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Test Measurement Assessment Evaluation

This document defines key terms related to testing, measurement, assessment, and evaluation. It discusses what tests and measurements are, the different types of tests, the purposes of testing and measurement, what assessment and evaluation are, and the different types of assessments and evaluations. The overall purpose is to understand these important concepts in education.

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628 views31 pages

Test Measurement Assessment Evaluation

This document defines key terms related to testing, measurement, assessment, and evaluation. It discusses what tests and measurements are, the different types of tests, the purposes of testing and measurement, what assessment and evaluation are, and the different types of assessments and evaluations. The overall purpose is to understand these important concepts in education.

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TEST, MEASUREMENT,

ASSESSMENT &
EVALUATION
BY: FARYAL, SADAF & SADIA
TEST &
MEASUREMENT
DEFINE TEST & MEASUREMENT

 Test may be called as tool, a question, set of


question, an examination which is used to
measure a particular characteristic of an
or a group of individuals.
 Test is the form of questioning or measuring tool
used to access the status of one’s skill,
attitude and fitness.
 TEST: An instrument or activity used to
accumulate data on a person’s ability to
performed a specified task.
 It is an assessment intended to measure a
test-taker’s knowledge, skill, aptitude,
performance, or classification in many other
topics.
 Measurement – process of collecting data on
attribute of interest.
 Measurement is an act or process that
involves the assignment of numerical values
to whatever is being tested. So it involves the
quantity of something
 Measurement is the term used to describe the
assignment of a number to a given assessment.
The number can be a raw score or a score based
on a normal distribution curve. The process of
quantifying this number is separate from using
this information to evaluate student outcomes
and achievement.
KINDS OF TEST

 Objective Test
 Subjective Test
 Individual Test
 Group Test
 Unstandardized Test
 Standardized Test
 Objective Test- it is a test paper and pencil test
where in students’ answers can be compared and
quantified to yield a numerical score. This is because
it requires convergent and specific response.
 Subjective Test- it is a paper and pencil test which is
not easily quantified as students are given the
freedom to write their answer to a question, such as
an essay test. Thus, the answer to this type of test is
divergent.
 Individual
Test- it is a test administrated to
one student at a time.
 GroupTest- it is one administrated to a
group of students.
 Unstandardized Test- it is one prepared by
teachers for use in the classroom, with no
established norms for scoring and
interpretation of results.
 StandardizedTest- it is a test prepared by an
expert or specialist. This type of test samples
behavior under uniform procedures.
PURPOSE OF TEST &
MEASUREMENT
 For getting knowledge about the progress.
 For preparation of effective planning.
 For knowing the abilities and capacities.
 For giving motivation.
 For knowing the achievements in future.
 For research and experimentations.
WHAT IS ASSESSMENT?
 Assessmentis the process of documenting, usually in
measurable terms, knowledge, skills, attitudes and
beliefs.
 Assessment in education is the process of gathering,
interpreting, recording & using information about
pupils’ responses to an educational task.
(Harlen, Gipps, Broadfoot, Nuttal, 1992)
 Assessment can focus on the individual learner, the
learning community( class, workshop, or other
organized group of learners), the institution, or the
educational system.
 Theprocess of gathering quantitative and qualitative
data of what a student can do, and how much a
student possesses.
TYPES OF ASSESSMENT

 Formal Assessment
 Informal Assessment
 Formative Assessment
 Summative Assessment
FORMAL ASSESSMENT

 Formalassessments have data which support the


conclusions made from the test. We usually refer to these
types of tests as standardized measure.
 Thedata is mathematically computed and summarized.
Scores such as percentiles, stanines, or standard scores
are mostly commonly given from this type of assessment.
INFORMAL ASSESSMENT

 Informal assessments are not data driven but rather


content and performance driven. For example,
running records are informal assessments because
they indicate how well a student is reading a
specific book. Scores such as 10 correct out of 15,
percent of words read correctly, and most rubric
scores are given from this type of assessment.
FORMATIVE ASSESSMENT

 “A diagnostic use of assessment to provide


feedback to teachers and students over the course
of instruction.” --- Carol Boston
 Gathering of data during a time program is being
develop. This is likewise provide feedback for the
improvement of an instruction or for the
improvement of the program.
 Administrated at the end of the day’s lesson.
 Thegoal of formative assessment is to monitor
students learning to provide ongoing feedback that
can be used by instructors to improve their teaching
and by students to improve their learning.
 Determines whether the teacher delivers
quality instruction in a particular day-base on
the particular result.
SUMMATIVE ASSESSMENT

 “A summative assessment is one attempts to assess


student learning for a specific time period. For example, a
unit test would be a summative assessment.” --- Eden
Ralph
 Use to determine the mastery & achievement of the
student.
 Done usually at the end of a chapter or unit.
 Accountability of success or failure.
 Use primarily in assigning grades.
 Designed to determine the extent to which the
instructional objectives has been achieved
 Thegoal of summative assessment is to evaluate
student learning at the end of an instructional unit by
comparing it against some standard or benchmark.
 To
diagnose students’ strengths and
weaknesses.
 To assign grades.
 To determine the teachers’ effectiveness.
 To monitor students’ progress.
 To help evaluate teachers.
WHAT IS EVALUATION?

 Evaluation is concerned with a whole range of issues


in and beyond education; lessons, programs, and
skills can be evaluated. It produce a global view of
achievements usually based on many different types
of information such as observation of lessons, test
scores, assessment reports, course documents or
interviews with students and teachers.
 Theprocess of making overall judgement
about one’s work or a whole school work
(Cameron)
 Evaluation is a process of determining to what
extend the educational objectives are being
realized --- Ralph Taylor
TYPES OF EVALUATION

 Process Evaluation
 Product Evaluation
PROCESS EVALUATION

 It refers to evaluation taking place during the program


or learning activity. It is conducted while the event to be
evaluated is occurring & focuses on identifying the
progress towards purposes, objectives, or outcomes to
improve the activities, courses, curriculum, program or
teaching and student.
 It is also known as formative evaluation.
PRODUCT EVALUATION

 Productevaluations examines the effects of


outcomes of some object.
 It conducted at the end of course.
 Itis also known as summative evaluation. It
evaluates the progress towards an established
outcomes.
PURPOSE OF EVALUATION

 Clarify and define objectives.


 Facilitate the improvement program.
 Motivate Participants.
 Establish and maintain standards to ,meet
legal, professional and academic credentials.
 Test the efficiency of teachers.

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