MCHS 1BASIC CONCEPTS IN TESTING MEASUREMENT AND EVALUATION.pptx

measuring and testing

1. PRESENTATION 1:BASIC CONCEPTS IN TESTING MEASURMENT AND EVALUATION MCHS PRESENTATION SUN AND SAND, MANGOCHI 8 TH -12-JANUARY 2024 CHOKOCHA M SELEMANI-MBEWE MZUZU UNIVERSITY

2. Presentation Overview Introduction Test defined Types of tests Functions of examinations Measurement defined Process of measurement Forms of evaluation Unethical practices in testing, measurement and evaluation End of presentation

3. PRESENTATION OBECTIVES By the end of the presentation, YOU should be able to: Distinguish between test, measurement and evaluation Distinguish forms of assessment in education Describe purposes of testing in assessment Describe the process of measurement Distinguish among different tpes of evaluation and their functions Describe unethical practices that affect testing, measurement and evaluation

4. Introduction Curriculum implementation and lesson delivery often culminates in ascertaining whether the objectives set out to achieve were actually achieved- Evaluation For evaluation to take place there are various instruments that can be used to gather information required, which may include: Tests: Verbal or Written- paper and pencil Rating scales Observation instruments e.g., checklists Observations of performances- for instance practical examinations This presentation focusses on providing understanding of the basic concepts as used in Testing, Measurement and Evaluation

5. TEST DEFINED Different definitions available e.g., “ A standard procedure for obtaining a sample behaviour from a specified domain” OR “Procedures for obtaining a sample of an individual’s optimal performance (As typified by an aptitude or achievement test where examinees are instructed to do their best) or a sample of an individual’s typical performance ( as on questionnaires or inventories where respondents report their typical feelings, attitudes, interests, or reactions to situations ) (Crocker & Algina , 1986) QUESTION: What do classroom tests intend to measure?

6. TEST DEFINED Cont’d Test is an instrument or systematic procedure for measuring a sample of behaviour by posing a set of questions in a uniform manner” (Linn & Gronlund , 2020:32 ) Reflect on this definition What does a test imply? What does a test measure? What should examiners bear in mind when formulating a test?

7. MORE DEFINITIONS Cont’d Test is a systematic method of gathering data for the purpose of making intra or inter individual comparisons Test is a means of measuring the knowledge, skill, feeling, intelligence, or aptitude of an individual or groups- Tests measure constructs Test is an assessment instrument consisting of a sample of questions/items/tasks from a particular content domain that can provide an estimate of performance in that domain Test is a tool or instrument used for measuring behaviour of interest ( Selemani-Mbewe , 2020) This instrument must be used to collect only the information it intends to collect from a specific behaviour of interest

8. WHAT CAN WE SAY ABOUT TYPES OF TESTS Different types depending on method of classification Procedure used in classication brings different types of tests

9. TESTS CLASSIFIED ACCORDING TO CONTENT MEASURED Classifying tests using the above procedure gives us three types of tests: Cognitive or Achievement Tests Aptitude Tests Affective tests What does each of the above types of tests measure?

10. COGNITIVE OR ACHIEVEMENT TESTS Designed to measure degree of success in some past learning activity Measure knowledge in some subject area Aim is to find out whether an individual has learned or achieved what he/ she was expected to learn Can you give any examples of cognitive or achievement tests. You can share your answers with a colleague

11. APTITUDE TESTS Designed to predict success in some future learning activity or ability It is a measure of potential used to predict how well someone is likely to perform in a future situation Can be used to identify students to benefit from special types of instruction Like university entrance examinations, Scholastic Aptitude Tests (SAT), College Admissions Tests (CAT)

12. AFFECTIVE TESTS Designed to assess interests, attitudes and personal values of individuals Measure people's likes and dislikes These are tests in the affective domain

13. REFLECTION What is the main distinguishing feature among Cognitive/Achievement, Aptitude and Affective tests

14. TESTS CAN ALSO BE CLASSIFIED ACCORDING TO WHO DEVELOPED THE TEST Using this Approach we have two types of tests. Namely: Teacher made or classroom test Standardized test What do you think is the difference between these types of tests?

