NOTES, QUESTIONS AND ANSWERS

MEASUREMENT,
EVALUATION AND
STATISTICS IN EDUCATION
– EDCR 361
LEVEL 300 SECOND SEMESTER

COMPILED BY ARPAAH ANTHONY

LEVEL 300 INTEGRATED SCIENCE STUDENT

ASSOCIATION OF INTEGRATED SCIENCE EDUCATION

ACADEMIC BOARD 2018/2019
 MEASUREMENT, EVALUATION AND STATISTICS IN EDUCATION – EDCR 361

MEASUREMENT, EVALUATION AND STATISTICS IN EDUCATION – EDCR 361

DEPARTMENT OF INTEGRATED SCIENCE EDUCATION
ACADEMIC BOARD 2018/2019
ROMAN 9:16
“Therefore, God’s choice does not depend on a person’s will or effort, but on God
himself, who shows mercy”
GALATIANS 6:9
“Let’s not get tired of doing what is good, for at the right time we will reap a harvest- if
we do not give up”
GALATIANS 6:7
“……. A person harvests whatever he plants.”
LUKE 10:27
“…LOVE GOD ….AND LOVE YOUR NEIGHBOR AS YOURSELF”

SUMMARISATION

1. The process of obtaining information for making decisions about students, curricula
and educational policy refer to assessment.
2. The various tools used by the instructor to gather the information are observation,
paper-and-pencil test, performance, home assignment, project work, etc.
3. Decisions that can be taken about students include:
 managing classroom instruction;
 placing students into different types of educational programmes;
 assigning students to appropriate categories;
 guiding and counselling students;
 selecting students for educational opportunities;
 credentialing and certifying their competence.
4. Series of questions given to a learner to answer is a test. In test, we focus on
measurement.
5. The two types of objective test are supply and selection.
6. The supply test is grouped into short answer type and fill in the gap.
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7. The selection test is grouped into three - multiple choice test, matching test and
true/false test.
8. The two types of multiple test are - best answer type and multiple answer type.
9. The correct alternative in a multiple choice is called key/key alternative.
10.The statement that introduces the problem in a multiple choice test is called stem
11.The method of estimating the reliability which gives a measure of stability over a
period of time is test-retest reliability.
12.Which part of the matching-test item should present a problem to be solved? Premises
13.Which type of reliability estimate is important for a teacher who wants to measure the
internal consistency of a test test-retest.
14.The process of assigning a number to a specified characteristics of a person in such a
way that the numbers describe the degree to which the person possesses the attribute is
termed as measurement. The main trust of measurement is the quantification of
attributes.
15.The steps in measurement are; set the learning objectives, decide on type of test to be
used, and prepare the scoring key.
16.The highest scale of measurement is ratio while the lowest nominal/categorical.
17.Assessment for learning is diagnostic or formative which seeks to bring out the
weaknesses in the learner, and brings improvement.
18.Assessment of learning is summative - grading, certification and promotion
19.Assessment as learning allows the student to assess himself and reflects on his
strength and need.
20.In bloom's taxonomy of the cognitive domain, bringing together parts to form a new
whole can best be put under synthesis level.
21.The best item format used to assess analysis types of learning objective is essay item.
22.A general instructional objective that emphasizes developing attention to classroom
activities belongs to the affective domain
23.Instructional outcomes that aim at inculcating in student’s movement abilities is
concerned with the psychomotor domain.
24.Which category of the affective domain is concerned with the student's ability to
appreciate the role of science? Valuing
25.An incorrect response serving as possible logical alternative in a multiple-choice test
is a foil/distracter
26.The test type basically used to measure whether a student has or has not attained a
specified level of standard refers to criterion reference test.
27.This type of scale measurement, awarding a score of zero, means a total absence of the
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attribute being measured is ratio scale.

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28.You were the best student in English at the 2014 BECE, is a norm reference
interpretation.

