Test, Measurement & Evaluation

Test, Measurement, Assessment, and Evaluation in Education

"Anything not understood in more than one way is not understood at all“

by: Dr. Bob Kizlik

Test, measurement, assessment, and evaluation mean very different things, and yet most of my students and some of us were unable to adequately explain the differences.

We test knowledge, we measure distance, we assess learning, and we evaluate results in terms of some set of criteria. These four terms are certainly connected, but it is useful to think of them as separate but connected ideas and processes.

BASIC CONCEPT Test is an instrument or systematic

procedure designed to measure the quality, ability, skill or knowledge of students by giving a set of question in a uniform manner. Since test is a form of assessment, tests also answer the question “How does individual student perform?”

Testing is a method used to measure the level of achievement or performance of the learners.

Measurement Refers to the process by which the attributes

or dimensions of some physical object are determined.When we measure, we generally use some standard instrument to determine .

is a process of obtaining a numerical description of the degree to which an individual possesses a particular characteristic. Measurement answers the questions “How much?”

Assessment is a process by which information is obtained

relative to some known objective or goal. Assessment is a broad term that includes

testing. A test is a special form of assessment. Tests are assessments made under contrived circumstances especially so that they may be administered.

In other words, all tests are assessments, but not all assessments are tests. We test at the end of a lesson or unit. We assess progress at the end of a school year through testing,

Assessment refers to the process of gathering, describing or quantifying information about the student performance. It includes paper and pencil test, extended responses (example essays) and performance assessment are usually referred to as “authentic assessment” tasks (example presentation of research work).

A test or assessment yields information relative to an objective or goal. In that sense, we test or assess to determine whether or not an objective or goal has been obtained.

EvaluationIt refers to the process of examining the

performance of student. It also determines whether or not the student has met the lesson instructional objectives.

Perhaps the most complex and least understood of the terms. Inherent in the idea of evaluation is "value." When we evaluate, what we are doing is engaging in some process that is designed to provide information that will help us make a judgment about a given situation.

Types of Measurement

There are two ways of interpreting the student performance in relation to classroom instruction. These are the Norm-referenced tests and Criterion-referenced tests.

Norm-referenced test is a test designed to measure the performance of a student compared with other students. Each individual is compared with other examinees and designed a score-usually expressed as a percentile, a grade equivalent score, or a stanine. The achievement of student is reported for broad skill areas, although some norm-referenced tests do report student achievement for individual.

The purpose is to rank each student with respect to the achievement of others in broad areas of knowledge and to discriminate high and low achievers.

Criterion-referenced test is a test designed to measure the performance of students with respect to some particular criterion or standard. Each individual is compared with a preset standard for acceptable achievement. The performance of the other examinees is irrelevant. A student’s score is usually expressed as a percentage and student achievement is reported for individual skills.

The purpose is to determine whether each student has achieved specific skills or concepts. And to find out how much students know before instruction begins and after it has finished.

Other terms less often used for criterion-referenced are objective referenced, domain referenced, content referenced and universe referenced.

According to Robert L. Linn and Norman E. Gronlund (1995) pointed out the common characteristics and differences of Norm-Referenced Test and Criterion-Referenced Tests.

Common Characteristic of Norm-Referenced Tests and Criterion-Referenced Tests

1. Both require specification of the achievement domain to be measured.2. Both require a relevant and representative sample of test items3. Both use the same types of test items.4. Both used the same rules for item writing (except for item difficulty)5. Both are judge with the same qualities of goodness (validity and reliability)6. Both are useful in educational assessment. Difference between Norm-Referenced Tests and Criterion-Referenced

Tests

Types of AssessmentAssessments can be classified in many different

ways. The most important distinctions are: 1. formative and summative; 2. objective and subjective; 3. referencing (criterion-referenced,

norm- referenced, and ipsative)and

4. informal and formal.

Formative and SummativeFormative assessment is generally carried out

throughout a course or project. Formative assessment, also referred to as educative assessment, is used to aid learning, providing feedback on a student's work, and would not necessarily be used for grading purposes.

Summative assessment is generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade.

Objective and subjective

Objective assessment is a form of questioning which has a single correct answer.

Subjective assessment is a form of questioning which may have more than one correct answer (or more than one way of expressing the correct answer).

