DIFFERENT TYPE OF EDUCATIONAL MEASUREMENT AND EVALUATION TOOLS AND THEIR IMPORTANCE.pptx

DIFFERENT TYPE OF EDUCATIONAL MEASUREMENT AND EVALUATION TOOLS AND THEIR IMPORTANCE

1. DIFFERENT TYPE OF EDUCATIONAL MEASUREMENT AND EVALUATION TOOLS AND THEIR IMPORTANCE BY MRITUNJAY KUMAR MPO 2 ND YEAR 2018-2020 NILD,KOL-90

2. Concept of Measurement, Assessment & Evaluation MEASUREMENT ASSESSMENT EVALUATION Done through test Measurement + Test MEASUREMENT +ASSESSMENT It refers to the process by which the attributes or dimensions of some physical object are determined. It is a method of collecting reviewing and using data gather in measurement for the purpose of improvement in the current performance. Evaluation is a process of judgment of value or worth of a process or product, which may be the achievement, aptitude, interest, skill etc. Numerical in nature Diagnostic process Process of judgment Subjective Formative Summative Product oriented Process oriented Product oriented Based on quantity achieved Based on observation and positive and negative point. Based on level of quality as per set slandered.

3. CONCEPT OF TEST Test is an instrument or activity used to accumulate data on a students/persons ability to perform a specific task. The content of these tests are usually either cognitive, psychomotor, or affective. USE OF TEST: Measure achievement & improvement. Help in diagnosis of strengths and weakness. Provide remedial prescription. Grading of student. Classification of students into skill-specific groups. Prediction of success and failure.

4. There are three approaches to testing of a student: Purpose specific Mode specific Process specific The process specific test are of different type as Oral, written and performance test Norm-referenced and criterion referenced test Teacher made and standardized test Mode specific test are of following type Easy type and short answer type and objective type Speed test and power test Individual and group test Machine scored and hand scored test Purpose specific test are of following type Diagnostic test Aptitude test. Achievement test Proficiency test

5. Type of purpose specific test Diagnostic test: Help to identified the areas of learning in which the learner needs a remedial course. This test give profile of what the learner knows and does not know and what need to know. That gave the idea to the teacher that needs to covering for individual student. Aptitude test: This test serve a predictive function. It help to identify the potential talent. It identifies the prerequisite characteristic which are essential for one to be competent to perform a given task. This test identify those who can do well in the field and those who can’t. These test consist of items on sub-skill which may eventually be developed into expert complex skill. This test is used while selecting people for special course/careers.

6. Achievement test: This test aim to measure the extent to which the objects of a course have been achieved. The scope of these tests is governed by the objectives of the given course and covered only the areas of learning demarcated by the given syllabus. Proficiency test: Aim to assess the general ability of a person at a given time. Its scope is governed by a reasonable expectation of what abilities learns of a given status should process. It is not restricted by consideration of the areas covered in any specific course objectives or syllabus as in case of achievement tests. While the end of course examinations in a school or collage may be taken as a typical example of an achievement test, a national level selection or admission test for candidates coming from different states or university.

7. Classification according to mode of test According to the type of items involved in the test ( i ) Essay-type test: Essay-type tests are otherwise known as open-ended tests. The essay question is especially useful for measuring those aspects of complex achievement that cannot be measured well by more objective means. These include: the ability to organize, integrate and express ideas in a general attack on a problem. (ii)  Short-answer type test: This type of test requires to be written in a short-cut manner regarding a concept. It is suitable for measuring a wide variety of relatively simple learning outcomes, and it is used almost exclusively to measure the recall of memorized information. For example: ‘What is measurement? Write within 50 words.’ (iii)  Objective-type test: In objective-type questions, the individual is expected to answer the question with the help of a word, a phrase, a number or a symbol. The test with multiple-choice items, true-false items, matching type items, fill-in-the blanks items, one-word substitution are the examples of objective type test.

8. According to the ability of the student, tests are of two types: SPEED TEST Applied to know mental speediness. Time is limited No of question is more Question are equal difficulties Eg .- Railway examinations, banking examinations. POWER TEST Applied to know the mental power or the ability. No time limit No of question is less Question are arranged according to difficulty level and discriminating power. Eg .- The essay competitions

9. According to mode of administration, tests are of two types: INDIVIDUAL TEST When a psychological test is administered upon an individual at a particular time, it is known as ‘individual test’. The individual test mainly done to observe characteristic of individual. Expensive to administrate. Intelligence test by school psychologist. GROUP TEST When a test is administered upon a group of individuals at a particular time, it is known as ‘group test’. It is mostly applicable on adult literates. Group test mainly done to meet practical needs. Cheaper to administrate. Traditional collage exam.

