Assignment

Q.1. :- What do you understand by measurement ?

Explain its importance. Describe the characteristic and
limitations of measurement.
The Concept of Measurement

The word measurement means the act or the process of ascertaining

the context or quantity of something. In another way measurement

is an act or process that involves the assignment of a numerical

index to whatever is being measured. Measurement tells about the

number, the quantity or the score of something.The measurement is

the process of quantification of a trait or characteristic.

Measurement is an important feature of our daily life from birth

to death. Almost every aspect of our life is touched by

measurements in its numerous forms. For example, immediately

after birth and in the following days, the infant’s temperature,

weight, etc., are measured in the hospital and recorded for medical

use. The tailor takes certain measurements all of our body to stitch

a garment of proper size. Electric and water supply lines are

metered to determine the amount of electricity or water consumed

for preparing the demand bill.Measurement is the formal process

which is used in planned and objective way.

 Importance of Measurement
The most important aspects of the measurements are as mentioned

below:-

1. Determining the Goals that Have Been Set:-One of the most

important and first steps in education is to set goals and

define them clearly, and in order for the teacher to measure

what has been achieved, appropriate evaluation and

measurement methods must be used.

2. Development and Improvement of Education:-Measurement and

evaluation contribute to improving student learning from

various aspects. It helps the student, the teacher, and those

involved in the educational process in identifying problems

and working to solve them, clarifying what the student and

teacher need of information and skills, and determining the

extent of progress in what has been taught and learned.

3. Diagnose the Problem and Find the Solution:-The measurement

process identifies the student’s strengths and weaknesses and

his willingness to learn new things and receive multiple

experiences and skills, thus strengthening the strengths and

addressing the weaknesses

4. Categorizing Students Based on Measuring Their

Skills:-Where measurement and evaluation can clarify the

appropriate disciplines for each student, scientific, literary,

commercial, industrial, and so on.

5. Providing Guidance and Instructions to Students:-The

educational counselor uses the results of measurement and

evaluation to reach educational, guiding, and professional

decisions for the student, as they provide him\her with a

clear picture of the strengths and weaknesses. Thus the

counseling process is better and more successful.

6. Providing the Teacher, the Student, and the Whole System

with Feedback:-The measurement process gives clear reports

and questionnaires on all aspects of learning, including

academic content, teaching methods used by the teacher, and

activities that take place, all of which is related to the

educational process.
 Characteristics of Measurement in Education
● Oral exams

● Scientific performance tests and practical activities

● Written essay and objective exams

● Timed tests, which depend on speed in their performance, also

called speed tests

● Short-answer or restricted-answer construction tests

● Scientific research exams

Limitations of Measurement in Education

Despite the advantages and importance of the measurement process, it has

some limitations and problems

● The difficulty of developing an integrated test that measures all

the student’s skills in an impartial and reliable manner.

● Cheating spread among students puts the measurement process in

a big problem, as it is possible to attribute undeserved marks

and grades to the student who cheated.

● The difficulty of extracting comprehensive results and reports

that measure each question and each answer clearly and in

detail.
Q. 2.What do you understand by formative and
summative evolution? Discuss in brief. Differentiate
between formative and summative evaluation.

Formative and Summative Evolution

Formative Evaluation:- When the students are said to be in well

state regarding knowledge, the process of teaching applied to learn

anything is called formative and the method of judging how much

the reactions of teaching are made to students in evaluation.

Therefore, the purpose of formative evaluation is to monitor the

instructional process to know that learning process is taking place

or not. It is designed only to enhance the teaching-learning process

and not designed to make final judgements. Hence, in formative

evaluation teaching process is made and learning is judged. The

process works upon in a long term, so it is called continuous

evaluation in which unit tests, class tests and assignments are the

essential components.

Pupils weakness is diagnosed through class-room teaching. Hence

formative evaluation is continuous feedback to both the teacher and

the student, that determines success and failure of learning.

Summative Evaluation:-When Formative Evaluation takes its last

steps, there is an urgent need of summative evaluation, hence it can

also be said that summative evaluation is a later process occurs in

the end of a reason or term to measure the achievement of pupils.

Overall results of teaching-learning process be obtained through

this sort of evaluation. In simple words class tests, unit tests,

quizzes and learning tests the parts of formative evaluation, then

term tests, annual tests and external examinations conducted by

school or public agency are term the essential parts summative

evaluation. Hence, Summative Evaluation type evaluation is either

external or internal type.

In other words, it can also be said that Formative Evaluation

serves refinersent purpose during teaching-learning process, but

summative evaluation may be said the evaluation of refined

product. When student become fully familiar with the whole

syllabus, and test of the whole syllabus is made, summative

evaluation takes place. Thus summative evaluation occurs

in the end of academic year session to promote students to next

class. Hence Summative Evaluation becomes part and parcel with

future point of view.