29.Using nature as a criterion, list the two types of test - oral test and performance test.
30.Using purpose as a criterion, an example of test is diagnostic test
31.Using uses as a criterion, an example of test is norm reference test
32.Three factors to consider when selecting a format for test are consider the purpose of
the test, material available must be considered and the number of students to take
the test must be considered
33.List any three guidelines to follow when constructing matching-type test item: no
perfect matching should be expected, both the premises and responses should be
homogenous, the longer words should represent premises while the shorter words
represent responses.
34.State two benefits of the table of specification - to avoid overlapping, to enable the
teacher to cover all the content areas.
35.Considering the Bloom's taxonomy of the cognitive domain, which level is appropriate
to place an item requires the testee to write his own poem? Synthesis
36.The type of evaluation which describes the extent to which a properly implemented
programme or procedure has attained its stated goals and objectives is the summative
evaluation
37.John has not mastered the skill of division in mathematics using the repeated
subtraction is a criterion reference interpretation.
38.In practising continuous assessment, one needs to employ different assessment to
gather information to provide for the assessment of the total personality of the student.
This makes continuous assessment comprehensive.
39.It is a test used to find out the strengths and weaknesses of the testees - diagnostic test
40.The two types of multiple-choice item are single best response and multiple response.
41.The two types of essay-test type test item are restricted response type and extended
response type.
42.The appropriateness of the interpretation and use of assessment results is referred to as
validity.
43.The process of collecting, summarising, and using information from students'
responses to make decisions about each test is termed as assessment test.
44.The type of evaluation which involves obtaining evidence to guide in improving the
instructional process in the classroom is the formative evaluation.
45.The soundness of the interpretation and uses of students' assessment results is referred
to as test validity
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46.The principal stages involved in classroom testing are define the purpose of the test,
determine the item format to use, determine what is to be tested, write the individual
items, review the items, prepare your scoring key, write instruction, evaluate the test
47.Name the three categories of validity evidence - content related, criterion related and
construct related.
48.In the measurement scale, arbitrary zero, is associated with interval scale.
49.The measurement scale type which is commonly used is the interval scale
50.In ratio scale, zero means complete absence, and the four operations are used.
51.The type of measurement scale which is used for categorization and identification is
nominal scale. (It has no quantitative nor qualitative value)
52.In Ghana, most tests conducted on students are achievement test.
53.A process for obtaining information that is used for making decisions about
educational policy is assessment.
54.In testing our students, the scale of measurement we use is interval scale
55.Mrs. Mensah observed her students during a science laboratory session to determine
how effectively students can carry out experiments. Mrs. Mensah assessed her
students' performance.
56. Evaluation may or may not be based on measurements
57.Jane's performance in the end of semester examination was very good. This statement
illustrates evaluation.
58.A teacher gave a mid-semester quiz to students and used it to grade them. This mid-
semester quiz served as both summative and formative evaluation.
59.Identify five purposes of assessment in Education:
 planning and organizing student instruction;
 managing instruction (including feedback to the teacher and pupil);
 motivating students;
 grading students;
 providing guidance to students;
 Selecting and placing students;
 and classifying students.
60.For feedback to students to be most effective, the teacher should ensure that students
are provided with scores promptly.
61.General principles of assessment are:
 State what is to be assessed.
 Select an assessment method which is most relevant to the characteristics to
be assessed.
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 Use a variety of procedures to obtain comprehensive information on the

student.
 Be aware of the limitations of the assessment procedure you may used.
 Use assessment procedure that gives feedback to the learner.
62.The most important criterion for selecting an assessment procedure to be used is the
relevance of the procedure to the characteristics being measured.
63.Why is it necessary for the teacher to specify what he/she wants to assess? To ensure
the selection of appropriate procedures
64.One principle of assessment that underlies the introduction of continuous assessment
is ensuring that a more comprehensive information is obtained on the student.
65.One of the general principles of assessment is that good assessments are provided by
multiple indicators of performance.
66. The needs of the society are reflected in the educational goals.
67.The general products of learning are known educational outcomes.
68.Taxonomy means the same as classification
69.The hierarchy of Bloom's taxonomy is
 Knowledge- recall of specific information: rearrange, define, list, label, name
etc.
 Comprehension- lowest level of understanding: explain, describe, translate,
summarize, paraphrase, convert, differentiate.
 Application- application of a rule/principle: apply, change, compute, construct,
dramatize, interpret, modify, produce, sketch etc.
 Analysis- break an idea into component part and describe the relationship:
analyse, criticise, examine, compare, contrast, break down etc.
 Synthesis- put parts together to form a new whole like the writing of a poem:
combine, categorize, rewrite, create, compose, invent, design, devise etc.
 Evaluate- make judgements about materials and methods: assess, criticise,
rank, defend, recommend, evaluate, reargue, appraise.
70.One of the important teaching uses for taxonomies of thinking skills is to divide up
cognitive thinking into small, teachable units.
71.Who is the odd one? (Bloom, Engelhart, Furst, Quellmalz, Hill, Krathwohl)
72.Which category of thinking skills is not included in Quellmalz's taxonomy?
Comprehension
73.In learning, where specific evidence or details are obtained and used to generalise, we
call it inductive reasoning.
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74.A formal argument made up of a major premise, a minor premise and a conclusion is
referred to as syllogism. "All birds have feathers, penguins are birds, therefore
penguins are birds” is an example of syllogism.

75.Which category of learning outcomes of Quellmalz's taxonomy includes knowledge

and comprehension? Recall
76.With regard to Bloom's taxonomy of learning objectives, the statement "The student
will be able to distinguish between evaluation and measurement" is an example of
analysis.
Quellmalz's Taxonomy Bloom's Taxonomy

Recall Knowledge & Comprehension

Analysis Analysis

Comprehension ------------------------------------

Inference Application & Synthesis

Evaluation Synthesis & Evaluation

77.Validity of assessment refers to interpretation and use of the assessment results.

