An Introduction to Test, Assessment, Measurement, and Evaluation * Kindly note the mistake on the fifth slide where the third highlighted point should be read as 'Assessment as Learning'.

1. AN INTRODUCTION TO
TEST, ASSESSMENT
MEASUREMENT AND
EVALUATION
Dr Shiva Shukla
Assistant Professor, Department of
Education
Central University of Punjab, Bathinda

2. EducationalTesting
• Measurement Instrument/device/procedure designed to elicit specific sample
behaviour to evaluate and score applying standardised procedures
• Educational achievement test are designed to measure levels of Cognitive
Domain- knowledge, comprehension/understanding, application, analysis,
synthesis and evaluation
• Technique to collect data for assessment useable in any system of examination
• Types: Maximum Performance Test: Achievement Test, Diagnostic Test, Speed
and Power Test, Intelligence Test etc. Typical Response Test: Attitude Test,
Interest Test, Personality Test, Ability Test, Aptitude Test etc.
• Techniques: written exams, oral exams, practical exams, online exams etc.
• Testing intelligence is testing a psychological process and Educational Testing is
quantity and quality of educational process which is content and subject specific,
and dependent on instructions received by the learner and specific time interval

3. Types of EducationalTest
• Form: oral, written
• Purpose: diagnostic, prognostic, speed, accuracy
• Organization: objective type, short answer, long answer
• Period of Assessment: weekly, mid-term, term-end, yearly
• Duration of Test: short, long
• Methods of Scoring: standardized, non-standardized
• Abilities Involved: accuracy, speed, comprehension
• Nature of Material Included: numeric, linguistic
• Mental Functions Involved: recall, association, memory, recognition, problem solving
• Types of Response Involved: essay, multiple choice, matching, completion, selection,
enumeration

4. Assessment
• Assessment is systematic collection and analysis of information to improve
student learning – Martha Stassen
• Assessment is systametic procedure of collecting information that can be used
to make inferences about characteristics of people or objects – American
Educational Research Association
• Forms of Assessment: Formative and Summative Assessment
• Summative Assessment is assessment that completion of a teaching cycle
that sums up student learning e.g. term end exam, year end exam, end
semester exam etc.
• Formative Assessment involves evaluating student’s learning and level of
achievement during the course of learning in order to enhance student learning
experience involving process and conditions of learning e.g. quiz, discussions,
assignments, reflective journals etc.

5. Types of Assessment
• Assessment of Learning: Description of how well a student has
completed the tasks and activity of learning e.g. Summative
Assessment
• Assessment for Learning: Aimed to improve student’s learning and
hence is timely, analytical, interpretive and every evidence that
depicts student’s progress is utilised e.g. Formative Assessment
• Assessment as Leaning: Aimed on developing student’s
metacognitive skills transforming them into lifelong learners. Students
develop ability to relate information to prior knowledge and utilize it.
Sense of ownership, collaboration, adjustments, improvements and
transformation are process involved e.g. feedback, peer-assessment,
self-assessment etc.

6. Purpose of Assessment
• improve learning
• review student’s knowledge and competence
• to provide feedback to the teacher
• determine the effectiveness of teaching
• suggest improvement
• achievement of learning goals or outcomes
• provide information of student’s potential, strengths and weakness
• professional advancement
• accountability

7. Measurement
• Measurement is process that includes assignment of numeric value/unit to
whatever is being tested.
• Quantification or assigning of numbers to norms, attributes and criterion
• Rules and Procedures must be replicable in other conditions, time and space
• Qualitative Measurement : perceiving character of a person in form of quality
attributes e.g. Good, excellent, dull. Measurement is based on norms which are
not universal in nature and hence not complete by itself
• Quantitative Measurement: involves measuring characteristics numerically
based on units which are universal in nature and complete by themselves
• Characteristics to be measured: abilities, traits, criterions, attributes, constructs
etc.
• The unit of measurement having mathematical properties is called the Scale of
Measurement : Nominal, Ordinal, Interval and Ratio

8. Measurement Scale
• Nominal Scale: used to assign quality or category to people or objects e.g.
gender, colour, subject etc. as assigning quality is an subjective and arbitrary
process where mathematical calculations cannot take place for this scale.
• Ordinal Scale: is utilised to assign ranking or order to objects or people in
accordance to quantity of characteristics exhibited e.g. highest to lowest, shortest
to tallest, first to last, class rank, percentile rank, preference
• Interval Scale: is used again to rank objects or people but with equivalent units
on a scale i.e. the difference between the adjacent units is the same e.g.
Intelligence score, personality assessment score etc.
• Ratio Scale: is the same as interval scale except zero represents absolute
absence of the characteristic in an object or person e.g. exact marks, percentage,
height or weight etc.

9. Evaluation
• Determining the worth or value of something by assigning values to the objects,
process or person
• Systematic and planned activity with certain set of procedures assigning rating,
value, worth or determining the scoring
• Series of activities in order to asses the process of teaching learning
effectiveness e.g. internal/external, formative/summative, self/peer etc.
• Checking of not only knowledge but all aspects of the learner
• Continuous, comprehensive, collaborative, student-centred, remedial process
emphasising on overall personality of the learner
• CCE stands for Continuous and Comprehensive Evaluation which is a process
underscoring the continuity in evaluation of a) broad based learning and b)
behavioural outcomes achieved through regularity of assessment, frequent tests,
diagnosis of learning gaps and suggestions of remedial measures, application of
corrective measures, retesting, feedback, self and peer evaluation evaluation etc.