CHAPTER – 1

INTRODUCTION
TO
MEASUREMENT,
ASSESSMENT
AND
EVALUATION

OBJECTIVES
The completion of this chapter will enable the
students to:
1. Explain meaning of measurement, assessment
and evaluation.
2. Differentiate among measurement, assessment
and evaluation.
2 ASSESSMENT IN EDUCATION

3. Justify the need for assessment in educational institutions.

4. Explicate types of assessment.
[CHAPTER – 1] INTRODUCTION TO MEASUREMENT, ASSESSMENT AND EVALUATION 3

INTRODUCTION TO MEASUREMENT,
ASSESSMENT AND EVALUATION

Educational institutions are established to cultivate certain traits in children desired by the
society. To bring these changes some contrived situations are created that are designed to
provide certain experiences to the students. Teaching is not only to deliver some lesson to
the students but it also encompasses to know the achievement of students. So teachers’
responsibility cannot be confined only to the instructional activities but they are also
responsible for assessment of students’ performance in academic areas. So teachers serving
at all levels (i.e. elementary, secondary and higher) of education need to have knowledge
and skills about measurement and assessment. Without having information about students’
progress in the areas of knowledge, skills and attitudes, it is very difficult for teachers to
make decisions in connection with their appropriate response to students’ learning needs.
Such information is provided by educational assessment. Teachers need to have sufficient
knowledge and skills in assessing nature and level of students’ learning. Measurement,
assessment and evaluation are the terms that are usually used in this area. Some people use
these interchangeably and think these have same meaning. Actually it is not the case, as
these are used by professionals working in this field of expertise make distinction among
these terms. In this chapter basic terms related to assessment, its need in educational
institutions and different types of assessment will be discussed.

1.1 CONCEPT OF MEASUREMENT

Let us read following definitions of ‘measurement’ to understand the concept with its true
spirit:
1. Measurement is the process of quantifying the degree to which someone or
something possesses a given trait, i.e. quality, characteristics or feature (Gay,
1985).
4 ASSESSMENT IN EDUCATION

2. Measurement is the systematic ascertaining of a 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
descriptions of behaviour and does not include qualitative descriptions or
judgments of the desirability of the behaviour being measured (Gronlund,
1990).
3. Measurement is the process of obtaining a numerical description of the degree
to which an individual possesses a particular characteristic. It answers the
question, “How much?” (Linn and Gronlund, 2003).
4. Measurement is the process of quantifying or assigning a number to
performance (Airasian, 1994).

The definitions referred above clearly indicate that measurement is a process by virtue of
which we only quantify or assign numbers to a given characteristic possessed by an
individual, behaviour exhibited by an individual or performance shown by an individual.
In other words we can say that it is the process of assigning numbers to individuals or their
characteristics according to specified rules. It requires the use of numbers but does not
require that value judgments be made about the numbers obtained from the process. We
measure achievement with a test by counting the number of test items a student answers
correctly, and we use exactly the same rule to assign a number to the achievement of each
student in the class. Measurements are useful for describing the amount of certain abilities
that individuals have. For that reason, they represent useful information for the assessment
and evaluation process. But can we measure all the important outcomes of our Instructional
efforts.

MEASUREMENT
Measurement is a process of assigning numbers to individuals for their
performance in a particular area or to their characteristics/traits which they
possess.

When we use knowledge and skills of measurement in teaching–learning process to get

information about students’ academic achievement and other traits, we call it educational
measurement.
[CHAPTER – 1] INTRODUCTION TO MEASUREMENT, ASSESSMENT AND EVALUATION 5

EDUCATIONAL MEASUREMENT
Measurement is a process of assigning numbers to students for their
performance with respect to their academic achievement in a test or any other
measuring instrument/scale, or traits like intelligence, aptitude, attitude, or
interests.

The scores of 9th class students in a test of 100 marks each in the subjects of English and
Urdu shown in the following table represent measurement.

Sr. No. Student Urdu English

1 Muhammad Amjad 70 60
2 Muhammad Aslam 45 80
3 Muhammad Zeesan 85 67
4 Haider Ali 80 76
5 Muhammad Naeem 65 75
6 Muhammad Akram 45 64
7 Muhammad Usman 56 43
8 Umar Farooq 74 54
9 Muhammad Hussain 60 75
10 Muhammad Latif 63 83

1.2 CONCEPT OF ASSESSMENT

In connection with the concept of assessment Linn and Gronlund (2003) offer their
comments as follows:
Assessment of student learning requires the use of a number
of techniques for measuring achievement. But assessment is more than a
collection of techniques. It is a systematic process that plays a significant
role in effective teaching. It begins with the identification of learning
goals and ends with a judgment concerning how well those goals have been
attained. (p. 29) The term assessment may be defined as:
6 ASSESSMENT IN EDUCATION

1. Assessment is a general term that includes the full range of procedures used
to gain information about student learning (observations, ratings of
performances or projects, paper-and-pencil tests) and the formation of value
judgments concerning learning progress (Linn and Gronlund, 2003, p. 31).
2. Assessment is a general term that includes all the ways teachers gather
information in their classrooms…………. It is the collection, synthesis, and
interpretation of information to aid the teacher in decision-making (Airasian,
1994, pp. 5, 7).
Assessment is a process of gathering information, not the product of this process. It may
include both quantitative descriptions (measurement) and qualitative descriptions (non-
measurement) of students. In addition, assessment always includes value judgments
concerning the desirability of the results. Assessment may or may not be based on
measurement; when it is, it goes beyond simple quantitative descriptions .
For many people, the words classroom assessment evoke images of pupils taking paper-
and-pencil tests, teachers scoring them, and grades being assigned to the pupils based upon
their performance. Assessment, as the term is used here, includes the full range of
information teachers gather in their classrooms; information that helps them understand
their pupils, monitor their instruction, and establish a practical classroom culture. It also
includes the variety of ways teachers gather, synthesize, and interpret that information.
Assessment is a general term that includes all the ways through which teachers gather
information in their classrooms. Assessment may be categorized as:
1. Summative Assessment
2. Formative Assessment
3. Diagnostic Assessment
4. Placement Assessment
5. Continuous Assessment

ASSESSMENT
Assessment is a process of gathering information by using different methods
and techniques (i.e. quantitative as well as qualitative) about students’
performance.
[CHAPTER – 1] INTRODUCTION TO MEASUREMENT, ASSESSMENT AND EVALUATION 7