78.What will you do to validate your classroom test results? Look for evidence for the
proposed interpretation and uses of the results.
79.Validity of assessment results depend on evidence that supports the uses of inner
relation to which you put assessment results and their interpretation.
80. Assessment results may have high, moderate or low validity for a situation
depicts the nature of validity.
81.A table of specification gives indication on content areas and the thinking skills in a
test.
82.Evidence that a general science test adequately samples a specific area of the general
science curriculum is called content-related evidence.
83.An English Language teacher in a JHS gave a verbal aptitude test to 50 students. Later
the teacher compared these scores to their grades at the end of first term of the
following year. Which type of validity evidence does this illustrate? Criterion-related
evidence.
84.When constructing her test items for the end-of-term exam in mathematics, Ms
Mensah checked each item to see if it matched the material that she taught the class.
What type of evidence was Ms Mensah looking for? Content-related evidence.
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85.A test is a systematic procedure for observing and describing one or more
characteristics of student using a numerical scale or classification scheme.
86.Numerical scale is by using number to assess pupils.
87.Classification scheme is by using 'good', 'very good', 'average', etc asses pupils.
88.A daily process by which information are gathered about students’ progress in
achieving the curriculum's learning target is a continuous assessment.
89. Formative continuous assessment is used daily lesson and how well your day's
lesson is going.
90. Summative continuous assessment is where major learning targets are reported
using grades.
91. Characteristics of continuous assessment are
 Cumulative - is based on all the scores obtained in all measurements
throughout the year or term.
 Comprehensive - assessment of the total personality of the student.
 Diagnostic - continual monitoring of a student's performance/achievement,
weakness and strength, difficulty and problems.
 Formative - get immediate and constant feedback on a student's performance
for remediation.
 guidance-oriented - directed and motivated in his learning.
 Systematic - assessment is not spontaneous.
92.Strengths of continuous assessment are;
 Provides excellent picture of a student's performance over a period of time.
 Enables all to actively and more meaningfully get involved in the assessment of
students throughout the teaching and learning.
 Caters for the domains in the taxonomy of educational objectives, and make him
a balanced person.
 Helps reduce fear and anxiety about failure among students
 Encourages students to work assiduously through since everything counts.

90. Weaknesses of continuous assessment are

 Increase in the workload of the teacher
 Inadequate knowledge in the test construction affects the process
 Inadequate of materials and equipment
 Inadequate supervision
 Problem of record.
91. Role of teachers in the practice of C.A.
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 Assess all areas of the students

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 Break the programme into smaller, specific units.

 Assess learning outcomes and performances after every instruction.
 Formulate measurable specific attainable instructional objectives.
 Provide remedial tuition when necessary
 Constant evaluation is needed
 Provide constant feedback

GOALS AND LEARNING TARGET OF INSTRUCTION

1. A general aim or purpose that is usually broad is a Goal.

2. The human activities that contribute to the functioning of a society and which can be
acquired through learning is called educational goals.
3. The educational goal at the basic level of education includes literacy and numeracy
as well as good citizenship.
4. What occurs as a result of an experience is described as the outcome.
5. The product of learning experiences is called educational outcomes.
6. Educational outcomes include: knowledge, understanding, application of knowledge
and understanding to situations, thinking skills, general skills, attitudes, interests,
appreciations and adjustments.
7. The description of a performance the teacher/instructor wants his/her students to be
able to exhibit before he/she considers them competent with regard to a specific
subject-matter or content or behavior is called objectives.
8. What specifies what the teacher would like his/her students to be able to do, value or
feel at the completion of an instructional segment? Learning objectives
9. A stated desirable outcome of education is called instructional objective.
10.Instructional objectives are known as behavioral objectives.
11.A statement that specifies what observable performance the learner should be engaged
in when we evaluate achievement of the objective is known as behavioral objectives
12.Some of the action verbs used in stating instructional objectives are; describe, recite,
solve, draw, label, explain, match, state, classify, identify, list, complete and name.
13.Verbs such as understand or appreciate are not considered behavioural because one
cannot observe a person "understanding" or "appreciating"
14.An instructional objective should be clear, specific, achievable and measurable.
15.State some Importance of learning objectives for classroom assessment
 It makes general planning for an assessment procedure easier
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 It makes The selection, designing and construction of assessment instruments

easier.
 It makes Evaluation of an existing assessment instrument easier.
 They help to judge the content relevance of an assessment procedure.
16.One Example of general learning target:
Acquire the skills needed to use common instrument to measure length, volume, and
mass in metric units.
17.Examples of specific learning targets:
 Measure the length of objects to the nearest tenth of a meter using a meter stick.
 Measure the mass of objects to the nearest tenth of a kilogram using a simple
beam balance and one set of weights.
 Measure the volume of liquids to the nearest tenth of a litre using a graduated
cylinder.
18.The system of classification in which the particular entities are arranged in accordance
with clear guidelines and principles is known as Taxonomies of educational
objectives.
19.The hierarchical schemes for classifying learning objectives into various levels of
complexity is called Taxonomies of educational objectives.
20.There are three main domains of educational objectives. These are:
 Cognitive (understanding, knowledge, facts)
 Affective (attitude, opinions, values, beliefs)
 Psychomotor (skills).
21.List the six major categories of cognitive domain performance by blooms
taxonomy from the simple (lowest) to complex (highest).
 Knowledge (recall of specific information)
 Comprehension (lowest level of understanding)
 Application (application of a rule or principle)
 Analysis (break an idea into component part and describe the relationships)
 Synthesis (puts the parts together to form a new whole)
 Evaluation (makes judgments about materials and methods).
22.The major categories created by Quellmalz that are not categorically stated in Bloom's
taxonomy are comparison and inference.
23.List the five major categories of cognitive domain performance by Quellmalz
taxonomy.
 Recall (recognizing or remembering key facts, definitions, concepts, rules and
principles.)
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 Analysis (It involves dividing a whole into component parts.)

