THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION AND VOCATIONAL TRAINING

EDUCATIONAL RESEARCH, MEASUREMENT AND EVALUATION

SYLLABUS FOR DIPLOMA IN SECONDARY EDUCATION

2009
© Ministry of Education and Vocational Training, 2009

All rights reserved. No part of this publication may be reproduced, reported, stored in
any retrieval system or transmitted in any form or by any means electronic, mechanical,
photocopying, recording or otherwise without the permission of the copyright owner.

Designed and prepared by:

Tanzania Institute of Education
P.O. Box 35094
Dar-es-Salaam
Tanzania

Tel: +255 222 2773005

Fax: +255 22 2774420
E-mail: [email protected]

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 APPROVAL

Secondary Education Diploma course is a two years course which has been designed to
prepare professional teachers who will teach at ordinary level secondary schools. A
student teacher will be recognized as a teacher when he/she successfully completes a
secondary education diploma course for two years within which he/she successfully
performed teaching practice.

This document is hereby declared as the Syllabus of Educational Research,

Measurement and Evaluation for Secondary Education Diploma course of 2009.

Approved by …………………………………….

Signature…………………………………….

Date………………….…………….2009

Commissioner for Education

Ministry of Education and Vocational Training
P.O. Box 9121
Dar-es-Salaam

Tel: +255 222 110150, 110179, 11046

Fax: +255 222 113271
Website: www.moe.go.tz

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 TABLE OF CONTENTS
Pg
Introduction …………………………………………….………………….….. iii
Subject Description …………………………..…………..…………………… iii
Subject Rationale ……………………………………..…..………………… iv
Goals of the Subject ……………………………………………………...……. iv
Objectives of the Subject ………………………………………………..…. iv
Subject Competences ………………………...…………..……........ iv
Organization of the Syllabus ………………………………….…………….….. v
Assessment of the Subject ………………….………………...…................. v

TOPICS
1.0 EDUCATIONAL MEASUREMENT…………………………………. 1
1.1 The Concept of Educational Measurement……………………. 1
1.2 Types of Educational Measurement…………………………... 1
1.3 Scales of Measurement.……………………………………….. 2
2.0 ASSESSING ACHIEVEMENT………………..………..…………… 2
2.1 Instruments for Assessing Achievement……………………… 3
2.2 Categories of Tests……………………………………………. 3
3.0 TEST CONSTRUCTION ……………………………………………. 4
3.1 Planning Test…………………………………………………. 4
3.2 Constructing Test Items………………………………………. 4
3.3 Test administration, Scoring and Recording………………….. 5
4.0 QUALITIES OF TESTS ……………………………………………… 6
4.1 Test Validity………………………………………………….. 6
4.2 Test reliability………………………………………………… 7
5.0 ANALYSIS AND INTERPRETATION OF TEST RESULTS …….. 7
5.1 Processing of Test Scores……………………………………. 7
5.2 Central Tendency, Dispersion and Variability………………. 8
5.3 Standardisation of Test Scores……………………………….. 9
5.4 Item Analysis…………………………………………………. 9
6.0 EDUCATIONAL ASSESSMENT AND EVALUATION………….. 10
6.1 Educational Assessment…………………………………….. 10
6.2 Educational Evaluation……………………………………… 11
7.0 EDUCATIONAL RESEARCH.…………………………………….. 11
7.1 The Concept of Educational Research……………………….. 11
7.2 Approaches of Research……………………………………… 12
7.3 Types of Educational Research……………………………….. 13
7.4 Action Research………………………………………………. 13
7.5 Research Process……………………………………………… 14
7.6 Research Proposal……………………………………………... 15
7.7 Research instruments………………………………………….. 15
7.8 Data Collection………………………………………………… 16
7.9 The Research Report…………………………………………… 16

Reading Lists ……………..…………………………………………………… 17

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Introduction
Educational Research, Measurements and Evaluation is one of the professional courses
for Diploma course in Secondary Education. This syllabus replaces that of 2007, and puts
great emphasis on pedagogy at the expense of content. Also it emphasizes:
a) Skills and competences to be developed in student teachers.
b) Incorporation of Cross-cutting issues.
c) Use of Participatory teaching methods, as well as use of a variety of assessment
procedures.
This syllabus includes some proposed teaching and learning strategies, resources and
assessment procedures. The tutor and student teachers are free to use any other strategies,
resources and assessment approaches depending on the nature of the topics and existing
teaching and learning situations.