15. TEACHER MADE/ CLASSROOM TEST These are tests Constructed by teachers who teach a particular subject Items/questions in the test are related with the content actually taught The process of constructing the tests Don't go through a rigorous process of test construction These test Lack reliability and validity to some extent as no such analyses are carried out

16. STANDARDISED TEST These are tests with explicit, fixed procedures for developing, administering, scoring, and interpreting test results. The are developed by professionals and by professional bodies such as MANEB, ICAM and NMCM. Do you know what each acronym mean? Test is standardized or normed on a large, representative sample of individuals Designed to be administered consistently, even when supervised/invigilated by different examiners at separate locations Standardised tests follow uniform procedures

17. REFLECTION What kind of examinations does MANEB administer? Justify your response Describe the process involved in the development of MANEB examinations?

18. TESTS CLASSIFIED ACCORDING TO HOW THEY ARE ADMINISTERED Using this classification procedure we have two types of tests. Namely: Group tests - Administered once to a group of students Individual Tests- Administered to one person at a time.E.g., Oral tests, Driving test

19. TESTS CLASSIFIED ACCORDING TO HOW THEY ARE SCORED/MARKED This cassification procedure produces two types of tests: OBJECTIVE TESTS- These are tests with clear, unambigous scoring procedures. Award of marks is consistent across scorers. No matter who marks the tests, the scores remain the same. E.g., Multiple choice, True/False, Matching tests are good examples SUBJECTIVE TESTS - Tests where the same scorer may have different scores if he/she scores the test at different times. Similarly, different raters may have different scores if they score the same script. E.g., Essays, Practical examinations, projects, and ratings of performances like drama or talent show

20. TESTS CLASSIFIED ACCORDING TO TEST SCORE INTERPRETATION Interpretation means Attaching meaning to scores. For example if a student obtain a score of 60 on a test, we should attach meaning to this score. This procedure of classifying tests produces two types of tests: NORM REFERENCED TESTS - These are tests whose scores are interpreted by comparing an individual's score with the performance of other students who took the same or similar test. The reference group is known as NORMING GROUP or NORM Norm is the large sample of individuals chosen to represent the population of interest

21. TESTS CLASSIFIED ACCORDING TO TEST SCORE INTERPRETATION Cont'd CRITERION REFERENCED TESTS (CRT) CRITERION is a measure or index recognised as representing a reliable and valid index of the trait or ability of interest. For example, passing mark, ability levels, set of objectives CRT is a test whose scores are interpreted by comparing an individual score with a standard of mastery called CRITERION. A given score demonstrates what a student is capable of doing. In criterion referencing,a test score can be interpreted by describing what a learner is capable of doing.

22. TESTS CLASSIFIED ACCORDING TO AMOUNT OF TIME ALLOWED TO COMPLETE IT This approach produces two types of tests: POWER TEST - test intended to measure level of performance and sample the range of an examinee's capacity, rather than speed of response. Contains no time limit/deadline but very difficult items PURE SPEED TEST - Require short time and generally measure speed and accuracy. Contains many simple items to be written over a limited time Aimed at finding out how many items one can answer accurately in a given time

23. ACTIVITY Having gone through the presentation, how many types of tests are there? Justify your answer From the above classifications of test, what type of tests does MCHS administer?