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 Comparison (the ability to recognize or explain similarities and differences.)

 Inference (deals with both deductive and inductive reasoning)
 Evaluation (is concerned with judging the quality, credibility, worth and
practicality.)
24.The domain that describes our feeling, likes and dislikes, and our experiences as well
as the resulting behaviours (reactions) is known as affective domain.
25.List the five level of taxonomy of objectives in affective domain proposed by
Krathwohl, Bioom and Masia (1964) based on the level of commitment.
 Receiving (the willingness to receive or to attend to particular phenomena or
stimuli)
 Responding (to active participation on the part of the student)
 Valuing (the worth or value or importance the student accords or attaches to a
subject, activity, assignment, and others)
 Organization (bringing together complex values, possible disparate values,
resolving conflicts between them)
 Characterization by a value (using values to control one's behavior to develop
life style)
26.List three illustrative verbs for the following;
 Receiving
Illustrative verbs include, acknowledge, ask, attend, be aware, choose, show
alertness
 Responding
Illustrative verbs include; answer, ask, assist, contribute, discuss, follow-up,
question, report
 Valuing
Illustrative verbs include, complete, commit, initiative, exhibit, demonstrate,
display, work, share.
 Organization
Illustrative verbs include, adapt, adhere, formulate, integrate, modify.
 Characterizing
Illustrative verbs include, behave, discriminate, listen, perform, and serve.
27.Receiving has been divided into three sub- categories: awareness, willingness and
controlled or selected attention.
28.The educational outcomes that focus on motor (movement) skills and perceptual
processes is known as the Psychomotor domain
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29.The Psychomotor domain measured in terms of speed, precision, distance,

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procedures or techniques in execution.

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30.The six main categories of Harrow's taxonomy organized according to the degree of
coordination are:
 Reflex movements (actions elicited without learning in response to some
stimuli. e.g. flexion, extension, stretch, postural adjustments.)
 Basic fundamental movement (inherent movement patterns that are formed
from a combination of reflex movements and are the basis of complex skilled
movements. e.g. walking, running, pushing, twisting, gripping, grasping,
manipulating.)
 Perceptual abilities (interpretation of stimuli from various modalities providing
information for an individual to make adjustment to his environment. e.g.
coordinated movements such as jumping rope, punting, or catching.)
 Physical activities (requires endurance, strength, vigour, and agility which
produce a sound, efficiently functioning body. e.g. distance running, weight
lifting, touching toes, typing)
 Skilled movements (performing complex movement task with a degree of
efficiency based on inherent movement patterns. e.g. all skilled activities
obvious in sports, recreation and dance.)
 Non-discursive communication (communication through bodily movements
ranging from facial expressions through sophisticated choreographies. e.g. body
postures, gestures, and facial expressions)
31.List all the sub-categories of Harrow's taxonomy.
 Reflex movements (three sub- categories: segmental reflexes, intersegmental
reflexes and supra-segmental reflexes)
 Basic fundamental movement (There are three sub-categories: locomotors
movements, non-locomotors movement and manipulative movement)
 Perceptual abilities (There are five sub-categories: Kinaesthetic discrimination,
visual discrimination, auditory discrimination, tactile discrimination and
coordinated abilities)
 Physical activities (There are four sub- categories; endurance, strength,
flexibility, agility)
 Skilled movements (There are three sub- categories: simple adaptive skills,
compound adaptive skills and complex adaptive skills)
 Non-discursive communication (There are two sub- categories: expressive
movements and interpretive movements)
32.Ways of Making Objectives Amenable to Measurement and Evaluation.
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 Objectives should begin with an action verb

 Objectives should be stated in terms of observable changes in
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 behaviour
 Objectives should be stated in unambiguous terms
 Objectives should be stated so that they are content-free
 Objectives should be unitary; that is, each statement should relate to only a
single process.
33.Anita Harrow's taxonomy of the psychomotor domain is organized according to the
degree of coordination.
34.Krathwohl, Bioom and Masia taxonomy of objectives in affective domain was
developed to organize levels of commitment.

CHARACTERISTICS OF TEST

35.The two main attribute of instruments in educational measurement are reliability and
validity.
36.The generic name for consistency is reliability
37.Reliability refers to the results obtained with an assessment instrument and not to the
instrument itself.
38.The degree of consistency of a results is known as Reliability
39.Some suggestions for improving the reliability of classroom tests are
 Write longer tests.
 Pay more attention to the careful construction of the test questions.
 Start planning the test and writing the items well ahead of the time the test is to
be given.
 Write clear directions and use standard administrative procedures.
40.The Methods of estimating reliability
 Test - Retest Method (This is a measure of the stability of scores over a period
of time.)
 Equivalent forms methods (Two alternate or parallel test forms with the same
content and level of difficulty for each item, are administered to the same group
of students. The scores on the two administrations are correlated and the result
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is the estimate of the reliability of the test.)