Objective and subjective Test Test (either summative or formative) can be objective or subjective. Objective test is a form of questioning which has a single correct answer. Subjective Test is a form of questioning which may have more than one correct answer (or more than one way of expressing the correct answer). There are various types of objective and subjective questions. Objective question types include true/false answers, multiple choice, multiple-response and matching questions. Subjective questions include extended-response questions and essays. Objective test is becoming more popular due to the increased use of online assessment (e-assessment) since this form of questioning is well-suited to computerization.

Bases of comparison (Referencing)Criterion-referenced assessment, typically

using a criterion-referenced test, as the name implies, occurs when candidates are measured against defined (and objective) criteria.

Norm-referenced assessment (colloquially known as "grading on the curve"), typically using a norm-referenced test, is not measured against defined criteria. This type of assessment is relative to the student body undertaking the assessment. It is effectively a way of comparing students.

Ipsative assessment is self comparison either in the same domain over time, or comparative to other domains within the same student.

Informal and formalAssessment can be either formal or informal.

Formal assessment usually implicates a written document, such as a test, quiz, or paper. Formal assessment is given a numerical score or grade based on student performance. Whereas, informal assessment does not contribute to a student's final grade. It usually occurs in a more casual manner, including observation, inventories, checklists, rating scales, rubrics, performance and portfolio assessments, participation, peer and self evaluation, and discussion.

MODES OF ASSESSMENT  A. Traditional Assessment 1)Assessment in which students typically select and

answer or recall information to complete the assessment. Test may be standardized or teacher made test, these tests may be multiple choice, fill-in-the-blanks, true-false, matching type.

2)Indirect measures of assessment since the test items are designed to represent competence by extracting knowledge and skills from their real life context.

3)Items on standardized instrument tend to test only the domain of knowledge and skill to avoid ambiguity to the test takers.

4) One-time measures to rely on a single correct answer to each item. There is a limited potential for traditional test to measure higher order thinking skills.

B. Performance Assessment 1) Assessment in which students are asked to perform real-world tasks that

demonstrate meaningful application of essential knowledge and skills (Jon Mueller)

2) Direct measures of student performance because task are design to incorporate contexts, problems, and solution strategies that students would use in real life.

3) Designed ill-structured since challenges since the goal is to help students prepare for the complex ambiguities in life.

4) Focus on processes and rationales. There is no single correct answer; instead students are led to craft polished, through and justifiable responses, performances and products.

5) Involve long-range projects, exhibits, and performances are linked to the curriculum.

6) Teacher is an important collaborator in creating tasks, as well as in developing guidelines for scoring and interpretation.

C. Portfolio Assessment1) Portfolio is a collection of student’s work specifically selected to tell a particular

story about the student.2) A portfolio is not a pile of student work that accumulates over a semester or

year.3) A portfolio contains a purposefully selected subset of student work.

TYPES OF EVALUATION

There are four type of evaluation in terms of their functional role in relation to classroom instruction. These are the placement evaluation, diagnostic evaluation, formative evaluation and summative evaluation.

A. Placement Evaluation is concerned with the entry performance of student. The purpose of placement evaluation is to determine the prerequisite skills, degree of mastery of the course objectives and the best mode of learning.

B. Diagnostic Evaluation is a type of evaluation given before instruction. It aims to identify the strengths and weaknesses of the students regarding the topics to be discussed. The purpose of diagnostic evaluation:

1) To determine the level of competence of the students2) To identify the students who have already knowledge about the lesson3) To determine the causes of learning problems and formulate a plan for

remedial action

C. Formative evaluation is a type of evaluation used to monitor the learning progress of the students during or after instruction. Purpose of formative evaluation:

1) To provide feedback immediately to both student and teacher regarding the success and failures of learning

2) To identify the learning errors that is in need of correction3) To provide information to the teacher for modifying instruction and

used for improving learning and instruction.

D. Summative Evaluation is a type of evaluation usually given at the end of a course or unit. Purpose of summative evaluation:

1) To determine the extent to which the instructional objectives have been met;

2) To certify student mastery of the intended outcome and used for assigning Grades;

3) To provide information for judging appropriateness of the instructional objectives;

4) To determine the effectiveness of instruction.