1.3 CONCEPT OF EVALUATION

The purpose of evaluation is to make a judgment about the quality or worth of something–
an educational programme, worker performance or proficiency or student attainments.
That is what we attempt to do when we evaluate students' achievements, employees’
productivity, or prospective practitioners’ competencies. In each case the goal is not simply
to describe what the students, employees or other personnel can do.
Instead we seek answers to such questions as: How good is the level of achievement? How
good is the performance? Have they learned enough? Is their work good enough? These
are questions of value that require the exercise of judgment. To say simply that evaluation
is the process of making value judgments understates the complexity and difficulty of the
effort required. Once it has been determined that evaluation is needed, the evaluator must
decide what kind of information is needed, how the information should be gathered, and
how the information should be synthesized to support the out come – the value Judgment.
Thus, evaluation is as concerned with information gathering as it is with making decisions.
In addition, the term is used to refer to the product or outcome of the process. That is, we
might, for example, submit our evaluation (the product) of public's school performance to
his parents, following our evaluation (the process) of his accomplishments. In this respect
evaluation has a dual connotation.
Educational Evaluation is the process of carefully appraising the individual from a variety
of information giving device. Besides testing and other tools of measurement, evaluation
seeks additional evidences from various sources of information supplementing each other;
like interviews, questionnaires, anecdotal records, cumulative records, case conferences,
mechanical or electronic recorders, case studies, or projective techniques, etc; and the
selection, through careful analysis of data, most pertinent to a wise just and comprehensive
interpretation to make value judgment of the individual, or group under study.
Evaluation is based on two philosophies. One, traditional philosophy is that ability to learn
is randomly distributed in the general population. It means that if some learning task is
assigned to a class and then a test is administered to study their performance. The result of
the test shows that some students’ score is very high and some students' score is low and
majority of the students, score falls between these two extremes. It was the opinion of old
educators that all are not endowed with same intellectual abilities to benefit from schooling.
Generally, teacher weeded out students who tended to learn less well than their peers. This
was the old philosophy based on the superiority of heredity. This gave birth to
normreferenced measurement of intellectual abilities. It has been used in schools to
differentiate among individuals of some defined group or whatever is being measured. In
norm-referenced measurement, an individual's score is interpreted by comparing the score
to those of a defined group often called the normative group. The comparison is relative
rather than absolute.
8 ASSESSMENT IN EDUCATION

The other philosophy of measurement is based on democratic values and gives importance
to the environment. It is based on the universalisation of education. It assumes that
education is thought universal, the responsibility of the teacher to help as many students as
possible to learn. It has discarded the selection philosophy of normreferenced
measurement. All individuals can attain mastery of a learning task, provided they are given
opportunities and time. It assumes that with properly developed instructional sequence
every child could reach hundred percent mastery of any objective. It suggests that an
absolute standard should be used as reference for evaluation. These standards are the
objectives specified for instruction. Each student's status is determined by how he achieves
and satisfies its objectives for example, before a unit begins, the teacher may have decided
that three objectives were essential for every student. A student has to satisfy each in order
to receive a passing grade.
Thus we see that the two philosophies of evaluation are based on different concepts of
human potentialities and their development. One believes that human abilities are not
evenly distributed in the population. Achievement of individual learner differs greatly
whereas the other believes that all learners can attain the mastery of learning task
irrespective of individual differences among them. Evaluation in the eyes of experts of
evaluation is as under:
1. Evaluation is a process that includes measurement and possibly testing but it
also contains the notion of value judgment (Wiersma and Jurs, 1990).
2. Evaluation is a systematic process of collecting, analyzing and interpreting
information to determine extent the pupils are achieving instructional
objectives. (Gronlund, 1990).
3. The process of delineating, obtaining and providing useful information for
judging decision alternatives (Stiffle Beam, 1971).
4. According to Gay (1991) most of the definitions basically represent one of
two philosophical viewpoints, as illustrated by the following two definitions:
a. Evaluation is the systematic process of collecting and analyzing data in
order to determine whether, and to what degree, objectives have been,
or are being achieved.
b. Evaluation is the systematic process of collecting and analyzing data in
order to make decisions.
A systematic process or data collection, that is measurement and the analysis of
collected data, is common to both definitions although some definitions seem
to equate measurement with evaluation, most recognize that measurement is
one of the essential components of evaluation.
[CHAPTER – 1] INTRODUCTION TO MEASUREMENT, ASSESSMENT AND EVALUATION 9

5. Evaluation in our schools is essentially concerned with two major approaches

to making judgments: a. Product evaluation
Product evaluation is an evaluation of student performance in a specific
learning context. Such an evaluation essentially seeks to determine how
well the students have achieved the stated objectives of the learning
situation. In this sense the student's performance is seen as a product of
the educational experience, a school report is an example of product
evaluation.
b. Process evaluation
Process evaluation examines the experiences and activities coevolved in the
learning situation i.e. making judgments about the process by which
students acquired learning or examining the learning experience before
it has been concluded. In most cases, process evaluation is used when
making judgments about school effectiveness, classroom interactions,
and the curriculum and the effectiveness of specific programmes. For
example, process evaluation may be conducted upon the nature of
student-teacher interaction, instructional methods, school curricula, and
a programme for gifted students, and so forth.
6. Ebel and Frisible (1986) Observe that the difference between 'product' and
'process' evaluations is some thing of a fine line- Students usually pass
through a school, experience a curriculum and then depart. In that sense we
can refer to product, just as we can refer to a student's progress as 'the proof
is in the product' curriculum evaluations in the activity involved rarely comes
to a conclusion in schools, i.e. the curriculum is ongoing. However, if a
curriculum or a particular programme had been terminated, then a form of
product evaluation would be conducted.
The subcategories of process evaluation are frequently referred to in the literature:
curriculum evaluation, teacher evaluation and programme evaluation.

EVALUATION
Evaluation is a process of making value judgment about a project, a
programme or an institution. It is a wider term than assessment and
measurement. It uses the information collected through measurement and
assessment. In education it is basically concerned with making decisions
about worth of teaching and learning programmes, institutions or different
10 ASSESSMENT IN EDUCATION

projects like curriculum development, science project, middle school project,

NEAS etc. in light of their achievements against their objectives.

