Educational Measurement & Evaluation

• The unit is a major component of the Professional Diploma in Education (PDE).
• Students learn the different skills involved and appreciate the importance of monitoring outcomes.
• The unit covers measurement and evaluation and how they differ by domains of learning.
• Items used in measurement and simple formulae are covered.
• Emphasis is placed on the management of outcomes, continuous assessment, and ethics.
• Physical, educational, and psychological measurements differ.
• Understanding measurement helps teachers develop appropriate instruments

Categorization of Learning

• Learning is categorized into cognitive, affective, and psychomotor domains.
• Measurement and evaluation should consider all domains for holistic development.

Cognitive Domains

• Deals with the learner's knowledge and intellectual ability.
• It covers facts, theories, principles, and thinking capabilities.

Affective Domains

• Deals with attitudes, feelings, and emotions.
• It includes interest in learning, class attendance, cooperation, honesty, and self-discipline.

Psychomotor Domain

• Deals with motor skills.
• Focuses on the development of physical and manipulative skills.
• Most psychomotor tasks are inherent and develop naturally.
• Educators should understand and leverage these skills.

Measurement

• Measurement uses numbers to describe quantities, qualities, or frequency based on a set of values.
• Measuring heights involves numbers and linear units.
• A centimeter has a basic definition that applies across individuals.
• Speed, time, and distance are quantified using numbers, and the ratio of distance to time gives speed.
• Mental measurement involves a set of rules to describe characteristics of human performance.

Evaluation

• Measurement identifies amount, and evaluation compares amount against criteria.
• Educators make value judgments about performance, changes, or procedures.
• Evaluation requires a set of criteria to compare measurements.
• An example uses the reading speed of elementary students to evaluate performance.
• Evaluation is the application of measurement data to make judgments about procedures.

Test

• A test is a systematic procedure for comparing an individual's performance to a standard.
• Two key parts are "Systematic Procedures" and "Comparing".
• Situations must be devised to elicit behaviors, and a plan arranged to observe them.
• Comparing individuals requires observing them in the same circumstances.
• A test score is meaningless without comparison.
• Two bases for comparison are scores of peers and criteria for minimum proficiency.
• Comparing scores with peers shows relative status, but doesn't indicate mastery.
• Comparing to a defined minimum proficiency shows skill mastery.
• For example, a score of 75 might look good compared to peers, but not if the proficiency target is 99%.

Measurement and Evaluation in a School System

• According to Chase (1978), measurement is the process of using numbers to describe quantity or frequency.
• It involves assigning numbers to objects and events based on rules.
• Measurement answers "how much" and quantifies behavior performance traits using numbers.
• Evaluation is the systematic process of determining the extent to which instructional objectives are achieved.
• It includes quantitative and qualitative descriptions of pupils' behavior.
• Also includes value judgment regarding the behavior's desirability.

The Role of Measurement

• Tests are the major tool.
• Non-test techniques such as observation, interviews, questionnaires, and rating scales can be used.
• Both test and non-test techniques serve as measurement instruments.
• Academic performance can be measured with a test, and attitudes with a questionnaire.
• Measurement measures students’ academic progress and attitudes.
• Measurement tests the efficiency of teaching methods.
• Results of tests or assignments can show if teaching needs adjusting.
• Teacher effectiveness can be measured by student performance and attitudes.

Evaluation Types

• The school system includes formative, summative, placement, and diagnostic.

Formative Evaluation

• Monitors learning progress during instruction in stages.
• The teacher checks for understanding.
• Provides feedback to teachers and students on progress.
• Feedback is obtained through oral questions, observations, homework, etc.

Summative Evaluation

• Conducted at the end of a unit or course with the intent to determine if learning is complete.
• Determines if learning is sufficient to warrant moving on the next unit.
• Assigns grades or scores and certifies mastery of specific learning outcomes or objectives.
• Includes classroom tests and final examinations.
• Evaluation enables decisions and judgments about academic performance.

Placement Evaluation

• Determines where students should be placed appropriately.
• Focuses on evaluating a student's entry behavior in a sequence of instructions.
• Placement tests measure necessary knowledge and skills for planned instruction.
• This evaluation measures the extent the student has achieved planned objectives.

Diagnostic Evaluation

• Determines areas of difficulty encountered by students.
• Establishes causes of difficulties not solved by formative evaluation.
• Diagnostic tests start with simple items and progress in difficulty.
• Adjustments and modifications are made to teaching methods for easier learning once difficulties are determined.