Measurement assessment and evaluation in education pdf

Combining or 5. Making judgments. Remembering—retrieve 1. Factual knowledge info.. Understanding— construct 2. Conceptual summarizing, explaining knowledge 3. Apply-- executions, implementing 3. Procedural knowledge 4. Analyze— differentiate, integrate, attributing, 4. Evaluate— judgments, checking, testing, 5. Create — hypothesizing, 6.

Receiving willingness to receive your teacher ask you to come in school early then you accept 2. Responding active participation, response in satisfaction you comply to your teacher. Valuing acceptance of value: preference and commitment you believe the value of getting a head of time 4. Organization conceptualization of value and organizing of a value system 5. Characterization value system internalize value. Then the value became the character of the person. Intelligence test— 2.

Personality test 3. Aptitude test 4. Achievement test 5. Prognostic test 6. Performance test 7. Diagnostic test 8. Preference test 9. Accomplishment test Scale test Speed test Power test Objective test Teacher-made test Formative test Summative test Placement test Standardize test Nor-reference test Stanford-Binet Int. Safran Cultures-Reduce Intelligence Test— 36 items for children 5.

Culture free or Cultured Fair Intellingence Test— non-verbal intelligence test with two forms A and B consists of 50 items.

Sequin Form-Board Test—. Rorschach Test test with series of 10 ink blots 2. Differential Aptitude test DAT -measures which field does student excel 2. Army beta 3. Binet- Simond Scale test this test was constructed from easiest to most difficult. Multiple choices 2. Completion 3. Enumeration 4. Matching type 5. Can you give example……..!!!!!! It is usually given or taken monthly…. One more thing to remember this concepts is when you paying you tuition fee and do hair cut for boys they will going to take a summative test…….

Example: L. Think of an expert made and valid test….. It is all test taken national, regional, division Most student and teachers ask the difference between norm and criterion…… You should aware of those.. Determining the objectives 2. Preparing the TOS 3. Selecting the appropriate test format 4. Writing the test 5. Preparing the final form of the test then establish validity. Item Type total rec. Total no of item perc.

Multiple Choice 2. True or False 3. Matching Type 4. Restricted response Item or completion Test 5. It is presented in a new slide for fast and to refresh both mind and computer……!!!!!!!! Open navigation menu. Close suggestions Search Search. User Settings. Skip carousel. Carousel Previous. Carousel Next. What is Scribd? Explore Ebooks. Bestsellers Editors' Picks All Ebooks. Explore Audiobooks. Bestsellers Editors' Picks All audiobooks.

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Coherence in the assessment of writing skills. UT Dallas Syllabus for arts We want to know whether or not the students are improving in the course, lesson, or topic. If progress is made, we reinforce the progress so that the students can learn more. If no progress is made, we intensity teaching to achieve progress. If progress is slow, we slow down the speed of our teaching. We use tests to determine what students have learnt or not learnt in the class. Tests show the aspects of the course or lesson that the students have learnt.

They also show areas where learning has not taken place. Thus, the teacher can re-teach for more effective learning. Such tests are called placement tests. The assumption here is that an individual who performs creditably well at a level can be moved to another level after testing. Tests can reveal the problems or difficulty areas of a learner. Thus, we say we use tests to diagnose or find out the problems or difficulty areas of a student or pupil. Tests are used to predict outcomes.

We use tests to predict whether or not a learner will be able to do a certain job, task, use language to study in a university or perform well in a particular school, college, or university. We assume that if Aliyu can pass this test or examination, he will be able to go to level of a university and study engineering. This may not always be the case, though.

There are other factors that can make a student do well other than high performance in a test. Going by some of the purposes of conducting tests, what do you think could be the aims and objectives of classroom tests? If you have done Activity II very well, it will not be difficult for you to determine the aims and objectives of classroom tests.

But before we do this, what do we mean by classroom tests? These can be tests designed by the teacher to determine or monitor the progress of the students or pupils in the classroom. It may also be extended to all examinations conducted in a classroom situation. Whichever interpretation given, classroom tests have the following aims and objectives: i. Inform teachers about the performance of the learners in their classes.

