Measurement & Evaluation in Education

Introduction to Measurement and Evaluation in Education

• This unit emphasizes the importance of monitoring outcomes and acquiring relevant skills in the context of the Professional Diploma in Education (PDE).
• The unit explores measurement and evaluation, highlighting their differences across various learning domains.
• It underscores the significance of managing outcomes, continuous assessment, and ethical considerations in measurement and evaluation for teachers.
• Physical measurements differ from educational and psychological measurements, understanding this helps educators create effective measurement tools.

Categorization of Learning

• Learning is divided into three main domains: cognitive, affective, and psychomotor.
• Measurement and evaluation should consider these domains for the individual's holistic development.

Cognitive Domain

• This domain focuses on the learner's knowledge and intellectual abilities.
• It encompasses facts, theories, principles, and cognitive processes.

Affective Domain

• Deals with attitudes, feelings, and emotions related to learning.
• Includes interest in learning, class attendance, cooperation, honesty, and self-discipline.

Psychomotor Domain

• Concerns motor skills and the development of physical and manipulative abilities.
• These skills are often inherent and develop naturally, educators should understand and leverage this.

Measurement

• Measurement uses numbers to describe quantities, qualities, or frequency based on a set of values.
• For example, measuring student heights involves applying numbers to linear units (e.g., centimeters).
• Speed, time, and distance are quantified using numerical rules; speed is the ratio of distance to time.
• Mental measurement also involves rules for applying numbers to describe human performance characteristics.

Evaluation

• Evaluation assesses amounts against criteria to make value judgments.
• It determines the quality of performance, changes, or procedures.
• Criteria are needed to evaluate measurements, such as reading speed (e.g., 130 words per minute for an elementary student).
• Evaluation involves scrutinizing instructional processes based on data and benchmarks.

Test

• A test is a systematic method for comparing an individual's performance against a set standard.
• Key components include "systematic procedures" and "comparing."
• Situations must be designed to elicit behaviors, which are then observed.
• Comparing performances requires observing individuals under the same conditions, known as "Systematic Procedures".
• A test score is meaningless until it is compared, for example 75% on a verbal reasoning test needs comparison.

Bases for Comparison

• Two bases for comparison include scores of peers and criteria of minimum proficiency.
• Comparing a score against peers indicates relative status on a test.
• The second comparison ties to the minimum proficiency in the skill being assessed.
• Achieving 75% might be good compared to peers, consider primary four multiplication.
• At the end of primary four, students should complete these multiplications with 99% accuracy.

Role of Measurement and Evaluation in School System

• According to Chase (1978), measurement uses numbers to describe quantity or frequency, assigning numbers to objects and events by number.
• Measurement answers the question "how much?"
• Measurement quantifies behavior performance traits and describes them via numbers.
• Evaluation is a systematic process to determine the extent to which instructional objectives are achieved.
• It combines quantitative and qualitative descriptions of student behavior with value judgments about its worth.

Measurement Tools

• Tests are the primary tool for measuring student performance.
• Non-test techniques include observation, interviews, questionnaires, and rating scales.
• Student academic performance is measured using tests, and attitudes are measured through questionnaires.
• Measurement assesses academic progress and attitudes.
• Measurement assesses teaching method efficiency, outcomes may indicate the teaching method should be adjusted.
• Teacher efficiency and effectiveness are measured by student academic performance and attitudes.

Types of Evaluation

• Formative evaluation monitors learning progress during instruction, with the teacher asking the student questions.
• Formative evaluation provides feedback to teachers and students based on oral questions, observations, homework, etc.
• Summative evaluation occurs at the end of a course to determine if learning is complete and assign scores.
• Summative evaluation assesses mastery of learning outcomes through classroom tests, finals, and exams, and for judging student performances.
• Placement evaluation determines the appropriate placement, aligning with entry into instruction.
• Placement evaluation measures the student's pre-existing knowledge and skills, through pre-tests to ensure students success.
• Diagnostic evaluation identifies specific areas of difficulty and their causes by using simple items to complex ones.
• Diagnostic evaluation leads to adjustments in teaching methods to simplify and help easy learning.