1.4 RELATIONSHIP AMONG MEASUREMENT, ASSESSMENT

AND EVALUATION
If we look at definitions of measurement, assessment and evaluation, we’ll find that there
exists a relationship among these terms. Let us try to understand it with help of following
example:
Government of the Punjab has established a number of universities after the
year 2001 by just raising the status of colleges. There were certain goals
that were to be achieved by the universities. Now the government needs to
know the functioning of universities to take some decisions. For this
purpose some tools will be used to collect data. Some data may be in form
of numbers while the other may be in form of words. Data will be about
performance of universities including students’ performance, curriculum,
socialization of students, and other aspects. Now the process of quantifying
different aspects of universities is measurement. The performance of
students measured by using tests along with questionnaires, opinionnaires,
interviews or observation is assessment. The decision of the government to
continue these universities with some modifications is based on value
judgment made on the basis of information gathered through measurement
and assessment.

The above example illustrates the relationship among measurement, assessment and
evaluation.
[CHAPTER – 1] INTRODUCTION TO MEASUREMENT, ASSESSMENT AND EVALUATION 11

1.5 NEED FOR ASSESSMENT

Assessment is an integral part of instructional process. In fact effectiveness of instruction
depends on the quality of assessment. It will not be wrong to say that assessment methods
determine the nature of instruction. Assessment is needed because it serves a variety of
purposes in an instructional set up. Let us discuss some important points that help us
understand the need of assessment.

1.5.1 INTERDEPENDENCE OF TEACHING, LEARNING AND

ASSESSMENT
Teaching is a process that aims at bringing some desirable changes in the students. These
changes may either be in the area of knowledge, skills or attitudes. The changes in
knowledge, attitudes or skills on the basis of experience and exhibited through behaviour
are known as learning. These changes are relatively permanent because these tend to
change in light of new experiences. So it seems that teaching is a process in which some
planned experiences are provided deliberately to affect students’ existing behaviour and
learning happens as a product of that process. In this context we can easily understand the
relationship between teaching and learning. But the question is whether the change in
behaviour as a result of instruction is in the right direction as well as up to the mark. To
know about it we need assessment that provides information in this regard. Without
assessment we cannot determine the effectiveness of teaching and the actual nature and
degree of learning. Let us understand it with the help of following points:

1.5.1.1 Identifying Instructional Goals

The first step in both teaching and assessment is determining the learning outcomes to be
expected from classroom instruction. How should students think and act when they
complete the learning experience? What knowledge and understanding should the students
possess? What skills should they be able to display? What interests and attitudes should
they have developed? What changes in habits of thinking, feeling, and doing should have
12 ASSESSMENT IN EDUCATION

taken place? In short, what specific changes are we striving for, and what are students like
when we have succeeded in bringing about these changes? Content standards and
curriculum guidelines established by a state or district provide a useful starting point for
specifying instruction goals, but they almost always require elaboration and additional
specificity in order to identify specific goals for students and to guide the details of
assessment development. 1.5.1.2 Pre-assessing the Learners' Needs
When the instructional goals have been clearly specified, it is usually desirable to make
some assessment of the learners' needs in relation to the learning outcomes to be achieved.
Do the students possess the abilities and skills needed to proceed with the instruction? Have
the students already developed the skills and understanding intended? Assessing students'
knowledge and skill at the beginning of instruction enables us to answer such questions.
This information is useful in planning work for students who lack the pre-requisite skills
and in modifying our instructional plans to fit the needs of the learners.
1.5.1.3 Providing Relevant Instruction
Relevant instruction takes place when course content and teaching methods are integrated
into planned instructional activities designed to help students achieve the intended learning
outcomes. During this instructional phase, measurement and assessment provide a means
of monitoring learning progress and diagnosing learning difficulties. Thus, periodic
assessment during instruction provides a type of feedbackcorrective procedure that aids in
continuously adapting instruction to group and individual needs.
Many of the assessments taking place during instruction that enable teachers to monitor
and make adjustments are effortlessly integrated into instructional activities. For example,
the instructional activity might be group work on a science problem, but during the group
activity a teacher may observe that Amjad is doing most of the talking and hands on work
with the apparatus while others in the group are largely passive observers. Such
observations allow teachers to make adjustments as the work progresses. On the other
hand, a short quiz or question and answer period may be used to check on the understanding
that individual students are acquiring through the group activity.
1.5.1.4 Assessing the Intended Learning Outcomes
The final step in the instructional process is to determine the extent to which the students
achieved the learning objectives. This is accomplished by using tests and other types of
assessments that are specifically designed to measure the intended learning outcomes.
Ideally, the content standards and instructional goals will clearly specify the desired
changes in students and the assessment instruments will provide a relevant measure or
description of the extent to which those changes have taken place. Matching a range of
assessment procedures to the intended learning outcomes is basic to effective classroom
assessment.
[CHAPTER – 1] INTRODUCTION TO MEASUREMENT, ASSESSMENT AND EVALUATION 13

1.5.1.5 Using the Results

Student assessment is often regarded as being essentially for the benefit of teachers and
administrators. This attitude overlooks the direct contribution assessment can make to
students. Properly used assessment procedures can contribute directly to improve student
learning by:
1. Clarifying the nature of the intended learning outcomes.
2. Providing short-term goals to work toward.
3. Providing feedback concerning learning progress.
4. Providing information for overcoming learning difficulties and for selecting
future learning experiences. Although these purposes are probably best
served by the periodic assessment during instruction, the final assessment of
intended outcomes also should contribute to these ends.
Information from carefully developed tests and other types of assessments also can be used
to improve instruction. Such information can aid in judging:
1. The appropriateness and attainability of the instructional goals.
2. The usefulness of the instructional materials, and
3. The effectiveness of the instructional methods.
Thus, assessment procedures can contribute to improvements in the teachinglearning
process itself, as well as contributing directly to improved student learning.
Assessment results are, of course, also used for assigning marks and reporting student
progress to parents. Portfolios of student work can be effective for communicating student
progress to parents in ways that not only give greater meaning to traditional marks or
grades, but also illustrate the areas where parents may help students with their learning.
The systematic use of a wide range of assessment procedures provides an objective and
comprehensive basis for reporting on each student's learning progress. In addition to
marking and reporting, assessment results also are used in the school for various
administrative and guidance functions. They are useful in curriculum development, in
aiding students with educational and vocational decisions, and in assessing the
effectiveness of the school programme.

