The document discusses the key differences between measurement and evaluation. Measurement is the assignment of a numerical value or score to assess something and is quantitative, while evaluation makes a qualitative judgment about the value or worth of something based on criteria. Evaluation depends on measurement but involves more than just test scores - it considers progress over time, strengths and weaknesses, and makes decisions. Both measurement and evaluation are important in education, with measurement providing objective data and evaluation making holistic judgments about students, teachers, and curriculum programs.

1. INTRODUCTION
The concepts of measurement and evaluation are
used in everyday school situations, for decisions
are continually made by both school personnel
and students. The terms measurement and
evaluation are sometimes used interchangeably;
some scholars, however, make a distinction
among them.

2. DEFINITIONS OF MEASUREMENT
• As a result of a test, a measure is obtained. An
observation, a rating scale or any other device that
allows us to obtain information in a quantitative form is
a measurement. Measurement may be defined as
follows:
• Measurement is an act or a process that involves the
assignment of a numerical index to whatever is being
assessed. Beyond its general definition, refers to the
set of procedures and the principles for how to use the
procedures in educational tests and assessments.
Some of the basic principles of measurement in
educational evaluations would be raw scores,
percentile ranks, derived scores, standard scores, etc.

3. Continuation on Measurement
• Measurement is thus concerned with
quantification. Language proficiency, like many
other constructs and characteristics of persons in
social sciences, needs to be quantified before any
judgments can be made about it. This process of
quantifying is called operationalization in
research by which we mean assigning numbers
according to observable operations and explicit
procedures or rules to measure a construct
(Bachman 1990) (Ary et al. 1996)

4. Types of Measurement:
Generally, there are three types of
measurement:
(i) Direct; (ii) Indirect; and Relative.
• To find the length and breadth of a table involves direct
measurement and this is always accurate if the tool is
valid. To know the quantity of heat contained by a
substance involves indirect measurement for we have
to first find out the temperature of the substance with
the help of a thermometer and then we can calculate
the heat contained by the substance. To measure the
intelligence of a boy involves relative measurement, for
the score obtained by the boy in an intelligence test is
compared with norms. It is obvious that psychological
and educational measurements are relative.

5. Definitions of Evaluation
Procedures used to determine whether the
subject (i.e. student) meets a preset criteria,
such as qualifying for special education
services. This uses assessment (remember
that an assessment may be a test) to make a
determination of qualification in accordance
with a predetermined criteria.

6. Continuation on Evaluations
• It is a decision making process which assists to make grade
and ranking.
According to Barrow and Mc Gee
• It is the process of education that involves collection of
data from the products which can be used for comparison
with preconceived criteria to make judgment.
•
• 1) Evaluation is an act or a process that allows one to
make a judgment about the desirability or value of a
measure.
• 2) Evaluation is a process of delineating, obtaining and
providing useful information for judging decision
alternatives

7. Distinct between Evaluation and
Measurement
• Measurement helps in evaluation but is not the
same as evaluation. Let us consider one example
to clarify this difference. Manish and Bharat study
in the same class. In the first test, they obtain 40
and 60 marks respectively in Mathematics. In the
second test, both of them obtain 75 marks. Now,
in the second test the measurement (test scores)
of their achievement in Mathematics is the same,
yet the evaluation will differ, when the teacher
says that the rate of progress of Manish is
comparatively better than that of Bharat.

8. Difference in Terms of Nature
Evaluation
• It is systematic process
• It is a continuous dynamic
process
• Identifies strength and weakness
of the program
• Involves variety of tests and
techniques of measurement
• Emphasis on the major objective
of an educational program
• Based upon the data obtained
from the test
• It is a decision making process
Measurement
• It should be quantitative in
nature
• It must be precise and
accurate (instrument)
• It must be reliable
• It must be valid
• It must be objective in
nature

9. Relationship that exist between
Measurement and Evaluation
• 1. Evaluation encompasses but goes beyond the meaning of the terms “test” and “measurement”.
• 2. Evaluation depends upon measurement but is not synonymous with it.
• 3. Measurement is a quantitative determination of how much an individual’s performance has been, while
evaluation is a qualitative judgment of how good or how satisfactory an individual’s performance has been.
• 4. Sound evaluation is based upon the results of accurate and relevant measurement.
• 5. Measurement affords the evaluator a quantitative description of externalized knowledge and behavior.
• 6. Measurement describes a situation; evaluation judges its worth or value.
• 7. Measurement is only a tool to be used in evaluation. By itself, it is meaningless, but without it evaluation is
likely to be very erratic.
• 8. Not all uses of a test or a measurement in education can be considered evaluation, for evaluation involves
appraisal in the light of some particular value, purpose or goal.
• 9. Evaluation is a continuous and comprehensive process covering every aspect of the educative programme. It
is an integral part of education in which pupil and teacher are partners. Thus, evaluation signifies a wider process of
judging students’ progress. Measurement On the other hand, implies only a precise quantitative assessment of
instructional outcomes.
• 10. Evaluation is integrated with the whole task of education, and not only with measurement and examinations.
• 11. Evaluation goes beyond measurement in judging the desirability or value of the measure.

10. Scope of Evaluation Related to Student
• To determine the objectives
• To select a particular team
• Classification of the students
• To select appropriate learning situation
• To motivate the students
• To develop ability and skill of the students
• To find out the rate of improvement or
progress
• To predict future performance
• For grading purpose
• To diagnose the learning problem

11. Scope of Evaluation Related Teacher
• To determine the effectiveness of teaching
(teaching methods)
• To adjust the content of course (in relation to
determine the no. of subject and content of the
syllabi)
• Development of norms which may involve in
evaluation
• To conduct intensive research
• To predict the performance and
• To develop new programs in the field of physical
education and sports

12. Scope of Evaluation Related to
Curriculum/Administration
• Evaluating the curriculum program
• Justify physical education programs at different levels
• Continuous assessment
• Develop community interest
• Develop and modification of instructional process
• Overall assessment of total school/college program
• Assessment of teacher’s performance in all respect
• Selection of teachers in various fields

13. Conclusion
• Measurement is only a tool to be used in evaluation. By itself, it is meaningless,
but without it evaluation is likely to be very erratic.
• Evaluation goes beyond measurement in judging the desirability or value of the
measure.
• Evaluation is not only quantitative but also qualitative and includes value
judgments.
•
• Mathematically, it may be said that:
Evaluation =
• Quantitative description of pupils’ achievements +Qualitative description of
pupils’ abilities +Value judgments about achievements and abilities.
For example, a B.Ed. student is evaluated by the teacher educator. The record
reads as follows:
• Evaluation: The student gets 70% marks in theory papers (quantitative
description). He cannot control the class, he is nervous in using instructional
aids, he is not diligent, his BB work is shabby and not methodical (qualitative
description).