The document discusses concepts related to test, measurement, and evaluation. It covers key topics such as the difference between measurement and evaluation, types of tests, characteristics of a good test, and scoring methods for objective, short answer, and essay questions. The document also provides information on test construction, statistical analysis of test scores, and using tests for diagnosis and remedial purposes. The intended purpose is to outline important concepts for preparing student evaluation records.

1. Test, Measurement and Evaluation
- Record Preparation
- Dr. K. Kumaresan
Asst. Professor of Mathematics,
Thiagarajar College of Preceptors
2/17/2021
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2. Test,
Measurement
and Evaluation
- Record
Preparation
2
2/17/2021 Dr. KK

3. 1. Concepts of test, measurement
and evaluation
2. Difference between
measurement and evaluation
3. Types of tests - achievement,
diagnosis, criteria-reference,
norm-referenced, diagnostic
tests and prediction tests
4. Characteristics of a good test
5. Objective type, short answer
type and essay type tests –
merits and demerits
3
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4. 1. Content of the
lessons
2. Analysis of the
lessons into
concepts, facts,
principles, skills etc.
3. GIO for the lesson
4. SIO for the lesson
4
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5. 1. Objective Type
a) Recall type (Fill-in
and one word
answer)
b) Recognition type
(Matching, true or
false, choose the
best
c) Scoring methods
2. Short answer type
2a) Scoring methods
3. Essay type
3a) Scoring methods
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6. 1. Steps in construction
a) Content wise weightage
b) Objective wise weightage
c) Question wise weightage
d) Blue print
e) Question paper
f) Key and scoring method
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7. 1. Mark statement
2. Frequency distribution table
3. Calculation of mean , median
and mode
4. Calculation of range, quartile
deviation and standard deviation
5. Calculation of rank correlation
6. Graphical representation
a) Histogram
b) Frequency polygon
c) Cumulative frequency curve
d) ‘O’ give curve
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8. 1. Diagnosis chart for
achievement test
(objective type only)
2. General diagnosis
3. Individual diagnosis
4. Item diagnosis
5. Causes and remedial
measures for the
above
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9. Introduction - Test
A procedure designed to elicit certain
behaviour from which one can make
inferences about certain characteristics
of an individual
 A Measurement instrument
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10. A tool to measure the attainment of
learning objectives
Used to assess the learning outcome
To assess the entry and exit behaviour
A quantitative process
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11. • Measurement :
• A process of quantifying the characteristics of
persons according to explicit procedures and
rules. (quantification, characteristics, explicit
rules and procedures)
• Quantification: assigning numbers
• Characteristics: abilities, traits, attributes,
constructs
• Rules and procedures: must be replicable
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12.  Process of quantifying individual’s
achievement, personality, attitudes, habits
and skills
 Eg., Measurement of height, weight,
intelligence, etc.
 Definition:
 Means the Description of data in terms of
numbers – J.P.Guilfold
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13.  A quantitative process
 Part of evaluation process
 Helpful in prognosis, prediction and diagnosis
 Useful to obtain the objectives
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14. 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, difficulties and
needs of students
1.b) Secondary (auxiliary functions for
effective teaching and learning)
- to help in study habits formation
- to develop the effort-making capacity of students
- to serve as aid for guidance, counselling, and
prognosis
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15. 2. ADMINISTRATIVE/SUPERVISORY
- to maintain standards
- to classify or select for special purposes
- to determine teachers efficiency, effectiveness of
methods, strategies used
(strengths, weaknesses, needs); standards of instruction
- to serve as basis or guide for curriculum making and
developing
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16. ADMINISTRATIVE/SUPERVISORY
- to serve as guide in educational planning of
administrators and supervisors
- to set up norms of performance
- to inform parents of their children’s progress in
school
- to serve as basis for research
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17. • Evaluation:
• A systematic gathering of information for the
purpose of making decisions
• Qualitative aspect of determining the outcomes of
learning.
• Judging effectiveness of educational experience
• Describing accurately quantity and quality of thing
• Summing up results of measurement or tests giving
meaning based on value judgments
• Evaluation = Measurement + Value Judgment
= (Quantitative/Numerical + Qualitative
value)
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18. Measures the effectiveness of the instructor
Measures the effectiveness of impact in
meeting objectives
Provide feedback to students
Provides students gratification and
motivation...........
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19. 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
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20.  As per Quality of Evaluation
• Quantitative- Criteria-referenced
• Qualitative- Norm-referenced
 As per Time of Evaluation
• Formative
• Summative
• Pre – Post Evaluation
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21.  As per Quality of Evaluation
• Quantitative- Criteria-referenced
• Qualitative- Norm-referenced
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22. Criterion-Reference Evaluation
 It serves to identify on what extent the
individual’s performance has met in a given
criterion.
 (ex. A level of 75% score in all the test items
could considered a satisfactory performance)
 It points out what a learner can do, not how
he compares with others
 It identifies weak and strong points in an
individual’s performance
 It tends to focus on sub skills, shorter,
mastery learning
 It could be both diagnostic and prognostic in
nature.
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23.  Norm-Referenced Evaluation
 It compares a student’s performance with the
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.
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24.  As per Time of Evaluation
• Formative
• Summative
• Pre – Post Evaluation
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25.  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.
On going evaluation during an
instructional period.
To know the perceptions of the students
in comparison to instructor.
