Measurement involves assigning symbols to quantify characteristics precisely, while evaluation makes qualitative judgments. Measurement provides objective, quantitative data but only describes magnitudes. Evaluation uses both qualitative and quantitative data, as well as subjective judgments, to comprehensively assess progress towards objectives and add meaning to measurements. While measurement is scientific and limited in scope, evaluation is philosophical and integrates diverse techniques to interpret scores and evaluate all aspects of behavior.

1. CONCEPT OF MEASUREMENT AND EVALUATION
AND THEIR DIFFERENCES
BY
MONOJIT GOPE
DEPARTMENT OF EDUCATION
KABI JOYDEB MAHAVIDYALAYA

2. CONCEPT OF MEASUREMENT
Generally, to measure and show the weight, length and volume of an object in definite units is called measurement; for
example, to show the weight of a person in kilograms, length of cloth in meters and volume of milk in litres. But the field
of measurement is very wide. It includes to define any characteristic of any object or person or activity in words, symbols
or units. As far as explaining the qualities of objects, persons and activities is concerned, it has been in vogue from very
ancient times, of course, without any definite base of measurement. In the present times, the bases of most of the qualities
of objects, persons and activities have been defined; their standards and units have been specified; measuring tools and
methods have been devised and methods to demonstrate the results of measurement in brief have been decided. Now, a
characteristic of an object, person or activity is described in definite words, symbols and units in brief. Many scholars
have attempted to delimit the definition of this process.

3. CONTINUE
Most scholars are in agreement with the definition given by James M. Bradefield. In his words :
Measurement is the process of assigning symbols to the dimension of phenomenon in order to characterize in order to
characterize the status of phenomenon as precisely as possible. --- James M. Bradefield
In this definition of measurement only the measurement of qualities of objects and activities has been included, and not the
measurement of qualities of persons. Though the persons are included in the objects of the universe; however, the objects are
meant to include only concrete materials, so it is necessary to show the measurement of qualities of the persons separately. This
definition of Bradefield does not point to any such basis of measurement. We are of the opinion that it should also be
necessarily included in it and in that case measurement should be defined as :
Measurement is the process by which a characteristic of an object, person or activity is perceived and understood on specific
standards and is described in standard words, symbols or definite units.

4. NEED FOR MEASUREMENT
The needs of measurement are as follows:-
(1) For Measure the ability of students, finding out their interest sand aptitude at the time of admission, and admit than on its
basis.
(2) For measure their intelligence and personality after admission and accordingly divide them into specific classes, and to
assist in their personality development.
(3) For find out from time to time the effect of teaching on the students (educational achievements or change of behaviour),
and to guide the students on its basis and to inspire them to learn.
(4) For measure and evaluate the educational achievements of students from time to time and to provide them feedback.
(5) For find out the hindrances in the educational progress of the students and remedy them.

5. STEPS OF MEASUREMENT IN EDUCATION
Determination and Defining the Measuring Traits or Aims and Objectives
Selection of Suitable Measurement Tools or Methods
Use or Administration of Measurement Tool or Technique
Results and Records

6. FORMATIVE EVALUATION
Formative evaluation is such evaluation which is conducted before giving final Shape to an
educational policy or programme, curriculum, teaching method, teaching aid or evaluation
method. For it, the evaluator first of all prepares the preliminary draft of the proposed
educational policy, planning or programme, curriculum, teaching method or evaluation
method; then he analyses each of its steps and receives approval of the specialists. This
approval is received with the help of interview, questionnaire or rating scale.

7. SUMMATIVE EVALUATION
Summative evaluation is such evaluation which is conducted in order to test the utility of an already
existing educational policy, planning or programme, curriculum, teaching method, teaching aid or
evaluation method. For it, the evaluator constructs the most suitable measurement tool or method based on
interview, questionnaire or rating scale, for evaluation of the educational policy, planning or programme,
curriculum, teaching method, teaching aid or evaluation method. After this, he tests its utility on the basis of
related standards (Norms) and statistical calculations. Finally, he decides whether such educational policy,
planning or programme, curriculum, teaching method, teaching aid or evaluation method should continue or
not, and if it is to continue, what should be its form.

