CONCEPTS AND NATURE OF

MEASUREMENTS AND
EVALUATION
HARIPRIYA DEVANATHAN
MPT(1ST YEAR)
 AGEND
A
 Introduction
 Definition
 Characteristics
 Importance
 Role of evaluation
 Purpose of evaluation
 Types of evaluation
 Tools of evaluation
 Factors affecting evaluation
 Measurement
 Types of measurement
 Methods of measurement
INTRODUCTION

• Evaluation is a comprehensive and continuous process which assesses overall

personality of a student.

• Evaluation is an important component of the teaching-learning process. It helps

teachers and learners to improve teaching and learning. Evaluation is a
continuous process not a periodic exercise.

• It is desirable that teachers must acquire knowledge and understanding about

the various aspects of evaluation and its application in classrooms.

• Evaluation in one form or the other is inevitable in teaching-learning, as in all

fields of activity of education judgements need to be made.
DEFINITION

• C.E.Beeby (1977). Who described evaluation as "the systematic

collection and interpretation of evidence leading as a part of
process do a judgement of value with a view to action.“

• There are the following four key elements:

• I) systematic collection of evidence
• ii) its interpretation
• iii) judgement of value
• Iv) a view to action
• The first element 'systematic collection' implies that
whatever information is gathered, should be acquired in a
systematic and planned way with some degree of precision.

• 'Interpretation of evidence' is a critical aspect of the

evaluation process. The mere collection of evidence does
not by itself constitute evaluation work. The information
gathered for the evaluation of an educational programme
must bd carefully interpreted.
• Judgement of value takes evaluation far beyond the level of mere
description of what is happening in an educational enterprise, but
requires judgements about the worth of an educational endeavor. It
involves questions about how well a programme is helping to meet
larger educational goals.

• "With a view to action", introduces the distinction between an

undertaking that results in a judgement of value with no specific
reference to action (conclusion-oriented) and one that is deliberately
undertaken for the sake of future action (decision-oriented).
Educational evaluation is clearly decision-oriented and is under- taken
with the intention that some action will take place as a result. It is
intended to lead to better policies and practices in education.
CHARACTERISTICS OF EVALUATION

Evaluation should ideally, be valid, reliable, practicable, fair and useful.

VALIDITY:
• A valid evaluation is one which actually tests what is sets out to test i.e., one which
actually measures the behavior. Questions that are intended to test recall of factual
material but which actually test tbe candidate's powers of reasoning, or questions
which assume a level of pre-knowledge that the candidates do not necessarily
possess.

• Example: a simple science question given to school children produces a much higher
number of correct answers when the world combustion is replaced 9 'burning'. This
shows that the original question has problems of validity because it is to some
extent, testing language and vocabulary skills other than the basic science involved.
Reliability:
The reliability is a measure of the consistency with which the question, test or
examination produces the same result under different but comparable conditions. It is,
therefore, independent of the characteristics of individual evaluators.
Example: a test or examination may be totally reliable and yet have very low validity.

Practicability:
Evaluation procedure should be realistic, practical and efficient in tern of their cost,
time taken and ease of application. It may be an ideal procedure of evaluation

Usefulness:
Evaluation should also be use for students. Feedback from evaluation must be made
available to the students and help them to prove their current strengths and
weaknesses. By knowing their strength and weakness
IMPORTANCE OF EVALUATION
• Evaluation is an important step in teaching-learning process.

• Effective decision-making process involves evaluation.

• The need of evaluation is so intrinsic to the teaching-learning situation that even

hasty consideration seems to indicate the advantages of a systematic use of
planned evaluation. Evaluation helps teachers to make better evaluative
judgements.

• The more accurately we judge our pupils, the more effective we. will be in
directing their learning.
ROLE OF EVALUATION

Evaluation contributes to formulation of objectives, designing of learning experiences and

assessment of learner performance and to bring improvement in teaching and curriculum.

• Teaching: Evaluation is concerned with assessing the effectiveness of teaching, teaching

strategies, methods kd techniques. It provides feedback to the teachers about their teaching
and the learners about their learning.

• Curriculum: The improvement in course of curricula, texts and teaching materials is brought
about with the help of evaluation.

• Society: Evaluation provides accountability to society in terms of the demands and

requirements of the employment market.

• Parents: Evaluation mainly manifests itself in a perceived need for regular reporting to parents.
Objectives refer to one's intention of
desired behavior that teachers should
acquire.

The term learning experiences, refers to

those activities and experiences that the
learners undergo in order to acquire the
desired behaviors.

