Educational Measurement And Evaluation

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Educational Measurement andEvaluationDEDU504Edited by:Dr. Kulwinder Pal

EDUCATIONAL MEASUREMENTAND EVALUATIONEdited ByDr. Kulwinder Pal

Printed byUSI PUBLICATIONS2/31, Nehru Enclave, Kalkaji Ext.,New Delhi-110019forLovely Professional UniversityPhagwara

SYLLABUSEducational Measurement and EvaluationObjectives :To enable the learners to(1) familiarise with the utility of measurement evaluation(2) familiarise with different kinds of psychological tests(3) understand the steps for the construction of an achievement test and the characteristics of good test and type of test i.e.standardized and non-standardised testsSr. No.1.DescriptionMeasurement and evaluation: concept, need, scope; difference and relevance.Educational testing and assessment: concept, context, issues and current trends.2.Scales of measurement: ordinal, nominal, interval, ratio.Characteristics of a good test. Planning for different types of test. Validity-types and methods and usability. Reliability-- types and methods and usability.3.Test construction. Test standardization. Item analysis: Item difficulty,discrimination index. Effectiveness of distracters. Development of Norms of a4.test.Conversion of raw scores into standard scores, T-scores, C-scores, Zscores, Stanine scores, percentiles. Interpretation of test scores: qualitative5.and quantitative.Criterion referenced test, Norm reference test, Factors influencing test scores:nature of test, psychological factors and environmental factors.6.Integrated approach of evaluation. Marking system: need, problems andcomponents. Grading—need, problems, components and methods. Methods of7.feedback for studentsSemester system vs annual system, Continuous assessment, Portfolio assessmentQuestion bank, Use of computer in evaluation.8.Achievement test: concept, types and construction. Diagnostic test: concept andconstruction, remedial teaching. Objective type test: advantages and limitations9.Short answer type test: advantages and limitations. Essay type test: advantagesand limitations10.Formative and Summative Evaluation. Measurement of Attitude,Aptitude, personality and intelligence

CONTENTSUnit 1:Educational Testing and Assessment : Concept, Context, Issues and Current TrendsDinesh Kumar, Lovely Professional UniversityUnit 2:Measurement and Evaluation : Concept, Need, Scope, Difference and RelevanceDinesh Kumar, Lovely Professional University16Unit 3:Scales of Measurement : Ordinal, Nominal, Interval, RatioKulwinder Pal, Lovely Professional University31Unit 4:Characteristics of a Good TestDinesh Kumar, Lovely Professional University37Unit 5:Planning for Different Types of TestKulwinder Pal, Lovely Professional University46Unit 6:Validity – Types , Methods and UsabilityDinesh Kumar, Lovely Professional University63Unit 7:Reliability – Types , Methods and UsabilityKulwinder Pal, Lovely Professional University78Unit 8:Test ConstructionDinesh Kumar, Lovely Professional University90Unit 9:Test StandardizationKulwinder Pal, Lovely Professional University111Unit 10:Item Analysis : Item Difficulty, Discrimination Index, Effectiveness of DistractorsDinesh Kumar, Lovely Professional University125Unit 11:Development of Norms of a TestKulwinder Pal, Lovely Professional University149Unit 12:Conversion of Raw Scores into Standard Scores, T-scores, C-scores, Z-scores, Stanine Scores,PercentilesDinesh Kumar, Lovely Professional University158Unit 13:Interpretation of Test Scores : Qualitative and QuantitativeKulwinder Pal, Lovely Professional University169Unit 14:Criterion Referenced TestDinesh Kumar, Lovely Professional University181Unit 15:Norm Referenced TestKulwinder Pal, Lovely Professional University187Unit 16:Factors Influencing Test Scores : Nature of Test, Psychological Factors and Environmental FactorsKulwinder Pal, Lovely Professional University194Unit 17:Integrated Approach of EvaluationDinesh Kumar, Lovely Professional University200Unit 18:Marking System : Need, Problems, Components209Kulwinder Pal, Lovely Professional University1