1.5.2 ROLE OF ASSESSMENT IN INSTRUCTIONAL PROCESS

The role of assessment in instructional process can be determined by exploring the
relationship between decision-making in respect of their instruction on part of teachers and
assessment data. It is beyond doubt that a number of decisions made by teachers require
14 ASSESSMENT IN EDUCATION

them to add their informal observations of students with more systematic measures. Linn,
Miller & Gronlund (2005) seem to agree with this point when they comment as:
Numerous decisions made by teachers require them to supplement their
informal observations of students with more systematic measures of
aptitudes, achievement, and personal development. (p. 25).

A list of examples of the decisions and types of measurement and assessment procedures
that might be most helpful in answering the questions described by Linn, Miller &
Gronlund (2005) is as under:
1. How realistic are my teaching plans for this particular group of students?
(Scholastic aptitude tests, past records of achievement)
2. How should the students be grouped for more effective learning?
(Teacher-constructed tests, past records of achievement, observation)
3. To what extent are the students ready for the next learning experience?
(Pretests of needed skills, past records of achievement)
4. To what extent are students attaining the learning goals of the course?
(Teacher-constructed tests, class projects, oral questioning, observation)
5. To what extent are students progressing beyond the minimum essential
(Teacher-constructed tests, general achievement tests, class projects, portfolios of
student work, observation)
6. At what point would a review be most beneficial?
(Periodic quizzes, oral questioning, observation)
7. What types of learning difficulties are the students encountering? (Diagnostic
tests, observation, oral questioning, and portfolios of work products, student
conference;
8. Which students should be referred to counseling, special classes, or remedial
programs?
(Scholastic aptitude tests, achievement tests, diagnostic tests, observation)
9. Which students have poor self-understanding?
(Self-ratings, student conferences)
10. Which school grade should be assigned to each student?
(Review of portfolio of all assessment data)
11. What should parents be told about the progress of their child?
(Review of portfolio of all assessment data)
12. How effective was my teaching?
[CHAPTER – 1] INTRODUCTION TO MEASUREMENT, ASSESSMENT AND EVALUATION 15

(Achievement tests, students' ratings, supervisors' ratings)

The above questions rationalize the need for various types of information in teaching, but
it always should be kept in mind that instructional decisions are not so neatly ordered.
There are always several sub-questions to be answered and an overlap among the various
decisions. A variety of assessment data might be useful in a particular situation. The
teaching and learning process involves a continuous and interrelated series of instructional
decisions concerning ways to enhance student learning. We should here be clear that
effectiveness of the instruction depends to a large extent on the nature and quality of the
information on which the decisions are made.
Assessment is to provide relevant information that decision makers need about input,
output operations of programmes and placement of students in programmes. Levels of
understanding can be assessed and future educational objectives set, based on student
needs. Appropriate activities can be planned buy the teacher based on the knowledge of
the attributes of the student and their achievement of objectives that have been set for them.
Formation of objectives, selection of content and planning for learning experiences
appropriate to student achievement can be facilitated.

1.5.2 NATURE OF EDUCATIONAL DECISIONS

Assessment is to provide relevant information that decision makers need about input,
output operations of programmes and placement of students in programmes. Levels of
understanding can be assessed and future educational objectives set, based on student
needs. Appropriate activities can be planned by the teacher based on the knowledge of the
attributes of the student and their achievement of objectives that have been set for them.
Formation of objectives, selection of content and planning for learning experiences
appropriate to student achievement can be facilitated.
As long as there is need for the educator to make some instructional decisions (i.e.
curricular, selection, placement or classification decisions) based on the present or
anticipated educational status of the child so long will there be need for assessment in
educational enterprise. To the modern educator, the ultimate goal of assessment is to
facilitate learning. This could be done in a number of ways, in each way a separate type of
decision is required. The assessment decision also determines which of tests is to be used
for assessment. Thus there is a close relationship between the purpose of evaluation,
evaluative decisions and types of tests to be used for them. The purposes of assessment are
as follows:
1.5.2.1 Selection decision
Whenever there will be choice, selection decision is to be made. In our daily life we see
that institutions and organization need persons for their work, they get responses from
16 ASSESSMENT IN EDUCATION

several people but they cannot take all of them, they have to make selection out of them.
Assessment of these persons is to be made on the bases of tests given to them. Tests will
provide information, which will help in selection decision. Some persons will be acceptable
while others will not be acceptable. Similarly the universities have to make section
decisions for admitting the students to various courses. Courses in which hundreds of
candidates are applicants, Selection decision is to make on stronger footing. Naturally some
tests are given to the candidates to help in selection decision. Aptitude tests, intelligence
tests, achievement tests or prognostic tests are generally given for the purpose of selection
decision. There has been ruling from the judiciary that the scores on these tests should have
a good relationship with the success in the job or the course for which the tests has been
given. If any selection tests does not fulfill this requirement it needs to be improved or
replaced by a better one I Although perfection of such tests cannot be guaranteed but any
institution or organization which is interested in the best students or workers will continue
to make efforts in improving the tests being used for the purpose of selection. 1.5.2.2
Placement decision
Since school education should be provide to all in a welfare stat. the schools must make
provision for all, they cannot reject the candidates for admission as the universities or
colleges can do. How these candidates placed in different programmes of school education
is to be determined on the basis of their assessment. Such school determinations are called
placement decision. These decisions are required not only in the case of those who are with
some disadvantage but also with those who are gifted and talented. The schools have to
find one or the other programme for all school age children depending upon their weakness
or strength. Placement tests have to be different and more useful from selection, tests
because they improve the decision to differentially assign students to teaching
programmes. Achievement test and interview are generally used for placement decision.
1.5.2.3 Classification decisions
Assessment is also required to help in making decisions in regard to assigning a person to
one of several different categories, jobs or programmes. These decisions are called
classification decisions because in one particular job or programme, there may be several
levels or categories. To which level or category a particular person or child be assigned,
depends upon the results of the test. Aptitude tests, achievement tests, interest inventories
value questionnaires attitude scale and personality measures are used for classification
decision. There is a minor difference in classification, placement and selection.
Classification refers to the cases, where categories are essentially unordered, placement
refers to the case where the categories represent level of teaching or treatment and selection
refers to the case where the persons can be selected or rejected.
[CHAPTER – 1] INTRODUCTION TO MEASUREMENT, ASSESSMENT AND EVALUATION 17

