Lec # 05 ASSESSMENT AND EVALUATION

TEST MEASUREMENT, ASSESSMENT AND EVALUATION

By

MUHAMMAD SUFDAR SAHiR

VEHARI SERVICES ACADEMY 167-G VEHARI 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 and Need of Assessment & 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.

4.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.