Unit 19:Grading - Need, Problems, Components and MethodsKulwinder Pal, Lovely Professional University221Unit 20:Methods of Feedback for Students235Unit 21:Semester System vs Annual SystemKulwinder Pal, Lovely Professional University244Unit 22:Continuous AssessmentDinesh Kumar, Lovely Professional University250Unit 23:Portfolio AssessmentDinesh Kumar, Lovely Professional University261Unit 24:Question BankKulwinder Pal, Lovely Professional University274Unit 25:Use of Computer in EvaluationDinesh Kumar, Lovely Professional University282Unit 26:Achievement Test: Concept, Types and ConstructionKulwinder Pal, Lovely Professional University290Unit 27:Diagnostic Test : Concept and Construction, Remedial TeachingDinesh Kumar, Lovely Professional University312Unit 28:Objective Type Test : Advantages and LimitationsKulwinder Pal, Lovely Professional University323Unit 29:Short Answer Type Test : Advantages and LimitationsDinesh Kumar, Lovely Professional University333Unit 30:Essay Type Test : Advantages and LimitationsKulwinder Pal, Lovely Professional University344Unit 31:Formative and Summative EvaluationDinesh Kumar, Lovely Professional University352Unit 32:Measurement of Attitude, Aptitude, Personality and IntelligenceKulwinder Pal, Lovely Professional University363Dinesh Kumar, Lovely Professional University

Dinesh Kumar, LPUUnit 1: Educational Testing and Assessment : Concept, Context, Issues and Current TrendsUnit 1: Educational Testing and Assessment : Concept,Context, Issues and Current TrendsNotesCONTENTSObjectivesIntroduction1.1 Concept of Educational Testing1.2 Context of Educational Testing1.3 Issues of Educational Testing1.4 Current Trends in Testing1.5 Concept of Educational Assessment1.6 Context of Educational Assessment1.7 Issues of Present System of Assessment1.8 Current Trends in Educational Assessment1.9 Summary1.10 Keywords1.11 Review Questions1.12 Further ReadingsObjectivesObjectives of this unit can be summarised as below : To explain the Concept of Educational Testing To discuss about the Context of Educational Testing To describe the issues of Educational Testing To discuss about current trends in Educational Testing To explain about the Concept of Educational Assessment To discuss about the Context of Educational Assessment To describe about issues of Educational Assessment To discuss about current trends in Educational AssessmentIntroductionAlmost all the Commissions on education as also the National Policy on Education (1986), Programmeof Action (1992) and National Curriculum Framework (2000) of NCERT have all stressed the needfor a more continuous and comprehensive evaluation of students in order to pass more soundjudgments about students’ learning and growth. Regular Testing assessment through pupils’ livesin school is considered essential for remedial treatment of those who fall below the acceptableperformance level. It is in this context that the role of Continuous and Comprehensive Evaluation(C.C.E.) is highlighted in appraising the whole child and recognising it as a complement of externalexamination by providing due weight age to C.C.E. in the final assessment of the total developmentof the child.LOVELY PROFESSIONAL UNIVERSITY1

Educational Measurement and EvaluationNotes1.1 Concept of Educational TestingTesting is neither assessment nor appraisal, but at the same time it may become a means to gettinginformation, data or evidences needed for assessment and appraisal. Testing is one of the significantand most usable technique in any system of examination or evaluation. It envisages the use ofinstruments or tools for gathering information or data. In written examinations, question paper isone of the most potent tools employed for collecting and obtaining information about pupils’achievement.1.2 Context of Educational TestingA test of educational achievement is one designed to measure knowledge, understanding, or skillsin a specified subject or group of subjects. The test might be restricted to a single subject, such asarithmetic, yielding a separate score for each subject and a total score for the several subjects combined.Tests of educational achievement differ from those of intelligence in that the former are concernedwith the quantity and quality of learning attained in a subject of study, or group to subjects, after aperiod of instruction and the latter are general in scope and are intended tor the measurement andanalysis of psychological processes, although they must of necessity employ some acquired contentthat resembles the content found in achievement tests.1.2.1 Nature and ScopeMost educational achievement tests are devoted largely to the measurement of the amount ofinformation acquired or the skills and techniques developed. In recent years, however, an increasingnumber have been devised to measure such educational results as attitudes and appreciations,ability to solve problems, to draw inferences from subject matter, to apply generalizations to specificsituations and problems.Emphasis upon these more recent types of test materials is clearly illustrated in a publication inwhich educational objectives are analyzed in detail. There are six major classes of objectives. Theseare knowledge, comprehension, application, analysis, synthesis, and evaluation. Each of these isanalyzed into several aspects. For example, knowledge is divided into knowledge of specifics, waysand means of dealing with specifics, universals and abstractions in a field. These, in turn, are brokendown further into knowledge of :specific informationterminologyways and means of presenting ideas and phenomenatrends and sequencesclassification and categoriescriteriamethodologymajor ideasprinciples and generalizationstheories and structures1.2.2 Testing TechniquesWritten ExaminationsIn the process of evaluation of cognitive outcomes of learning, the most common and reliabletechnique is that of testing. For collection of data both testing and non-testing techniques (observation,inquiry, analysis) are usable. With each technique a number or tools are associated, which help2LOVELY PROFESSIONAL UNIVERSITY