Show progress that the learners are making in the class. Compare the performance of one learner with the other to know how to classify them either as weak learners who need more attention, average learners, and strong or high achievers that can be used to assist the weak learners. Promote a pupil or student from one class to another.

Reshape teaching items, especially where tests show that certain items are poorly learnt either because they are poorly taught or difficult for the learners to learn. Reshaping teaching items may involve resetting learning objectives, teaching objectives, sequencing of teaching items or grading of the items being taught for effective learning. For certification — we test in order to certify that a learner has completed the course and can leave.

After such tests or examinations, certificates are issued. Conduct a research — sometimes we conduct class tests for research purposes. We want to experiment whether a particular method or technique or approach is effective or not. In this case, we test the students before pre-test using the technique. We then teach using the technique on one group of a comparative level, i. Trade tests b. Teacher-made tests c. School Certificate Examinations d. National Common Entrance Examination e. We also compared old and modern assessment practices.

Attempt was also made to define tests, show the purpose of testing, the aims and objectives of classroom tests. They must still be in our educational system if we want to know progress made by learners, what has been learnt, what has not been learnt and how to improve learning and teaching. It is an integral part of the curriculum. Macintosh H. Davies, A. New York: Plenum Press.

Mitchell R. Ogunniyi, M. Educational measurement and evaluation, Longman Nigeria. In this unit, you will learn types of tests. The unit is based on the premise that there are different kinds of tests that a teacher can use. There are also various reasons why tests are conducted. The purpose of testing determines the kind of test. Each test also has its own peculiar characteristics.

You can look at types of tests in terms of whether they are discrete or integrative. Discrete point tests are expected to test one item or skills at a time, while integrative tests combine various items, structures, skills into one single test. What is a discrete point test?

What is an integrative test? There are many examples of a discrete point test. For language tests, a discrete point test may be testing the meaning of a particular word, a grammatical item, the production of a sound, e. In a mathematics test, it may be testing the knowledge of a particular multiplication table.

From the words lettered A-D, choose the word that has the same vowel sound as the one represented by the letters underlined. As you can see in this test, only one item or sound is tested at a time. Such a test is a discrete point test.

Fill in the gap with the correct verb. Indeed, only one item can fill the gap at a time. This may be went, hurried, strolled, etc. The gap can only be filled with one item. In mathematics, when a teacher asks the pupil to fill in the blank space with the correct answer, the teacher is testing a discrete item. This is a discrete point test. All tests involving fill in blanks, matching, completion, etc are often discrete point tests. In integrative tests, various items, structures, discourse types, pragmatic forms, construction types, skills and so on, are tested simultaneously.

Popular examples of integrative tests are essay tests, close tests, reading comprehension tests, working of a mathematical problem that requires the application of many skills, or construction types that require different skills and competencies. A popular integrative test is the close test which deletes a particular nth word. By nth word we mean the fourth, 4th word of a passage , fifth word 5th word of a passage or any number deleted in a regular or systematic fashion.

For example, I may require you to fill in the words deleted in this passage. The tests requires many skills of the candidate to be able to fill in the gaps. When you test these many skills at once, you are testing integratively. What nth words was deleted in each case throughout the passage? Other integrative tests are: Essay Questions Give five main characteristics of traditional grammar. Illustrate each characteristic with specific examples. Reading Comprehension Test Read the passage below and answer the following questions: A passage on strike Answer the following questions: a.

Which sentence in the passage suggests that the author supports strikes? Why is the refusal of students to attend lectures not regarded as strikes according to the passage? The second perspective for identifying different kinds of tests is by the aim and objectives of the test. For example, if the test is for recording the continuous progress of the candidate, it is referred to as a continuous assessment test.

Some of the tests that are for specific purposes are listed below. The purpose for which the test is constructed is also indicated. Placement test: for placing students at a particular level, school, or college.

