Negative marking on multiple choice tests deducts points for incorrect answers to discourage guessing, though students dislike it, and it is not used for descriptive exams. Measurement and evaluation are processes for quantifying individual achievement through assigning values or symbols to observable phenomena and determining learning outcomes through qualitative assessment. Various types of tests, measures of central tendency and variability, grading philosophies, and key terminology are discussed for educational measurement and evaluation.

1. Adjustment for Guessing
Negative Marking…
- Elimination strategy reduces odds of
wrong answer penalty
- subtracting a percentage of the number
of wrong answer obtained from the final
grade
- give a grade of 4 a correct answer and a
score of – 1 for a wrong on a 4 choice
question

2. Negative Marking…
- A score of less than zero is possible
-students hate negative marking
-negative marking is not practised in descriptive
examinations
- A poor substitute for a test that is too short
with too few answer options

4. Measurement defined
• Process of quantifiying individual’s achievement,
personality, attitudes, habits and skills
• Quantification appraisal of observable
phenomena
• Process of assigning symbols to dimensions of
phenomena
• An operation peformed on the physical world by
an observer
• Process by which information about the
attributes or characteristics of things are
determined differentiated

5. Evaluation defined
• Qualitative aspect of determining the outcomes of learning.
• Process of ranking with respect to attributes or trait
• Appraising the extent of learning
• Judging effectiveness of educ. Experience
• Interpreting and analyzing changes in behavior
• Describing accurately quantity and quality of thing
• Summing up results of measurement or tests giving meaning based
on value judgments
• Systematic process of determining the extent to which instructional
objectives are achieved
• Considering evidence in the light of value standard and in terms of
particular situations and goals which the group of individuals are
striving to attain

6. • TESTING- a technique of obtaining
information needed for evolution purposes
– Test, Quizzes, measuring, instruments- are
devices used to obtain such information

7. FUNCTIONS OF MEASUREMENTS
1. INSTRUCTIONAL
a)principal (basic purpose)
-to determine what knowledge, skills,
abilities, habits and attitudes have been
acquired
-to determine what progress or extent of
learning attained
-to determine strengths, weaknesses,
difficults and needs of students

8. Function of Evaluation
1. Evaluation assesses or make appraisal of
-Educational objectives, programs, curricula,
instructional materials, facilities
- teacher
- Learner
-Public relations of the school
- achievement scores of the learner
2. Evaluation conducts research

9. Principles of Evaluation
• Evaluation should be
2.Based on clearly stated objectives
3.Comprehensive
4.Cooperative
5.Used Judiciously
6.Continuous and integral part of the teaching-
learning process

10. Types of Evaluation used in classroom
instruction
• Diagnostic Evaluation-detects pupil’s learning
difficulties which somehow are not revealed by
formative tests. It is more comprehensive and
specific
• Formative Evaluation- it provides feedback
regarding the student’s performance in
attaining instructional objectives. It identifies
learning errors that needed to be corrected and
it provides information to make instruction
more effective

11. 3.Placement evaluation- it defines student’s
entry behaviors. It determines knowledge and
skills he possesses which are necessary at the
beginning of instruction
4. Summative Evaluation-it determines the
extent to which objectives of instruction have
been attained and is used for assigning grades/
marks and to provides feedback to students.

12. Qualities of a Good Measuring
Instrument
1. VALIDILITY
content, concurrent, predictive, construct
3. RELIABILITY
adequacy, objectivity, testing condition, test
administration procedures
5. USABILITY
(practicality) ease in administration, scoring,
interpretation and application, low cost,
proper mechanical make-up

13. VALIDITY
Content validity- face validity or logically
validity used in evaluating achievement test
Concurrent validity- test agrees with or
correlates with a criterion (ex. Entrance
examination)
predictive validity-degree of accuracy of
how activity which it intends to foretell
Construct validity-agreement of the test
with a theoretical construct or trait (ex.IQ)

