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Educational Measurement and

Evaluation
Course Code : 6507
Unit 1

Measurement and Evaluation: An

Introduction
Prepared By
Gulnaz Akbar
Objectives
 After this presentation students will be able to:
 Describe the concept of educational evaluation and
measurement
 Differentiate between evaluation and measurement
 Describe the major types of evaluation
 Explain the role of evaluation and measurement in teaching
process
The Nature of Evaluation and
Measurement

 Concept of Evaluation
 Concept of Measurement
 Concept of Test
 Relationship of Measurement and Evaluation
Concept of Evaluation
 Evaluation is a systematic determination of a subject's merit,
worth and significance, using criteria governed by a set of
standards.
 It gives the value judgment to the numerical value. It includes
both tangible and intangible qualities.
Concept of Measurement
 Measurement, the process of associating numbers with
physical quantities and phenomena.
 Measurement begins with a definition of the quantity that is to
be measured, and it always involves a comparison with
some known quantity of the same kind.
Concept of Test

 Test definition, the means by which the presence, quality, or

genuineness of anything is determined; a means of trial.
 A test is a deliberate action or experiment to find out how
well something works. 
 Relationship of Measurement and Evaluation
Measurement
1. It is the science of collecting and
ordering information about objects to be
studied.
2. It refers to a precise and quantitative
value.
3. It is limited to quantitative description.
4 It is objective and impersonal.
5. It simply determines the magnitude of
variant.
6. It provides data for evaluation.
7. It involves quantitative description.
Evaluation
1. It involves the use of information
collected by the process of
measurement.
2. It means a subjective judgment.
3. It leads to qualitative description and
value judgment.
4. It involves subjective judgments.
5. It not only determines the magnitude,
but adds meaning to such
measurements.
6. It is philosophical in nature.
7. It involves values and purposes.
Types of Evaluation
 Program Evaluation
 Student Evaluation
 Difference between Formative and Summative Evaluation
Program Evaluation
 Program evaluation is a systematic method for:
 collecting
 analyzing
 and using information to answer questions about projects,
policies and programs, particularly about their effectiveness
and efficiency.
Student Evaluation

 Student evaluation is an assessment by learners of the

service provided by the institution, be it solely of the
classroom experience or of all aspects of the learning
experience.
 As part of an assessment, teachers provide students with
descriptive feedback that guides their efforts towards
improvement.
 Difference between Formative and Summative Evaluation
Formative Evaluation Summative Evaluation
Formative evaluation is typically Summative evaluation involves making
conducted during the development or judgments about the efficacy of a
improvement of a program or course. program or course at its conclusion.
Formative evaluation is developmental in Summative evaluation is terminal in
nature. nature. Its purpose is to evaluate
student’s achievement.
Generally teacher made tests are used The tests items are prepared from the
for this purpose. whole content area.

It helps to know to what extent the Generally standardized tests are used
instructional objectives has been for the purpose.
achieved.
It provides feed-back to the teacher to It is not regular and continuous process.
modify the methods and to prescribe
remedial works.
Need and Role of Evaluation
 Evaluation helps us to know whether the instructional
objectives have been achieved or not.
 As such evaluation helps planning of better strategies for
education.
 A sound program of evaluation clarifies the aims of
education and it helps us to know whether aims and
objectives are attainable or not.
Need for Evaluation in Education
1. (a) It helps a teacher to know his pupils in details. Today, education is child-
centered. So, child’s abilities, interest, aptitude, attitude etc., are to be properly
studied so as to arrange instruction accordingly.
(b) It helps the teacher to determine, evaluate and refine his instructional
techniques.
(c) It helps him in setting, refining and clarifying the objectives.
(d) It helps him to know the entry behaviour of the students.
2. It helps an administrator.
(a) In educational planning and
(b) In educational decisions on selections, classification and placement.
3. Education is a complex process. Thus, there is a great need of continuous
evaluation of its processes and products. It helps to design better educational
programs.
Nature of Measurement
 Maximum Performance Test
 Typical Performance Test
Use in Classroom Instruction
 Placement Evaluation
 Formative Evaluation
 Diagnostics Evaluation
 Summative Evaluation
Methods of Interpreting Results
 Norm Referenced
 Criterion Referenced
Self Assessment Questions
 Describe the meaning of test, measurement and evaluation
 How will you distinguish between measurement sand
evaluation
 What is formative evaluation?
 What is summative evaluation?
 Discuss the role of measurement and evaluation in education
process.
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