1.5.2.4 Diagnosis and remedial decisions

Assessment is required to locate the students who need special remedial help. For example
what instructional strategies the teacher should use to help a particular student or a group
of student so that the opportunities are maximized to achieve the objective.
Aptitude tests, intelligence tests, diagnostic achievement tests, diagnostic personality
measures etc. may be used to achieve the purpose.
1.5.2.5 Feed back
It is not sufficient to assessment student through a test and doing nothing after that. A good
teacher will use tests for the purpose of providing feed back to students. Feedback may be
effective or ineffective depending upon the circumstances. Feedback will facilitate learning
if it confirms the learner's correct responses or identifies errors and corrects them. Test
results made available to parents may be used for making feedback as evaluation device.
It is also to be remembered that feedback is both for the student and teacher because it
provides information to both and helps in knowing how well students have learnt and how
well the teacher has taught.
1.5.2.6 Motivation and guidance of learning
Assessment is also used to motivate the students for more study and providing for learning.
However motivation device can be used positively as well as negatively. Unfortunately
most of the school-teacher use motivation as a negative device rather than positive one.
Threat to failure in the examination or refusing to grant annual promotion to next class can
motivate the student but if they are motivated with using such evaluation techniques which
provide more confidence to the students in the subject, they will be more effective and
lasting. Aptitude tests, achievement tests, attitude scales, personality measures, interest
inventories, surprise quizzes encourage student for more study and understanding.
1.5.2.7 Assigning marks to students
The instructional programme remains incomplete if it is not followed by assessment.
Although no teacher chooses teaching profession because he is interested in evaluating the
students but no teacher confines his job to teaching only. He regularly evaluates his
students and assigns them marks. Actually most of the teachers are giving most of their
time to this purpose. If teachers do not evaluate their students, do not assign those marks
or grades, how can they check their effectiveness of teaching and learning outcome of the
students? In short we can conclude that assessment is needed because it:
1. Help teachers understand students’ learning needs.
2. Help teachers to make instructional planning.
3. Help teachers take important instructional decisions
18 ASSESSMENT IN EDUCATION

4. Help teachers better understand children’s progress in learning

5. Guide teachers’ responses to children’s learning, e.g. decide on the next steps
and set targets
6. Help raise children’s achievements
7. Help give children feedback on their learning
8. Help monitor standards of children’s work
9. Help evaluate the effectiveness of planning and teaching
10. Inform parents about children’s progress
11. Inform teachers about children’s achievements
12. Help teachers and schools address accountability

1.6 TYPES OF ASSESSMENT

The assessment process may include a wide variety of procedures. These may be classified
and described in many different ways, depending on the frame of reference used. Here we
shall present those bases for classification that are most useful for understanding and using
assessment procedures in teaching. Although the categories are not discrete, they provide
a good general overview of assessment procedures and a useful introduction to some basic
terms.

1.6.1 MAXIMUM PERFORMANCE VERSUS TYPICAL PERFORMANCE

Tests and other types of assessments may be placed in two broad categories on the basis
of the nature of the measurement. These have been labeled by Cronbach (1990) as
measures of maximum performance and measures of typical performance. In the first
category are those procedures used to determine a person's developed abilities or
achievements. Procedures of this type are concerned with how well individuals perform
when they are motivated to obtain as high a score as possible. In short, the assessment
results indicate what individuals can do when they put forth their best effort. Aptitude and
achievement tests are included in this category. A distinction between these two types of
tests is commonly made in terms of the use of the results rather than of the qualities of the
tests themselves. An aptitude test is primarily designed to predict success in some future
learning activity; an achievement test is designed to indicate degree of success in some past
learning activity.
Because some tests may be used for both purposes, however, it is obvious that the
difference is mainly a matter of emphasis. For example, an algebra test designed to measure
[CHAPTER – 1] INTRODUCTION TO MEASUREMENT, ASSESSMENT AND EVALUATION 19

achievement at the end of the course also may be used to predict success in future
mathematics courses, Such overlapping of function prevents distinct classification, but the
terms aptitude and achievement provide useful designations for discussions of measures of
ability.
Although the intent of assessments of student achievement is to measure "maximum
performance," they can do so only if students attempt to do their best when taking the
assessment. If a student is not so motivated, the results obviously may underestimate his
or her maximal performance. Thus, the notion of maximal performance refers to the intent
of the assessment rather than what may be validly concluded from the score obtained by a
student.
The second category in this classification of procedures includes those designed to reflect
a person's typical behaviour. Procedures of this type are concerned with what individuals
will do rather than what they can do. Methods designed to assess interests, attitudes,
adjustment, and various personality traits are included in this category. Here the emphasis
is on obtaining representative responses rather than high scores. Although this is an
extremely important area in which to appraise students, assessments of typical behaviour
are fraught with difficulties. Limitations of testing instruments in this field have led to wide
use of interviews, questionnaires, anecdotal records, ratings, and various other self-report
and observational techniques. None of these techniques alone provides an adequate
appraisal of typical behaviour, but the combined results of a number of them enable the
teacher to make fairly accurate judgments concerning student progress and change in these
areas.

1.6.2 FIXED-CHOICE TESTS AND COMPLEX-PERFORMANCE

ASSESSMENTS
The format of tests and assessments has been the subject of considerable debate and
controversy in recent years. The multiple-choice test item has been the most widely used
format on standardized tests in the United States for more than half a century. Multiple-
choice and other variations of fixed-choice test items (e.g., true-false, matching) are highly
efficient because students can respond to a relatively large number of questions in a brief
period of time and the responses can be machine scored. Objective scoring, high reliability
for a given period of time, and cost effectiveness are major advantages of this technique.
Although fixed-choice tests have always had their critics, several perceived weaknesses
of this testing format have attracted widespread attention in recent years. Of particular
concern are the beliefs that, first, fixed-choice tests tend to overemphasize, factual
knowledge and low-level skills at the expense of higher-order problem solving and
conceptual skills, and second, such tests drive instruction in ways that are inconsistent with
current understandings of cognition and learning, which emphasize the importance of
20 ASSESSMENT IN EDUCATION

