Test Development and

Evaluation
B.ed 4 years
VI Semester
 Activity
Two truth one lie

Write 3 facts about

yourself
(Two truth one lie)
Test, Measurement,
Assessment and
Evaluation

Ms.Rozeena Sindhu Laghari

Visiting Faculty NUML Karachi
Campus
Department of Education
 Assessment

“we live in a test-giving culture in which the

lives of people are in part determined by their
test performance” (sarason, 1959, p26)
Do they (the students) get
it??

Problem Statement
Education changes with time and
there are even more rigorous
standards being set, but one thing
that seems to stay the same is
assessment practices used by the
teachers.
 Assessment

The word ‘assess’ comes from the Latin verb

‘assidere’ meaning ‘to sit with’.
In assessment one is supposed to sit with the
learner. This implies it is something we do
‘with’ and ‘for’ students and not ‘to’ students
(Green, 1999).
 Assessment in education is the process of
gathering, interpreting, recording, and using
information about pupils’ responses to an
educational task. (Harlen, Gipps, Broadfoot,
Nuttal,1992)
National Professional standards
of Teachers in Pakistan

 https://www.nacte.org.pk/assets/download/N
ationalProfessionalStandardsforTeachersinPa
kistan.pdfStandard 5 (p 21)
 Standard 5
Standard-5: Assessment

Teachers know and understand:

•Different types of assessment to assess student’s learning
and performance
•The results of assessment to evaluate and improve teaching
learning.
•The belief that students’ deficiencies are opportunities for
learning.
•Fair assessment and reporting to students and families.
 Test

 Test: Test is a tool to measures the quality, performance, or

reliability of (something), especially, before putting it into
widespread use or practice.

 a systematic procedure for observing and describing one or

more characteristics of a person with the help of numerical
scale or category system.
 EXAMINATION

 Activity/ exercises evaluating skill or knowledge

 the act of giving students or candidates a test (as by

questions) to determine what they know or have
learned

 a formal test of a person's knowledge or proficiency in a

particular subject or skill.
 Measurement

 Measurement is a procedure for assigning numbers to

attributes or characteristics of persons or procedures.
 Measurement (In Education) = assignment of numbers
(quantity), uses variety of instrument: test, rating scale.
 Numbers may be in nominal, ordinal, interval or
rational.
 Examples: day/night, am/pm, male/female
1,2,3,4,5,7th player etc.
30,40,20,30
50 out of 60 , 5/25,etc.
 Measurement

 The information about students’ learning is often assigned

specific numbers or grades and this involves measurement.
 Assigns numbers (e.g. 28/ 30 on the mathematics test; 90/
100 on the science project) marks obtained on tests or other
pieces of work set by the teacher.
 According to Ebel & Frisbie (1986) “Measurement involves
using rules to assign a number(s), such as score, rating or a
ranking, to an individual or group for a specified behaviour or
performance.”
 EVALUATION

 It is also the process of obtaining, analyzing and

interpreting information to determine the extent to
which students achieve instructional objective.
 It is concerned with making judgments on the
worth or value of a performance, answer the
question “how good, adequate, or desirable”.
 EVALUATION

 e.g.: A teacher measures Shivneel’s achievement in

EDU704 to be 60%. The teacher evaluates his
achievement in EDU704 when he/ she says that
Shivneel’s performance is satisfactory.

 Evaluation= Quantitative description of pupils’

achievement+ Qualitative description of pupils’ abilities+
Value judgments about achievements and abilities.
Mathematically, it may be said that:
Evaluation = Quantitative description of pupils’
achievements +Qualitative description of pupils’ abilities
+Value judgments about achievements and abilities
Functions of Assessment

 It measures student’s achievement

 It evaluates instruction
 It motivates learning
 It predicts success
 It diagnosis the nature of difficulties
 Principles of Evaluation

 Evaluation should be based on clearly stated objectives.

 Evaluation should be Comprehensive
 Evaluation should be continuous and an integral part of
the teaching and learning process.
 Evaluation should be diagnostic and functional
 Evaluation should be used judiciously/carefully
Factors Inhibiting Assessment

 A tendency for teachers to assess quantity and presentation

of work rather than quality of learning.
 Greater attention given to marking and grading, much of it
tending to lower self esteem of students, rather than
providing advice for improvement.
 A strong emphasis on comparing students with each other,
which demoralizes the less successful learners.
 Self-evaluation

Where would you place your assessment practice on the

following continuum?
The main focus is on:
Quantity of work/Presentation Quality of learning

Marking/Grading Advice for improvement

Comparing students Identifying individual

progress
 Implications for classroom
practice

 Share learning goals with students.

 Involve students in self-assessment.
 Provide feedback that helps students recognize
their next steps and how to take them.
 Be confident that every student can improve.
Formative Assessment

 Formative assessment occurs during the

learning process and is aimed at providing
feedback to improve learning. It helps
instructors understand where learners are
struggling and adjust their teaching methods
accordingly.
 Formative assessment includes activities like
quizzes, polls, discussions, and
observations. It is used to guide instructional
decisions and support learners in their journey.
Summative Assessment

 Summative assessment takes place at the end

of a specific period, such as a unit or course. It
is used to measure the overall achievement of
learning objectives and determine whether
the learner has met the desired outcomes.
 Summative assessments often take the form
of exams, projects, or presentations and
provide a final grade or evaluation of the
learner's performance.
 Formative Evaluation

 Formative evaluation is conducted during

the development or implementation of an
educational program. Its purpose is to
provide feedback for improvement and
refinement.
 Formative evaluation considers factors such
as the appropriateness of instructional
strategies, materials, and activities.
Summative Evaluation

 Summative evaluation occurs after the

completion of an educational program or a
specific phase. It aims to determine the overall
effectiveness of the program and whether the
intended goals and objectives were achieved.
 Summative evaluation considers factors such
as the impact of the program on learners'
knowledge, skills, attitudes, and
behavior.
Purpose of Assessment

 Measuring Learning Progress

 Providing Feedback
 Guiding Instruction
 Identifying Learning Gaps
 Motivating Learning:
Purpose of Evaluation:

 Determining Effectiveness
 Improving Programs
 Allocating Resources
 Ensuring Accountability
 Informing Decision-Making
Strategies for Formative
Assessment

 Classroom  Muddiest Point

Discussion and Reflections
Questioning  Peer Teaching
 Quizzes and Quick
 Observations and
Checks
Anecdotal Notes
 Exit Tickets
 Online Tools and
 Peer Assessment
Platforms
 Concept Mapping
 Discussion Protocols
 Think-Aloud
 Strategies for
Summative Assessment

 Traditional Written Exams  Practical Examinations

 Project Presentations  Oral Examinations
 Research Papers or Essays  Peer and Self-
 Portfolio Assessment Assessment
 Performance Assessments  Online Quizzes and
 Objective-Based Tests
Assessments
 Standardized Tests
 Case Studies and Problem
Solving
 Open-Ended Questions
 Exit Examinations
 THANK YOU 