CONCEPT OF
TEST MEASUREMENT, ASSESSMENT AND EVALUATION
By
MUHAMMAD SUFDAR SAHAR
Vehari Academy of Services (VAS) Madina
Colony Vehari (03007727047, 03346908699)
Test:
According to Norman E.Gronlund
(1985)
Test is
an instrument procedure or systematic procedure for measuring a sample of
behavior (answer the question how well does the individual perform)
According
to Ebel & frisbie (1991):
A test
is set of question each of which has a correct answer, that examine usually
answer orally or in writing
Measurement:
According
to Norman E.Gronlund (1985)
Measurement
is the process of obtaining a numerical description of the degree to which an
individual process particular characteristics.
Assessment:
According
to Murry print (1993)
Assessment
involves the interpretation of measurement data. It makes sense of the data
collected on student performance.
Evaluation:
According
to Mehrens & Lehmann (1984)
Evaluation
is the process of delineating and providing useful information for judging
decision alternatives.
Roll &
Need of Assessment and Evaluation in Educational Process.
Assessment
and evaluation play a pivotal role in teaching learning process following
points may describe the role of assessment and evaluation in educational
process.
·
Guiding
and counseling
·
Judged
different capabilities
·
Use
in administration
Improve
learning: evaluation procedures can contribute in improvement of learning.
Improves instruction: information gathered through evaluation
technique can be used to asses and Improve instruction.
Promotion and next class: on the
basis of mark and grades, pupils are promoted in next class.
Motivation and competition: by
knowing their status or performance students are motivated to work more and
complete the follows.
Types of Assessment
and Evaluation:
Ø
Formative Assessment
Ø
Summative Assessment
Ø
Diagnostic Assessment
Ø
Continuous Assessment
Techniques of
Assessment:
Following
are the technique of assessment and evaluation:
Observation
, interview , questionnaire , test , attitude scale , socionmetric technique ,
check list , project technique , rating scale , anecdotal records.
Types of
Tests:
A
test can be divided in to two categories.
1. Objective
type test:
A.
Supply
type test: short answer, completion.
B.
Selection
type test: True/Falls or alternative response, matching the columns,
multiple-choice questions.
2. Essay
type test:
A.
Extended
response
B.
Restricted
response
Standardized
Test:
Standardized
test refers to test that
·
Has
been expertly developed
·
Includes
clear instruction for uniform administration and scoring
·
Provides
tables of norms for score interpretation
Teacher Made
Test:
Test
development by the class teacher in order to assess the achievement of the
students in particular subjects is called a teacher made test
Criterion Reference
Test:
According
to Norman E.Gronlund (1985)
“CRT”
Is a test designed to provide a measure of performance that is interpretable in
terms of a clearly defined and delimited of learning tasks.
Norm Reference
Test:
According
to Norman E.Gronlund (1985)
“NRT” is the test designed to
provide a measure of performance that is interpretable in terms of an
individual’s relative standing in some knowing group.
Characteristics
of Good Test:
1.
Validity 2. Reliability 3. Usability 4. Objectivity
1.
Validity:
Validity
is the degree to which the test measure what is supposed to measure.
Types of
Validity:
1.
Content Validity: content validity is the degree
to which a test measures an intended content area.
2.
Construct Validity: construct validity is the degree
to which the test measures an intended hypothetical construct.
3.
Concurrent Validity: concurrent validity is the
degree to which the scores on a test are related to the scores on another
already established test administered at the same time.
4.
Predictive Validity: predictive validity is the
degree to which a test can predict how well an individual will do in future.
Factors Affecting
Validity:
·
Unclear
direction
·
Reading
vocabulary and sentence structure too difficult
·
Inappropriate
level of difficulty of the test items
·
Poorly
constructed test time
·
Ambiguity
·
Test
items inappropriate for the outcomes being measured
·
Test
too short
·
Improper
arrangement of items
·
Identifiable
pattern of answer
2.
