test and measurement

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TTesti
ng,
Kanchana Prapphal
for Quality
Assurance in
Teaching
MMeasure
ment
EEvaluatio
n

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TTests,ests, MMeasurementeasurement
andand EEvaluationvaluation
Test: 1. Measurement instrument
2. Designed to elicit specific
sample of behavior
Measurement:
1. Quantification: assigning
numbers
2. Characteristics: abilities,
traits, attributes, constructs
3. Rules and procedures: must

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Evaluation: 1. Systematic
2. Gathering of
information
3. Making decisions:
value judgments
Measurement = Testing+
Quantitative Data
Evaluation = Testing +
Quantitative Data + Qualitative Data
TTests,ests, MMeasurementeasurement
andand EEvaluationvaluation

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Uses of tests inUses of tests in
educationaleducational
programsprograms
Individuals
a. students
b. teachers
c.
administrato
rs
Programs
a. effectiveness
b. appropriateness
c. efficiency
d. revision

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AssumptionsAssumptions
necessary for usingnecessary for using
teststests
1. Information regarding
educational outcomes is essential to
effective formal education.
2. Educational outcomes are
measurable.
(Bachman,
1990)

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LearningLearning
OutcomesOutcomes
Learning outcomes are
statements of what is
expected that a student will
be able to DO as a result of
a learning activity.
Quality Assurance:
INPUTINPUT PROC
ESS
PROC
ESS
OUTCOM
ES
OUTCOM
ES
Descripto
rs
Descripto
rs

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Bloom’sBloom’s
TaxonomyTaxonomy
Three domains of educational
activities:
Cognitive Domain: involves
knowledge and the development of
intellectual attitudes and skills
Affective Domain
Psychomotor Domain
(Bloom, 1956)

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CognitiveCognitive
ObjectivesObjectives
Knowledg
e
Comprehe
nsion
Applicatio
n
SimpleSimple
Comple
x
Comple
x

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KnowledgeKnowledge
The remembering of
previously learned material
Examples of learning
objectives:
-know common terms
-know specific facts
-know methods and
procedures
-know basic concepts

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KnowledgeKnowledge
(Example)(Example)
Who wrote Brave New
World?
A. D.H. Lawrence
B. Aldous Huxley
C. Hemmingway
D. Shakespeare

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ComprehensionComprehension
The ability to grasp the meaning
of material
Examples of learning
objectives:
-understand facts and principles
-interpret verbal materials
-interpret charts and graphs
-translate verbal material to
mathematical formulae
justify methods and procedures

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ComprehensionComprehension
(Example)(Example)
What is the main idea of this
paragraph?
A. Nitrous oxide can cause an
environmental problem.
B. Nitrous oxide is a potent
greenhouse gas.
C. Nitrous oxide destroys the earth’s

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ApplicatApplicat
ionion
The ability to use learned material in
new and concrete situations
Examples of learning objectives:
-apply concepts and principles to
new situations
apply laws and theories to practical
situations
solve mathematical problems
construct graphs and charts
demonstrate the correct usage of a

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ApplicationApplication
(Example)(Example)
Which one of the following values
approximates best to the
volume of a sphere with radius
5m?
A. 2000 m3
B. 1000 m3
C. 500 m3
D. 250 m3
E. 125 m3 (MCQ)

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AnalyAnaly
sissis
The ability to break down material
into its component parts
Examples of learning objectives:
- recognize unstated assumptions
-recognize logical fallacies in
reasoning
distinguish between facts and
inferences
evaluate the relevancy of data

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AnalysisAnalysis
(Example)(Example)
Here are the five Basic Needs
determined by Maslow:
1. Comfort and survival
2. Safety
3. Belongingness and love
4. Self-esteem and the esteem of
others
5. Self-actualization

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AnalysisAnalysis
(Example)(Example)
Determine in what way the Germans
meet these needs and to
what extent the German pattern
differs from the American
pattern. Give examples.
(Valette)

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SynthSynth
esisesis
The ability to put parts together to
form a new whole
Examples of learning objectives:
-write a well organized theme
-give a well organize speech
write a creative short story
propose a plan for an experiment
integrate learning from different
areas into a plan for solving a

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SynthesisSynthesis
(Example)(Example)
Write a paragraph summarizing the
text you have read. Your
summary should have a topic sentence
defining the problem,
some of the causes, some of the
effects, and a conclusion.