Unit 1: Educational Testing and Assessment : Concept, Context, Issues and Current Trendsgather the data or evidences required. In testing technique we may use written examinations, oraltesting and practical examination corresponding to the assessment of cognitive or psychomotoroutcomes of learning. Written tests are more reliable for measuring the learning outcomes in cognitivedomain, whereas practical examinations are more dependable for measuring the learning outcomesin psychomotor domain. Likewise personality tests, interest inventories and attitude scale are morerelevant for measuring the learning outcomes in affective domain. Written tests are still mostacceptable due to better reliability than oral and practical tests for judging the students’ achievement,in spite of some limitations.NotesOral ExaminationsNeed for development of oral skills and expressions, which are necessary in day-to-day living, wasstressed as back as in 1964 in the fifth Conference of Chairman and Secretaries of the Boards ofSecondary Education. But unless oral skills are tested in the external examinations or certified inschool-based assessment, these are not going to attract the needed attention of the teachers indeveloping these skills. Subjectivity in assesment, greater number of examiners, time span, interexaminer variance, subjective interpretation etc. are a few among many more problems and difficultiesin using oral tests in external examinations. However, their use in instructional process wouldcontinue to provide the diagnosis, feedback and their use as instructional tool for readiness testingand review of lessons.Purpose of oral examination is :(a)to test oral skills that cannot be tested through written examinations.(b)to confirm and probe further evidences gathered through written examination whenever desired(viva);(c)to judge the extent to which such skills are warranted by the nature of subject; and(d)to make quick oral review for informal assessment of what the pupils have learnt or theirdeficiencies.For improving validity and reliability of oral examinations, and systematic evaluation in the field oflanguages it is necessary to :(i)identify clearly listening, speaking, reading and written expression;(ii)delineate the aspects of evaluation of language and content elements in case of oral expression;(iii) define oral expression in terms of expected competencies like use of appropriate words inright context using correct sentence pattern, pronouncing words correctly, modulating voiceaccording to the situation, speaking at a reasonable speed, arrange idea in logical sequence,using proper gestures, avoiding mannerism etc.;(iv) develop criteria of assessment;(v)define each criterion;(vi) prepare a scale for each component;(vii) develop marking scheme;(viii) decide about the mode of conducting the examination;(ix) devise questions and exercises;(x)interpret responses; and(xi) provide feedback of results for remediation.Oral examination can profitably be used to validate content, oral skills, work experience, projectwork, functional understanding about practical skills etc. when used as an external moderationdevice. For younger children it is an indispensable device for testing to get on-the-spot feedbackabout their learning and provide basis for remediation.LOVELY PROFESSIONAL UNIVERSITY3

Educational Measurement and EvaluationNotes‘Tests can be and should be, among the most useful instructional tools for planning new learningactivities and for monitoring student’s progress in attaining the learning goals presented to them.Tests can be used to provide recognition and rewards for success in learning and teaching. They canbe used to motivate and direct effort to learn. In short, they can be used to contribute substantiallyto effective instruction.”1.2.3 Classification of TestsTests have been classified in a number of ways. Some of these even overlap. Here we are statingonly one classification which seems to be quite comprehensive.Tests vary according to form, use and type etc. Yoak and Simpson give the following classificationof tests :Form(a) Oral examinations (b) Written examinationPurposes(a) Prognostic. (b) Diagnostic. (c) Power. (d) Speed. (e) Accuracy (f) Quality. (g) Range.Organisation(a) Essay. (b) Objective.Period or Time of Administering(a) Daily (b) Weekly (c) Monthly (d) Term. (e) Year.Duration(a) Short. (b) Long.Method of Scoring and Interpreting Results(a) Non-standardized. (b) Standardized.Abilities Involved(a) Speed. (b) Comprehension. (c) Organization. (d) Judgement. (e) Retention. (f) Appreciation etc.Nature of Material Included(a) Arithmetic. (b) Language. (c) Reading. (d) Spelling. (e) Writing etc.Mental Functions Involved(a) Association. (b) Memory. (c) Recall. (d) Recognition. (e) Problem-solving.Types of Response Involved(a)Alternate response : (1) True - False (2) Yes - No (3) Plus - Minus.(b)Multiple response : (1) Best Answer. (2) Correct (f)Enumeration.(g)Eassy.1.3 Issues of Educational TestingThe traditional question paper is associated with the essay type questions. Testing of this typesuffers from the following limitations :(i)4It consists of a very limited number of questions from 6 to 10 questions.LOVELY PROFESSIONAL UNIVERSITY