The syllabus is arranged in a linear form so as to give the tutor enough freedom to be
creative and innovative in planning and executing classroom instruction.

Subject Description
Educational Research, Measurements and Evaluation is designed for student teachers
studying for a two years Diploma Course in Secondary Education. The focus area of the
course is to equip the student teacher with research and assessment skills necessary for
identification of educational problems and how to solve them as well as assessment of
student progress.

The course will be delivered both theoretically and practically. It will be taught in two
periods per week and each period has duration of one hour. Mode of delivery of the
course will be interactive and face to face.

Subject Rationale
The Educational Research, Measurement and Evaluation syllabus was reviewed to meet
current needs of educational demands and the change of the paradigm from content based
curriculum to competence based curriculum. It also encompasses the requirements of
Secondary Education Development Plan (SEDP) and Teachers Development
Management Strategy (TDMS).

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The Educational Research, Measurement and Evaluation syllabus has been developed in
order to expose student teachers being competent in diagnosing, assessing and evaluating
learners’ progress. It significantly will help them to acquire basic skills in research,
especially action research, to solve learner’s learning problems and assessment of needs
in the society. Also it will enable the student teacher to study the factors leading to
teacher effectiveness and the learning environment.

Subject Goals
This subject intends to:
a) Develop in the student teachers the knowledge and skills of conducting research,
assessing and evaluating the progress of teaching and leaning.
b) Empower student teachers to become competent in diagnosing students’
learning problems and make interventions.

Subject Competences
By the end of the course, the student teacher shall be competent in:
a) Carrying out action research and share the findings with others.
b) Applying research findings to improve teaching and learning process and solve
educational problems.
c) Using assessment skills and tools for improving teaching and learning process.
d) Applying interpersonal skills in establishing mutual supportive linkage between
the school and the community in solving problems in the teaching and learning
process.
e) Develop reflective practice in teaching and leaning process.

Objectives of the Subject

By the end of the course, the student teacher should be able to:-
a) Apply action research skills in improving the teaching and learning process.
b) Acquire assessment skills for improving teaching and learning process.
c) Acquire interpersonal skills in establishing mutual supportive linkages between
school and community.
d) Use basic skills in measurements, assessment and evaluation.

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Organisation of the Syllabus
The syllabus is organized in topics, sub-topics, instructional objectives, proposed teaching
and learning strategies, resources and assessment procedures. The topics of this course
are:
a) Educational measurement
b) Assessing Achievement
c) Test Construction
d) Qualities of Tests
e) Analysis and Interpretation of Test Results
f) Educational Assessment and Evaluation
g) Educational Research

Assessment of the Subject

Educational Research, Measurement and Evaluation subject will be assessed through
continuous assessment and final examination. Continuous assessment will comprises of
timed tests, portfolio, essay writing, anecdotal records, projects, practical, seminar
presentations and terminal examinations.
The following is the analysis of continuous assessment procedures and weights:

No. Assessment procedures Frequency Weight (%)

1. Terminal Examination 3 20%
2. Tests 4 10%
3. Portfolio 4 5%
4. Seminar presentation/ cooperative work 4 10%
5. Written report/project 1 5%
TOTAL 50%

In the preparation of tests and examinations, tutors are strongly advised to use tables of
specifications and rating scale for seminar presentations. The tutor is advised to have an
addition rating scale.