10. According to the method of scoring, test are of two types: ( i )   Machine-scored test: The tests which are scored or assessed by the machines like computer are known as ‘machine-scored test’. The Bank P.O. examination is an example of machine-scored test. (ii)   Hand-scored test: The tests which are assessed by the human beings are known as ‘hand-scored tests’. The classroom achievement tests is an example of hand-scored tests.

11. ( i )   Oral test: It is a kind of verbal test. In oral test, the individual is expected to answer orally. This type of tests is mostly applicable to illiterates or small children. In the public survey, interview or viva also follow the oral test. (ii)   Written test: It is a kind of verbal test. The individual has to respond the questions in writing form. So the respondent should have the writing ability. It is only applicable upon the literates. All the written examinations are the examples of written test. (iii)   Performance test: This type of test is a ‘non-verbal test’. The respondent is not expected to respond verbally. He has to perform the task. The running competition, jumping competition held by physical examination are the examples of performance test. According to the nature of the test, they are classified as: CLASSIFICATION OF PROCESS SPECIFIC TEST

12. Norm-referenced Tests Criterion-referenced evaluation Purpose Survey testing Mastery testing Major emphasis Measure individual differences in achievement. Describes takes student can perform. Interpretation of result Compares performance to that of other individuals. Compare performance to a clearly specified achievement domain. Content converge Typically covers a broad area of achievement Typically focus on a limited set of learning task Nature of test plan Table of specification commonly used Detailed domain specification are favored. Item selection procedure Item s are selected that provide maximum discrimination among individual. Easy item are typically eliminated from the test. Includes all item needed to adequately describe performance. No attempts is made to alter item difficulty or to eliminate easy item to increase the spread of score. Performance standards Level of performance is determined by of relative position of some known standard. Above average Average Below average Level of performance is commonly determine by absolute slandered. Pass marks: 40 % Distinction: 80% According to standard, the test are of below two type

13. According to the principle of test construction, tests are of two types: Standardized test Teacher made test Content is appropriate for all student Specific content addressed in class. Item have been researched to reliably predict an out come. Item have not been researched. There are standardized administration and scoring rules that can’t be changed. Teacher decides how to administrate and score. Can be modified as per student of different class. Scores can be compared to norm groups. Score comparison can only be made to the group who took the same test in the same condition. Prepared for large number of student. Prepared for small number of student. It meets the characteristic of good test. Don’t

14. Concept of Measurement Measurement refers to the process by systematic assignment of numerical values (quantitative) or verbal descriptors (qualitative) to the characteristic of individual. When used in the context of learning, it refers to: applying a standard scale or measuring device to an object or objects, a events or conditions, according to practices accepted by those who are skilled in the use of the device or scale. The Encyclopedia of Educational Research explains measurement in more refined terms; to measure means ‘to observe or determine the magnitude of a variant’.

15. It has been observed that measurement in any field always involves three essentials: Identification and definition of quantity, attribute or variable that is to be measured. Determining the set of operations by which the attribute or variable may be made perceivable. Establishing a set of procedure for translating observations in to quantitative statement of degree, extent or amount.

16. Functions of Measurement Lee J. Cronbach (1949) classified all applications of mental measurement under the following three main functions: Prognosis function: Tests reveal differences among people’s performance. For example, to predict student’s academic performance. The measurement provides the extent of a variable which has the specific purpose of predicting future behavior. The prognosis function has an administrative function such as classification, selection, promotion and gradation of students.

17. (ii) Diagnosis function: The diagnosis function identifies the weakness of the student-learning. The remedial instruction can be prepared on the basis of diagnosis. It also implies the prediction, but there is considerable justification in listing diagnosis as a separate function of measurement. (iii) Research function: The third major function of measurement is verification of scientific hypotheses of research. The use of measurement for research purposes, however, is not much when compared to prediction and diagnosis. This is because a measurement is usually considered a completely valid measure of certain human characteristics.