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 Split - half method (This is a measure of internal consistency. A single test is

given to the students. The test is then divided into two halves for scoring. The
two scores for each student are correlated to obtain the estimate of reliability.)
 Kuder - Richardson method (This is also a measure of internal consistency. a
single test is taken and the KR-20 & KR-21 formulas are used to compute the
reliability)
41.Some Factors influencing reliability
 Test length (It refers to the number of items in a particular test. The longer tests
give more reliable scores than short tests)
 Group homogeneity (Group variability influences the reliability. The more
heterogeneous a group is, the higher the reliability and the narrower the range of
a group's ability, the lower the reliability)
 Difficulty of items (Too difficult or too easy items produce little variation in
the test scores. This in turn lowers reliability)
 Scoring objectivity (Subjectively scored items result in lower variability)
 Speed Tests (where most students do not complete the items due to inadequate
allocation of time, result in lower reliability.)
 Sole marking (Using multiple markers improves the reliability of the
assessment results. A single person grading may lead to low reliability)
42.Test validity refers to the legitimacy of the inferences that we make about a score.
43.The four Principles of validation
 The interpretations (meanings) given to students' assessment results are valid
only to the degree that evidence can be produced to support their
appropriateness
 The uses made of assessment results are valid only to the degree that evidence
can be produced to support their appropriateness and correctness
 The interpretations and uses of assessment results are valid only when the
educational and social values implied by them are appropriate
 The interpretations and uses made of assessment results are valid only when the
consequences of these interpretations and uses are consistent with appropriate
values.
44.There are three categories of validity evidence. These are:
 Content - related validity evidence (refers to the content representativeness
and relevance of tasks or items on an instrument)
 Criterion ~ related validity evidence (involves the demonstration of a
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relationship between test scores and a criterion that is usually, but not necessary,
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another test.)
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 Construct - related validity evidence (refers to how well the assessment

results can be interpreted as reflecting an individual’s status regarding an
educational or psychological trait, attribute or mental process)

45.The two types of Criterion - related validity evidence

 Concurrent validity evidence refers to the extent to which individuals' current
status on a criterion can be estimated from their current performance on an
assessment instrument.
 Predictive validity evidence refers to extent to which individuals' future
performance on a criterion can be predicted from their prior performance on an
assessment instrument.
46.Four Methods of construct validation
 Define the domain or tasks to be measured
 Analyze mental process required by the assessment tasks
 Compare the scores of known groups
 Correlate the assessment scores with other measures
47.Factors Affecting Validity
 Unclear directions
 Too difficult reading vocabulary and sentence structure tends to reduce validity.
 Ambiguous statements in assessment tasks and items.
 Inadequate time limits
 Inappropriate level of difficulty of the test items.
 Poorly constructed test items.
 Test items being inappropriate for the outcomes being measured lowers validity.
 Test being too short
 Improper arrangement of items
 Identifiable pattern of answers
 Cheating.
 Unreliable scoring.
 Student emotional disturbances
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TRUE-FALSE TEST

1. A teacher can evaluate her students without measuring them. True/False.

2. The unintended consequence of the interpretation and uses of your test scores are not
relevant in the determination of the validity of your assessment results - False/True.
3. A test result can only be valid and not valid- False/True.
4. When you measure students' performance, you are evaluating - True/False.
5. An assessment can be done through interviewing - True/False.
6. Assessment is not necessary in the teaching-learning process - False/True.
7. The hierarchical nature of taxonomies of learning outcomes implies that a teacher
should teach lower level skills before the higher level skills - True/False.
8. When a teacher assesses his/her students, the teacher is to penalize them for any
mistakes they commit - False/True.
9. Assessment is necessary for certification - True/False.
10.Guidance in school can be facilitated by assessment results - True/False.
11.Educational system devoid of assessment is likely to be more motivating to students in
learning than the one with assessment - False/True.
12.Placement does involve rejection but selecting does - False/True.
13.Assessment should focus on specific purposes as to what use(s) they will put.
True/False.
14.Educational goals are geared towards meaningful functioning of the society -
True/False.
15. Educational goals are derived from educational objectives - True/False.
16. One reason why teachers have to formulate learning objectives before proceeding to
teach is to ensure that each student learns the most important points of the lesson -
True/False.
17. A student formulating a life plan in harmony with his/her abilities and interests
illustrates the category "organization" in the affective domain - True/False.
18. Manipulating is a basic-fundamental movement. - True/False.
19. In the affective domain, a student's active participation in a class is referred to as
responding. - True/False.
20. Communication using gestures is an example of a sub-domain in the affective domain
- True/False.
21. The least category of the affective domain is the receiving. - True/False.
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22. Perceptual ability involves coordination of information from the senses to make
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adjustments to a situation - True/False.