Differentiate between formative and summative evaluation.
Formative evaluation and summative evaluation are two distinct
types of assessments used in education to gather information about
student learning and performance. Here's how they differ:
Formative Evaluation:
1. Purpose: Formative evaluation is conducted during the
instructional process to provide ongoing feedback and monitor
student progress. Its primary purpose is to inform
instruction, guide teaching practices, and support student
learning.
2. Timing: Formative evaluation occurs throughout the learning
process, often on a continuous or periodic basis. It is
integrated into daily lessons, assignments, and activities to
assess student understanding and identify areas for
improvement in real-time.
3. Focus: Formative evaluation focuses on assessing student
learning as it is happening, with an emphasis on identifying
strengths and weaknesses, clarifying misconceptions, and
adjusting instructional strategies to meet individual student
needs.
4. Methods: Formative evaluation methods include informal
observations, questioning techniques, classroom discussions,
quizzes, exit tickets, peer feedback, and teacher-student
conferences. These methods provide immediate feedback to both
students and teachers to guide instructional decisions.
 5. Outcomes: The outcomes of formative evaluation are used to
guide instruction, adapt teaching methods, provide targeted
interventions, and support student learning progress. They help
teachers make informed decisions about how to scaffold
learning and address student needs effectively.
Summative Evaluation:
1. Purpose: Summative evaluation is conducted at the end of a
learning period, such as a unit, course, or school year, to
assess student achievement and learning outcomes. Its primary
purpose is to measure the overall effectiveness of instruction
and determine the extent to which students have met established
learning goals and standards.
2. Timing: Summative evaluation occurs after instruction has
been completed and typically involves assessing student
performance against predetermined criteria or standards. It is
used to make judgments about student achievement and
proficiency at a specific point in time.
3. Focus: Summative evaluation focuses on evaluating the
outcomes or results of student learning, such as mastery of
content knowledge, acquisition of skills, and attainment of
learning objectives. It provides a summary assessment of
student performance and achievement levels.
4. Methods: Summative evaluation methods include formal
assessments such as standardized tests, final exams, projects,
 portfolios, essays, and performance assessments. These
assessments are used to assign grades, determine promotion or
graduation eligibility, and evaluate program effectiveness.
5. Outcomes: The outcomes of summative evaluation are used to
make high-stakes decisions, such as grading, ranking,
certifying competency, and evaluating the effectiveness of
educational programs. They provide a comprehensive summary
of student achievement and learning outcomes over a specific
period.
In summary, formative evaluation is focused on supporting
student learning and guiding instruction during the learning
process, while summative evaluation is focused on assessing
student achievement and evaluating the overall effectiveness of
instruction at the conclusion of a learning period.
 Project
Q. 3. :- What do you understand by achievement tests?
Explain in detail. Discuss the construction of
achievement test.

Achievement tests are assessments designed to measure a person's

knowledge, skills, or proficiency in a specific subject area or
academic domain. These tests are typically used in educational
settings to evaluate student learning and academic achievement.
Achievement tests provide valuable information about what students
have learned and mastered over a period of instruction, and they
are often administered at the end of a course, unit, or school year
to assess learning outcomes and determine the extent to which
students have met established learning objectives or standards.

Here's a detailed explanation of achievement tests and their

construction:

Purpose of Achievement Tests:

1. Assessment of Learning: Achievement tests are used to assess

what students have learned and mastered in a particular
subject area, such as mathematics, reading, science, or
history. They provide insight into students' knowledge, skills,
and competencies in relation to specific learning objectives or
standards.
2. Evaluation of Instructional Effectiveness: Achievement tests
help educators evaluate the effectiveness of their instructional
practices and curriculum implementation. By analyzing test
results, teachers can identify areas of strength and weakness
in student learning, make adjustments to teaching methods, and
improve future instruction.
3. Comparison of Student Performance: Achievement tests allow
for the comparison of student performance within a class,
school, district, or larger educational context. Test results
can be used to identify high-achieving students, students in
need of additional support or intervention, and patterns of
achievement across different demographic groups.
4. Accountability and Decision Making: Achievement tests play a
crucial role in educational accountability systems by
providing data that inform decision making at various levels,
including school improvement efforts, policy development, and
resource allocation. Test results may influence decisions about
curriculum development, teacher professional development, and
allocation of educational resources.
 Construction of Achievement Tests:

1. Identify Learning Objectives or Standards: The first step in

constructing an achievement test is to identify the specific
learning objectives or standards that the test will assess. These
objectives should be aligned with curriculum goals,
instructional content, and educational standards or
frameworks.
2. Develop Test Blueprint or Framework: A test blueprint or
framework outlines the content areas, topics, and skills that
will be covered on the test, as well as the relative weight or
importance of each content area. The blueprint serves as a
guide for test construction and ensures that the test
adequately samples the content domain.
3. Write Test Items: Test items, also known as questions or
prompts, are developed based on the identified learning
objectives and test blueprint. Test items should be clear,
concise, and aligned with the intended learning outcomes.
Common types of test items include multiple-choice questions,
short-answer questions, essay questions, and performance
tasks.
4. Ensure Validity and Reliability: Achievement tests should be
valid, meaning they accurately measure the intended learning
objectives or constructs, and reliable, meaning they yield
consistent results over time and across different
 administrations. Test developers use various methods, such as
expert review, pilot testing, and statistical analysis, to ensure
the validity and reliability of the test.
5. Pilot Test and Revise: Before administering the test to students,
it is important to pilot test the test items with a small group
of students to identify any potential problems or issues with
the test format, instructions, or content. Based on feedback
from the pilot test, test items may be revised or refined as
needed.
6. Administer and Score the Test: Once the test has been
finalized, it is administered to the target population of
students according to standardized procedures. Test
administrators ensure that testing conditions are consistent and
fair for all students. After administration, the test is scored
using predetermined scoring criteria or rubrics.
7. Interpret and Use Test Results: Finally, test results are
interpreted and used to make decisions about student learning,
instructional practices, and educational policies. Test scores
may be reported as raw scores, percentile ranks, or scaled
scores, depending on the scoring method used. Data analysis
techniques, such as item analysis and score interpretation, can
provide insights into student performance and areas for
improvement.
Q. 4. :- Write the formulas of the following :
a. Mean b. Median
c. Mean Deviation d. Standard deviation

a. Mean (Average):
The mean is calculated by summing up all the values in a dataset
and dividing by the total number of values. The formula is: