2. Measurement
It is the process of determining or describing the
attributes or characteristics of physical objects generally in
terms of quantity.
It is an actual collection of quantitative information
relative to some established standards.
3. Measurement
“To measure is to apply a standard measuring device to an
object, group of objects, events or situations according to procedure
determined by one who is skilled in the use of such device.”
In the field of education, the quantities and qualities of
interest are abstract, unseen and cannot be touched and so the
measurement process becomes difficult; hence, there is need to
specify the learning outcomes to be measured.
4. Types of measurement:
1. Objective measurement( as in testing)
These are stable than subjective measurements in the
sense that repeated measurements of the same quantity or
quality of interest will produce more or less the same
outcome.
These are produced by testing.
These are preferred by many people.
These are measurements that do not depend on the person
or individual taking the measurements.
5. Types of measurement:
2. Subjective measurement (as in perception)
These are used when there are certain facets of the
quantity or quality of interest that not be successfully
captured by objective procedures.
These are provided by expert’s ratings
The often differ from one assessor to the next even if the
same quantity or quality is being measured.
6. Whether one uses an objective or subjective assessment procedure, the
underlying principle in educational measurement is summarized by the
following formula:
Measurement of Quantity or Quality on
Interest=True Value plus Random Error
7. Each measurement of the quantity of interest has two
components:
1.A true value of the quantity
2.A random error component
The objective in educational measurement is to estimate
or approximate, as closely as possible, the true value of
the quantity of interest. This is a tall order and one which
will occupy most of the time in this course.
