This document discusses measurement and evaluation in education. It defines key terms like tests, measurement, assessment, and evaluation. Tests are the most common method of measurement and involve posing uniform questions to measure abilities. Measurement involves assigning numbers or quantities to describe how much a learner has learned. Assessment gathers and organizes data to make decisions, while evaluation makes quality judgments about student performance. For an evaluation to be effective, it needs to be valid, reliable, objective, practical, continuous, equitable, relevant, and discriminating. The document outlines the purposes, processes, and scope of evaluation in education.

2. SEMINAR
ON
MEASUREMENT
&
EVALUATION
MS. SEENA RACHEL GEORGE
I/MSC NURSING
BHCON

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. MEASUREMENT
• ASSIGNMENT OF NUMBERS (QUANTITY),
TEST, RATING SCALE.
• IT IS THE PROCESS OF OBTAINING
NUMERICAL DESCRIPTION OF THE DEGREE OF
INDIVIDUAL POSSESSES.
QUANTIFYING OF HOW MUCH DOES LEARNER
LEARNED.

5. ASSESSMENT
PROCESS BY WHICH EVIDENCE OF STUDENT
ACHIEVEMENT IS OBTAINED AND EVALUATED.
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)

6. EVALUATION
MAKING JUDGMENTS ABOUT THE QUALITY OF
STUDENTS PERFORMANCE OR A POSSIBLE
COURSE OF ACTION.
IT IS A PROCESS BY MEANS OF WHICH
CHANGES IN THE BEHAVIOR OF STUDENT
SOUGHT BY A SCHOOL.

7. MEASUREMENT
It is quantitative.
Limited to quantitative testing.
More external.
All measurement is not
evaluation.
Measures only quantity.
Evaluation is not a part of
measurement.
EVALUATION
It is qualitative.
Goes beyond testing and
measurement.
Both external and internal.
Without measurement, evaluation
doesn’t carry much meaning.
Takes into consideration both
quantity and value judgment or
quality.
Measurement is a part of
evaluation.

8. OBJECTIVES
CONTENT
LEARNING
ESPERIENCES
EVALUATION

9. PROCESS OF ASSESSMENT.
CONTINUOUS ,SYSTEMATIC PROCESS.
INCLUDES ACADEMIC AND NON ACADEMIC SUBJECTS.
IMPROVING SUBJECTS.
PURPOSE ORIENTED.
NEED OF AN INDIVIDUAL.

10. CHARACTERISTICS
VALIDITY - MOST IMPORTANT CRITERIA OF
A GOOD EVALUATION
IT IS DEFINED AS THE
ACCURACY WITH WHICH A TEST MEASURES
WHATEVER IT IS INTENDED OR SUPPOSED TO
MEASURE.

11. TYPES OF VALIDITY
CONTENT VALIDITY
PREDICTIVE VALIDITY
CONCURRENT VALIDITY
CONSTRUCTIVE VALIDITY
FACE VALIDITY

12. FACTORS AFFECTING VALIDITY
UNCLEAR DIRECTIONS
VOCABULARY POOR
DIFFICULTS SENTENCES ARE DIFFICULT TO
UNDERSTAND
MEDIUM, OF EXPRESSION
DIFFICULTY LEVEL OF ITEMS
HANDWRITING,LENGTH OF ANSWER
TIME LIMITS
INADEQUATE WEIGHTAGE

13. RELIABILITY
RELIABILITY - DEGREE OF ACCURACY,CONSISTENCY
WITHWHICH AN EXAM ,ATTEST MEASURES , WHAT
IT SEEKS TO MEASURE A GIVEN VARIABLE.
RELATIONSHIP BETWEEN VALIDITY AND
RELIABILITY.
TEST CANNOT BE VALID UNLESS IT IS RELIABLE
VALIDITY INCLUDES RELIABILITY

14. OBJECTIVITY - A TEST IS A
OBJECTIVE , WHEN THE SCORERS
ARE PERSONAL JUDGEMENT
DOESN’T AFFECT THE SCORING.
PRACTIBILITY(USABILITY) – TEST
IS PRACTICAL AND USED FOR
ASSESSING VALUE OF THE TEST

15. CONTINUITY - IT IS A CONTINUOUS
PROCESS IT SHOULD HAVE
FORMATIVE,SUMMATIVE AND TERMINAL
EVALUATION..
EQUITY / EQUILIBRIUM –
RELEVANCE – REFER TO SPECIFIC PURPOSE
OR OBJECTIVE AND A SPECIFIC GROUP OF
STUDENTS.
DISCRIMINATION -

16. PURPOSES

17. SCOPE OF EVALUATION
EVALUATION AND TEACHER
EVALUATION AND STUDENTS
EVALUATION AND ADMINISTRATORS
EVALUATION AND PARENTS