18. Types of measurement Physical measurement: Physical measurement is the measurement of the object which has absolute existence. For example, we measure the height of individuals. Mental measurement: Mental measurement is also known as ‘educational measurement’ or ‘psychological measurement’. It is always relative and there is no absolute zero in case of mental measurement. For example, for measuring the intelligence of a person we have to take the help of intelligence tests which are subjective in nature. Mental measurement is both qualitative and quantitative in nature, and there are no fixed tools for such measurement i.e., the same set of tools may not be applied to different types of persons.

19. LEVELS OF MEASUREMENT Nominal scale: It is least precise and crude. There is no magnitude assign to the variable. Dose not provide order and rank of the variable. Example: Boys & Girl or Pass or Fail in a class. Ordinal scale: More informative than previous one. It provide a rank among variable. No value provide to the distance between the position. Used in class ranking of the student. Interval scale: It is informative than previous two. It has all character of ordinal scale besides the distance between any two values on the scale are known. It has no absolute zero. Measurement of education usually done on interval scale. Ratio scale: Most informative & refined one. It has characteristic of interval scale with an absolute zero. It is generally not applicable in educational field.

20. Characteristics of good measurement tool Should be valid: Validity of a test refers to its truthfulness. It refers to the extent to which a test measures what it actually wishes to measure. Should be reliable: Reliability means the consistency of a measuring instrument (how accurately it measures). It refers to the faithfulness of the test. Should be objective: Objectivity of a test refers to two aspects: (a) item objectivity and (b) scoring objectivity. By ‘item objectivity’ mean that the items of the test must need a definite single answer. If the answer is scored by different examiners the marks would not vary. By ‘objectivity of scoring’ mean that by whomsoever scored, the test would fetch the same score. Should be easy in administering: If the directions for administration are complicated, or if they involve more time and labor, the users may lag behind.

21. Should be usable and practicable: ‘Usability’ refers to the practicability of the test. In the teaching–learning situation, by usability we mean the degree to which the test (or the measuring tool) can be successfully used by teachers and school administrators. Should be comprehensive and precise: It means that the items must be free from ambiguity. The directions to test items must be clear and understandable. The directions for administration and for scoring must be clearly stated Should be economical: A measurement tool should be less time consuming. The cost of the test must be reasonable so that the schools/educational institutions can afford to purchase and use it.

22. Should be easy in scoring: The scoring procedure of the test should be clear and simple. The scoring directions and adequate scoring key should be provided to the scorer so that the test is easily scored. Should be easily available: Some standardized tests are well-known all over India, but they are not easily available. Such tests have less usability. It is desirable that in order to be usable, the test must be readily and easily available. Should have good and attractive get up/appearance: The quality of papers used, typography and printing, letter size, spacing, pictures and diagrams presented, its binding, space for pupil’s responses etc., need to be of very good quality and attractive.

23. Methods of Measurement & Assessment For both physical and mental measurement, some tools and methods are necessary.

24. Test: it mentioned previously. (ii)  Inventories: Different inventories are used for different traits. Interest inventories are used to measure interest; personality inventories are used to measure certain traits on personality etc.

25. (iii)  Observation: There are certain traits like honesty, punctuality, persistence, truthfulness etc., which can hardly be measured objectively via tests. So here, observation is an important technique of measurement. The observation may be participant observation or non-participant observation for accurate and scientific observation. One may use observation schedule and other instruments. Advantage: Able to assess potential of a large group Entire situation can be studied. Lower cost First data collection Limitation: Only the current behavior of an individual or group can observed Observation does not help to judge person’s attitude, opinion or knowledge. Time taking and more manpower is required.

26. (iv)  Interview: Interview is a face-to-face inter-action between one interviewee and interviewer(s). There are certain things which an individual does not want to express and they can be only assessed through interviews. Succeed to bring out the inner feelings of the interviewee through carefully planned interviews. Advantage: Interviewer can reward the question, change the language according to the knowledge of the interviewee. It takes less effort and time Responses can be obtain from a wide range of subject. Interviewer can provide direct feedback to the respondent, give clarification. Using for collecting in-depth responses. Disadvantages: Personal bias: interviewer likes and dislike can affect the result. Halo effect: Single characteristic of candidate affect the judgment of interviewer. Constant error: interview of previous candidate influence the interviewer. Leniency: it implies the tendency to assign the high score, associated with lack of confidence and interest in rating Projection: when interviewer expect his own knowledge and skill on interviewee. Stereotyping: It arises when the interviewer believes some association between a perticular type of personality trait.