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 MEASUREMENT, EVALUATION AND STATISTICS IN EDUCATION – EDCR 361

23. Evaluation can occur in the presence of test and measurement and other objective
information. - True/False.
24. What can affect and influence evaluation are subjectivity, inconsistency and bias. -
True/False

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MULTIPLE CHOICE SECTION

NOTE: words in red or bold are the solutions.

1. Which of the following statements about measurement and assessment is true?

A. Measurement is continuous but assessment is done at the end of instruction.
B. Measurement involves the pupils but assessment is done by the teacher only.
C. Measurement involves figures only and assessment involves words.
D. Measurement provides data for assessment.
2. A teacher in social studies scored students’ responses to the end of semester
examination script by script. Which of the following effects is enhanced?
A. Carryover
B. Hallo
C. Rater drift
D. Bluffing

3. When a teacher writes a lesson objective requiring pupils to summarize what has been
taught in their own words what category of learning will you put this under?
A. Analysis
B. Application
C. Comprehension
D. Knowledge
4. Which of the following question statements will be the best as an objective test item?
A. Kwame Nkrumah was………………………………………………..
B. The first president of Ghana was……………………………………..
C. The name of the first president of Ghana was………………………..
D. Who was the first president of Ghana?
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5. Which of the following factors is the most likely to raise the reliability of students
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essay scores in an examination?

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 MEASUREMENT, EVALUATION AND STATISTICS IN EDUCATION – EDCR 361

A. Keep model answers out of mind

B. Refer to previous scores when scoring other items
C. Score essay response anonymously
D. Score mechanics of writing with content
6. Kwame has not mastered the skill of subtraction in mathematics using the place value.
This statement is a/an
A. Criterion- referenced interpretation
B. Norm- referenced interpretation
C. Performance Assessment
D. Summative Assessment
7. Which of the following approaches to test interpretation enables the teacher to
diagnose specific learning problems of students?
A. Percentage
B. Norm -referenced
C. Criterion- referenced
D. Ranking
8. Which of the following evaluation is true?
A. Assessment = Testing + Measurement
B. Assessment = Measurement + Evaluation
C. Evaluation = Measurement + Assessment
D. Evaluation = Testing + Measurement
9. When setting test items, we must ensure that the items match the objectives we
established for teaching. Which type of validity does this ensure?
A. Construct validity
B. Content validity
C. Item validity
D. Objective validity
10.When a test yields the same results when taken again by the same pupils under the
same conditions, it is said to be reliable
11.Which of the following might occur if an essay question was poorly structured?
A. It will prevent reliable grading
B. It will lower the validity of the test
C. It may yield a variety of answers
D. The responses may be short
12.In writing True – False items for a test it is not advisable to use
A. Specific determinants
B. Positive Statements
C. Your own words
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D. Familiar Language
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13.One weakness of the mean as a measure of central tendency is that it

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 MEASUREMENT, EVALUATION AND STATISTICS IN EDUCATION – EDCR 361

A. Cannot be used when data is complete

B. Is influenced largely by extreme scores
C. Is most appropriate for normal distribution
D. Uses few values in distribution
14.Pie charts can best be used to compare
A. Ages of headmasters in a school district
B. Attendance at a teacher’s workshop by gender
C. B.E.C.E results from 2005 – 2010 in a school
D. School fees paid by students in a school
15.The following scores were available for 9 students in a statistics class.
18 20 15 12 13 10 8 17 20
The scores for the 10th student was missing but it was known to be the second lowest
score. What would be the median for the distribution?
A. 13
B. 14
C. 15
D. It cannot be determined
16.In a class test, the mean was 68 and the median was 50. The shape of the distribution
of the scores is
A. Normal
B. Positively skewed
C. Negatively skewed
D. Symmetrical
17.The mean score obtained by 80 students in a statistics quiz was 15. It was found latter
that a student who obtained 10 actually had 20. How would the discovery affect the
mean?
A. More information is needed
B. New mean is greater than old mean
C. Old mean is greater than new mean
D. There is no change in the old mean
18.One of the purposes of the measure of the central tendency is to
A. Determine the direction of student’s performance
B. Determine the performance of teachers in a test
C. Identify relationships and trends
D. Provide an estimate of the most typical score
19.A tutor at Kafodidi College of Education, observed his students during a practical
lesson at the science laboratory to determine how effective students can carry out the
teaching skills learnt in class. The tutor……
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A. Assessed his student’s performance

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B. Evaluated his student’s performance

