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Test, measurement, assessment & evaluation

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Sadia Shahzad Ali

This document defines key terms related to testing, measurement, assessment and evaluation. It discusses different types of tests including objective vs subjective, individual vs group, standardized vs unstandardized. It also covers the purposes of testing and measurement. Assessment is defined as gathering information about a student's knowledge, skills and abilities. The main types of assessment discussed are formal vs informal and formative vs summative assessment. Evaluation is defined as making overall judgements, and the types are process vs product evaluation. The purposes of evaluation are also outlined.

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BY: FARYAL, SADAF & SADIA TEST, MEASUREMENT, ASSESSMENT & EVALUATION
TEST & MEASUREMENT
Test may be called as tool, a question, set of question, an examination which is used to measure a particular characteristic of an or a group of individuals. Test is the form of questioning or measuring tool used to access the status of ones skill, attitude and fitness. DEFINE TEST & MEASUREMENT
TEST: An instrument or activity used to accumulate data on a persons ability to performed a specified task. It is an assessment intended to measure a test-takers knowledge, skill, aptitude, performance, or classification in many other topics.
Measurement process of collecting data on attribute of interest. Measurement is an act or process that involves the assignment of numerical values to whatever is being tested. So it involves the quantity of something
Measurement is the term used to describe the assignment of a number to a given assessment. The number can be a raw score or a score based on a normal distribution curve. The process of quantifying this number is separate from using this information to evaluate student outcomes and achievement.
Objective Test Subjective Test Individual Test Group Test Unstandardized Test Standardized Test KINDS OF TEST
Objective Test- it is a test paper and pencil test where in students answers can be compared and quantified to yield a numerical score. This is because it requires convergent and specific response. Subjective Test- it is a paper and pencil test which is not easily quantified as students are given the freedom to write their answer to a question, such as an essay test. Thus, the answer to this type of test is divergent.
Individual Test- it is a test administrated to one student at a time. Group Test- it is one administrated to a group of students. Unstandardized Test- it is one prepared by teachers for use in the classroom, with no established norms for scoring and interpretation of results.
Standardized Test- it is a test prepared by an expert or specialist. This type of test samples behavior under uniform procedures.
For getting knowledge about the progress. For preparation of effective planning. For knowing the abilities and capacities. For giving motivation. For knowing the achievements in future. For research and experimentations. PURPOSE OF TEST & MEASUREMENT
Test, measurement, assessment & evaluation
Assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessment in education is the process of gathering, interpreting, recording & using information about pupils responses to an educational task. (Harlen, Gipps, Broadfoot, Nuttal, 1992) WHAT IS ASSESSMENT?
Assessment can focus on the individual learner, the learning community( class, workshop, or other organized group of learners), the institution, or the educational system. The process of gathering quantitative and qualitative data of what a student can do, and how much a student possesses.
Formal Assessment Informal Assessment Formative Assessment Summative Assessment TYPES OF ASSESSMENT
Formal assessments have data which support the conclusions made from the test. We usually refer to these types of tests as standardized measure. The data is mathematically computed and summarized. Scores such as percentiles, stanines, or standard scores are mostly commonly given from this type of assessment. FORMAL ASSESSMENT
Informal assessments are not data driven but rather content and performance driven. For example, running records are informal assessments because they indicate how well a student is reading a specific book. Scores such as 10 correct out of 15, percent of words read correctly, and most rubric scores are given from this type of assessment. INFORMAL ASSESSMENT
A diagnostic use of assessment to provide feedback to teachers and students over the course of instruction. --- Carol Boston Gathering of data during a time program is being develop. This is likewise provide feedback for the improvement of an instruction or for the improvement of the program. FORMATIVE ASSESSMENT
Administrated at the end of the days lesson. The goal of formative assessment is to monitor students learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.
Determines whether the teacher delivers quality instruction in a particular day-base on the particular result.
A summative assessment is one attempts to assess student learning for a specific time period. For example, a unit test would be a summative assessment. --- Eden Ralph Use to determine the mastery & achievement of the student. Done usually at the end of a chapter or unit. Accountability of success or failure. Use primarily in assigning grades. SUMMATIVE ASSESSMENT
Designed to determine the extent to which the instructional objectives has been achieved The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.
To diagnose students strengths and weaknesses. To assign grades. To determine the teachers effectiveness. To monitor students progress. To help evaluate teachers.
Test, measurement, assessment & evaluation
Evaluation is concerned with a whole range of issues in and beyond education; lessons, programs, and skills can be evaluated. It produce a global view of achievements usually based on many different types of information such as observation of lessons, test scores, assessment reports, course documents or interviews with students and teachers. WHAT IS EVALUATION?
The process of making overall judgement about ones work or a whole school work (Cameron) Evaluation is a process of determining to what extend the educational objectives are being realized --- Ralph Taylor
Process Evaluation Product Evaluation TYPES OF EVALUATION
It refers to evaluation taking place during the program or learning activity. It is conducted while the event to be evaluated is occurring & focuses on identifying the progress towards purposes, objectives, or outcomes to improve the activities, courses, curriculum, program or teaching and student. It is also known as formative evaluation. PROCESS EVALUATION
Product evaluations examines the effects of outcomes of some object. It conducted at the end of course. It is also known as summative evaluation. It evaluates the progress towards an established outcomes. PRODUCT EVALUATION
PURPOSE OF EVALUATION Clarify and define objectives. Facilitate the improvement program. Motivate Participants. Establish and maintain standards to ,meet legal, professional and academic credentials. Test the efficiency of teachers.
Test, measurement, assessment & evaluation