27. (v)  Checklist: A checklist consists of a series of items which needs response from the respondent. The presence or absence of an item may be indicated by ‘Yes’ or ‘No’ (by a ‘√’ or ‘X’ against the items). Checklists are popularly employed for appraisal of studies, school buildings, textbooks, outcomes, instructional procedures etc. Advantage: Allows inter individual comparison. Objective in nature thus easy to evaluate. Evaluate learning objective expected to be performed. They provide a simple method to record observation. Disadvantage: It don’t indicate the quality of performance. It not easy to fabricate. Only the presence or absence of a behavior, attribute, or parameter is assumed.

28. Rating scales: Rating scale is used to evaluate the personal and social conduct of the learner. We take the opinion of teachers or parents or friends or judges on a particular quality or trait of a pupil along a scale. The rating scale may be of 5 points, 7 points, 9 points or 11 points. For example, to assess particular trait, we can use a 5 point scale as: very good, good, average, below average, and poor. The trait in question is marked by the judges in any one of the five categories. Rating scales can be used to evaluate: personality traits, tests, school courses, school practices, and other school programmed. Advantage: Q uick and easy to design and complete. Used to evaluate performance and skill. Disadvantage: There are chance of subjective evaluation thus the scale become unscientific and unreliable.

29. Need of measurement in education Measurement is essential to classify individuals of a group on the basis of their performance. It help to select the individuals to provide a rank or a grade in matter of promotion or up gradation to higher level. It is used to predict future success or failure in certain specific areas. Help to diagnose the weak areas of learning. It help to formulate the teacher-student objective It help in determining the level of achievement or proficiency. It help to knowing the ability, interest and capacity of individual.

30. Concept of assessment The term assessment has been widely used by educators to evaluate, measure and document the academic readiness, learning progress, and skill acquisition of students throughout their learning in life. It is the process of systematically gathering information as part of an evaluation. Assessment is very important for tracking progress, planning next steps, reporting and involving parents, children and young people in learning.

31. CLASSIFICATION OF ASSESSMENT Formal assessment is applicable to a situation where a body answerable to public is holding a test for a selection or an award. The assessment has to ensure objectivity, credibility and relevance. Thus it have follow a standardized norm . Example: Chapter test, Final exam or Graded homework. Informal assessment is applicable in a situation where an individual or a voluntary body is holding a test to obtain some information to fulfill some personal requirements. The informal assessment needs to be objective and reliable but the evaluator is not bound to satisfy the public Thus this assessment need not to be follow strict rule Example as teacher’s observation, Feedback form Formal vs. Informal Assessment:

32. 2. Formative assessment vs. Summative assessment Formative assessment concern with identifying learner weakness in attainment with a view to help the learner and the teacher remedy. Test for formative assessment are given at regular and frequent intervals during a course. Level of generalization sought by the items of formative test is lower. Formative assessment is most appropriate where the result are to be used internally by those involve in the learning process. Summative assessment aims at certifying and grading the attainment of the learner at the end of a given course. Test for summative assessment are given at the end of a course as term or semester or yearly test. Level of generalization sought by the items of summative test is higher. Summative assessment is used to communicate students abilities to external stakeholders.

33. 3. Continuous assessment vs. Terminal assessment Continuous assessment seeks to spreads the basis of grading on a number of tests with regular even intervals instead of placing it on one end of the course. Continuous assessment thus allow for more intense accommodation of the learning content in the test process. Score on a series of continuous assessment test taken together can serve for formative assessment. Terminal assessment grading done on the basis of a single exam which occur at the end of the course as in early exam. Score of this assessment can serve for summative assessment.

34. 4. Course work vs. examination Learner assessment can be based on course work performed by him during or at the end of a course or it may be based on examination given by him during or at the the end of course. Evaluation of course work or examination at different points of time during a course can be compiled at the end of a course to the serve the purpose of summative evaluation.

35. 5. Process vs. Product assessment The basis of evaluation may be either the final product or the result of a given task or the performance at different stages leading to the accomplishment of the task. While evaluating a learner one may look for the correct solution to a given problem or may take into consideration the correctness of the successive stages followed to solve the given problem. If we do the former we are supposed to be engaged in product assessment, if we do the later, we are supposed to make a process assessment.

36. 6. Internal vs. External assessment The mode of assessment is external when the evaluation of a learner ability is made by an outsider a person who is not related with the actual process of teaching. The evaluator and the learner are anonymous to each other in this case. When the assessment is made by a person, responsible for effecting the learning being measured, it becomes internal assessment.

