The document discusses measurement and evaluation in education. Measurement is the process of assigning a numerical value to quantify something, while evaluation involves making a qualitative judgment about the quality or extent to which objectives are achieved. Evaluation considers past results and goals, and can be objective-based. Formative evaluation provides feedback for improvement, while summative evaluation assesses achievement at the end. Various tools are used for educational evaluation, including tests, records, checklists, scales, and observations. Both measurement and evaluation are important for assessing student learning.

1. MEASUREMENT AND
EVALUATION

2. Measurement
Measurement is the process by which we
ascertain the quantity of something.
It is merely the assignment of a numerical index to the
thing or phenomenon we measure.

3. Evaluation
Evaluation is the process by
which we judge the quality of something.
It is the process determining
the extent to which an objective is achieved or the
thing evaluated possesses the qualities
envisaged.

4.  Evaluation involves a qualitative element of the
judgment made on the basis of the degree of goals.
 Measurement is a precondition for evaluation.
 Measurement is quantities while evaluation is
qualitative also.

5.  Measurement can be ascertained at any moment
without reference to the past or future. In evaluation
we consider the previous result and certain goals or
objectives.
 Evaluation based on pre-determined objectives is
called objective based evaluation.

6.  Types of evaluation-
Formative and summative
Formative Evaluation: - Formative
evaluation provides immediate feedback
leading to diagnosis and remediation and
resulting reinforcement and motivation.

7. Summative Evaluation
As the term indicates, summative
evaluation is done at the end of something
attempted. It may be conducted at the end
of a unit , after it is successfully completed
as evidenced by formative evaluation.
Annual examination also may be
said to be summative in nature. The result
of summative evaluation will give a
general picture of the level of attainment.

8.  Evaluation Tools
In educational evaluation, tool
may be defined as a means to collect
evidences of the student’s achievement.
Achievement test
The teacher is interested in knowing
the level of achievement of each student
in each of the learning points and
evaluates these on the basis of his pre-
determined instructional objectives. A test
meant for the above purpose is known as
an achievement test.

9.  Anecdotal
Anecdotal records are reports of informal teacher
observations regarding his pupils. A teacher will get
opportunity to observe certain behaviors of his students
during specific occasions that reveal their attitudes or
certain personality traits. This may be either in the class
room of outside.
 These should be recorded soon after the incident is
observed.
 It should have two columns one for the description of the
incident and other for the interpretation of the incident.
This will help the teacher in evaluating a student from the

10.  cumulative record
The progress in the
development pattern of each student is
recorded cumulatively from period in a
comprehensive record designed for the
purpose. Such a record is known as cumulative
record.
Physical development, relevant details of
health conditions, levels of attainment in
various subjects of study, participation in co –
curricular activities like N.C.C, Sports, etc. Will
have to be recorded periodically in the same
record.

11. Check –list
The check –list is a simple laundry- list
type of device, consisting of a prepared list
of items. This tool has the advantage of
systematizing and facilitating the
recording of observation and of helping to
assure the consideration of all important
aspects.
The result can be recorded by putting tick-
mark against the item. The cumulative
result will be used for evaluation.

12.  Rating scale
Each trait can be scored on any number
of convenient points, each point representing
a particular degree such as good, average,
poor when it is a three –point scale.
Points 3,2,1 can be allotted to these levels,
preferably 3 representing the highest level
and 1 representing the lowest. The rating is
made taking any one of the three points
representing the three levels.
When more precise rating is required, it may
be converted into five-point scale or seven-
point scale.

13.  Questionnaire:
In general, the word questionnaire
refers to a device for securing answers to
question by using a form which the
responded fills in himself. It is a flexible
tool for gathering quantitative and
qualitative information.

14.  Evaluation technique
 Observation:
The teacher observes the behavior of the student.
There are two type observations- controlled observation
and uncontrolled observation.
Controlled observation means observation of events under
controlled condition.
Uncontrolled observation is the observation of events as
they naturally occur.

