Measurement, Assessment and Evaluation

Introduction to Measurement, assessment and evaluation

1. Measurement, Assessment and Evaluation Jubilee Padmanabhan Assistant Professor in education Central University of Punjab

2. Furst’s paradigm

3. Measurement The information about students’ learning is often assigned specific numbers or grades and this involves measurement. - Assigns numbers (e.g. 28/ 30 on the mathematics test; 90/ 100 on the science project) marks obtained on tests or other pieces of work set by the teacher. According to Ebel & Frisbie (1986) “ Measurement involves using rules to assign a number(s), such as score, rating or a ranking, to an individual or group for a specified behaviour or performance.”

4. ASSESSMENT The word ‘assess’ comes from the Latin verb ‘ assidere ’ meaning ‘to sit with’ . In assessment one is supposed to sit with the learner. This implies it is something we do ‘with’ and ‘for’ students and not ‘to’ students (Green, 1999 ). Assessment in education is the process of gathering , interpreting , recording , and using information about pupils’ responses to an educational task. ( Harlen , Gipps , Broadfoot , Nuttal,1992 ) It is an integrated process of gaining information about students’ learning and making value. Information about students’ progress can be obtained from a variety of sources including projects, portfolios, performances, observations, and tests.

5. EVALUATION It is also the process of obtaining, analyzing and interpreting information to determine the extent to which students achieve instructional objective. It is concerned with making judgments on the worth or value of a performance, answer the question “how good, adequate, or desirable”.

6. EVALUATION e.g. : A teacher measures Raju’s achievement in Science to be 60%. The teacher evaluates his achievement in Science when he/ she says that Raju’s performance is satisfactory. Evaluation= Quantitative description of pupils’ achievement+ Qualitative description of pupils’ abilities+ Value judgments about achievements and abilities .

7. Purpose of Evaluation Learner’s level Teacher’s level Guidance and counsellor’s level Curriculum development School administration Classroom research

8. Relationship between measurement and evaluation Evaluation goes beyond the meaning of the terms “test” and “measurement”. Evaluation depends upon measurement but is not synonymous with it. Measurement is a quantitative determination of how much an individual’s performance has been, while evaluation is a qualitative judgment of how good or how satisfactory an individual’s performance has been. Sound evaluation is based upon the results of accurate and relevant measurement.

9. Relationship between measurement and evaluation Measurement describes a situation; evaluation judges its worth or value. Measurement is only a tool to be used in evaluation. By itself, it is meaningless, but without it evaluation is likely to be very erratic. Not all uses of a test or a measurement in education can be considered evaluation, for evaluation involves appraisal in the light of some particular value, purpose or goal.

10. Relationship between measurement and evaluation Evaluation is a continuous and comprehensive process covering every aspect of the educative program. It is an integral part of education in which pupil and teacher are partners. Thus, evaluation signifies a wider process of judging students’ progress. Measurement, on the other hand, implies only a precise quantitative assessment of instructional outcomes. Evaluation is integrated with the whole task of education, and not only with measurement and examinations. Evaluation goes beyond measurement in judging the desirability or value of the measure.

11. Evaluation is not only quantitative but also qualitative and includes value judgments. Mathematically, it may be said that: Evaluation = Quantitative description of pupils’ achievements +Qualitative description of pupils’ abilities +Value judgments about achievements and abilities

12. Evaluation chain

13. Relation between Assessment & Evaluation While assessment and evaluation are highly interrelated and are often used interchangeably as terms, they are not synonymous. The process of assessment is to gather, summarize, interpret, and use data to decide a direction for action. The process of evaluation is to gather, summarize, interpret, and use data to determine the extent to which an action was successful.

14. Relation between Assessment & Evaluation

15. Relation between Assessment & Evaluation Assessment Assessment is the gathering of information about something, such as student performance. Assessment is information Assessment is qualitative Assessment pinpoints specific strengths and weaknesses Assessment is diagnostic and formative Assessment focuses on the individual student Evaluation Evaluation is the act of setting a value on the assessed information Evaluation is a judgment Evaluation is quantitative as well as qualitative Evaluation ranks and sorts individuals within groups Evaluation is only summative Evaluation focuses on the group

16. Purposes of assessment Assessment to support learning Assessment for accountability assessment for certification, progress, and quality education.

17. Need and uses of measurement, assessment and evaluation in behavioral sciences Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met Testing the attainment of objectives (Cog, Aff ., Psy ) Help students to set learning goals Diagnosing learning problems Providing remedial measures Identifying the skills and ability (Practical)

18. Marking, Grading, ranking Promotion to higher grades Providing guidance Choosing the right career/ vocation Providing feedback at the right time and directing Assessment can also help motivate students

19. Assessment affects decisions about grades, placement, advancement, instructional needs, curriculum, and, in some cases, funding Identify any anecdotes/ behavioural problems Identify hidden talents/ potentials Tracking the progress pattern Identify the higher order thinking skills

20. Assigning appropriate task to individuals Helps in deciding the need based classes Planning for context based teaching Involving teachers, students and parents in assessment Focus on holistic development

21. Readings Ebel , R. L, Frisbie , D. A. (1986): Essentials of Educational Measurement (4 th ed ); London, Prentice-Hall International( U k ) Ltd Furst , E.J. (1958) , Constructing Evaluation Instruments , Longman Group, London Linn, R.L., Gronlund , N.E. (1995): Measurement and Assessment in Teaching (7 th ed ); New Jersey, Prentice-Hall Inc Payne, D.A.(2003): Applied Educational Assessment (2 nd ed); Canada, Wadsworth/Thomson Learning Popham , W.J.(2011): Classroom Assessment (6 th ed ); Boston, Pearson

22. Any Questions? Comments? THANK YOU !