At the end of the course student teachers shall sit for Final Examinations prepared by the
National Examinations Council of Tanzania (NECTA) with a weight of 50%.
BTP will be assessed independently

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1.0 EDUCATIONAL MEASUREMENT
1.1 The Concept of Educational Measurement
Estimated Time: 1 hr
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Explain the concept of measurement and educational measurement.
b) Explain importance of measurements and educational measurements.

Teaching and Learning Strategies

Organize group discussion on the concept and importance of measurement,
educational measurement.

Teaching and Learning Resources

Textual and online materials.

Assessment Procedures
Individual/group assignments, tests, quizzes and exercises.

1.2 Types of Educational Measurement

Estimated Time: 4 hrs
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Differentiate types of educational measurement
b) Explain characteristics of “norm-referenced and criterion-referenced
measurement”.
c) Evaluate norm-referenced and criterion-referenced measurement in
educational setting.

Teaching and Learning Strategies

a) Organise group discussion
b) Library search, internet search
c) Jigsaw, Gallery walk

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 Teaching and Learning Resources
Textual and online materials.

Assessment Procedures
Quizzes, tests, exercises, Individual/group assignment and terminal exams.

1.3 Scales of Measurement

Estimated Time: 5hrs
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Explain different scales of measurement
b) Explain the uses of measurements.
c) Analyse types of scales of measurement (nominal, ordinal, interval and
ratio).
d) Apply scales of measurement in measuring student’s achievement.

Teaching and Learning Strategies

a) Brainstorming
b) Group discussion
c) Library search
d) Gallery walks

Teaching and Learning Resources:

Tape measure, thermometer, meter rule scale, constructed test

Assessment Procedures
a) Observation checklist
b) quizzes, tests, terminal exams
c) Student Portfolio.

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2.0 ASSESSING ACHIEVEMENT
2.1 Instruments for Assessing Achievement
Estimated Time: 3 hrs
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Describe instruments for assessing students’ achievement.
b) Explain how each instrument is used for assessing students’ achievement.

Teaching and Learning Strategies

a) Classroom discussion
b) Jigsaw, Gallery walk
c) Brainstorming

Teaching and Learning Resources

Past quizzes papers, past tests papers, textual materials and online materials.

Assessment Procedures
a) Tests, quizzes, exercises and terminal exams.
b) Individual assignment
c) Group Assignment

2.2 Categories of Tests

Estimated Time: 4 hrs
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Identify categories of tests in education, (objective, subjective and
standardised test).
b) Differentiate types of tests items
c) Analyse advantages and disadvantages of using various types of tests items
in assessing students’ achievement.
d) Evaluate functions of tests items in assessing students’ achievement.

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 Teaching and Learning Strategies
Library search, Group discussion, Think pair share, Brainstorming

Teaching and Learning Resources:

a) Past papers of quizzes, tests and exams.
b) Text books

Assessment Procedures
a) Written reports for critical analysis on categories of tests.
b) Tests, Quizzes and examinations.

3.0 TEST CONSTRUCTION

3.1 Planning a Test
Estimated Time: 4 hrs
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Explain the importance of planning a test.
b) Identify steps to follow when planning a test.
c) Construct a table of specifications.

Teaching and Learning Strategies

Group discussion, Demonstration, Brainstorming

Teaching and Learning Resources

a) Online materials
b) Constructed test items
c) Textbooks

Assessment Procedures
a) Individual assignment.
b) Tests, quizzes and examinations.
c) Group assignment

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3.2 Constructing Test Items
Estimated Time: 6 hrs
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Explain characteristics of a good test.
b) Construct different types of test items.
c) Moderate test items.
d) Prepare a marking scheme.

Teaching and Learning Strategies

Think, pair and share, Demonstration, Group discussion

Teaching and Learning Resources

a) Constructed tests
b) Constructed marking schemes
c) Textual/online materials.

Assessment Procedures
a) Individual assignment
b) Group assignment
c) Observation checklist

3.3 Test Administration, Scoring and Recording

Estimated Time: 6 hrs
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Explain different strategies necessary for test administration,
b) Distinguish between objective scoring and subjective scoring,
c) Describe merits and demerits of objective and subjective scoring.
d) Analyse test scores.

