measurement assessment and evaluation

1
Assignment
Topic:
Introduction to educational assessment
Subject:
Educational assessment
Submitted to:
Ms. Faiza Batool
Submitted by:
M. Tahir Mehmood
Roll no. :
Bsf-1702589
Class:
BS Chemistry 3rd

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Content
Sr. Topic page no.
1. ……………… Test …………………………..……………….. 4
2. ………………… Measurement ………………………………. 4
3. ………..… Assessment …………..……………………. 5
4. ………….. Evaluation …………………………………….. 6
5. ………….. Relationship between test, measurement and
evaluation.. ………………………………………………………….. 7
6. ……………. Assessment of learning ……………………. 8
6.1. …… Teacher’s role …………………………………. 8
7. …………… Assessment for learning …………………… 8
7.1. …… Teacher’s role …………………………………. 9
8. ………….. Principles of assessment ………………….. 9
9. ………….. Standardized vs. teacher made test…. 9
10. ………. Methods of test interpretation ………. 11
10.1. ….. Criterion referenced ………………………… 11
10.2. ….. Norm referenced …………………………. 11
11. ……….. Purpose of assessment ……………………….. 11
12. ……….. Nature of assessment ………………………. 12
12.1. …… Typical performance ……………………….. 12
12.2. …... Maximum performance …………………….. 12

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13. ……….. Forms of assessment ………………………….. 12
13.1. …… Fixed choice test ………………………….. 12
13.2. …… Complex performance test ………………… 12
14. ………… Instructional process ………………………….. 13
15. ………… Summary ………………………………………… 14
16. ………… References ……………………………………… 15

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1. Test
According to Ebel and Frisbie(1991):
“A test is a set of questions each of which has a correct answer, that examinee usually answers
orally or in writing”
According to Mehrens and Lehmann(1984):
“Test connotes the presentation of a standard set of questions to be answered”
 In scientific terms, test means an instrument to be used for accurate measurement for
anything.
 A test is a specific tool, or procedure used to draw out or elicit a response from the
students in order to gain information.
A test is commonly defined as tool or instrument of measurement that is used to obtain data
about a specific trait or characteristics.
 A test is a device or technique used to measure the performance, skill level, or
knowledge of a learner on a specific subject matter.
 A test is an instrument or atool used to make aparticular measurement. The tool may
be written, oral, mechanical, or another variation.
 Instrument use to measure the ability and skills of a student.
 Is a formal and systematic instrument designed to assess the quality, ability skill and
knowledge of students by giving a set of question in uniform manner to be answered
by them to gather information about their performance.
2. Measurement
According to Mehrens and lehmann((1984):

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“Measurement is to obtain information in the quantitative form”
“Measurement is the process of assigning numbers to individuals or their characteristics
according to specific rules”
 The collection of information on which a decision is made.
 Every time, a test is used it must have its score called measurement.
 To measure anything, we need some standard scale, questionnaire or an instrument
known as test.
 Measurement is not a new concept to you.
 You measured your height and weight throughout your growing years.
 You have read how fast athletes have run, how high some have jumped, and how far a
baseball or a golf ball has been hit. All of these are examples of measurement.
 Measurement is process of collecting information.
 A measurement takes place when a “test” is given and a “score” is obtained .
 The measurement is a specificsore given by an expert every time when a test is applied.
 It is the process of collection of data on the properties or attributes of interest during
the administration of test or by some other reliable sources the measurement takes
place.
3. Assessment
According to the Dictionary of Education(1989):
“Assessment is the process whereby one attempts to measure the quality and quantity of
learning and teaching using various assessment techniques”

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 The process of gathering quantitative and qualitative data of what a student can do,
and how much a student possesses.
 It is the vital component of the teaching- learning process.
 Gathering of data
 Analyzing data
 Interpreting data
 In the context of language of teaching and learning:
 Act of gathering information on a daily basis in order to understand individual
student’s learning and needs.
 It also refers to the act of collecting information and making judgments about a
language learner’s knowledge of the language and ability to use it.
4. Evaluation
According to Mehrens and Lehmann(1984):
“Evaluation is the process of delineating, obtaining and providing useful information for judging
decision alternatives”
“Evaluation is an information gathering process that results in judgments about the quality or
worth of a performance, product, process or activity”
 The use of measurement in making decisions.
 Evaluation is the process of interpreting, analyzing, and assessing the data obtained from
the test.