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Test, measurement, assessment & evaluation

  • 1. BY: FARYAL, SADAF & SADIA TEST, MEASUREMENT, ASSESSMENT & EVALUATION
  • 3. Test may be called as tool, a question, set of question, an examination which is used to measure a particular characteristic of an or a group of individuals. Test is the form of questioning or measuring tool used to access the status of ones skill, attitude and fitness. DEFINE TEST & MEASUREMENT
  • 4. TEST: An instrument or activity used to accumulate data on a persons ability to performed a specified task. It is an assessment intended to measure a test-takers knowledge, skill, aptitude, performance, or classification in many other topics.
  • 5. Measurement process of collecting data on attribute of interest. Measurement is an act or process that involves the assignment of numerical values to whatever is being tested. So it involves the quantity of something
  • 6. Measurement is the term used to describe the assignment of a number to a given assessment. The number can be a raw score or a score based on a normal distribution curve. The process of quantifying this number is separate from using this information to evaluate student outcomes and achievement.
  • 7. Objective Test Subjective Test Individual Test Group Test Unstandardized Test Standardized Test KINDS OF TEST
  • 8. Objective Test- it is a test paper and pencil test where in students answers can be compared and quantified to yield a numerical score. This is because it requires convergent and specific response. Subjective Test- it is a paper and pencil test which is not easily quantified as students are given the freedom to write their answer to a question, such as an essay test. Thus, the answer to this type of test is divergent.
  • 9. Individual Test- it is a test administrated to one student at a time. Group Test- it is one administrated to a group of students. Unstandardized Test- it is one prepared by teachers for use in the classroom, with no established norms for scoring and interpretation of results.
  • 10. Standardized Test- it is a test prepared by an expert or specialist. This type of test samples behavior under uniform procedures.
  • 11. For getting knowledge about the progress. For preparation of effective planning. For knowing the abilities and capacities. For giving motivation. For knowing the achievements in future. For research and experimentations. PURPOSE OF TEST & MEASUREMENT
  • 13. Assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessment in education is the process of gathering, interpreting, recording & using information about pupils responses to an educational task. (Harlen, Gipps, Broadfoot, Nuttal, 1992) WHAT IS ASSESSMENT?
  • 14. Assessment can focus on the individual learner, the learning community( class, workshop, or other organized group of learners), the institution, or the educational system. The process of gathering quantitative and qualitative data of what a student can do, and how much a student possesses.
  • 15. Formal Assessment Informal Assessment Formative Assessment Summative Assessment TYPES OF ASSESSMENT
  • 16. Formal assessments have data which support the conclusions made from the test. We usually refer to these types of tests as standardized measure. The data is mathematically computed and summarized. Scores such as percentiles, stanines, or standard scores are mostly commonly given from this type of assessment. FORMAL ASSESSMENT
  • 17. Informal assessments are not data driven but rather content and performance driven. For example, running records are informal assessments because they indicate how well a student is reading a specific book. Scores such as 10 correct out of 15, percent of words read correctly, and most rubric scores are given from this type of assessment. INFORMAL ASSESSMENT
  • 18. A diagnostic use of assessment to provide feedback to teachers and students over the course of instruction. --- Carol Boston Gathering of data during a time program is being develop. This is likewise provide feedback for the improvement of an instruction or for the improvement of the program. FORMATIVE ASSESSMENT
  • 19. Administrated at the end of the days lesson. The goal of formative assessment is to monitor students learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.
  • 20. Determines whether the teacher delivers quality instruction in a particular day-base on the particular result.
  • 21. A summative assessment is one attempts to assess student learning for a specific time period. For example, a unit test would be a summative assessment. --- Eden Ralph Use to determine the mastery & achievement of the student. Done usually at the end of a chapter or unit. Accountability of success or failure. Use primarily in assigning grades. SUMMATIVE ASSESSMENT
  • 22. Designed to determine the extent to which the instructional objectives has been achieved The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.
  • 23. To diagnose students strengths and weaknesses. To assign grades. To determine the teachers effectiveness. To monitor students progress. To help evaluate teachers.
  • 25. Evaluation is concerned with a whole range of issues in and beyond education; lessons, programs, and skills can be evaluated. It produce a global view of achievements usually based on many different types of information such as observation of lessons, test scores, assessment reports, course documents or interviews with students and teachers. WHAT IS EVALUATION?
  • 26. The process of making overall judgement about ones work or a whole school work (Cameron) Evaluation is a process of determining to what extend the educational objectives are being realized --- Ralph Taylor
  • 27. Process Evaluation Product Evaluation TYPES OF EVALUATION
  • 28. It refers to evaluation taking place during the program or learning activity. It is conducted while the event to be evaluated is occurring & focuses on identifying the progress towards purposes, objectives, or outcomes to improve the activities, courses, curriculum, program or teaching and student. It is also known as formative evaluation. PROCESS EVALUATION
  • 29. Product evaluations examines the effects of outcomes of some object. It conducted at the end of course. It is also known as summative evaluation. It evaluates the progress towards an established outcomes. PRODUCT EVALUATION
  • 30. PURPOSE OF EVALUATION Clarify and define objectives. Facilitate the improvement program. Motivate Participants. Establish and maintain standards to ,meet legal, professional and academic credentials. Test the efficiency of teachers.