Teaching and Learning Strategies

Group discussion, demonstration, Think, pair and share

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 Teaching and Learning Resources
a) Constructed tests and examinations
b) Text books
c) Online materials

Assessment Procedures
a) Quizzes, tests and examinations.
b) Observation checklist on test administration procedure, marking, scoring
and recording marks (scores).

4.0 QUALITIES OF TESTS

4.1 Test Validity
Estimated Time: 4 hrs
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Explain the concept of valid test,
b) Describe different types of test validity.
c) Identify factors affecting test validity.
d) Apply types of test validity to some given test items.

Teaching and Learning Strategies

Group discussion, jigsaw, Demonstration,

Teaching and Learning Resources

Constructed test, textual/online materials.

Assessment Procedures
a) Quizzes and tests.
b) Individual assignments.
c) Observation checklist.

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4.2 Test Reliability
Estimated Time: 5 hrs
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Explain the concept of test reliability.
b) Describe the characteristics of a reliable test.
c) Explain procedures for finding test reliability.
d) Describe factors affecting test reliability.
e) Prepare a valid and reliable test.

Teaching and Learning Strategies

Question and answers, Group discussion, Classroom discussion, Demonstration

Teaching and Learning Resources

a) Constructed tests
b) Library search
c) Internet search.

Assessment Procedures
a) Quizzes, tests and terminal examinations.
b) Observation checklist.

5.0 ANALYSIS AND INTERPRETATION OF TEST RESULTS

5.1 Processing of Test Scores
Estimated Time: 5 hrs
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Rank test scores.
b) Construct both single and grouped data frequency tables.
c) Draw and interpret frequency curve.
d) Construct and interpret histogram.
e) Draw cumulative frequency curve.

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 Teaching and Learning Strategies
Demonstration, group discussion, Gallery walk, Brainstorming,

Teaching and Learning Resources

Graph papers and manila sheets.

Assessment Procedures
a) Quizzes and tests, terminal examinations.
b) Individual assignment.
c) Observation checklist.
d) Student portfolio.

5.2 Central Tendency, Dispersion and Variability

Estimated Time: 6 hrs
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Compute and use measures of average (mean, median and mode) to
interpret students scores.
b) Compute and use measures of dispersion (range, standard deviation and
percentiles) to interpret student’s scores from a given test.

Teaching and Learning Strategies

a) Demonstration
b) Group discussion
c) Gallery walk
d) Brainstorming.

Teaching and Learning Resources

a) Textbooks
b) Online materials.

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 Assessment Procedures
a) Individual assignments on computing measures of average and dispersion
b) Quizzes, tests and terminal examinations.

5.3 Standardization of Test Scores

Estimated Time: 4 hrs
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Explain techniques of standardizing test/examination scores.
b) Draw normal curve and skewed curve.
c) Interpret normal curve and skewed curve.
d) Calculate Z-score and T- score.

Teaching and Learning Strategies

a) Group discussion
b) Demonstration
c) Think Pair Share

Teaching and Learning Resources

a) Examination papers
b) Textbooks
c) Online materials

Assessment Procedures
a) Individual assignment on drawing and interpreting curves.
b) Quizzes, tests and terminal examinations.
c) Observation checklist on correctness of drawing and interpreted curves.

5.4 Item Analysis

Estimated Time: 6 hrs
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Explain the concept of item analysis.
b) Compute the difficulty index (facility index) of test items.

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 c) Compute the discrimination power index of test items.
d) Interpret analysed test item.

Teaching and Learning Strategies

a) Demonstration
b) Group discussion
c) Gallery walk
d) Brainstorming

Teaching and Learning Resources

a) Past examination papers
b) Textbooks
c) Online materials

Assessment Procedures
a) Test, quizzes and terminal examinations.
b) Individual assignments on computing difficulty index, discrimination
power, and discriminating index of test items.
c) Group task on interpreting item analysis.

