A lecture presented by Mr. E.

BASOPO
(Psychologist)

e-mail; [email protected]

cell---0773851346.

TESTING AND MEASUREMENT

DEFINITION OF TERMS

1 A test is a systematic procedure for measuring a sample of

behaviour (Brown, 1970) _The phrase “systematic procedure”
indicates that a test is constructed, administered and scored
according to prescribed rules.

2 Measurement is the description of data in terms of numbers

(Guilford, 1954) _It involves the assignment of numerals to
behaviour according to rules. This results in the assignment of
numerical values to a person’s performance.

3 Validity_ A test is valid when it measures what is it supposed to

measure (Kagan & Lang, 1978)

4 Reliability - If a finding can be repeated, it is described as being

reliable (Cardwell,1996)

5 Usability: A test is usable in terms of content, convenience,

economy, interpretability and application.
WHY TEST?
ADVANTAGES

1 To allow the student to evaluate his/ her rate of progress

towards mastery of the academic skills being taught.
2 Test results give teachers information regarding the quality of
their instruction.

3 The school compares the average performance of its students

with that of other students in other parts of the country.

4 To increase motivation and provide reinforcement.

5 Diagnoses readiness i.e. it determines how well prepared a

student is for a particular course of study.

6 Assesses progress i.e. tests are used to evaluate student

progress ( as in point 1)_ Evaluation serves two purposes (a) to
see if the subject was understood (b) to award a score or grade
to performance. Summative evaluation refers to the final test
given at the end of the course or year (t0 page 12) _evaluation
also provide feedback to both student and teacher e.g. how
well is the student mastering? We call these formative
evaluations (to page 12). Students tend to read more when
there is going to be a test hence some increase in motivation
(as in point 4)

7 Promotes depth of understanding. Students tend to study with

greater concentration.

8 When a student passes the test, he/she gets satisfaction hence

reinforcement.

9 Testing tells the teacher the able students. This prepares him
for ability grouping, remedial work etc.
Disadvantages of Tests

1 marks vary depending on marker’s mood

2 tests produce anxiety among students.

3 Students may fail just due to fear.

4 Students are more interested in grades than in acquiring and

retaining knowledge.
Different Types of Tests and what to consider
before construting a test;

We use several type of testing procedures inthe classroom but

three main common ones are oral test, essay test and objective
test.

A test is thus a measuring instrument so before we construct it,

we must consider the following (a) age of test taker (discuss why)

(b) Intellectual level

(c) Educational background

(d) Socio economic and cultural background

(e) Reading level

(f) Objectives

(g) Marking scheme etc

THE ESSAY TYPE TEST.

1 It is commonly used in the classroom and in the public

examinations e.g. “O” and “A” level university etc.

2 Here student should provide written discussion as answer to

the question.

3 It tests the ability to organise thoughts and present logical

argument

4 It test the ability to apply knowledge to solve a problem

5 It test the ability to think reflectively and creatively

6 It tests skills in essay writing

Criticisms of Essay Type Tests

1 Unreliability: This comes from difficulty arising from setting

question. Meaning of question be lost due to poor
grammatical structure

2 Attempts to put in too many concepts in one question hampers

clarity.

3 Different marks may assign different marks to the same essay if

no proper marking scheme is followed. ( discuss briefly
importance of marking scheme)

4 Same marker may give a different grade if asked to mark the

same work days later.

5 This type of test covers a limited section of the syllabus e.g. in

history, geography, psychology, sociology etc.

6 It favours the verbally fluent. Those with good command of the

language pass.

7 It is subjective

8 Discourages wide reading. Students may just spot 1 or 2 areas

to concentrate on.
The Objective Test

1 Multiple choice items, true or false items, matching items, item

completion.
Advantages

1 Always one pre determined answer

 2 Easy to mark____ can even be marked by someone without
knowledge.

3 Has a wide range coverage of the syllabus unlike in essay type

4 There is reduction in the probability of question spotting.

5 Students have to read widely.

6 Marking is easy, accurate and quick

Disadvantanges

1 can’t test written expression

2 candidate can’t develop an argument

3 tests only factual recall or just understanding of facts

4 no room for creativity

5 encourages guess work

6 difficulty and expensive to construct

True or false Items

Harare is the capital city of Zambia. True/ false

Matching items: Country ------------ City

Nigeria -------------------- Harare

Zimbabwe ----------------- Lusaka

Zambia ------------------ Lagos

Multiple choice: mother of Jesus was; A Dorcas B Mary C

Elizabeth D Mary Magdalene
TEACHER MADE TESTS
1 These are evaluation instruments used by the teacher

2 Teacher evaluates pupil’s progress

3 Show where pupil is lacking

4 They motivate pupils and diagnose weaknesses

5 They help teacher to redefine objectives and methods

6 Students see what the teacher considers important

Standardised Tests

-standardisation means a fixed or uniform procedure in the

administration and scoring of tests

-they can be administered to a group or individuals under same

conditions.