Achievement tests: for measuring the achievement of a candidate in a particular course either during or at the end of the course. Diagnostic tests: for determining the problems of a student in a particular area, task, course, or programme. Diagnostic tests also bring out areas of difficulty of a student for the purpose of remediation. Aptitude tests: are designed to determine the aptitude of a student for a particular task, course, programme, job, etc.

Predictive tests: designed to be able to predict the learning outcomes of the candidate. Standardized tests: are any of the above mentioned tests that have been tried out with large groups of individuals, whose scores provide standard norms or reference points for interpreting any scores that anybody who writes the tests has attained.

Standardized tests are to be administered in a standard manner under uniform positions. They are tested and re-tested and have been proved to produce valid or reliable scores. Continuous assessment tests are designed to measure the progress of students in a continuous manner. The cumulative scores of students in continuous assessment often form part of the overall assessment of the students in the course or subject.

Teacher-made tests are tests produced by teachers for a particular classroom use. Such tests may not be used far-and-wide but are often designed to meet the particular learning needs of the students.

TOEEL test; and ix. IETS test. There are some qualities that are observed and analyzed in a good test. Some of these are discussed under the various headings in this section. Indeed, whether the test is diagnostic or achievement test, the characteristic features described here are basically the same.

A good test should be valid: by this we mean it should measure what it is supposed to measure or be suitable for the purpose for which it is intended. Test validity will be discussed fully in unit 5. A good test should be reliable: reliability simply means measuring what it purports to measure consistently.

On a reliable test, you can be confident that someone will get more or less the same score on different occasions or when it is used by different people.

Again unit 5 devoted to test reliability. A good test must be capable of accurate measurement of the academic ability of the learner: a good test should give a true picture of the learner. It should point out clearly areas that are learnt and areas not learnt. All being equal, a good test should isolate the good from the bad.

A good student should not fail a good test, while a poor student passes with flying colours. A good test should combine both discrete point and integrative test procedures for a fuller representation of teaching-learning points. The test should focus on both discrete points of the subject area as well as the integrative aspects. A good test must represent teaching-learning objectives and goals: the test should be conscious of the objectives of learning and objectives of testing.

For example, if the objective of learning is to master a particular skill and apply the skill, testing should be directed towards the mastery and application of the skill.

Test materials must be properly and systematically selected: the test materials must be selected in such a way that they cover the syllabus, teaching course outlines or the subject area. Variety is also a characteristic of a good test. This includes a variety of test type: multiple choice tests, subjective tests and so on.

It also includes variety of tasks and so on. It also includes variety of tasks within each test: writing, reading, speaking, listening, re-writing, transcoding, solving, organizing and presenting extended information, interpreting, black filling, matching, extracting points, distinguishing, identifying, constructing, producing, designing, etc.

In most cases, both the tasks and the materials to be used in the tests should be real to the life situation of what the learner is being trained for. Do not read my own reasons until you have attempted the activity. Discrete point tests focus on just one item or skill, concept etc, while integrative tests focus on many items, skills and tasks.

Some of the tests studied are placement achievement, diagnostic, aptitude, predictive, standardized and continuous assessment tests. You are requested to construct a good test in your field. Your test must be reliable, valid and full of a variety of test procedure and test types or b. Assess a particular test available to you in terms of how good and effective the test is. What areas of the test that you have assessed, you think improvements are most needed? Supply the necessary improvements.

Discuss this statement in the light of tests that are taught in this unit. Porter eds Current Developments in Language Testing. London: Academic Press. Oller, J. Jr Language Tests at School. London: Longman. Pophan, W. Evaluation in Education: Longman. You need to know how to construct different kinds of tests. Indeed, tests are not just designed casually or in a haphazard manner. There are rules and regulations guiding this activity.

The unit gives you basic principles to follow when constructing tests. Before you study this unit, quickly revise the previous unit on characteristics of good tests. The principles behind the construction of the different categories of Tests mentioned above are essentially the same.

These shall now be discussed. Planning for the Test Many teacher-made tests often suffer from inadequate and improper planning. Many teachers often jump into the classroom to announce to the class that they are having a test or construct the test haphazardly.