14. RELIABILITY
• Methods of estimating reliability
2. Test –retest Method (uses spearmen rank correlation
coefficient)
3. Parallel forms/alternate forms (paired observations are
correlated)
4. Split-half method (odd-even halves and computed
using spearmen brown formula)
5. Internal-consistency method (kuder - Richardson
formula 20)
6. Scorer reliability method(two examiners
independently score a set of test papers then correlate
their scores)

15. Classification of Measuring Instrument
1. Standard Tests
a) psychological test-intelligence test, Aptitude
test, Personality (rating scale)
test, vocational and professional interest inventory
b) Educational Test
5. Teacher-made test
planning, Preparing, Reproducing,
Administering , Scoring, Evaluating, Interpreting

16. Criterion and Norm Reference Tests
Norm-Reference Tests
It compares a student’s performance of other students in
the class
It uses the normal curve in distributing grades of students
by placing them either above or below the mean.
The teacher’s main concern is the variability of the score.
The more variable the score is the better because it can
determine how individual differs from the other.
Uses percentiles and standard scores
It tends to be of average difficulty.

17. • Measures of central
Tendency
Mean, Median, Mode
• Measures of Variability
Range, Quartile Deviation, Standard Deviation

18. Measures of Central Tendency
MODE-the crude of inspectional average measure.
It is most frequently occurring score. It is the
poorest measure of central tendency.
Advantage: Mode is always a real value since it
does not fall on zero. It is simple to approximate by
observation for small cases. It does not
necessitates arrangement of values.
Disadvantage: it is not rigidly defined and is
inapplicable to irregular distribution
What is the mode of these scores?
75,60,78,75 76 75 88 75 81 75

19. Measures of Central Tendency
MEDIAN-the scores that divides the distribution
into halves. It is sometimes called the counting
average.
Advantage : it is the best measure when the
distribution is irregular or skewed. It can be located
in an open – ended distribution or when the data is
incomplete (ex. 80% of the cases is reported)
Disadvantage: It necessitates arranging of items
according to size before it can be computed
What is the medium?
75,60,78,75 76 75 88 75 81 75

20. Measures of Central Tendency
MEAN-The most widely used and familiar
average. The most reliable and the most stable
of all measures of central tendency
Advantage: It is the best measure for regular
distribution.
Disadvantage: It is affected by extreme values
What is the mean?
75,60,78,75 76 75 88 75 81 75

21. STANDARD DEVIATION
• It is the most important and the best measure
of variability of test scores.
• A small standard deviation means that the
group has small variability or relatively
homogeneous.
• It is used with mean.

22. Letter grade Criterion- Norm-referenced Self-referenced
Referenced
B Very Good or Very Good; Very Good; some
Proficient; performs above the improvement on
complete average of the class most or all the
knowledge of most objectives
content, skills ;
mastery of most
objectives
C Acceptable or basic; Average; performs Acceptable; some
command of only at the class average improvement on
the basic content some of the
skills; mastery of objectives
some objectives

23. Letter Grade Criterion- Norm-referenced Self-Referenced
referenced
D Lacking ; little Poor ; below the Lacking ; minimal
knowledge of most class average progress on most
content; master of objectives
only a few
objectives
F Unsatisfactory; Unsatisfactory; far Unsatisfactory; no
lacks knowledge of below the class improvement on
content; no average; among the any objectives.
mastery of worst in the class
objectives

24. Grading and Framing Questions
(frisbie & Waltman,1992):
- What meaning should each grade symbol carry?
- What should “failure” mean?
- What elements or performances should be
incorporated?
- How should the grades in a class be distributed?
- What should the components be like that go into a
final grade?
- What method should be used to assign grades?
- Should borderline cases be reviewed?
- What other factors can influence the philosophy of
grading?