24. FUNCTIONS OF TESTS Tests serve a number of functions at different levels Functions of tests may be looked at how test results are used for TESTS SERVE A NUMBER OF FUNCTIONS CATEGORISED INTO FOUR AS: Classroom level or Instructional Functions Guidance and Counselling Functions Research and Evaluation Functions Administrative Functions

25. INSTRUCTIONAL FUNCTIONS OF TESTS SOME OF THE INSTRUCTIONAL FUNCTIONS OF TESTS: (i) D etermination of level of achievement (ii) Provides feedback regarding the effectiveness of the teacher, teaching method, learning situation and instructional materials (iii) M otivating the child by showing him his progress i.e. success breeds success. (iv) it can be used to predict students performance in novel situations. (v) Facilitates learning. What does this mean? (vii) Encourages clarification of important and meaningful course objectives (viii) Act as a useful means of re-learning ad overlearning

26. GUIDANCE AND COUNSELLING FUNCTIONS Assessment procedure can give the teacher diagnostic data about individual pupils in his /her class These will show the pupils’ strength, weaknesses and interests. It can also help to decide on which method to use or what remedial activities that are necessary. Parents and pupils can also be rightly guided in terms of career choice.

27. RESEARCH AND EVALUATION FUNCTIONS OF TESTS Data from test scores can be used for research purposes as well as for evaluation A researcher can decide to collect data by developing and administering a test. The results from such test can be used to evaluate the effectiveness of a programme or project

28. ADMINISTRATIVE FUNCTIONS OF TESTS Test results can be used in making important decisions such as PLACEMENT PROMOTION CERTIFICATION SELECTION A MEANS OF QUALITY CONTROL

29. ACTIVITY Discuss the importantance of the knowledge of functions of test to test developers

30. MEASURERMENT Different definitions available in the literature. For example: It is a process of quantifying the degree or extent to which someone or something posses a given trait, characteristic or variable It is a process of assigning numbers to characteristics according to a defined rule or procedure

31. MEASUREMENT PROCESS Identification of object or person to be measured Identification and clarification of attributes or characteristics to be measured Specification of procedure or rule to be used to assign numbers to the characteristics

32. EVALUATION- SOME DEFINITIONS A systematic process of collecting and analysing data in order to determine whether, and to what extent/degree, objectives have been or are being achieved A systematic process of collecting and analysing data in order to make decisions A process of making value judgement about the worth or merit of something or someone being judged

33. PURPOSE OF EVALUATION To determine the current status of the object of the evaluation,to compare that status with a set of standards, or criteria and to select an alternative in order to make a decision Evaluation tries to answer questions like “How are we doing?” Are we achieving what we wanted to achieve? How best can we do it? What do we do next?

34. THE EVALUATION PROCESS Determination of data which need to be collected Determination of individual, group or groups from whom data will be obtained Development of instrument to be used in data collection Collection of data Data analysis Data interpretation Decision making

35. ACTVITY What do you think is the relationship among Test, Measurement and Evaluation?

36. FACTORS THAT MAY AFFECT LEARNERS PERFORMANCE ON COGNITIVE TESTS Nature of the test Examiner Preparation of the test Examinee preparation for the test Conditions of the Examinee Testing conditions/ environment

37. NATURE OF THE TEST OR TEST SOPHISTICATION Whether the test is speeded with time limit or is pure power test without time limit can affect the performance of the examines in the examinations Too easy and too difficult examinations also affect the examinees performance

38. EXAMINER PREPARATION OF THE TEST Poorly constructed items can be a source of error Ambigous items Unclear directions Use of difficult vocabulary Poor layout or format of the test paper Poorly typed or photocopied paper Plaing difficult items early in the paper Too short tst

39. EXAMINEE PREPARATION Practice and coaching Pre-announcement Making use of test - wiseness skills e.g., deductive reasoning, examinees eliminating alternatives that are obviuosly wrong, guessing, speed and accuracy, answering easy items first before challenging ones Clarity of instructions Psychological and sociological conditions Anxiety and motivation

40. ENVIRONMENTAL CONDITIONS-WHERE THE EXAMINAIONS ARE TAKING PLACE Seating arrangement Room lighting Aeration of the room Invigilator Interruptions Noise

41. ACTIVITY Having examined the factors that affect examinee performance on tests, which of the factors do you think directly affect performance of students in national examinations? Discuss how a teacher can help his or her students to pass well during examinations.