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OVERVIEW
Welcome remarks
Course Description
Learning Outcomes
Resources & Supplementary Materials
Moodle
Reading References
Students assessment-CW=60%, Exam=40%
Minimum 30 in CW & 20 in exam-a must for C grade

CONTACT HOURS-FACE TO FACE

You will be spending in each week:
2 hours on Lectures,
2 hours on Tutorials (Tut.) and
2 hours on Workshops. (WS) for 12 weeks(excluding mid
term break, mid-trimester exam and exam preparation week
In total you will have 72 contact hours.
Tutorial questions and workshop items for the week will
be posted in the class shares along with other readings.

ATTENDANCE & RECORDS

Your attendances are compulsory in all
sessions and you will have to sign in
and records will be monitored for all
lectures, workshops and tutorials.
Active participation is mandatory for all
students to be able to score well in CW.

NON-CONTACT HOURS
SDL ( SELF DIRECTED LEARNING) 84 hrs.
for the trimester (Except Mid Term Break,
Study & Exam Week). You are supposed to
independently use this time for your:
a. Readings
b. Assignments
c. Research
d.Other related activities

COURSE OBJECTIVES
On completion of this Lecture, you should be
able to:
Relate the learning outcomes with the week wise
activities as a result of orientation of the unit.
Analyze

and

compare

the

terms

test,

Measurement, assessment and evaluation.

Distinguish between assessment and evaluation.

ACTIVITY
Refer to the course outline and
match the learning outcomes on
page 1 with the units you will be
studying subsequently.
LO1:Unit lecture 1-week 1
LO2:
LO3:
LO4:
LO5:
LO6
LO7:

LECTURE 1-INTRODUCTION TO A & E

Basic terms
Definitions, working definitions
test, examination, measurement,
assessment, evaluation
Comparison of Assessment & Evaluation
Similarity between Assessment & Evaluation
Distinction between Assessment &
Evaluation

DEFINITIONS

Test: measures to check 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.

TYPES OF TEST

Tests can be categorized in various types

depending
on what base is considered as follows
Considering the itemsChoice items (True-false, matching, multiplechoice)
Completion items
Short answered items
Essay items

Considering how observations are scored

Objective tests
Subjective tests

TYPES OF TEST
Considering degree of standardization
Standardized tests
Non-standardized tests
Considering administrative conditions
Individual tests
Group tests
Considering Language emphasis on
response
Verbal tests
Performance tests
Considering emphasis on time
Power tests
Speed tests

TYPES OF TEST
Considering Score-referencing
scheme
Norm-referenced tests
Criterion-referenced tests
Considering what attribute
measured
Achievement tests
Aptitude tests
Personality and adjustment tests
Interest inventory

USES OF TEST
Selection decision
Placement decision
Classification decision
Counseling and guidance decision
Educational diagnostic and remedial decision
Program improvement and evaluation decision
Other uses- The tests are also used for other purposes
such as information on grading of learners, giving feedback to learners, feed- back about effectiveness of
teaching, motivating learners to study and serving as a
scientific tool in research, Education and social sciences.

EXAMINATION
a set of questions or 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.

DEFINITIONS CONTD

MEASUREMENT
Measurement is a procedure for assigning numbers to
attributes or characteristics of persons or procedures.
Measurement: 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.

DEFINITIONS CONTDASSESSMENT

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)
It is an integrated process of gaining information about students learning and
making value.
Information about students progress can be obtained from a variety of sources
including projects, portfolios, performances, observations, and tests.

e.g. 59/100 PASS

38/100 FAIL

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.

DEFINITIONS CONTDEVALUATION
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 Shivneels achievement in
EDU704 to be 60%. The teacher evaluates his
achievement in EDU704 when he/ she says that
Shivneels performance is satisfactory.
Evaluation=
achievement+

Quantitative

description

of

pupils

Qualitative

description

of

pupils

abilities+ Value judgments about achievements and

abilities.

RELATIONSHIP BETWEEN MEASUREMENT AND EVALUATION

1.Evaluation encompasses but goes

beyond the meaning of the terms test
and measurement.
2. Evaluation depends upon measurement
but is not synonymous with it.
3. Measurement is a quantitative
determination of how much an
individuals performance has been,
while evaluation is a qualitative
judgment of how good or how
satisfactory an individuals performance
has been.
4. Sound evaluation is based upon the
results of accurate and relevant

RELATIONSHIP BETWEEN MEASUREMENT AND

EVALUATION
5.

Measurement affords the evaluator a quantitative

description of externalized knowledge and behavior.

6. Measurement describes a situation; evaluation

judges its worth or value.
7. Measurement is only a tool to be used in evaluation.
By itself, it is meaningless, but without it evaluation
is likely to be very erratic.
8. Not all uses of a test or a measurement in education
can be considered evaluation, for evaluation involves
appraisal in the light of some particular value,
purpose or goal.

RELATIONSHIP BETWEEN
MEASUREMENT AND EVALUATION
9. Evaluation is a continuous and comprehensive process
covering every aspect of the educative program. It is an
integral part of education in which pupil and teacher are
partners. Thus, evaluation signifies a wider process of
judging students progress. Measurement, on the other hand,
implies only a precise quantitative assessment of
instructional outcomes.
10. Evaluation is integrated with the whole task of education,
and not only with measurement and examinations.
11. Evaluation goes beyond measurement in judging the
desirability or value of the measure.
Evaluation is not only quantitative but also qualitative and
includes value judgments.
Mathematically, it may be said that:
Evaluation = Quantitative description of pupils achievements
+Qualitative description of pupils abilities +Value judgments
about achievements and abilities

KEY TERMS
Process
Seeking/ gathering
Evidence/ information
Analysing
Interpreting
Judgement/ Decision-making

BASIC MODEL

Plan

Evaluate Teach

EVALUATION CHAIN
Diagrammatic

DISTINCTION BETWEEN ASSESSMENT & EVALUATION

While assessment and evaluation

are highly interrelated and are
often used interchangeably as
terms, they are not synonymous.
The process of assessment is to
gather, summarize, interpret, and
use data to decide a direction for
action.
The process of evaluation is to
gather, summarize, interpret, and
use data to determine the extent
to which an action was successful.

DISTINCTION
&EVALUATION
A

BETWEEN

ASSESSMENT
E VA LU AT I O N

Evaluation is the act of

Assessment is the
setting a value on the
gathering of information
assessment information
about something, such
as student performance. Evaluation is a judgment
Assessment is information Evaluation is quantitative
Assessment is qualitative
Assessment pinpoints
specific strengths and
weaknesses
Assessment is diagnostic
and formative, as well
as summative
Assessment focuses on
the individual student

as well as qualitative
Evaluation ranks and sorts
individuals within groups
Evaluation is only
summative
Evaluation focuses on the
group

ASSIGNMENT
Read definitions of test, examination,
measurement, assessment and
evaluation.
Create your own, simple, easy to
understand definition(working definition)

READINGS
Ebel, R. L, Frisbie, D. A.
(1986):Essentials of Educational
Measurement (4th ed); London,
Prentice-Hall International(Uk) Ltd
Linn, R.L., Gronlund,N.E. (1995):
Measurement and Assessment in
Teaching(7th ed); New Jersey,
Prentice-Hall Inc
Payne, D.A.(2003): Applied Educational
Assessment (2nded); Canada,
Wadsworth/Thomson Learning

ANY QUESTIONS? COMMENTS?

THANK YOU !
Thank you