25. Essential Terminology
• Grade: A symbol that represents the degree to
which students have met a set of well-defined
instructional objectives.
• Absolute Grading: Absolute grading, or criterion-
referenced grading, consists of comparisons
between a student’s performance and some
previously defined criteria. Thus, student’s are
not compared to other students. When using
absolute grading, one must be careful in
designing the criteria that will be used determine
the student’s grades.

26. Essential Terminology
• Relative Grading:
-relative grading, or norm-referenced grading
-consists of comparisons between a student and
others in the same class, the norm group.
- those that perform better than most other students
that will be assigned certain grades.
. If using the normal curve in relative grading then 3.6%
of the students should be assigned As, 23.8%Bs, 45.2%Cs,
23.8%Ds, and 3.6% Fs.
-emphasizes competition among group members and does
not accurately reflect any objective level of
achievement.

27. Essential Terminology
• Growth Grading : (self-referenced grading)
-consists of comparisons between a student’s
performance and their perceived
ability/capability.
. Overachievers would be assign highed
grades, while underachievers would be
assigned lower grades.
-Growth grading, while de-emphasizing
competition, tends to produce invalid grades
relative to achievement levels.

28. Letter Grades
• Advantages
– easy to use
– Easy to interpret(theoretically)
– Concise
• Disadvantages
– Meaning of a grade may very widely
– Does not address strengths & weaknesses
– K-2 student’s may feel threatened by them

29. Number of Percentage Grades
1,2,3 or 98%, 80%, 60%
Advantages
-Easy to use.
-Easy to interpret (theoretically)
-Concise
-More continuous than Letter Grades
-May be combined with Letter Grades
Disadvantage
-Meaning of grade may vary widely
-Does not address strengths & weaknesses.
-K-2 students may feel threatened by them
-Meaning may need to be explained/interpreted.

30. Two-Category Grades
pass- fail, Acceptable- unacceptable , s/u
• Advantages
- less emotional for younger students.
-can encourage risk taking for students that
may not want to take the course for a
grade
• Disadvantages
- Less reliable than a continuous measure
- Does not contain much information relative to a
student’s achievement.

31. Checklists and Rating Scales:
objective evaluated by checks or numerical ratings.
• Advantages
- results in a detailed list of student
achievements.
- may be combined with other measures.
• Disadvantages
- may become too detailed to easily
comprehend.
-Difficult for record keeping

32. Student-Teacher Conference
Discussion with no grade
• Advantages
- Involves a personal discussion of
achievement.
- May be used as a formative, ongoing measure
• Disadvantages
- Teachers needs to be skilled in discussion and
offering+ and-feedback.
- Time consuming.
-Some students may feel threatened.
- Difficult for record keeping.

33. Parent-teacher conference:
discussion with no grade
• Advantages
- Involves personal discussion of achievement and may
alleviate misunderstanding.
-Teacher can show samples of work and rational for
assessment.
-May improve relations with parents.
• Disadvantages
- teachers need to be skilled in discussion and offering=and-
feedback
-time consuming
-may provoke parent-teacher anxiety
-may be inconvenient for parents
-Difficult for record keeping

34. Letter of parents:
explanation with no grade
• Advantages
- most useful as an addition form of
communication
• Disadvantages
- short letters may not adequately communicate
a student’s achievement.
- require good writing skills
-time consuming.

35. Guidelines for Effective and Fair
Grading (Gronlund,1998 )
• Discuss with students ( and parents when
approprite0 the basis of all grading, and all
grading procedures, at the beginning of the
course/school year
• Grades should reflect, and be based on, student’s
level of achievement, using only those
assessments that validly measure achievement
• Grade should reflect, and be based on, a
composite of several valid assessments.

36. Guidelines for Effective and Fair Grading
• When combining several valid assessments,
each assessment should be appropriately
weighted
• An appropriate type of grading framework
should be adopted, given the ultimate use of
the grade.
• All borderline grades should be re-evaluated
based on a careful examination of all
achievement evidence