It is at the planning stage that such questions as the ones listed below are resolved: i What is the intended function of this test? Is it to test the effectiveness of your method, level of competence of the pupils, or diagnose area of weakness before other topics are taught? How much emphasis has been given to each topic? This job has been made easier as these are already stated in the various curriculum packages designed by the Federal Ministry of Education, which are available in schools.

However, when you write your behavioural objectives, use such action verbs like define, compare, contrast, draw, explain, describe, classify, summarize, apply, solve, express, state, list and give. You should avoid vague and global statements involving the use of verbs such as appreciate, understand, feel, grasp, think etc.

It is important that we state objectives in behavioural terms so as to determine the terminal behaviour of a student after having completed a learning task.

Martin Haberman says the teacher receives the following benefits by using behavioural objectives: 1. Teacher and students get clear purposes. Broad content is broken down to manageable and meaningful pieces. Organizing content into sequences and hierarchies is facilitated. Evaluation is simplified and becomes self-evident. Selecting of materials is clarified The result of knowing precisely what youngsters are to do leads to control in the selection of materials, equipment and the management of resources generally.

Specifying the Content to be covered You should determine the area of the content you want to test. It is through the content that you will know whether the objectives have been achieved or not. Preparation of the Test Blueprint Test blueprint is a table showing the number of items that will be asked under each topic of the content and the process objective. This is why it is often called Specification Table.

Thus, there are two dimensions to the test blueprint, the content and the process objectives. As mentioned earlier, the content consists of the series of topics from which the competence of the pupils is to be tested.

These are usually listed on the left hand side of the table. The process objectives or mental processes are usually listed on the top-row of the table. The process objectives are derived from the behavioural objectives stated for the course initially. They are the various mental processes involved in achieving each objective.

Usually, there are about six of these as listed under the cognitive domain viz: Knowledge, Comprehension, Analysis, Synthesis, Application and Evaluation. Examples: Behavioural objectives: To determine whether students are able to define technical terms by giving their properties, relations or attributes.

Question: Volt is a unit of a weight b force c distance d work e volume You can also use picture tests to test knowledge of classification and matching tests to test knowledge of relationships.

The pupils should be able to identify similarities and differences among objects or concepts; predict or draw conclusions from given information; describe or define a given set of data i. Explain the role of chloroplast in photosynthesis. Weighting of the Content and Process Objectives The proportion of test items on each topic depends on the emphasis placed on it during teaching and the amount of time spent.

Also, the proportion of items on each process objectives depends on how important you view the particular process skill to the level of students to be tested. After this, you should decide on the type of test you want to use and this will depend on the process objective to be measured, the content and your own skill in constructing the different types of tests.

Determination of the Total Number of Items At this stage, you consider the time available for the test, types of test items to be used essay or objective and other factors like the age, ability level of the students and the type of process objectives to be measured.

When this decision is made, you then proceed to determine the total number of items for each topic and process objectives as follows: i To obtain the number of items per topic, you multiply the percentage of each by the total number of items to be constructed and divide by This you will record in the column in front of each topic in the extreme right corner of the blueprint.

These will be recorded in the bottom row of the blueprint under each process objective. This procedure is repeated for all the cells in the blue print.

In summary, planning for a test involves the following basic steps: 1 Outlining content and process objectives. Can you still remember the test types? List them on a piece of paper and crosscheck your answer with what was supplied in unit 2. All the kinds of tests described earlier on can be grouped into three major parts. The first part is objective or multiple-choice test. The second is subjective or essay type of test.

And lastly, are short-answer tests. The multiple choice tests are stated in form of questions, which are put in the stem. You are expected to choose answers called options usually from A, B, C, D and sometimes E that is correct or can fill the gap s underlined or omitted in the stem. The essay type asks questions and sub-questions i.

Short-answer questions can take various forms. They can be in form of fill-in- gaps, completion, matching, re-ordering, etc. These are and The test has alternatives called , which usually follow the of the question. Crosscheck your answers by re-reading the section on the different kinds of tests to be constructed. First is that each student has an equal chance.

