Assessment, Mearurements, Evaluation.pptx

1. EDUCATIONAL
MEASUREMENT,
ASSESSMENT and
EVALUATION
Dr. Tanveer iqbal

2. Basic Concepts and Principles
TEST
MEASUREMENTS
ASSESSMENT
EVALUATION-

3. Test
-- most commonly used method of making measurements in
education. It is also an instrument or systematic procedures
for measuring sample of behavior by posing a set of
questions in a uniform manner. Designed to measure any
quality, ability, skill or knowledge. There is right or wrong
answer.

4. Tests
• We define psychological testing as the process of measuring
psychology-related variables by means of devices or procedures
designed to obtain a sample of behavior.

5. Measurement
-- assignment of numbers (quantity), uses variety of
instrument: test, rating scale. It is the process of
obtaining numerical description of the degree of
individual possesses. Quantifying of how much does
learner learned.

6. Measurement
• The word measurement, as it applies to education, is not substantially
different from when it is used in any other field. It simply means
determining the attributes or dimensions of an object, skill or
knowledge. We use common objects in the physical world to
measure, such as tape measures, scales and meters. These
measurement tools are held to standards and can be used to obtain
reliable results. When used properly, they accurately gather data for
educators and administrators.

7. Assessment
--- process by which evidence of student
achievement is obtained and evaluated.
Information is obtained relative to objective it
include testing, interpreting and placing
information in context. It is the process of
gathering and organizing data—the basis for
decision making (evaluation). Methods of
measuring and evaluating the nature of the
learner/(what he learned, how he learned)

8. Assessment
• One of the primary measurement tools in education is
the assessment. Teachers gather information by giving tests,
conducting interviews and monitoring behavior. The assessment
should be carefully prepared and administered to ensure its reliability
and validity. In other words, an assessment must provide consistent
results and it must measure what it claims to measure.
• We define psychological assessment as the gathering and integration
of psychology related data for the purpose of making a psychological
evaluation that is accomplished through the use of tools such as tests,
interviews, case studies, behavioral observation, and specially
designed apparatuses and measurement procedures.

9. Evaluation
• Creating valid and reliable assessments is critical to accurately
measuring educational data. Evaluating the information gathered,
however, is equally important to the effective use of the information
for instruction.
In education, evaluation is the process of using the measurements
gathered in the assessments. Teachers use this information to judge
the relationship between what was intended by the instruction and
what was learned. They evaluate the information gathered to
determine what students know and understand, how far they have
progressed and how fast, and how their scores and progress compare
to those of other studen

10. Evaluation
--it is a process because it includes a series of steps
(*establishing objective, *classifying objective, *defining
objective, *selecting indicators, *and comparing data with
objectives). It is concerned with making judgments on the
worth or value of a performance, answer the question “how
good, adequate, or desirable”. It is also the process of
obtaining, analyzing and interpreting information to
determent the extent to which students achieve
instructional objective.

11. Purpose of educational testing and
measurement
• Instructional---test is given to assess students’ progress
in a subject
• Curricular---given when decision are to be made about
school curricula.
• Selection---test is given to determine students
ability/suitability to enter school.(college entrance test)
• Placement--- test is given to group students (below
average, geniuses, morons or homogeneous or
heterogeneous)
• Personal--- asisst individual to make wise decision for
themselves (personality inventory test, aptitude test and
its all standardize.)

12. Assessment principles
ADDRESS LEARNING TARGETS/CURRICULAR
GOALS*cognitive*psychomotor*affective
PROVIDE EFFICIENT FEEDBACK ON INSTRUCTION*
satisfactory(proceed to next) *unsatisfactory(reteach)
USE A VARIETY OF ASSESSMENT PROCEDURES
*knowledge * skills *attitudes
ENSURE THAT ASSESSMENTS ARE VALID, RELIABLE, FAIR
AND USABLE,

13. Valid- reflects PURPOSE of the test
Reliability- yields CONSISTENCE on the results
Fair- fee from BIASES
Usability-
PRACTICABILITY,
coverage, convenience, economical
KEEP RECORD OF ASSESSMENT
*allow student to documents their performance (portfolio)
INTERPRET/COMMUNICATE THE RESULTS OF ASSESSMANT MEANINGFULLY
*test with correct meaning, student can make correct decision, falling scores can
motivate, passing can inspire

14. Characteristics of modern
assessment
• Objectives
• Reliable
• Multidimensional in structure
• Measures knowledge, skills and values
• Value-laden

15. Four kinds of Standard (zais, 1976)
• ABSOLUTE MAXIMUM STANDARD (AMXS)-- attain by few
students(95/100)
• ABSOLUTE MINIMUM STANDARD(ABMNS)-- attain by
majority to 75/100 guarantee promotion)
• RELATIVE STANDARD (RS)--- competence compared to
other
• MULTIPLE STANDARD--- level of performance or
competencies,
• RANK.
• Combination of AmxS and AmnS and RS employ to
determine growth and pattern