6.0 EDUCATIONAL ASSESSMENT AND EVALUATION

6.1 Educational Assessment
Estimated Time: 4 hrs
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Explain the concept of assessment.
b) Identify reasons for assessing student’s achievements.
c) Explain different types of educational assessment.
d) Explain different assessment techniques.

Teaching and Learning Strategies

a) Brainstorming
b) Group discussion
c) Library work

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 d) Gallery walk
e) Classroom discussion

Teaching and Learning Resources

a) Online materials
b) Library materials.

Assessment Procedures
a) Written report for critical analysis on assessment techniques.
b) Rating scales for participation and self-reflection.
c) Tests, assignments and terminal examinations.

6.2 Educational evaluation

Estimated Time: 6 hrs
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Explain the concept of evaluation.
b) Explain types of educational evaluation.
c) Describe evaluation procedures.

Teaching and Learning Strategies

a) Group discussion.
b) Classroom discussion
c) Jigsaw
d) Brainstorming
e) Solo taxonomy

Assessment Procedures
a) Test, quizzes and examinations.
b) Observation checklist.
c) Evaluation report.

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7.0 EDUCATIONAL RESEARCH
7.1 The Concept of Educational Research
Estimated Time: 1 hr
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Explain the meaning of research and educational research.
b) Describe aims of educational research.

Teaching and Learning Strategies

a) Group discussion
b) Classroom discussion
c) Jigsaw
d) Brainstorming
e) Solo taxonomy

Teaching and Learning Resources

a) Research reports
b) Library textual materials
c) Online textual materials

Assessment Procedures
a) Anecdotal records on students’ interactive ability during discussion.
b) Quizzes, tests and terminal examinations.
c) Student Portfolio.

7.2 Approaches of Research

Estimated Time: 4 hrs
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Explain approaches of research.
b) Differentiate between qualitative and quantitative approaches.

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 Teaching and Learning Strategies
a) Library search
b) Group discussion
c) Brainstorming
d) Jigsaw

Teaching and Learning Resources

a) Library textual materials
b) Online materials

Assessment Procedures
a) Library written report.
b) Rating scales.
c) Student Portfolio

7.3 Types of Educational Research

Estimated Time: 2 hrs
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Differentiate between basic and applied research.
b) Exemplify types of educational research.

Teaching and Learning Strategies

a) Group discussion
b) Classroom discussion
c) gallery walk
d) YES/NO Cards

Teaching and Learning Resources

a) Library resources
b) Internet materials

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 Assessment Procedures
a) Quizzes, tests and terminal examination
b) Student Portfolio on types of education research.

7.4 Action Research

Estimated Time: 4 hrs
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Explain the purpose of action research.
b) Identify the characteristics of action research.
c) Differentiate types of action research.
d) Analyse the model of action research.

Teaching and Learning Strategies

a) Brainstorming
b) Group discussion
c) Role play
d) Classroom discussion

Teaching and Learning Resources

a) Action research model on manila cards.
b) Library resources
c) Research reports
d) Online materials

Assessment Procedures
a) Student Portfolio
b) Individual assignments.
c) Tests, exercises and terminal examinations.
d) Written report for critical analysis on action research.

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7.5 Research Process
Estimated Time: 8 hrs
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Explain the concept of research process
b) Identify components of a research process
c) Evaluate components of a research process(i.e research problem and its
context, literature review, methodology, data analysis and interpretation
and discussion, summary and recommendation)

Teaching and Learning Strategies

a) Library search
b) Classroom discussion
c) Value clarification

Teaching and Learning Resources

a) Action research models
b) Online materials
c) Research reports

Assessment Procedures
a) Students Portfolio
b) Library assignment.
c) Observation checklist

7.6 Research Proposal

Estimated Time: 10 hrs
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Describe research proposal,
b) Identify components of research proposal
c) Prepare research proposal.

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 Teaching and Learning Strategies
a) Classroom discussion
b) Group discussion

Teaching and Learning Resources

a) Research reports
b) Textual materials
c) Online materials

Assessment Procedures
a) Individual assignment
b) Written reports.
c) Anecdotal records on preparation of research proposal.