37. FUNCTION OF ASSESSMENT IN EDUCATION To facilitate learning: Find out whether student achieve the aim and goals. Are the student achieve prefix objective of the course. Motivate student to learn. Make visible, assist and improve learning by giving useful feedback. To facilitate teaching: Give feedback, to give an opportunity to improve teaching. Help to prepare the remedy Prepare alternate teaching method as per student. For institutional/professional requirements: Grading, ranking or select student. Maintain standards.

38. Evaluation C.E. Beeby (1977), who described evaluation as “the systematic collection and interpretation of evidence leading as a part of process to a judgment of value with a view to action.”

39. Characteristics of evaluation It is a systematic & continuous process & philosophical in nature. It measures the effectiveness of learning that experiences provide. It measures how far the instructional objectives have been achieved. It uses certain tools like tests, observation, interview etc. It is a subjective judgment. It includes quantitative & qualitative description and value judgment. It gets data from measurement. It not only determines the magnitude, but also adds meaning to measurement. It involves values and purposes.

40. Evaluation from educational angle Anything that needs to be evaluated has certain aims and objectives, and through evaluation we assess how far these objectives have been fulfilled. From an educational angle, we can evaluate many aspects which are the part and parcel of an educational system such as: Evaluation of a school site (with reference to its location, building, hygienic condition, strength of students and teachers etc.). Evaluation of a school programme (school syllabus, co-curricular activities, guidance programme etc.). Evaluation of teaching methods (with reference to aims, purposes, suitability and efficacy). Evaluation of total programme of instruction (with reference to cognitive, affective and psychomotor domain). Evaluation of school administration; discipline, control, management and organization. Evaluation of text books and other course materials. Evaluation of students growth etc.

41. Steps Involved in Evaluation: Identifying and Defining General Objectives. Identifying and Defining Specific Objectives. Selecting Teaching Points. Planning Suitable Learning Activities. Evaluating. Using the Results as Feedback.

42. Types of Evaluation Types According to function According to approaches According to nature of reference/interpretation Placement Formative Diagnostic Summative Internal External Norm-referenced Criterion-referenced

43. C lassification according to function 1. Placement Evaluation Through placement evaluation, the entry behavior of the student is assessed. In this case, the students are given admission to new courses according to their intelligence, attitude, motivation, aptitude etc. The goals of placement evaluation are to determine for each student the position in the instructional sequence and the mode of instruction that is most beneficial. For example, the CET entrance test is conducted to give admission to the students’ in rehabilitation course(NILD,SVNIRTAR etc.). This type of evaluation is called ‘placement evaluation’.

44. 2. Formative Evaluation The evaluation which is done during the teaching–learning process to assess the ongoing termed formation of knowledge and understanding of students is called as formative evaluation. The formative evaluation is a monitoring type of evaluation which is used to monitor the progress of students during the class, course or session. After formative evaluation, feedback is given to students, so that they can proceed accordingly. The formative evaluation is aimed at improving the quality of teaching-learning process.

45. 3. Diagnostic Evaluation It is concerned with the persistent learning difficulties that are left unresolved by the corrective prescriptions of formative assessment. It aims at identifying or diagnosing the weaknesses of students in a given course of instruction. Diagnostic evaluation involves the use of specially prepared diagnostic tests and various observational techniques. The aim of diagnostic evaluation is to determine the causes of persistent learning problems of students and to formulate a plan for remedial action.

46. 4. Summative Evaluation As the name indicates, summative evaluation is done at the end of a course semester, or a class or topic. It is meant to evaluate the quality of the final product and to find out the extent to which the instructional objectives have been achieved. The process of certification is done on the basis of the results of summative evaluation. Results of this evaluation reflect the effectiveness of the curriculum transaction process. Important examples of summative evaluations are annual exams, semester end exams and terminal exams.

47. The important tools of summative evaluation are achievement test, rating scales, project evaluation by experts, interviews, viva examination, etc. The characteristic features of summative evaluation are as follows: This evaluation is conducted at the end of a topic, class, chapter, unit or course of instruction. Evaluation results give the final progress of the students in a class, in a topic, in a unit, in a course or in any educational programme. Summative evaluation results are used for preparing merit list, finalizing position, taking decisions of pass/fail/promotion and awarding degrees or diplomas.