engaging students in the construction of knowledge and their own understandings rather
than the accumulation of discrete facts and procedural skills.
During the 1990s there was a groundswell of support for a quite different approach to
measurement and assessment, one that relies on extended tasks and the analysis of complex
student performances. Performance-assessment tasks are intended to closely reflect long-
term instructional goals. They require students to solve problems of importance side the
confines of the classroom, or to perform in ways that are valued in their own rid Written
essays are one example of a complex-performance task that reflects the instructional goal
of effective communication more than a fixed–choice test could, Other examples include
open-ended mathematics problems requiring extended responses, laboratory experiments
in science, the creation of a piece of art, oral presentations, projects, and exhibitions of
student work.
Fixed-choice tests and complex-performance assessments represent two ends of a
continuum. Tests requiring the construction of short answers fall between the extremes.
Even an essay test may fall short of the intent of a complex-performance assessment if
students are allowed only a brief period to respond, have no choice of topic, and have
chance to revise.
Performance assessments are frequently referred to as "authentic assessments" to
emphasize that they assess performance while students are engaged in problem solving and
learning experiences that are valued in their own right, not just as a means of appraising
achievement. However, not all performance assessments are "authentic" in the sense that
they engage students in solving real problems.
Performance assessments are more time-consuming to administer and score than fixed-
choice rests. Human Judgment is a critical part of scoring and requires a high degree of
expertise and training. Fixed-choice tests and complex-performance assessment, as well as
a range of intermediate techniques, are useful for assessing student achievement. A full
range of assessment procedures needed, and the particular mix must be carefully tailored
to the purposes of the assessment and to its impact on teaching and learning.

1.6.3 PLACEMENT, FORMATIVE, DIAGNOSTIC, AND SUMMATIVE

ASSESSMENT
Tests and other assessment procedures can also be classified in terms of their functional
role in classroom instruction. One such classification system follows the sequencer which
assessment procedures are likely to be used in the classroom. These categories classify the
assessment of student performance in the following manner:
1. Placement assessment: To determine student performance at the beginning
of instruction.
[CHAPTER – 1] INTRODUCTION TO MEASUREMENT, ASSESSMENT AND EVALUATION 21

2. Formative assessment: To monitor learning progress during instruction.

3. Diagnostic assessment: To diagnose learning difficulties during instruction.
4. Summative assessment: To assess achievement at the end of instruction.

Although a single instrument may sometimes be useful for more than one purpose (e.g.,
both form formative and summative assessment purposes), each of these types of
classroom assessment typically requires instruments specifically designed for the intended
use.
1.6.3.1 Placement Assessment
Placement assessment is concerned with the student's entry performance and typically
focuses on questions such as the following:
1. Does the student possess the knowledge and skills needed to begin the
planned instruction? For example, is a student's reading comprehension at a
level that allows him or her to do the expected independent reading for a unit
in history, or does the beginning algebra student have a sufficient command
of essential arithmetic concepts?
2. To what extent has the student already developed the understanding and skills
that are the goals of the planned instruction? Sufficient levels of
comprehension and proficiencies might indicate the desirability of skipping
certain units or of being placed in a more advanced course.
3. To what extent do the student's interests, work habits, and personality
characteristics indicate that one mode of instruction might be better than
another (e.g., group instruction versus independent study)? Answers to
questions like these require the use of a variety of techniques: records of past
achievement, pretests on course objectives, self-report inventories,
observational techniques, and so on. The goal of placement assessment is to
determine for each student the position in the instructional sequence and the
mode of instruction that is most beneficial.

1.6.3.2 Formative Assessment

Formative assessment is used to monitor learning progress during instruction; its purpose
is to provide continuous feedback to both student and teacher concerning learning
successes and failures. Feedback to students provides reinforcement of successful learning
and identifies the specific learning errors and misconceptions that need correction.
Feedback to the teacher provides information for modifying instruction and for prescribing
group and individual work. Formative assessment depends heavily on specially prepared
22 ASSESSMENT IN EDUCATION

tests and assessments for each segment of instruction (e.g., unit, chapter). Tests and other
types of assessment tasks used for formative assessment are most frequently teacher made,
but customized tests from publishers of textbooks and other instructional materials also can
serve this function. Observational techniques are, of course, also useful in monitoring
student progress and identifying learning errors. Because formative assessment is directed
toward improving learning and instruction, the results typically are not used for assigning
course grades.

1.6.3.3 Diagnostic Assessment

Diagnostic assessment is a highly specialized procedure. It is concerned with the persistent
or recurring learning difficulties that are left unresolved by the standard corrective
prescriptions of formative assessment. If a student continues to experience failure in
reading, mathematics, or other subjects, despite the use of prescribed alternative methods
of instruction, then a more detailed diagnosis is indicated. To use a medical analogy,
formative assessment provides first-aid treatment for simple learning problems and
diagnostic assessment searches for the underlying causes of problems that do not respond
to first-aid treatment. Thus, diagnostic assessment is much more comprehensive and
detailed. It involves the use of specially prepared diagnostic tests as well as various
observational techniques. Serious learning disabilities also are likely to require the services
of educational, psychological, and medical specialists, and given the appropriate diagnosis,
the development of an individualized education plan (IEP) for the student. The aim of
diagnostic assessment is to determine the causes of persistent learning problems and to
formulate a plan for remedial action.

1.6.3.4 Summative Assessment

Summative assessment typically comes at the end of a course (or unit) of instruction. It is
designed to determine the extent to which the instructional goals have been achieved and
is used primarily for assigning course grades or for certifying student mastery of the
intended learning outcomes. The techniques used in summative assessment are determined
by the instructional goals, but they typically include teacher made achievement tests,
ratings on various types of performance (e.g., laboratory, oral report), and assessments of
products (e.g., themes, drawings, research reports). These various sources of information
about student achievement may be systematically collects into a portfolio of work that may
be used to summarize or showcase the student's accomplishments and progress. Although
the main purpose of summative assessment is grading, or the certification of student
achievement, it also provides information for judging the appropriateness of the course
objectives and the effectiveness of the instruction.
[CHAPTER – 1] INTRODUCTION TO MEASUREMENT, ASSESSMENT AND EVALUATION 23