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EvaluationEvaluation
The ability to judge the value of
material for a given purpose based on
definite criteria
Examples of learning objectives:
- judge the logical consistency of written
material
-judge the adequacy with which
conclusions are supported by data
judge the value of a work by the use of

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EvaluationEvaluation
(Example)(Example)
“The United States took part in the
Gulf War against Irag BECAUSE of the
lack of civil liberties imposed on the
Kurds by Saddam Hussein’s regime.”
A. The assertion and the reason are
both correct and the reason is valid.
B. The assertion and the reason are
both correct but the reason is invalid.

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EvaluationEvaluation
(Example)(Example)
C. The assertion is correct but the reason is
incorrect.
D. The assertion is incorrect but the reason
is correct.
E. Both the assertion and the reason are
incorrect.
(MCQ)

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Verbs specifyingVerbs specifying
different sorts ofdifferent sorts of
outcome (Knowledge)outcome (Knowledge)
arrange order define recognize duplicate
label recall list repeat memorize
state relate reproduce

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ComprehensionComprehension
classify locate describe recognize discuss
report explain restate express review
identify select indicate translate

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ApplicationApplication
apply operate choose practice demonstrate
schedule dramatize sketch employ solve
illustrate use interpret write

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AnalyAnaly
sissis
analyze differentiate appraise discriminate calculate
distinguish categorize examine compare experiment
contrast question criticize test

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SynthesSynthes
isis
arrange formulate assemble manage collect
organize compose plan construct prepare
create propose design write

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EvaluaEvalua
tiontion
appraise judge argue predict assess
rate attach score choose select
compare support estimate evaluate

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Advantages ofAdvantages of
specifyingspecifying
learninglearning
outcomesoutcomesHelp students learn more
effectively.
Make it clear what students can
hope to gain from a course.
Help instructors to design their
materials more effectively.
Help instructors select the
appropriate teaching strategy.
Assist in setting examinations
based on the materials delivered.

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BehavioralBehavioral
ObjectivesObjectives
BehavioralBehavioral
ObjectivesObjectives
ProcessProcess
DescriptoDescripto
rsrs
ProcessProcess
DescriptoDescripto
rsrs
ProductProduct
DescriptDescript
orsors
ProductProduct
DescriptDescript
orsors
QualityQuality
AssuranAssuran
cece
inin
TeachinTeachin
gg
QualityQuality
AssuranAssuran
cece
inin
TeachinTeachin
gg

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References
Bachman, L.F. 1990.
Fundamental Considerations in
Language Testing. Oxford: Oxf
ord University Press.
Bloom, B.S. (Ed.) 1956.
Taxonomy of Educational Objec
tives: The Classification of Educ
ational Goals: Handbook I, Cog
nitive Domain. N.Y.; Toronto: L
ongmans, Green.
Cronbach, L.J. 1989. Essentials

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References
(continued)
Gronlund, N. and Linn, R.L.
1990. Measurement and Evalua
tion in Teaching (6th ed.). N.Y.:
Macmillan.
Thorndike, R. L. and Hagen, E.
(1969). Measurement and Eval
uation in Psychology and Educa
tion (3 rd ed.). N.Y. :Wiley.
http://www..coun.uvic.ca
http://www. reach.ucf.edu

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Chulalongkorn UniversityChulalongkorn University -- Academic Testing Center (CU-ATC)Academic Testing Center (CU-ATC)
Http://www.cuatc.chula.ac.th