48. According to approaches 1. External Evaluation : The evaluation procedure in which the evaluators or examiners are invited from outside is called external evaluation. The teachers who are teaching a particular group of students are not involved in the evaluation of their students. External evaluation includes all board examinations, viva conducted by expert from outside, annual examinations in schools in which paper comes from outside and not set out by the teachers of the same school, etc. The significance of external evaluation is that it eliminates the element of bias from the evaluation system.

49. 2. Internal Evaluation Internal evaluation is the evaluation in which the teacher and the examiner are the same person. The same teacher teaches a particular subject and himself or herself sets the paper and evaluates the achievement of the students. Example: Class test, unit test, weekly test, monthly test, quarterly test, etc. Significance It helps in finding out student’s progress. Remedial teaching can be organized for weaker students. Teachers himself or herself comes to know about his/her own and their students’ weak areas.

50. According to nature of reference 1. Criterion-Referenced Evaluation : When the evaluation is concerned with the performance of the individual in terms of what he can do or the behavior he can demonstrate, is termed as criterion referenced evaluation. In this evaluation there is a reference to a criterion. It is used to ascertain an individual’s status with respect to a defined achievement domain. Example: Raman got 93 marks in a test of Mathematics In the above examples there is no reference to the performance of other members of the group. Thus criterion-referenced evaluation determines an individual’s status with reference to well defined criterion behavior.

51. 2. Norm-Referenced Evaluation : Norm-referenced evaluation is the traditional class-based assignment of numerals to the attribute being measured. It means that the measurement act relates to some norm, group or a typical performance. It is an attempt to interpret the test results in terms of the performance of a certain group. This group is a norm group because it serves as a referent of norm for making judgments. Example: Raman stood first in Mathematics test in his class. In the above examples, the person’s performance is compared to others of their group and the relative standing position of the person in his/her group is mentioned. We compare an individual’s performance with similar information about the performance of others.

52. Continuous and comprehensive evaluation [CCE] CCE was formulated by Ministry of Human Resource Development, Govt. of India. This is a new teaching method introduced recently to decrease the accumulated stress of board exam on the students and to introduced a more uniform and comprehensive pattern in education for the children all over the nation. CCE helps in improving students performance by identifying his/her learning difficulties and abilities at regular time intervals right from the beginning of the academic session. According to that employing suitable remedial measures for enhancing their learning performance. CCE is modern method of evaluating all the prime dimension of student’s personality that how much he has been throughout.

53. Components/ Aspects of Evaluation As per standards and subjects, objectives are decided (Goal) To accomplish these objectives, content is determined. To deliver this content, proper learning experiences are suggested (Tool) With the help of different evaluation tools, it is observed whether objectives are fulfilled or not (Proof)

54. Purpose/Functions of Evaluation Placement Certification Guidance To provide information for grading, reporting to parents and promoting students To evaluate the effectiveness of a single teaching method or to apprise the relative worth of several methods. To motivate the students To select the students To evaluate the entire educational institution and to show how several of its aspects could be improved. To collect information for effective educational vocational counseling.

55. New scheme of evaluation As a part of new system student’s marks will be replaced by grades which will be evaluated through a series of curricular and extra-curricular evaluation along with academics. The aim is to reduced the workload on students and to improve the overall skill and ability of the student by means of evaluation of other activities. Grades are awarded to students based on work experience skill, dexterity, innovation, steadiness, teamwork, public speaking, behaviors etc. to evaluate and present an overall measure of the student’s ability. This help the students who are not good in academic to show their talent in other fields such as arts, humanities, sports, music, athletics etc.

56. Reference Dickson Adom , Dennis Atsu Dake et al. 2020, Test, measurement, and evaluation: Understanding and use of the concepts in education, International Journal of Evaluation and Research in Education (IJERE) Vol. 9, No. 1, March 2020, pp. 109~119ISSN: 2252-8822, DOI: 10.11591/ijere.v9i1.20457 Dr. Bob Kizlik , 2014, Measurement, Assessment, and Evaluation in Education We measure distance, we assess learning, and we evaluate results in terms of some set of criteria. EDUCATIONAL MEASUREMENT AND EVALUATION Edited By Dr. Kulwinder Pal MEASUREMENT AND EVALUATION IN EDUCATION, Directorate of Distance Education TRIPURA UNIVERSITY Pedagogy in physiotherapy, C S Ram.

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