Objectives
- · To define Evaluation, Tests and Measurement
- · To differentiate Evaluation, Tests and Measurement
Evaluation
In educational system, evaluation is defined as a process of
determining the extent to which educational objectives are achieved by the
students.
It is
also defined as “The systematic process of collecting, analyzing, and
interpreting information to determine the extent to which pupils are achieving
instructional objectives” (Norman E. Gronlund, 1990)
Evaluation
is the systematic process of collecting and analyzing data in order to make
decision. Evaluation is a much more comprehensive term than measurement, and
testing is just one type of measurement. The term measurement is limited to
quantitative description of pupils; that is, the results of measurement are
always expressed in numbers (correctly solved 35 of the 40 arithmetic
problems). It does not include qualitative descriptions (work was neat) nor
does it imply judgment concerning the worth or value of the obtained results.
Evaluation, on the other hand, may include both quantitative description
(measurement) and qualitative descriptions (non measurement) of pupils. In
addition, evaluation always includes value judgments concerning the
desirability of the results.
Types of evaluation
Evaluation may be conducting at several places or instances in the teaching
learning process, both for product and process evaluation purposes. Many
teachers may not realize that they actually can, and frequently do, evaluate in
ways other than to provide evaluating information for the end of a course of
study. The forms of evaluation are commonly accepted by educators, particularly
for student’s evaluation and curriculum evaluation.
Formative Evaluation
“Formative evaluation is used to monitor learning process during
instruction and to provide continuous feedback to both pupil and teacher
concerning learning successes and failures. Feed back to the pupils reinforces
successful learning and identifies the learning errors that need correction.
Feed back to the modifying instruction and prescribing group and individual
works”. (N.E. Gronlund (1985)
Summative Evaluation
“Summative evaluation typically comes at the end of a course or unit of
instruction. It is designed to determine the extent to which the instructional
objectives have been achieved and used primarily for assigning course grades or
certifying pupil mastery for intended learning outcomes”. (E.N. Gronlund (1985)
Diagnostic Evaluation
“Diagnostic evaluation is directed towards two purposes,
either for placement of students properly at the outset of an instructional
period (such as secondary school) or to discover the underlying cause of
deficiencies in student learning as instruction unfolds. The essential feature
of diagnostic evaluation, therefore, is to provide useful information on
student performance in order to address a perceived problem”.
Diagnostic evaluation may be employed when modifying content
in a curriculum by the exclusion and addition of material or in modifying the
programme of a student to meet individual needs. (Chintol I.Chase (1978)
Measurement
Measurement is the quantitative aspect of evaluation. With
the help of measurement, the achievement of the students in various subjects
can easily be described by telling their scores. Measurement may be defined as
the assignment of one of a set of numbers to each of a set of persons or
objects according to certain established rules. The set of numbers depend upon
the nature of the characteristics being measured and upon the type of measuring
instrument used. The kind of measurements made in education varies a great deal
in their precision and accuracy While the goal should be to measure as precisely
as possible.
“Measurement is the
systematic ascertaining of characteristic property or attribute through a
numerical device. The device may be an inventory, a checklist, questionnaire,
scale or test. Measurement is limited to quantitative description of behavior
and does not include qualitative description or judgment of the desirability of
the behavior being measured. In this respect measurement differs from
evaluation. (Norman E.Gronlund (1990)
Testing
A test
is a systematic procedure for measuring a sample of students’ behavior under
specified conditions. It consists of a number of questions to be answered, a
series of problems to be solved, or a set of tasks to be performed by the
examinees. The task might call upon the examinees to string beads, to complete
the missing part of a picture, or to make some design from colored blocks. The
questions, problems and tasks are called test items.
Tests
Ability Tests
1.
Achievement Tests
2.
Aptitude Tests
3.
Intelligence Tests
Personality Tests
1.
Attitude Tests
2.
Interest Tests
3.
Adjustment Temperament Tests
4.
Character Tests
5.
Others
Achievement Tests
According to Function
1.
Pre Tests,
2.
Mastery Tests,
3.
Diagnostic,
4.
Survey
According to Medium Employed
- 1. Oral Tests
- 2. Written Tests
- 3. Performance Tests
According to Time Available
- 1.
Speed
- 2.
Power
According to Refinement of Procedure
- 1. Standardized Tests,
- 2. Teacher Made Tests
According to Examiner's Role in Scoring
- 1. Essay
- 2. Objective
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