8. NEED OF EDUCATIONAL EVALUATION
The need of the Evaluation are as follows:-
(1) For test the educational importance of the activities of educational administrators, other personnel and
guardians from time to time, and to suggest for improvement.
(2) For analyze the educational objectives, to test their utility, and to suggest for timely change.
(3) For find out the effect of the curriculum at different levels in the achievement of educational objectives, to
give suggestions for improvement and to enlighten for research.
(4) For study the effect of teaching methods being used from time to time, to find out useful/ useless methods,
to suggest for improvement and to enlighten the field for research.
(5) For find out the utility of textbooks in the achievement of educational objectives, to give suggestions for
improvement and to guide for research.
(6) For study the effect of the use of various means in teaching as to their place and kind of use, and to
suggest measures for improvement.

9. CHARACTERISTICS OF MEASUREMENT
1. It is the science of collecting and ordering information about objects to be studied.
2. It refers to a precise and quantitative value.
3. It is limited to quantitative description.
4 It is objective and impersonal.
5. It simply determines the magnitude of variant.
6. It is scientific in nature.
7. It provides data for evaluation.
8. It is not comprehensive.
9. It involves less techniques.
10. Through tests the ability of an individual is measured.
11. It covers the single aspect of subject matter and achievement.
12. It involves quantitative description.
13. Measurement is the assignment of numerals to objects or event according to rules.

10. CHARACTERISTICS OF EVALUATION
1. It involves the use of information collected by the process of measurement.
2. It means a subjective judgment.
3. It leads to qualitative description and value judgments.
4. It involves subjective judgments.
5. It not only determines the magnitude, but adds meaning to such measurements.
6. It is philosophical in nature.
7. It receives data from measurement.
8. It is comprehensive and integrated.
9. It involves a variety of techniques.
10. Through evaluation the scores are interpreted.
11. It gives stress on all aspects of pupil’s behaviour and progress. It is objective-based.
12. It involves values and purposes.
13. Evaluation is a systematic process of determining the extent to which instructional objectives are achieved by pupils.

11. DIFFERENCE BETWEEN MEASUREMENT AND
EVALUATION
S/N BASIS MEASUREMENT EVALUATION
1. Meaning Measurement is the science of collecting and
ordering information about objects to be studied.
Evaluation involves the use of information
collected by the process of measurement.
2. Data
involve
Measurement refers to a precise and quantitative
value.
Evaluation refers to both qualitative, quantitative
and value judgment.
3. Limitation Measurement is limited to quantitative description. Evaluation leads to qualitative description and
value judgment.
4. Objective Measurement is objective and impersonal. Evaluation involves subjective judgments
5. Magnitude Measurement simply determines the magnitude of
variants.
Evaluation not only determines the magnitude,
but adds meaning to such measurements.
6. Nature Measurement is scientific in nature. Evaluation is philosophical in nature.
7. purpose Measurement involves quantitative description. Evaluation involves values and purposes.

12. CONTINUE
S/N BASIS MEASUREMENT EVALUATION
8. Data Sources Measurement provides data for evaluation. Evaluation receives data from measurement.
9. Comprehensive Measurement is not comprehensive. Evaluation is comprehensive and integrated.
10. Technique Measurement involves less techniques. Evaluation involves a variety of techniques.
11. Test Through tests the ability of an individual is
measured.
Through evaluation the scores are interpreted.
12. Scope Measurement covers the single aspect of
subject matter and achievement.
Evaluation gives stress on all aspects of pupil’s
behaviour and progress. It is objective-based.
13. Process Measurement is the assignment of numerals to
objects or event according to rules.
Evaluation is a systematic process of determining
the extent to which instructional objectives are
achieved by pupils.

13. THANK YOU