7.7 Research instruments

Estimated Time: 6 hrs
Specific objectives
By the end of this sub-topic student-teacher should be able to:
a) Explain the concept of research instruments.
b) Identify different types of research instruments.
c) Prepare research instruments.

Teaching and Learning Strategies

a) Group discussion
b) Classroom discussion
c) Brainstorming
d) Gallery walk

Assessment Procedures
a) Individual assignment on preparation of research instruments.
b) Quizzes, tests and terminal examinations.
c) Student Portfolio on research instruments.

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7.8 Data collection
Estimated Time: 13 hrs
Specific objectives
The student teacher should be able to:
a) Explain procedures for data collection.
b) Collect data.
c) Analyse data.

Teaching and Learning Strategies

a) Group discussion and presentation on the procedures for data collection.
b) School visit for data collection.

Assessment Procedures
a) Quizzes, tests and terminal examinations.
b) Observation checklist.

7.9 The research report

Estimated Time: 14 hrs
Specific objectives
The student teacher should be able to:
a) Explain research report.
b) Write/produce research report.
c) Analyse the uses of research findings.

Teaching and Learning Strategies

a) Classroom discussion
b) Brainstorming
c) Group discussion

Teaching and Learning Resources

a) Action research reports
b) Textual materials
c) Online materials

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Assessment Procedures
a) Individual assignment on producing action research report.
b) Library assignment for literature review writing

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Reading list

Bell, B, Cowie, B. (2001). The characteristrics of formative assessement in science

education. Science Education Journal, 85(5), 536-553, Publisher.

Bogdem, R and Bicklen, S. (1992). Qualitative Research for Education. An Introduction

to Theory and Methods. Allyn and Bacon; London, U.K.

Costello, P.J. (2003). Action Research, Continuum International. London, U.K.

Dann, R. (2002). Promoting Assessment as Learning Improving the Learning process.

Routledge. London, U.K.

Daws, N., and Singh, B. (1996). Formative assessment: To what extent is its potential to
enhance pupils’ science being realized? Science Education Notes, 77(281), 93-100.

Dick, B. (2002); Action Research; Action and Research

www.edu.au/schools/gcm/ar/arp/aandr.html.

Dick, B. (1997); Action Learning and Action research

www.scu.edu.au/schools/gcm/ar/arp/actlearn.hotml.

Ellist, J (1993). Action Reseach for Education research

www.scu.edu.au/schools/gcm/ar/arp/actlearn.hotml.

Gronland, N.E and Linn. R.L. (1985); Measurement and Evaluatuion in Teaching,
Macmillan Publishers; New York, U.S.A.

Hopkins, D (2000); A Teacher’s Guide to classroom Research (3rd ed), Open University
Press; Buckingham, U.K.

Lambert, D, S Lines, D. (2000). Understanding assessment: Purposes, perceptions,

practice. Routledge Falmer. London, U.K.

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Mc Niff, J. (1997); Action Research; Principles and Practice, Routledge Falmer,
London, U.K.

Robber J.S (1994). Using “Think-time and Wait-time “skillfully I n the classroom
http:www.ed.gov.databases/ERIC agents/ed 370885.html.

Cross, P.K. and Angelo T.A (1988). Classroom Assessment Techniques. A handbook for
College Teachers (2nd ed).: Jossey – bass Publishers. San Francisco

Torrance, H and Pryor, J. C. 1998). Investigation Formative Assessment: Teaching

Leraning and assessment in the classroom. Buckinghan U.K.

URT (2006). Induction course for Licensed Secondary School Teachers Module 1:
Teaching and Learning. Ministry of Education and Vocational Training. Dar es Salaam,
Tanzania.

Weeden, P., Winter, J. and Broadfoot, P (2002). Assessment: What’s in it for schools:
Routledge, London.

Wellington, J. (2000). Educational Research Contemporary issues and practical

approaches continuum. London: Blackwell publishing.

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