Unit 1: Educational Testing and Assessment : Concept, Context, Issues and Current Trends(ii)Questions do not cover the major portion of the syllabus.Notes(iii) Chance element predominates.(iv) Questions mostly encourage memorisation and cramming.(v)Options are very often provided. Students are asked to attempt any five or six questions out often questions (usually this is the number).(vi) Directional words like ‘State’, ‘Describe’, ‘Explain’, ‘What do you know’ and ‘Interpret’ makethe question paper vague. Answers vary to a considerate extent.(vii) Students depend upon ‘guess work’.(viii) Marking becomes very subjective.(ix) Standardization of marking becomes very difficult.Limitations Lowering of Moral Standard : Examinations teach the students different ways of becomingdishonest. Books are smuggled in the examination centres and attempts are made on the lifeof the supervisors who try to catch the students using unfair means. Ignoring Qualities of Character : They fail to provide any measure to test the originality,initiative, truthfulness, honesty, sociability of an individual and thus they fail to test realeducation. “Training in originality and independence of thought, correctness of judgement orreasoning, responsiveness to noble ideas and sentiments and enjoyment of beautiful things these cease to be the aims of teacher’s effort for they are not judged by the traditionalexamination. Examination is the sole aim and cram the sole method. Subjectivity : Subjective attitude of examiners influence the marks of individuals and leads toa great variability in marking. Vernon points out, “The same script might receives a differentmark if read after instead of before dinner.” Heavy Mental Strain : Most of the students are in the habit of working strenuously just nearthe annual examination and this severely tells upon their health, leads to mental dyspepsiaand discourages the formation of healthy mental habits. Develop Frustration : Failures in examinations lead to frustration and even to suicides insome cases. Heavy weightage to verbal ability in many tests. Difficulty in obtaining level norms. Relative narrowness of the traits measured by tests. Indifference, lack of attention, low commitment and generally low motivation of the students,tending to invalidate the test results. Difficulty to follow the directions of the tester by the testee. Undue influence of socio-cultural conditions or environmental influences on the testees or thestudents. Low validity and reliability in the case of some pupils.As a matter of fact, the examinations have met with heavy criticism from all quarters. This criticismis due to the excessive domination of the examination system and a large number of students subjectedto it. Candidates complain against the examination system because of its harmful influence onschool work; the parents denounce it because of its mental strain; the teachers against the examinationbecause of its injurious effect on the physical and mental health of the children; the practicalpsychologists speak ill of it because of its unreliability and invalidity and the educational theoristsattack it because of its lack of definiteness in aim and purpose.LOVELY PROFESSIONAL UNIVERSITY5

Educational Measurement and EvaluationNotes1.4 Current Trends in TestingThere are lot of current trends are working in Testing. These are as follows:Introduction of New Types of Tests : Attempts should be made to minimise the subjective element.Essay type questions should be reduced and supplemented by new-type of objective.Thought-provoking Questions : Questions should be thought-provoking and evenlydistributedover the entire course. Question should be such as to discourage cramming.Class Work : Due consideration should be given to the regularity of the students in class work.Appointment of Examiners : The paper-setters and examiners for external examinations should bedrawn from the teachers who actually teach subjects in schools.Viva Voce Tests : External examinations may be supplemented by viva voce tests, it possible.Standard of Markings : Standard of marking should be prescribed so as to minimise the variabilityin marking.Balanced Questions : Difficult as well as easy questions should find a place in the question papers.These should not be either too difficult or too easy.Monthly Tests : Instead of terminal examinations, a system of monthly tests should exist. However,a recapitulatory test may be held at the end of the year.Faith in the Teacher : The teacher should be trusted. He s

principles and generalizations theories and structures 1.2.2 Testing Techniques Written Examinations In the process of evaluation of cognitive outcomes of learning, the most common and reliable technique is that of testing. For collection of data both testing and non-testin

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