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26.  Summative Evaluation
 It determines the extent to which objectives of
instruction have been attained and is used for
assigning grades/marks and to provide
feedback to students.
 Conducted at the end course.
 Purpose is to form a judgment about
 Performance of student
 Effectiveness of an instructor
 Effectiveness of the course
• Regularly scheduled at the end of academic
terms.
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27. Quality Formative Summative
Purpose detect strengths &
weakness
Overall
achievements
Frequency During or end of unit In end – point of
certification,
promotion
Area covered One unit/no. of units Course content
Administrative
utility
Advisory, not always for
permanent record
Decisive, for
permanent record
Feedback to
students
Done immediately Inform regarding
pass or fail
Feedback to If significant no. shows Overall pass or fail
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28.  Measurement: the process of gathering information
about learning.
 Measurement is the process of quantifying the degree
to which a student possesses a given trait in learning
 Evaluation: the process of making decisions on the
basis of measurements.
 Evaluation is the systematic process of collecting and
analyzing data in order to make decisions.
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29. Measurement Evaluation
Narrow concept Wider concept
Quantitative process only Quantitative and qualitative process
Emphasis on single aspect of subject
matter
Emphasis on educational objectives
Provides only data for evaluation Interprets, analyses and explains data
Not a lengthy process Lengthy process
Remedial teaching is not possible Not possible
Only cognitive domain is measured All the 3 domains can be evaluated
Not reliable , valid and objective More reliable, valid and objective
Diagnosis and prediction is not
possible
Possible
Teaching –learning process can not be
improved and modified
Can be improved and modified
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31. 1 = Evaluation and non-test, non
measurement: qualitative descriptions
2 = non-test measure: ranking for
assigning grades
3 = Test and measurement:
achievement test
4 =Test and measurement but not
evaluation: test for research purposes
5 = Measurement and non-test, non
evaluation: Assigning code number (e.g.
Native and non native)
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32. Suppose, when Ram was born, his weight
was 3 Kgs.
The measurement will tell us about only the
weight at the time of birth, i.e., 3 Kgs
Suppose at birth time Ram’s weight was 3
Kgs, evaluation has the following criteria:
How much was Ram’s weight? Was he weak
or strong? Was he normal or abnormal?
It means that it is a comprehensive report of
test and measurement.
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33. Test – instrument, tool or technique that
measures attribute of interest
Measurement – process of collecting
data on attribute of interest
Evaluation – process of interpreting the
collected measurement to make
professional judgment of value
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34. TESTING – a technique of obtaining
information needed for evaluation
purposes.
A tool designed to assess a certain
behavior from which one can make
inferences about certain characteristics of
an individual.
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35. In Educational situations
• To determine the progress of students
• To ascertain achievement of educational
objectives
• To make sound decision based on
evaluation
• To know how much learning has taken
place.
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36. 1. VALIDITY
2. RELIABILITY
3. OBJECTIVITY
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37. 1. Validity:
 The extent to which a test measures what it
is supposed to measure.
 It is vital for a test to be valid in order for the
results to be accurately applied and interpreted.
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38. 2. Reliability (consistency) :
The extent to which individual differences
are measured consistently.
A test is considered reliable if we get the
same result repeatedly.
For example, if a test is designed to
measure a trait then each time the test is
administered to a subject, the results
should be approximately the same.
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39. 3. Practicability
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40.  3. Objectivity:
 means that an individual’s score is the same,
or essentially the same, regardless of who is
doing the scoring.
 A test is objective when instructor opinion,
bias, or individual judgment is not a major
factor in scoring.
 Tests may be scored by more than one
person, at different or the same time.
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41. Classification of Tests
o according to manner of response:
o Oral and Written
o according to method of preparation:
o Subjective/essay and Objective
o according to nature of answer:
o Intelligence test, Personality test,
o Aptitude test, Prognostic test, Diagnostic
test,
o Achievement test,
o Scale test, Speed test,
o Standardized test, Teacher – made test,
Placement test
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42. 1. Essay type
Advantages: easy to construct, economical, minimize guessing,
develops critical thinking, minimize cheating and memorizing,
develops good study habits
2. Shot Answer Type
3. Objective type
a) Recall type – simple recall (one word), completion type
b) Recognition type – alternate response (true/false, yes/no,
right/wrong); Multiple choice Matching type
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43. Weightage to Content
Weightage to Objectives
Weightage to Question types
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44.  Table of Specifications (TOS) (Blue Print)
 It is the teacher’s blue print.
 It determines the content validity of the tests.
 It is one- way table that relates the instructional
objectives to the course content
 It makes use of Bloom’s Taxonomy in determining the
Levels of Cognitive Domain
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45. Topic
Time
spent
Levels of Cognitive Abilities
K C A HA
No. of Test
Items
%
Step 1
Identify
the
topics
to be
tested
from
the
syllabus
Step 2
determine
the time
spent in
hours for
each
topic
Step 9
compute the number of items per
topic per level
Step 10
Determine the test item
placement and indicate it in the
cell per topic per level
Step 6
determine
the number
of test
items per
topic
Step 4
Find
the %
time
spent
for
each
topic
Total
Step 3
find the
total time
spent
Step 7 Allocate % marks for the
different levels
Step 8 Compute number of items
per levels
Step 5
determine
the total
test items
100%
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46. 2/17/2021
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Affective
Domain
(Impact)
(25-40%)
Psychomotor
Domain
(Skills)
(25-40%)
Cognitive
Domain
(Knowledge)
(25-40%)
Test Questions should Include Each level of Evaluation