15.  Interview:
 Interview is a method of child study in
which the teacher has ultimate proximity to
the child. Here, the teacher tries to
observe the child’s behavior directly and
gathers information orally.

16.  Case Study;
The most reliable method of
studying a single child in its totality is the
case study method. Case study is the
technique of collecting all sorts of
necessary information about a child with a
view to studying and solving his deep-
rooted problems.
 In this method the teacher collects data
relating to the individuals socio-economic
status, study habits, health, mental
conditions, etc,

17.  Sociometry :
It is a method of assessing the receptive
or rejective tendencies of the members in
the social group. Children are asked to
write the names of those members of
group, with whom they would like to play
or work. Each child makes his choice, and
forms this data, we can construct a
sociogram.

18.  Projective techniques:
There are certain traits which will not yield to direct
evaluation. A child who is an overt manner and hence
techniques like observation and interview may fail while
studying most of his personality traits. E.g. CAT, WAT, TAT
etc.
Norm referenced and Criterion referenced Tests
A criterion referenced test evaluates an
individual’s performance in a given situation with respect to
specific characteristic expected in the performance. It
describes how well the individual does in relation to the
expected goal. The performance of other individuals is not
compared with his performance.

19.  The norm referenced test, on the other
hand, compares the individual’s
performance with those of other persons
taking the same test. It compares
performance difference among individuals
with reference to group norms.

20.  Teacher made test & standardized
A teacher made test is intended to
measure the outcomes of learning which a
teacher in particular has in mind. A teacher made
test is not a published test. . It is to be used by a
teacher for his own student to measure the
attainment of objectives which he himself has laid
down for classroom teaching.

21. The standardized test intends to
measure the educational outcome aimed at
generally by a number of schools. A
standardized test will be more valid and
reliable than any teacher made test, because
its construction will involve much expertise.

22. Marking system and Grading system in Evaluation
Marking system:
The system of assessing student’s performance on a
test by assigning numerical values is called the
marking system.
It will be more reliable if this classification is made on
5-point, 7-point or 9-point scale. If it is done on a 5-
point scale the categories may be said to indicate
excellent, good, average, below average and poor.
These levels of performance can be denoted by the
letter grades A, B, C, D, and E.
When student’s levels of performance are thus
classified into a few classificatory units using letter
grades, the system of assessment is called grading
system.

23. Continues Evaluation CE:
The continues evaluation
for each scholastic subject in made on the
basis of (1) Projects (2) Assignments
(3)Practical/Seminar (4)
Records/Collections, and (5) Class Tests
given during the course of the year.

24. Term end Evaluation:
The term end evaluation consist of a time
bound, score specific written test, covering
all the academic areas. Taking care to ensure
that these tests can evaluate higher abilities.
Internal assessment:
Assessment of learner’s behavior
change qualitatively by way of internal
judgment is know as internal assessment.
Using the internal assessment can effectively
assess the effect of teaching process and the
resultant learning among the learners.

25.  CONSTRUCTION OF AN ACHIEVEMENT
TEST
Achievement in a subject indicate the status of
the pupil in that subject. Any test designed to
assess the achievement in any subject with
regard to a set of predetermined objectives is
called an achievement test are
 Planning of test
 Preparation of a design for the test
 Preparation of the blue print
 Writing of items
 Preparation of the scoring key and marking
scheme, and
 Preparation of question-wise analysis.


26. Name of the teacher : Mubeena A
Name of the school : G.H.S.S. Periya
Name of the subject : English
Name of the unit : On the wings of wishes
Class : VIII
Division : H
Maximum score : 25
Maximum time : 45 minutes
Nature of the test : objective and
descriptive
Planning of the
Test

27. Sl. No. Skill CO’s Score %
1 Reading
comprehension
1,2,,3,10 4 16
2 Writing 8,12 5 20
3 Literary skill 4,5,6,12 3 12
4 Study skill 7 5 20
5 Communication 1,10 4 16
6 Creative writing 9,10,11,12 4 16
Total 25 100
Weightage to
Skills / CO’s