Reliability
Reliability is the degree to which a test
consistently measures whatever it measure. A reliable test gives the same
scores when administered and read ministered while an unreliable test does not
give the same scores.
Types
of Reliability:
1.
Test
retest reliability: which scores are consist over time
2.
Equivalent
forms reliability: equivalent forms of a test are two tests that are identical
in every way except for the actual items included.
3.
Spilt
half reliability: split half reliability is determined by establishing the
relationship between the scores on two question halves of a test administered
to a group at one time.
Factors Affecting
Reliability:
·
Length
of test
·
Spread
of scores
·
Difficulty
of test
·
Objectivity
3.
Usability:
It is the characteristics of a test to
fulfill following practical consideration.
A.
Time
of administration: a safe procedure is to allot as much time as is necessary to
obtain valid and reliable rules.
B.
Ease
of administration: a test will be easy to administer when direction will be
simple and clear.Sub tests will be few. Time of test will be suitable
Ease of
Scoring:
Those
tests are favored that offer ease and economy of scoring without sacrificing
scoring accuracy.
Ease of
Interpretation:
When the results are present to
the pupils or parents, ease of interpretation and application are especially
important. Availability of equivalent
forms: equivalent forms of a test measure the same aspect of behavior by using
test items that are alike in contents difficulty level and other
characteristics.
Cost
of testing: testing should be economical but sacrificing valid and reliable
test of being high cost and selecting cheaper test is false economy.
Objectivity:
The objectivity is a test refers
to the degree to which equally component scores obtained the same results.
Table of specification:
A sample of pupil performance is
more likely to be representative if a set of specification is used in planning
the test. The specification defines and limits the achievement domain to be
measured and describe the sample of test items to be prepared. One form of
specification is a two-way chart, called a table of specification. Table of
specification involves:
(1)
Obtaining
the list of instructional objectives
(2)
Outlining
the course content
(3)
Prepare
the two-way chart that relates the instructional objectives to course content
Administering
Of Test:
Physical condition: physical
condition consist of
·
Adequate work space
·
Proper light
·
Ventilation
·
Comfortable temperature
Psychological
Conditions:
Provision of conductive
psychological atmosphere is of great importance which mean atmosphere free of
threatening and warning pupils like:
Threatening pupils which tests if
they do not behave
·
Warning pupils to do their best “
because this test is important”
·
Telling pupils they must work
fast in order to complete the test on time
·
Threatening dire consequence if
they fail the test
Principle of
Administering Of Test:
·
Don’t talk unnecessarily before
the test
·
Keep interruption to a minimum
during the test
·
Avoids giving hints to pupils who
ask about individual items
·
Discourage cheating, if necessary
·
Who can score of objectives tests
be improved? Scoring of objectives tests can be improved by using :
·
Scoring key when separate answer sheets are provided
·
When separate answer sheet are
using , a scoring stencil is more convenient
·
When there is no scoring key,
mark tick ( √ ) for correct , mark cross ( x) for wrong and
mark (0) for committed
·
Score= total number of
items-wrong or missing items
·
Count and write the score on each
page separately and then add all
·
Mark on for each items
·
Inform pupils for using guessing
correction formula
·
Function of marks and progress of
reports:
·
These facilities the pupils
learning and development
·
There is need for a periodic
summary of progress
·
Reports also give them a basic
for checking the adequacy of their own self-estimates of learning progress.
Types of Marking and Reporting:
The
traditional method of reporting pupil progress which is still in wide use
today, is to assign letter grad e.g ( A,B,C,D,F) single number e,g (5,4,3,2,1)
to represent a pupils achievement in each subject.
Following
are the types of marking and reporting;
·
Traditional marking system
·
Pass- fail system
·
Checklist of objectives
·
Letters to parents
·
Parent teacher conferences
·
Multiple marking and reporting
systems
Types of Grading
·
Percent grading
·
Norm reference grading
·
Normal cure grading
·
Pas-fail grading
·
Criterion reference grading.
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