The candidates have no opportunity to express a different attitude or special opinion. Indeed, many objective tests are scored by machines. This kind of test may be graded more quickly and objectively than the subjective or the easy type.

In constructing objective tests, the following basic principles must be borne in mind. The instruction of what the candidate should do must be clear, unambiguous and precise. Do not confuse the candidates. Candidates are advised to spend only 45 minutes on each subject and attempt all questions.

A multiple-choice answer sheet for the four subjects has been provided. Use the appropriate section of the answer sheet for each subject. Check that the number of each question you answer tallies with the number shaded on your answer sheet.

Use an HB pencil throughout. Study the instruction above and put on a piece of paper or in your exercise book the characteristics of the instructions that were presented for the examination. Crosscheck your answers with the ones below after you have attempted the activity. The options or alternatives must be discriminating: some may be obviously wrong but there must be options that are closely competing with the correct option in terms of characteristics, related concept or component parts.

In question 1, choose the option opposite in meaning to the underlined word. Albert thinks Mary is antagonistic because of her angry tone. State the options that are competing with each other. State the options that are obviously wrong. Compare your answer with the discussion below. If you have done Activity III very well, you will agree with me that option C is the correct answer and that options A and B are competing.

The correct option should not be loner or shorter than the rest, i. Differences in length of options may call the attention of the candidate.

The stem of an item must clearly state the problem. The options should be brief. As much as possible, you should make alternatives difficult to guess. Guessing reduces the validity of the test and makes undeserved candidates pass with no academic effort. The distractions must be plausible, adequate and attractive.

They should be related to the stem. Only one option must be correct. Do not set objective tests where two or more options are correct. You confuse a brilliant student and cause undeserved failure. The objective tests should be based on the syllabus, what is taught, or expected to be taught.

It must provoke deep reasoning, critical thinking, and value judgments. Avoid the use of negative statements in the stem of an item. When used, you should underline the negative word. Every item should be independent of other items. The reading difficulty and vocabulary level must be as simple as possible. Basic Principles for Constructing Short-Answer Tests Some of the principles for constructing multiple choice tests are relevant to constructing short-answer tests.

The instructions must be clear and unambiguous. Candidates should know what to do. Enough space must be provided for filing in gaps or writing short answers. As much as possible the questions must be set to elicit only short answers. Do not construct long answer-question in a short answer test. The test format must be consistent. Do not require fill in gaps and matching in the same question.

The questions should be related to what is taught, what is to be taught or what to be examined. Candidates must know before hand the requirements and demands of the test. Fill in the gaps with the appropriate words or expressions. In multiple choice tests each student has an Candidates have no opportunity to a different or special But in short answer test, candidates are allowed to write by filling or writing sentences.

In the same way, your teacher is able to evaluate the quality and quantity of your opinions and interpretations as well as your organization and logic of your presentation.

The following are the basic principles guiding the setting of essay question: i. Instructions of what to do should be clear, unambiguous and precise.

Your essay questions should be in layers. The first layer tests the concept, fact, its definition and characteristics. The second layer tests the interpretation of and inferences from the concept, fact or topic, concept, structure, etc to real life situation. In the third layer, you may be required to construct, consolidate, design, or produce your own structure, concept, fact, scenario or issue.

Essays should not merely require registration of facts learnt in the class. They should not also be satisfied with only the examples given in class. Some of the words that can be used in an essay type of test are: compare and contrast, criticize, critically examine, discuss, describe, outline, enumerate, define, state, relate, illustrate, explain, summarize, construct, produce, design, etc.

Remember, some of the words are mere words that require regurgitation of facts, while others require application of facts.

In all tests, instructions must be clear, unambiguous, precise, and goal-oriented. All tests must be relevant to what is learnt or expected to be learnt. They must meet the learning needs and demands of the candidates. Tests should not be too easy or difficult. Use each test constructed to analyze the basic principles of testing.

Rowley, Mass: Newbury House. Can you bring out these principles? Write them on a piece of paper or on your exercise book. There are some factors that affect tests, which are referred to as test contingencies. In this unit, you will learn what is meant by validity and reliability of tests.