28. Sl. No. Form of Questions No. of
Questions
Score %
1 Objective 7 7 40
2 Short answer 4 13 40
3 Essay 1 5 20
Total 12 25 100
Weightage to form of
Questions

29. Weightage to
Difficulty level
Sl. No. Level of Questions No. of
Questions
Score %
1 Easy 5 5 20
2 Average 6 15 60
3 Difficult 1 5 20
Total 12 25 100

30. Sl.
No.
Content CO’s Mental
Proces
s
Form of Questions Score No. of
Questions
Objective Short
answer
essa
y
1 Reading
comprehension
1,2,,3,1
0
1,2,4 1(4)# 4 4
3 Literary skill 4,5,6,12 1,9,10 1(3) 3 3
4 Study skill 7 1,5 2(1)
3(1)
5 2
5 Communication 1,10 1,5,8 4(1) 4 1
6 Creative writing 9,10,11,
12
8,9,10 4(1) 4 1
Total No. of Questions 7 4 1 0 12
# Figure in bracket--- no of Questions / items # Outside bracket------Score
2 Writing 8,12 2,4,8 5(1) 5 1
Total Score 7 13 5 25 12
Preparation of
Blueprint

31.  TYPE OF TEST ITEMS
A written test is composed of a number of
test time. Items differ on the basis of the
type of responses they involve.
There are item in which responses are free.
They are called free response type test
item. Here respondents have freedom to
respond in his own way. In fixed response
type test item he does not have this

32.  Objective type test item
 An objective type of test item is one in which the response will
be objective. It is classified into:
 Supply type (Recall type)
 Selection type(Recognition type)
 For supply type items the respondents have to supply the
response where as for selection type have to select the
responses form among the given responses.
 Usually four different forms of objective type items are. They are
 true-false type,
 multiple choice type,
 matching type
 completion type (simple recall type).
 Of these, completion type test items are supply type while the
remaining three belong to the selection type.

33. True-False items (Alternate Response type)
In this form, the examinee will be given a statement. The
statement may be either true or false. The student is required
to indicate whether it is true or false, right or wrong, yes or
no, correct or incorrect, fact or opinion, agree or disagree.
Multiple Choice items:-
A multiple choice item is designed to offset the weakness
of the alternate choice that is, the true-false item. Only
one answer should be correct or the best.

34. Matching type items:
This is a modified version of the multiple choice. In
this type the student has to associate a word or
phrase given in one column containing stems to an
appropriate word or phrase given in another column
containing options.
Completion Test Items:
A test item which requires the examinee to fill-in the
blanks is called a completion test item. He has to
supply the word or phrase omitted. Either a word or
two are omitted in a sentence or certain words are
omitted in a paragraph.

35. Short Answer Type
A question requiring three value points at the most may be defined as a short
answer question. The term value point indicates a point to be given credit in the
expected answer. Thus the length of the answer expected from a short answer
question becomes very short. Such question are of great help in having a wide
coverage of content and each items can be set to test a defined objective.
Essay type
An essay –type test item is a free response test item. the examinee is free to give
the answer of a question as he likes. This is a type of question calling for a
rather long answer covering a number of points a variety of objectives. This is
the type which can help in evaluating complex skills and other similar
behavioral patterns.

36.  Diagnostic test
 A test designed to identify and investigate the
difficulties, disabilities, inadequacies and gaps of
pupils in specific curriculum areas with a view to
helping them overcome those difficulties through
remedial instruction is called a diagnostic test.
The use of a diagnostic test may be compared to a
thorough check up done by a doctor when a
patient approaches him with certain apparent
symptoms.

37. Remedial Teaching
Remedial teaching is the process of instruction
that follows immediately after diagnostic testing
and analysis of the result. The teacher has to
plan strategies for remedial teaching on the
basis of the nature of the difficulties and the
reason behind each.
 This may be at the group-level or individual-level,
depending on the scope of the diagnosis and the spread of