
What is to be Evaluated or The Purposes Educational Evaluation
After comprehending the meaning of term evaluation, the next question is arising in our mind that what is to be evaluated ? or to whom should we evaluate as a teacher?. To answer this question, the purposes of evaluation need to discuss.
The Purposes Educational Evaluation includes:
To improve the instructional methods, text-books, curriculum and even an advancement of our educational goals.
To provide information for grading, reporting to parents and promoting students.
To evaluate the effectiveness of a single teaching method or to appraise the relative worth of several methods.
To motivate the students by evaluating the current status of the pupils
To select, classify, certify and place students by diagnosing their strengths and weaknesses
To evaluate the entire educational institution and to show how various of its aspects could be improved
To collect information for effective educational and vocational counseling
Kinds of Evaluation
According to Airasian & Madaus Evaluation may be classified in terms of their functional role in classroom instruction such as:
Placement Evaluation
To determine student performance at the beginning of instruction.
Basically it is concerned with the students’ entry behavior or performance.
It determines the position of each student in the instructional sequence and the mode of instruction that is most beneficial.
Records of past achievement, pre test on course objective, observation and so on.
Formative Evaluation
It is used to monitor learning progress during instruction.
It provides continuous feedback to both student and teacher concerning learning success and failures.
It provides first-aid treatment for simple learning problems.
Teacher made test from the instructed unit or chapter, Observation of Class performance.
Diagnostic Evaluation
It is concerned with the persistent or recurring learning difficulties that are left unresolved by the standard corrective prescription (use of alternative method of teaching, friends tutoring etc.) of formative evaluation or during instruction.
It searches causes of the problem or hard spot of learning that do not respond to first aid treatment and formulate plan for remedial instruction.
It uses the service of educational, psychological or medical specialist to diagnose the most frequent problem and develop the individualized educational plan (IEP) for the student.
Summative Evaluation:
To assess achievement at the end of instruction
It is designed to determine the extent to which the instructional objectives have been achieved.
It is used primarily for assigning course grades or for certifying students mastery of the intended learning outcomes.
What is Monitoring
Monitoring is the systematic, regular and purposeful observation on how program activities are progressing or recording of activities taking place.
It is a process of routinely gathering and analyzing information on all aspects of the program for giving feedback about the progress of the program to the donors, implementers and beneficiaries and finally it gives chance to make decisions for improving the performance of the program.
What is Assessment
Assessment is a process which improves students learning achievement and provides valid information concerning students progress and attainment of expected objectives of curriculum to students, parents, guardians and teachers.
In the other hand, it is a process of observing a sample of students’ behavior and drawing inferences about their knowledge abilities and achievement of the stipulated objectives of a course or program.
Assessment can be conducted by formal or informal way, and paper-pencil or performance assessment.
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