Learner appraisal is concerned with

ascertaining the extent to which the
objectives have been met.
 PURPOSE OF EVALUATION
According to oguniyi (1984), educational evaluation is carried out from time to
time for the following purposes:
• To determine the relative effectiveness of the programme in terms of students‟
behavioral output; to make reliable decisions about educational planning;
• To ascertain the worth of time, energy and resources invested in a programme;
to identify students‟ growth or lack of growth in acquiring desirable knowledge,
skills, attitudes and societal values;
• To help teachers determine the effectiveness of their teaching techniques and
learning materials;
• To help motivate students to want to learn more as they discover their progress
or lack of progress in given tasks;
• To encourage students to develop a sense of discipline and systematic study
habits;
• To provide educational administrators with adequate information about
teachers‟ effectiveness and school need;
• To acquaint parents or guardians with their children‟s performances;
• To identify problems that might hinder or prevent the achievement of set
goals;
• To predict the general trend in the development of the teaching-learning
process; to ensure an economical and efficient management of scarce
resources;
• To provide an objective basis for determining the promotion of students
from one class to another as well as the award of certificates;
• To provide a just basis for determining at what level of education the
possessor of a certificate should enter a career.
TYPES OF EVALAUTION

• There are two main levels of evaluation

1. programme level
2. student level.
• Two main types of evaluation
1. formative evaluation
2. summative evaluation

 Programme evaluation has to do with the determination of whether a

programme has been successfully implemented or not.

 Student evaluation determines how well a student is performing in a

programme of study.
FORMATIVE EVALUATION

The purpose of formative evaluation is to find out whether after a

learning experience, students are able to do what they were previously
unable to do. Its ultimate goal is usually to help students perform well
at the end of a programme.

• draw more reliable inference about his students

• identify the levels of cognitive process of the students
• choose the most suitable teaching techniques and materials
• determine the feasibility of a programme within the classroom setting
• determine areas needing modifications or improvement in the
teaching-learning process
Formative evaluation attempts to:
• Identify the content, knowledge or skill which has not been mastered by
the students
• Appraise the level of cognitive abilities such as memorization,
classification, comparison, analysis, explanation, quantification,
application
• Specify the relationships between content and levels of cognitive abilities.
• Formative evaluation provides the evaluator with useful information about
the strength or weakness of the student within an instructional context.
SUMMATIVE EVALUATION

Summative evaluation is judgemental in nature and often carries

threat with it in that the student may have no knowledge of the
evaluator and failure has a far-reaching effect on the students.

• The programme‟s objectives are achievable;

• The teaching-learning process has been conducted efficiently;
• the teacher-student-material interactions have been conducive to
learning;
• the teaching techniques, learning materials and audio-visual aids
are adequate and have been judiciously dispensed;
• there is uniformity in classroom conditions for all learners.
TOOLS OF EVALUATION

• Quantitative Tools of Evaluation

Oral Tests
Written Tests
Essay Type Test
Short Answer Type
Objective Type of Tests
• Qualitative Tools of Evaluation
Observation Techniques
Rating Scale
Anecdotal Record
Cumulative Record
Interview
Attitude Test
FACTORS

• Evaluation itself must be well organized. - treatment - - conducive atmosphere intended and un-
intended outcomes and their implications considered.

• Objectivity of the instrument. - Feasibility of the investigation - - - Resolution of ethical issues

• Reliability of the test validity – test should measure what it is supposed to measure and the
characteristics to be measured must be reflected.

• Rationale of the evaluation instrument It must be ensured that the disparity in students‟
performances are related to the content of the test rather than to the techniques used in
administering the instrument.

• The format used must be the most economical and efficient.

• Teachers must have been adequately prepared. They must be qualified to teach the subjects
allotted to them.
MEASUREMENT

• It is mainly concerned with collection

or gathering of data.

• It is an act or process of measuring

physical properties of objects such as
length and mass.

• In behavioral sciences, it is
concerned with measurement of
psycho- logical characteristics such
as neuroticism, and attitudes towards
various phenomena.
OBJECTIVE

• Find out the student’s achievement and motivate them to learn.

• Identify the strengths and weakness of the learner.

• Discuss the tools and techniques of educational measurement and

evaluation Develop cognitive skills, psychomotor skills and affective skills
among the learners.

• Make the educational measurement and evaluation an integral part of

teaching-learning process.
TYPES OF MEASUREMENT

 Physical measurement:
Physical measurement is the measurement of the object which
has absolute existence. We directly measure the height or weight of an
individual. It is always accurate and quantitative, and there are some set of
tools for physical measurement all over the world.

 Mental measurement:
Mental measurement is also known as ‘educational measurement’ or
‘psychological measurement’. Mental measurement is both qualitative and
quantitative in nature, and there are no fixed tools for such measurement
METHODS OF MEASUREMENT

• Inventories
• Tests
• Observation
• Interview
• Checklist
• Rating Scales
• Attitude Scale
• Projective Techniques
 THANK
YOU