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 MEASUREMENT, EVALUATION AND STATISTICS IN EDUCATION – EDCR 361

C. Measured his student’s performance

D. Tested his student’s performance

20.Statistics is important for classroom teacher’s because

A. Enables them to write appropriate objectives
B. Helps them to construct good test items
C. Helps them to evaluate students’ grades
D. It is useful for promotion and certification
21.Which one of the variables represents a ratio scale?
A. Age
B. Gender
C. Reading success
D. Socio-economic status
22.The grades, A, B, C, D, E, F in a test were changed to 4,3,2,1,0 for statistics purposes.
What scale of measurement was used?
A. Interval
B. Nominal
C. Ordinal
D. Ratio
23.Histograms are most useful for representing data when the scale of measurement is
I. Interval II. Nominal III. Ordinal IV. Ratio
A. I only
B. IV only
C. I and IV
D. I, III, IV
24.Scores on a statistics examination have a mean of 64 and standard deviation of 9. The
variance of these scores is
A. 3.0
B. 8.0
C. 64.0
D. 81.0
25.Vida’s percentile rank in an end- of- year examination was 75. Her actual examination
score was 80. This information means that she performed worse
than……………………… of the students in the class
A. 20%
B. 25%
C. 75%
D. 80%
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26.The College of Education at Pakro requires its students to pass a final examination on
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the courses they register before they can be officially recognized as graduates of the
COMPILED BY: ANTHONY ARPAAH (AISES ACADEMIC BOARD 2018/2019) 14TH MARCH 2019
 MEASUREMENT, EVALUATION AND STATISTICS IN EDUCATION – EDCR 361

college. What type of decision is based on the final examination on courses students
register for?
A. Certification
B. Classification
C. Placement
D. Selection

27.The commandant of the Military Academy at Saltpond Academy interviews twenty

(20) prospective officers for admission into the Academy. Six of them who made the
grade were admitted. What type of decision did the commandant make?
A. Counselling and Guidance
B. Instructional management
C. Placement
D. Selection
28.“The ability to bring forward an appropriate rule, generalization or principle to help
solve problem without being prompted or reminded to do so” is
A. Analysis
B. Application
C. Evaluation
D. Synthesis
29.Which of the following criteria in evaluating easy items involves checking whether the
items relate to the instructional objectives?
A. Clarity
B. Fairness
C. Practicality
D. Validity
30.In test development, the table of specifications most directly improves…………….
A. Balance
B. Objective
C. Relevance
D. Specificity
31.A district health education coordinator randomly sorted 100 pupils under seven main
childhood killer diseases and numbered the groups 1 through 7. What scale of
measurement did the coordinator use?
A. Interval
B. Nominal
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C. Ordinal
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D. Ratio
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 MEASUREMENT, EVALUATION AND STATISTICS IN EDUCATION – EDCR 361

Study the frequency distribution below and answer the questions 32 – 35

Distribution of examination scores for statistics students.
Classes Frequency
46 - 50 24
41 – 45 28
36 – 40 24
31 – 35 12
26 – 30 10
21 – 25 2
Total 100

32.The class mark for the class, 46 – 50, is

A. 45.5
B. 48.0
C. 50.0
D. 96.0
33.The relative frequency for the class, 26 – 30, is
A. 0.01
B. 0.10
C. 0.20
D. 0.30
34.The class which would probably contain the median in the above distribution is
A. 46 – 50
B. 41 – 45
C. 36 – 40
D. 21 – 25
35.The cumulative frequency for the class, 41 – 45 is
A. 0.76
B. 28
C. 48
D. 76
36.Which percentile is equivalent to the first quartile Q1?
A. 25th
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B. 50th
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 MEASUREMENT, EVALUATION AND STATISTICS IN EDUCATION – EDCR 361

C. 75th
D. 100th
37.Which percentile is equivalent to be median?
A. 25th
B. 50th
C. 75th
D. 100th
38.The variance and mean for a given set of scores is 25 and 64 respectively. Calculate
the deviation.
A. 5
B. 2.56
C. 8
D. 625
39.Which of the following variables best measures Junior High School pupils using an
interval scale?
A. Favorite food
B. Musical ability
C. Religious affiliation
D. Year of birth
40.The part of matching – test item that presents the problem to be solved is known as
……
A. Options
B. Premises
C. Responses
D. Stem
41.When constructing multiple – choice test items, options to a given item should
be………
A. Arranged horizontally
B. Heterogeneous in content
C. Highly technical in nature
D. Homogeneous in content
42.One of the principles for deciding on the degree to which an assessment result is valid
is that evidence can be produced to support the ……
A. Appropriateness and uses of the items
B. Consequences and uses of the test
C. Correctness of student’s responses
D. Relevance of instructions
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43.Which of the following must be considered at the reproduction stage of assembling the
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test?
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 MEASUREMENT, EVALUATION AND STATISTICS IN EDUCATION – EDCR 361

A. All items should be numbered consequently

B. Items could be split with parts on different pages
C. Items could be arranged in sections by the difficulty levels
D. Provisions must be made for extra answer sheet
44.Which of the following should not influence the decision when selecting a problem for
research?
A. Will I be able to collect data to answer the question asked?
B. Will solution to the problem advance knowledge in my field?
C. Will the problem indicate the type of research?
D. Will views of respondents be in line with popular belief?
45.Which of the following assessment procedures is the most objective?
A. Completion items
B. Essay items
C. Matching – type items
D. Multiple choice items
46.Which of the following estimates of reliability is a measure of internal consistency
method?
A. Equivalent forms
B. Inter- judge
C. Split- half
D. Test- retest
47.In constructing test items, which of the following should be considered so as to avoid
overlapping of contents and behavioural objectives?
A. Test format
B. Test blue print
C. Table of instructional behaviour
D. Instructional period
Consider the following statements about the nature of reliability for item 4
I. An estimate of reliability refers to a particular type of consistency
II. Reliability is a necessary condition but not a sufficient condition for
validity
III. Reliability is primarily statistical and determined by the reliability
coefficient which is the degree of relationship between two sets of scores
IV. Reliability refers to the assessment instrument and not the results
obtained with it
48.Which of the statement(s) above is NOT correct?
A. I and II only
B. I only
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C. II, IV and I only