1.6.3.5 Continuous Assessment

Continuous assessment means assessing aspects of learners' learning throughout
year/semester and then producing a final evaluation result from these assessments. It can
be compared with a final or summative assessment, which only assesses the learner at the
end of the year/semester. Continuous assessment often provides a more accurate and
complete picture of the learner's level and has a positive impact on learning. In this type of
assessment, the assessment tasks, exercises or activities are spread throughout the time of
study (e.g. throughout the semester that a subject runs), rather than being concentrated say
at the end. It is not formative as formative assessment is meant for providing information
to teachers to make decisions about where the teaching needs to go next in order to assist
that student’s learning. It is part of the teaching cycle, and not part of grading, whereas
continuous assessment is employed for grading.
1.6.4 NORM-REFERENCED AND CRITERION-REFERENCED
MEASUREMENT
The interpretation of the results of tests and other assessment procedures also provides a
method of classifying these instruments. There are two basic ways of interpreting student
performance. Norm-referenced interpretation describes the performance in terms of the
relative position held in some known group (e.g., typed better than 90 percent of the class
members). Criterion- referenced interpretation describes the specific performance that
was demonstrated (e.g., typed 40 words per minute without error). When interpretations
are confined to the attainment of a specific objective (e.g., capitalized all proper nouns)
they are sometimes called objective referenced. This is a type of criterion-referenced
interpretation, but it does not cover as broad a domain of tasks as that typically used in
criterion referencing.
Current standards-based assessments provide a major example of criterionreferenced
interpretations. Standards-based assessments are developed to be aligned with specific
content standards and use a small number of levels of performance for reporting based on
fixed performance standards. For example, the assessment results may be reported in terms
of three to five categories of performance, e.g., partially proficient, proficient, and
advanced performance levels. The categorization of a student as meeting, say, the
proficient performance standard does not depend on a comparison of that student's
performance to that of other students. Rather, the reference is only to the criterion or
cutscore established by the proficient performance standard. That is, a criterion–referenced
interpretation is made of the performance on the standards-based assessment.
1.6.4.1 Norm-referenced interpretations depend on a comparison of a student's
performance to that of other students whose performance defines the norms. The norms
might be based on a local, provincial, or national group, depending on the use to be made
24 ASSESSMENT IN EDUCATION

of the results. Using national norms, for example, we might describe a student's
performance on a vocabulary test as equaling or exceeding that of 76 percent of a national
sample of sixth-graders.
1.6.4.2 Criterion-referenced interpretations can be made in various ways. For example,
we can:
(1) Describe the specific learning tasks a student is able to perform (e.g., counts
from 1 to 100),
(2) Indicate the percentage of tasks a student performs correctly (e.g., spells 65
percent of the words in the word list), or
(3) Compare the test performance to a set performance standard and decide
whether the student meets a given standard (e.g., performed at the proficient
level). Although a performance standard can be used in making one type of
criterion-referenced interpretation, it is not an essential element of
criterionreferenced assessment, as illustrated in the first two examples.

NORM-REFERENCED AND
CRITERIONREFERENCED ASSESSMENT

Norm-Referenced Assessment: A test or other type of

assessment designed to provide a measure of performance that
is interpretable in terms of an individual’s relative standing in
some known group.
Criterion-Referenced Assessment: A test or other type of
assessment designed to provide a measure of performance that
is interpretable in terms of a clearly defined and delimited
domain of learning tasks.
Although the term percent was used in illustrating both types of interpretation, it was used
in a distinctly different way each time. The norm-referenced interpretation indicated the
student's relative standing in a norm group by noting the percentage of students in the group
who obtained the same or a lower score (called a percentile score). The criterion-referenced
interpretation focused on the percentage of items answered correctly (called a percentage-
correct score). Although many types of scores are used in testing, the distinction between
the percentile score and the percentage-correct score is a significant one because it
illustrates the basic difference between a norm-referenced interpretation and a criterion-
referenced interpretation.
Strictly speaking, "norm referenced" and "criterion referenced" refer only to the method
of interpreting the results. These distinct types of interpretation are likely to be most
[CHAPTER – 1] INTRODUCTION TO MEASUREMENT, ASSESSMENT AND EVALUATION 25

meaningful and useful, however, when tests (and other assessment instruments) are
specifically designed for the type of interpretation to be made. Thus, it is legitimate to use
the terms criterion referenced and norm referenced as broad categories for classifying tests
and other assessment procedures.
Tests and assessments that are specifically built to maximize one type of interpretation are
impossible to identify merely by examining the test itself). It is in the construction and use
of the tests and assessments that differences can be noted. An identifying feature of norm-
referenced tests is the selection of items of average difficulty and the elimination of items
that all students are likely to answer correctly. This procedure provides a wide spread of
scores so that discrimination among students at various levels of achievement is possible.
This is useful for decisions based on relative achievement, such as selection, grouping, and
relative. By contrast, criterion-referenced tests include items that are directly relevant to
the learning outcomes to be measured, without regard to whether the items can be used to
discriminate among students. No attempt is made to eliminate easy items or alter their
difficulty. If the learning tasks are easy, then test items will be easy. The goal of the
criterion-referenced test is to obtain a description of the specific knowledge and skills each
student can demonstrate. This information is useful for planning both group and individual
instruction.
These two types of assessments are best viewed as the ends of a continuum, rather than as
a clear-cut dichotomy. As shown in the following continuum, the criterionreferenced test
emphasizes description of performance and the norm-referenced test emphasizes
discrimination among individuals.

Criterion–referenced Norm–referenced
assessment assessment

Discrimination among Description of

individuals Performance

In an attempt to capitalize on the best features of both, test publishers have attempted to
make their norm-referenced tests more descriptive, thus allowing for both norm-reference
and criterion-referenced interpretations. Similarly, test publishers have added norm–
referenced interpretations to tests that were specifically built for criterion– referenced
interpretation. The use of dual interpretation with published tests seems to be increasing,
moving many tests more toward the center of the continuum. Although this involves some
26 ASSESSMENT IN EDUCATION

compromises in test construction and some cautions in test interpretation, the increased
versatility may contribute to more effective test use.
Combined Type
assessment

Criterion–referenced Norm–referenced
assessment assessment

Description of
Performance

Dual Interpretation

1.6.4.3 Common Characteristics of NRTs and CRTs

If we look at the characteristics of Norm – referenced and criterion – referenced
assessment, we can find a number of similarities. The common characteristics of both types
are as:
1. Both require specification of the achievement domain to be measured.
2. Both require a relevant and representative sample of test items.
3. Both use the same type of test items.
4. Both use the same rules for item writing (except for item difficulty) 5.
Both are judged by the same qualities of goodness (validity and reliability)
6. Both are useful in educational assessment.

1.6.4.4 Differences between Norm – Referenced Tests NRTs and CRTs and
Criterion – Referenced Tests
It is to remember that differences between NRTs and CRTs are only a matter of emphasis.
Any how the differences between Norm – referenced and criterion – referenced assessment
are given in the following table:
Norm – Referenced Tests Criterion – Referenced Tests
Sr. # Characteristic (NRTs) (CRTs)
[CHAPTER – 1] INTRODUCTION TO MEASUREMENT, ASSESSMENT AND EVALUATION 27

1 Coverage of Typically covers a large domain Typically focuses on a delimited

Domain of of learning tasks, with just a few domain of learning tasks, with a
Learning Tasks items measuring each specific relatively large number of items
task. measuring each specific domain.