47. Measures of Central Tendency
Mean, Median, Mode
Measures of Variability
Range, Quartile Deviation,
Standard Deviation
Point Measures
Quartiles, Deciles, Percentiles
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48.  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
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49.  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.
 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 median?
75,60,78, 75 76 75 88 75 81 75
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50. MODE – the crude or 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
necessitate 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
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51. 1. RANGE
R = highest score – lowest score
2. Quartile Deviation
QD = ½ (Q3 – Q1)
It is known as semi inter quartile range
It is often paired with median
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52. STANDARD DEVIATION
 It is the most important and 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.
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53. Quartiles
point measures where the distribution is
divided into four equal parts.
Q1 : N/4 or the 25% of distribution
Q2 : N/2 or the 50% of distribution
( this is the same as the median of
the distribution)
Q3 : 3N/4 or the 75% of distribution
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54. Deciles
point measures where the distribution is divided
into 10 equal groups.
D1 : N/10 or the 10% of the distribution
D2 : N/20 or the 20% of the distribution
D3 : N/30 or the 30% of the distribution
D4 : N/40 or the 40% of the distribution
D5 : N/50 or the 50% of the distribution
D….
D9 : N/90 or the 90% of the distribution
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55. Percentiles
point measures where the distribution is
divided into 100 equal groups
P1 : N/1 or the 1% of the distribution
P10 : N/10 or the 10% of the distribution
P25 : N/25 or the 25% of the distribution
P50 : N/50 or the 50% of the distribution
P75 : N/75 or the 75% of the distribution
P90 : N/90 or the 90% of the distribution
P99 : N/99 or the 99% of the distribution
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56. Class limits Midpoints (M) Frequency (f) f.M Cum f <
45 – 47 46 2 45(2) 30
42 – 44 43 3 43(3) 28
39 – 41 40 1 40(1) 25
36 – 38 37 2 37(2) 24
33 – 35 34 4 34(4) 22
30 – 32 31 4 31(4) 18
27 – 29 28 1 28(1) 14
24 – 26 25 3 25(3) 13
21 – 23 22 2 22(2) 10
18 – 20 19 3 19(3) 8
15 – 17 16 4 16(4) 5
12 – 14 13 1 13(1) 1
TOTAL 30 2/17/2021
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57. Mean = fM
f
fM – total of the product of the
frequency (f) and midpoint (M)
f – total of the frequencies
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58. Median = L + c [N/2 - cum f<]
fc
L – lowest real limit of the median class
cum f< – sum of cum f ‘less than’ up to but
below median class
fc – frequency of the median class
c – class interval
N – number of cases
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59. MODE = LMo + c/2 [ f1 – f2 ]
[2fo – f2 – f1]
LMo – lower limit of the modal class
c – class interval
f1 – frequency of class after modal class
f2 – frequency of class before modal class
f0 – frequency of modal class
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60. 2/17/2021
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61. 2/17/2021
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Frequency Distribution Table
Score (x) Tally Frequency (f)
0
1
2
3
4
5
2
7
9
6
5
2

62. Score
x
Freq
f
0 2
1 7
2 9
3 6
4 5
5 2
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Frequency Histogram
0 1 2 3 4 5
1
2
3
4
5
6
7
8
9
x
f

63. Score
x
Freq
f
0 2
1 7
2 9
3 6
4 5
5 2
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0 1 2 3 4 5
1
2
3
4
5
6
7
8
9 Ogive
x
f
& Histogram
Frequency Polygon

64. 2/17/2021
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Status
Evaluation
Feedback

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