-the time given is the same manner

-they have been carefully prepared

-they have been pre tested

-questions too difficulty or easy have been refined

-reliability has been established

-have fixed time limits

-have explicit instructions to administrators and students.

Criterion Referenced Measurement (Test)
(CRM)

There are two kinds of tests that evaluate a child’s performance

following instruction (1)CRM (2) NRM
-C.R.M. measure whether a student has or not reached the
criterion or specific level of achievement.

-such tests evaluate individualised learning programmes.

-they diagnose students difficulties and measure what a student

has learnt.

-the score the student obtains reflects the proportion mastered of

what the teacher thought the student should have mastered.
Norm Referenced Measurement (tests) NRM

-these measure the student’s performance against the scores

achieved by others completing the same test.

-these tests are useful for classification, reflection and making

decisions to see how much a student has learnt in comparison
with others

-students can be classified according to ability

Criticisms Against C.R.M.

(a) CRM tells us what a student knows or can do but not the
degree of excellence or deficiency of the student’s performance
in relation to pears

(b) It is unrealistic to expect teachers to provide the degree

of detailed necessary writing instructional objectives for good
and reliable criterion referenced measures to be obtained.

(c)It is difficulty to established adequate criteria of achievement

since knowledge and understanding don’t lend themselves to
clear definition.
(d) CRM discourages the use of problem solving questions. It
encourages right and wrong solutions with the teacher
determining various answers and the student takes from the
teacher.
Criticisms Against N.R.M.

1 Final grade received by a student in any one subject conceals

the student misunderstanding, inadequate study skills and
limitations in that subject

2 Any given mark does not signify a definite amount of

knowledge

3 Students continually expose to N.R.M. may suffer a diminishing

level of motivation

4 Tests here do not adequately sample the course objectives

5 Use of N.R.M. hides the fact that some courses set different
standards
Summary ( Testing)

1 Testing is an essential part of the classroom process

2 Assess how well students have learned

3 Diagnose readiness and progress

4 Increase motivation

5 Provide reinforcement etc etc.

BUT

1 scoring is not as objective as it purports to be

2 tests can cause a break in the trust between teacher and
students

1 they cause anxiety in students with low grades

2 they encourage rote learning

However in spite of these draw backs many believe that

achievement must be measured and that written test are the
most objectives and efficient means of measuring achievement.
They are fair, efficient, valid and reliable
References

Brown, F (1970) Principles of Educational and Psychological

Testing

Gibson, T J (1976) Psychology for the Classroom

Guildford, J. (1954) Psychometric Methods

Stones, E. (1979) An Introduction to Educational Psychology

Zindi, F(2000) Educational Psychology

SEMINAR TOPICS

1. Research and write notes on C.R.M and N.R.M.

2. Outline the differences between criterion referenced

measurement and N.R.M.

3. What is (a) test validity

(b) content validity

(c) test validity

4. Discuss purpose of teacher made tests. What is the difference

between teacher made tests and standardized tests.
5. List advantages and disadvantages of (a) Essay type tests

(b) Objective type test

Formative Evaluation

e.g. evaluation of lesson , teacher made tests.

Through formative evaluation, the teacher is able to ;

(a) Identify the levels of cognitive processes of his/her students

(b) Choose the most suitable teaching techniques and

materials

(c)Determine the feasibility of a programme within the

classroom setting

(d) Determine areas needing modification or improvements

in teaching learning process
Summative Evaluation

e.g. end of year exams e.g. Grade 7, Z.J.C.,’O’and ‘A’level

-this is concerned with purposes, progress and outcomes of the

teaching process

- it determines to what extend the broad objectives of a

programme have been achieved.

-summative evaluation is judgemental i nature unlike formative

evaluation which is guidance oriented

Therefore: Evaluation is a form of ascertaining the worth of an

endeavour in terms of set of objective
HOME WORK

Measurement Scales
 1 nominal scales

2 ordinal scales

3 Interval scales

4 Ratio scales

Types of Validity (a) content validity

(b) criterion validity

(c) construct validity

(d) face validity

2 Types of Reliability (a) test – re test

(b) split half

3 Usability (what is it)

Types of Standardized tests (a) achievement tests

(b) aptitude tests

(c) attitude tests

(d) diagnostic tests

(e) intelligence tests

What is the difference between teacher made test and

standardized test. What are the purposes of teacher made
tests?

Thank you
C. E. BASOPO( Psychologist)