2 Emphasis Emphasizes discrimination Emphasizes description of what

among individuals in terms of learning tasks can and cannot
relative level of learning perform.

3 Difficulty Level Favours items of average Matches item difficulty to

difficulty and typically omits learning tasks, without altering
very easy and very hard items. item difficulty or omitting easy
and hard items.

4 Interpretation Interpretation requires a clearly Interpretation requires a clearly

defined group. defined and delimited
achievement domain.

The basic ways of describing classroom tests and other assessment procedures are
presented in the following Table.

Basis for
Classification Type of Assessment Function of the Assessment Illustrative Instruments

Maximum Performance Determines what individuals Aptitude tests, achievement

can do when performing at tests
their best.
Nature of Assessment Typical Performance Determines what individuals Attitude, Interest, and
will do under natural Personality
conditions. Inventories; Observational
Techniques; Peer Appraisal
Fixed-choice Test Efficient measurement of Standardized multiple-choice
knowledge and skills, indirect test
indicator,
Complex- performance Measurement of performance Hands-on Laboratory
Form of Assessment Experiment,
Assessment in contexts and on problems
valued in their own right. Projects, Essays, Oral
Presentations
28 ASSESSMENT IN EDUCATION

Placement Determines prerequisite skills, Readiness tests,

degree of mastery of course Aptitude tests,
goals, and/or best mode of Pretests on course objectives,
learning. Self-report inventories,
Observational Techniques.
Formative Determines learning progress, Teacher-made tests,
provides feedback to reinforce Custom-made tests from
learning, and corrects learning textbook publishers,
Use in Classroom errors. Observational Techniques.
Instruction
Diagnostic Determines causes Published diagnostic tests,
(intellectual, physical, teacher-made diagnostic tests,
emotional, environmental) of observational techniques
persistent learning difficulties.
Summative Determines end-of-course Teacher-made survey tests,
achievement for assigning performance rating scales,
grades or certifying mastery of product scales
objectives.
Criterion Referenced Describes student performance Teacher-made tests,
according to a specified custommade tests from test
domain of clearly defined publishers, observational
learning tasks (e.g. adds techniques
Method of Interpreting singledigit whole numbers).
Results Norm Referenced Describes student performance Standardized aptitude and
according to relative position in achievement tests, teachermade
some known group (e.g., ranks survey tests, interest
tenth in a classroom group of inventories, adjustment
30). inventories

ACTIVITY
The students are required to read the text carefully and make a comparative statement
of characteristics of measurement, assessment and evaluation. Discuss with their
concerned teacher and class fellows and prepare a chart for display in the class.

SELF-ASSESSMENT QUESTIONS
[CHAPTER – 1] INTRODUCTION TO MEASUREMENT, ASSESSMENT AND EVALUATION 29

MULTIPLE–CHOICE ITEMS
1. Process of quantifying a given trait, achievement or performance of some one is
called:
a. Test
b. Measurement
c. Assessment
d. Evaluation

2. A collection of Procedures used to collect information about students’ learning

progress is called:
a. Measurement
b. Assessment
c. Evaluation
d. All of the above
3. The process of collection, synthesis, and interpretation of information to aid the
teacher in decision-making is called:
a. Test
b. Measurement
c. Assessment
d. Evaluation
4. According to _________, assessment is a general term that includes the full range
of procedures used to gain information about student learning (observations, ratings
of performances or projects, paper-and-pencil tests) and the formation of value
judgments concerning learning progress: a. Airasian
b. Gay
c. Linn and Gronlund
d. Gronlund
5. Evaluation is a process of:
a. Assigning numbers to a given trait
b. Making value judgment of students’ learning
c. Making value judgment of institutions, programmes, or projects
d. Making value judgment of teachers’ performance
6. Measurement includes __________ procedures:
30 ASSESSMENT IN EDUCATION

a. Quantitative
b. Qualitative
c. Quantitative as well as qualitative
d. None of the above
7. An evaluation of student performance in a specific learning context is called:
a. Process Evaluation
b. Product Evaluation
c. Formative Evaluation
d. Summative Evaluation
8. Examination of experiences and activities evolved in the learning situation is called:
a. Process Evaluation
b. Product Evaluation
c. Formative Evaluation
d. Summative Evaluation
9. Evaluation is an umbrella term that covers:
a. Measurement
b. Assessment
c. Testing
d. All of the above
10. Learning style of students is determined by:
a. Text books
b. Learning material
c. Assessment procedures
d. Teachers
11. Results of students’ assessment can be used for:
a. Clarifying the nature of the intended learning outcomes.
b. Providing short-term goals to work toward.
c. Providing feedback concerning learning progress.
d. All of the above
12. Information from carefully developed tests and other types of assessments can aid
in judging:
a. The appropriateness and attainability of the instructional goals.
b. The usefulness of the instructional materials,
c. The effectiveness of the instructional methods.
[CHAPTER – 1] INTRODUCTION TO MEASUREMENT, ASSESSMENT AND EVALUATION 31

d. All of the above

13. Decision regarding the placement of student in suitable educational set up is called:
a. Selection decision
b. Placement decision
c. Classification decision
d. Diagnostic and remedial decision
14. The basis of measure of maximum performance versus typical performance is:
a. Nature of assessment
b. Format of assessment
c. Functional role in classroom assessment
d. Interpretation of results
15. Norm–referenced assessment emphasizes on:
a. Description of students’ performance
b. Discrimination among individuals
c. Both a and b
d. Neither a nor b

RESTRICTED RESPONSE ITEMS

1. Briefly describe meaning of measurement, assessment and evaluation.
2. Highlight the differentiating features of measurement, assessment and evaluation.
3. Identify relationship among measurement, assessment and evaluation.
4. Differentiate norm referenced assessment from criterion referenced assessment
5. Enlist types of assessment
6. State difference between formative and summative assessment

EXTENDED RESPONSE ITEMS

1. Elaborate meaning of measurement, assessment and evaluation by comparing their
salient features.
2. Explain the relationship among teaching, learning and assessment.
3. Describe types of assessment
4. Discuss the point that highlight differences between norm referenced assessment
and criterion referenced assessment
5. State the need of assessment in instructional process
32 ASSESSMENT IN EDUCATION