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 Evaluation is a process of delineating, obtaining and providing useful information for
judging decision alternatives.
 The statistical treatment of analysis of data as per the purpose of the test is called
evaluation.
 Evaluation is a process of education that uses data gathered from the products and the
process by means of measurement technique.
 The evaluation assigns the worth of value to the measurement score.
 Evaluation involves two steps.
 Comparison of collected data (measurement) with some standards/norms.
 And decision making or announcement of evaluation on the basis of finding “how good”.
5. Relationship between Test, Measurement and Evaluation
 From the meaning and definitions, it is obvious that a term test, measurement and
evaluation are interrelated. The test are specific instrument for measurement.
Administration of a test is a process of measurement, without test, measurement is not
possible.
 Measurement is a technique necessary for evaluation. It represent status of a certain
attributes or properties and is a terminal process.
 Measurement describe a situation, evaluation judges its worth of value.
 Measurement is a technique of evaluation and test are tool of measurement.
 The term test, measurement and evaluation are clearly distinct but related. Teacher
obtained measures from test in order to make fair evaluation about specific trait or
characteristics of the students.
 An evaluation often involves one or more tests and in term a test is involved one or more
measurement.

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6. Assessment of Learning
 The purpose of this kind of assessment is usually SUMMATIVE and is mostly done at the
end of a task, unit of work etc.
 “It is designed to provide evidence of achievement to parents, other educators, the
students themselves and sometimes to outside groups (e.g., employers, other
educational institutions).”
“Assessment of Learning is the assessment that becomes public and results in statements
or symbols about how well students are learning. It often contributes to pivotal decisions
that will affect students’ futures. It is important, then, that the underlying logic and
measurement of assessment of learning be credible and defensible.”
6.1. Teachers’ Roles in Assessment of Learning
“Teachers have the responsibility of reporting student learning accurately and fairly, based
on evidence obtained from a variety of contexts and applications. Effective assessment of
learning requires that teachers provide:
 A rationale for undertaking a particular assessment of learning at a particular point in
time.
 Clear descriptions of the intended learning.
 Processes that make it possible for students to demonstrate their competence and skill.
7. Assessment for Learning
1. The emphasis shifts from summative to FORMATIVE assessment in Assessment for
Learning.
2. Assessment for Learning happens during the learning, often more than once, rather
than at the end.
3. Students understand exactly what they are to learn, what is expected of them and are
given feedback and advice on how to improve their work.

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7.1. Teachers’ Roles in Assessment for Learning
Assessment for learning occurs throughout the learning process. It is interactive, with
teachers:
 Aligning instruction
 Identifying particular learning needs of students or groups
 Selecting and adapting materials and resources
 Creating differentiated teaching strategies and learning opportunities for helping
individual students move forward in their learning
 Providing immediate feedback and direction to students.
8. PRINCIPLES OF ASSESSMENT
1. Assessment should be well aligned with students
• Objective
• Competences
• Educational standards
2. The formative assessment needs to scaffold students in the summative assessment
3. Assessment should become more like instruction
4. Assessment results need to be used by teachers to help students learn better
5. Assessment is not use to threaten and intimidate students
6. The teacher should encourage the learning community to engaged in assessment
7. Assessment is a technical competency by using assessment to make decisions about
the instruction
9. Standardized Vs Teacher Made Test
9.1. Standardized Tests
 It is less valid than teacher made test.

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 These are not simple in construction, where the content, scoring and interpretation
all get fixed or standardized for a particular age group, students of the same grade, at
different times and at different places.
 This is valuable to the teacher.
 Universal applicability is there and are prepared by experts and cater to all people’s
requirements.
 It is less relevant for a particular situation.
 It can be carelessly planned and executed as T.M test.
 Reliability is ensured .
 All the questions in it are expertly written, properly pre-tested, rigorously analyzed
and scientifically refined.
9.2. Teacher Made Test
 They are made by the teacher himself to measure the achievement of his pupil from
time to time.
 Limited area of applications; prepared by almost all the teachers according to their
requirements.
 Teacher is directly involved in test construction where he can measure directly
classroom m objectives and particular class situation.
 This is valuable to the teacher.
 It caters to classroom or local situation.
 It can be carelessly planned and executed
 Reliability is unknown.
 Done by the teacher himself.