As you already know through your study of unit 3, validity and reliability are essential components of a good test. However, a number of factors can affect the outcome of the test in the classroom. All these factors no doubt do affect the performance of students to a very significant extent.

There are other factors that do affect tests negatively, which are inherent in the design of the test itself: These include: - Appropriateness of the objective of the test. There are different kinds of validity that you can look for in a test. Some of these are: content validity, face validity, criterion-referenced validity and predictive validity.

These kinds of validity will be discussed now. Content Validity This validity suggests the degree to which a test adequately and sufficiently measures the particular skills, subject components, items function or behavior it sets out to measure. To ensure content validity of a test, the content of what the test is to cover must be placed side-by-side with the test itself to see correlation or relationship.

The test should reflect aspects that are to be covered in the appropriate order of importance and in the right quantity. List all the things that are covered in the unit. Construct a test to cover the unit. In constructing a test, you should list the items covered in the particular course and make sure the test covers the items in the right quantity. Face Validity This is a validity that depends on the judgment of the external observer of the test.

It is the degree to which a test appears to measure the knowledge and ability based on the judgment of the external observer. Criterion-Referenced Validity This validity involves specifying the ability domain of the learner and defining the end points so as to provide absolute scale.

In order to achieve this goal, the test that is constructed is compared or correlated with an outside criterion, measure or judgment.

If the comparison takes place the same time, we call this concurrent validity. If the correlation is high, i. For criterion-referenced validity to satisfy the requirement of comparability, they must share common scale or characteristics. Predictive Validity Predictive validity suggests the degree to which a test accurately predicts future performance. For example, if we assume that a student who does well in a particular mathematics aptitude test should be able to undergo a physics course successfully, predictive validity is achieved if the student does well in the course.

Construct Validity This refers to how accurately a given test actually describes an individual in terms of a stated psychological trait. A test designed to test feminity should show women performing better than males in tasks usually associated with women.

If this is not so, then the assumptions on which the test was constructed are not valid. By this, we mean, measuring what it purports to measure consistently. If candidates get similar scores on parallel forms of tests, this suggests that test is reliable. This kind of reliability is called parallel form of reliability or alternate form of reliability. Split-half is an estimate of reliability based on coefficient of correlation between two halves of a test. It may be between odd and even scores or between first and second half of the items of the test.

In order to estimate the reliability of a full test rather than the separate halves, the Spearman-Brown Formula is applied. Test and re-test scores are correlated. If the correlation referred to as r is equal to 0. How can reliability of a test be obtained? Describe two possible ways. Inter-rater two or more different raters of a test reliability is said to be high when the degree of agreement between the raters is high or very close.

Intra-rater one rater rating scripts at different points in time or at different intervals is the degree to which a marker making a subjective rating of, say, an essay or a procedure or construction gives the same evaluation on two or more different occasions.

However, it is often difficult to construct two equivalent tests. However, the equivalence of this is often difficult to establish. Reliability of tests is often expressed in terms of correlation coefficients.

Correlation concerns the similarity between two persons, events or things. Correlation coefficient is a statistics that helps to describe with numbers, the degree of relationship between two sets or pairs of scores.

Positive correlations are between 0. While negative correlations are between 0. If not check your calculations again. Use the last column on the table to check your answer. You should get You just work with pairs of the scores following the steps:- Step 1: Square all x and y scores. Step 2: Find the xy product for every pair Step 3: Sum all the x ' s, the y ' s, the x 2 s, the y 2 s and the xy ' s.

Any good test must achieve these two characteristics. A test is said to be valid if it measures what it is supposed to measure.

A test is reliable if it measures what it is supposed to measure consistently. Take any test designed either by you or by somebody else and assess the face and content validity of the test.

Construct a test of three items. Assess the reliability of the test by administering it to three persons at different points or intervals. Compute the coefficient of correlation of the test. Language Testing I 1 50 — Carroll, J. The module will round off by explaining how tests are scored and interpreted. In order to enjoy the study of the unit, you should have other units by your side and cross-check aspects relevant to this unit that were discussed in the previous units.