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D. IV only
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 MEASUREMENT, EVALUATION AND STATISTICS IN EDUCATION – EDCR 361

49.Agatha, a mathematics teacher scored students’ responses to the mid- term

examination without constantly looking at the marking scheme. Which of the
following effects would be enhanced?
A. Carry over effect
B. Hallo effect
C. Hawthorne effect
D. Rater drift
50.At what stage of constructing easy tests should a teacher give adequate thought and
time to the preparation of the test items?
A. Analysis
B. Evaluation
C. Planning
D. Scoring
51.A science teacher in Ameyaw M/A JHS asked her students to explain four factors that
can influence the spread of Ebola virus in the community. Which of the following
scoring rubrics is she likely to use in scoring student’s answers?
A. Analytic
B. Global
C. Holistic
D. Scoring guide
52.Which of the following factors is likely to reduce the reliability of a test?
A. Scoring essays with multiple raters
B. The more heterogeneous the students are
C. Too easy items for a group of students
D. When test administrators adhere to uniform test practices

53.Mr. Amoah, the assessment lecturer bought a set items from experts to be
administered to his students in the classroom. Which of the following best describes
the type of achievement test to be used? …………………………achievement test
A. Classroom
B. External
C. Standardized
D. Teacher – made
54.Which of the following best explains why you should ask the question “who is being
tested?” during test construction?
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A. Clarity
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B. Efficiency
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 MEASUREMENT, EVALUATION AND STATISTICS IN EDUCATION – EDCR 361

C. Fairness
D. Validity
55.An English teacher would want to prevent her students from “bluffing” when
assessing them on some topics taught in a term. Which of the following forms of
classroom achievement test would you advice?
A. Essay – type tests
B. Objective – type tests
C. Constructed response type
D. Restricted response type
56.The choice of the appropriate format to use in constructing test items for a classroom
test is influenced by the …………………………….
A. Performance level of the students
B. Qualification of the teacher
C. Uses of the test results
D. Time available to score the test

57.The type of test that requires the student to write not more than a sentence long of
response to a question is best known as……………………...
A. Essay type
B. Objective type
C. Selection type
D. Short answer
1. Three teachers of economics reported mean examination grades of 79, 74, and 82 in
their classes, which consisted of 32, 25, and 17 students’ respectively. Determine the
mean grade for all the classes. (4marks)

Soln
N = 3 (3 classes)
(79+74+82) / 3 = 78.33

2. Given that a T-score of Camilla is 65, the mean and the variance of the class are 12
and 4 respectively. Calculate Camilla’s obtained score. (5marks)
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 MEASUREMENT, EVALUATION AND STATISTICS IN EDUCATION – EDCR 361

Soln
T = 50 + 10z
T = 65, mean = 12, variance = 4 but standard deviation = 2
Z = (raw score – mean) / standard deviation

Find Z
65 = 50 + 10z
10z = 65-50
Z = 1.5

1.5= (raw score – 12) / 2

3 = raw score – 12
Raw score = 15
3. A matching exercise presents the students with three parts, these are (2mrks)
i. Premises
ii. Response
iii. ………………………………………………………………..
4. The purpose of the test, time available to prepare and scores test; skills to be tested,
difficulty level desired etc. are considered at what stage of test development?
Determine the Item format to be used……………………………………….
(1mark)
5. In a sentence, differentiate between concurrent validity and predictive validity
Concurrent validity refers to the extent to which one’s current status on a
criterion can be estimated from their current performance on an assessment
instrument whiles predictive validity refers to the extent to which one’s futures
performance on a criterion can be predicted from their prior performance on an
assessment instrument
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 MEASUREMENT, EVALUATION AND STATISTICS IN EDUCATION – EDCR 361

DON’T BE SELFISH

You are united with Christ, so he can make you strong and brave. He can help you not to be sad. You can
know that he loves you very much. All of you can know his Spirit. So you can be kind to each other. You
can love each other as Christ loves you.

So, make me completely happy because all of you agree. All of you should love each other in the same
way. All of you should be like one person, because you have the same purpose.

You must not do only the things that you want. You should not do anything only for the reason that it makes
you seem more important than other people. Instead, always think about what other people need. Do not
think that you are better than other people. But think about other people as better than you.

Do not think only about the things that are important to you yourself. But each of you should think
also about the things that are important to other people

You should think in the same way as Christ Jesus thought.

Philippians 2:1-5

God bless you for reading.

Need help in your Christian life.
call:0542684735/0503435903

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