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10. Methods of Test interpretation
10.1. Criterion Referenced Interpretation
 Describes student performance according to a specified domain or clearly defined
learning tasks.
 Concerned with national examination and other assessment bodies
 Used in the assessment of vocational and academic qualifications
 Results are given on a pass/fail, competent/not competent basis
 Results are conclusive and usually open to review
10.2. Norm Referenced Interpretation
Describe the student performance according to relative position in some known group:
 A standardized aptitude and achievement tests
 Teacher made survey test
11. Purpose of Assessment
 Identify what children know (knowledge)
 Identity what the children can do and how well can they do it (skill; performance)
 Find appropriate process for students to involve them in learning process
 Identify children’s specific needs
 Select appropriate curriculum to meet children’s individual needs
 Inspect the progress of children toward achieving educational goal
 Make policy regarding what is and what is not appropriate for children
 Communicate with parents to provide information about their children’s progress and
learning

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 Determine how well and to what extent programs and service children receive are
beneficial and appropriate.
12. Nature of assessment
There are two types of assessment on the basis of nature
12.1. Maximum performance
 Determines what individuals can do when performing at their best
 Aptitude test
 Achievement test
12.2. Typical Performance
 Determines what individual will do under natural condition
 Personality, interest
 Observational techniques
13. Forms of Assessment
There are two forms of assessment.
13.1. Fixed choice test
 Efficient measurement of knowledge and skills.
 Indirect indicator
 Standardized multiple choice test
13.2. Complex performance assessment
 Measurement of performance in context and on problem values in their own right
 Projects essay oral presentation

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14. Instructional process
Assessment play an important role in the instruction process:
 Preparing instructional goals and objectives
 Preassessing learner need
 Providing relevant instruction
 Assessing the intended learning outcomes
 Using assessment result to improves learning and instruction

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Summary
Testin education consists of aquestion or a series of questions or other exercises for measuring
the mental ability , capaciitty,skill,knowwleddge,achievement,progresss,aptitude,interest,social
or emotional adjustment or personality of any individual or a group of individuals. Testing refers
to the whole process of planning, constructing and administering a particular test under certain
rules and conditions. Measurement is the process of obtaining a numerical description of the
degree to which an individual possesses aparticular characteristic.Assessmentis a general term
that includes the full range of procedures used to gain information about student learning and
the formation of value judgments concerning learning progress. Evaluation is the broadest term
that involves making of value judgments about success and failure of something. Assessment
always ends with evaluation. Assessment may be carried out at the beginning during or end of
the instruction. Assessment may be criterion referenced or norm referenced if it is done while
comparing with some definite criteria or norm groups respectively. By nature assessment may
be regarded as maximum performance or typical performance f it relates to what a person can
do and what a person will do. According to their format tests may be used as fixed choice test
or complex performance test. Aligning instruction, identifying particular learning needs of
students or groups and providing immediate feedback and direction to students are the roles of
teacher in learning assessment. To identify what children know (knowledge), identity what the
children can do and how well can they do it (skill; performance), find appropriate process for
students to involve them in learning process identify children’s specific needs, select appropriate
curriculum to meet children’s individual needs assessment is done in educational setting.
Assessment play an important role in the instruction process.

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References
Https://www.slideshare.net/athiranandan/teacher-made-test-vs-standardized-test
Https://www.slideshare.net/fatimashafqat/test-interpretation
Https://www.slideshare.net/shresthadnes/assessment-types-and-purpose
Https://www.slideshare.net/lovesterlovester29/principles-of-assessment-54295254
Https://www.slideshare.net/jho_anne/definition-of-assessment
Https://www.slideshare.net/numbizz/introduction-to-test-measure-and-evaluation
Https://curriculum.gov.mt/en/Assessment/Assessment-of-
Learning/Documents/assessment_of_for_as_learning.pdf

measurement assessment and evaluation

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