Evaluation

Is the process of gathering and interpreting evidence regarding the problems and progress of individuals in achieving desirable educational goals.

 Chief Purpose of Evaluation The Improvement of the individual learner

 Other Purposes of Evaluation

To maintain standardTo select studentsTo motivate learningTo guide learningTo furnish instructionTo appraise educational instrumentalities

Function of Evaluation Prediction Diagnosis Research

Areas of Educational EvaluationAchievementAptitudeInterestPersonality

A well defined system of evaluation:Enable one to clarify goalsCheck upon each phase of developmentDiagnose learning difficultiesPlan carefully for remediation

Evaluation & the Teaching-Learning ProcessTeaching, Learning and Evaluation are three interdependent aspects of the educative process. (Gronlund 1981) This interdependence is clearly seen when the main purpose of instruction is conceived in terms of helping pupils achieve a set of learning outcomes which include changes in the intellectual, emotional or physical domains. Instructional objectives or in other words, desired changes in the pupils, are brought about by planned learning activities and pupil’s progress is evaluated by tests and other devices.This integration of evaluation into the teaching-learning process can be seen in the following stages of the process:

Setting instructional objectivesDetermining pupil variables that can affect instructionProviding instructional activities that are relevant and necessary to achieve the desired learning outcomesDetermining the extent to which desired outcomes are achieved

This integration of evaluation into the teaching-learning process can be seen in the following stages of the process:

Principles of Educational EvaluationEvaluation must be based on previously accepted educational objectives.Evaluation should be continuous comprehensive and a commutative process.Evaluation should recognize that the total individual personality is involved in learning.Evaluation should be democratic and cooperative.Evaluation should be positive and action-directedEvaluation should give opportunity to the pupil to become increasingly independent in self-appraisal and self- direction.Evaluation should include all significant evidence from every possible source.Evaluation should take into consideration the limitations of the particular educational situations.

The Key to Effective Testing

Objectives: The specific statements of the aim of the instruction; it should express what the students should be able to do or know as a result of taking the course; the objectives should indicate the cognitive level and psychomotor level of expected performance.

Instruction: It consists all the elements of the curriculum designed teach the subject, including the lessons plans, study guide and reading and homework assignment; the instruction should corresponds directly to the objectives.

Assessment: The process of gathering, describing or quantifying information about the performance of the learner; testing components of the subjects; the weight given to different subject matter areas on the test should match w/ the objectives as well as the emphasis given to each subject area during instruction.

Evaluation: Examining the performance of students and comparing and judging its quality. Determining whether or not the learner has met the objectives of the lesson and the extent of understanding.

INSTRUCTIONAL OBJECTIVESInstructional objectives play a very important role in the

instructional process and the evaluation process. It serves as guides for teaching and learning, communicate the intent of the instruction to others and it provide a guidelines for assessing the learning of the students.

Instructional objectives also known as behavioral objectives or learning objectives are statement which clearly describes an anticipated learning outcome.

Characteristics of well-written and useful instructional objectives

1) describe a learning outcome2) be student oriented-focus on the learner not on the teacher3) be observable or describe an observable product4) be sequentially appropriate5) be attainable within a reasonable amount of time 6) be developmentally appropriate

BLOOMS TAXONOMY OF EDUCATIONAL OBJECTIVES

1)COGNITIVE DOMAIN call for outcomes of mental activity such as memorizing, reading problem solving, analyzing, synthesizing and drawing conclusions.

2)AFFECTIVE DOMAIN refers to a person’s awareness and internalizations of objects and stimulation, it focus on emotions.

3)PSYCHOMOTOR DOMAIN it focus on the physical and kinaesthetic skills of the learner. This domain is characterized by the progressive levels of behaviors from observation to mastery of physical skills.

Blooms’ Cognitive Taxonomy

Bloom identified six levels within the cognitive domain from simple recall of facts as the lowest level through increasingly more complex and abstract mental level, to the highest level that can be classified as evaluation. Verb samples for stating specific learning outcomes that represent intellectual activity on each level are presented here.

1. Knowledge-recognizes student’s ability to use rote memorization and recall facts. Verb samples: define, name, recognize, repeat, list, label, memorize, select, cite and

reproduce, state. Test questions focus on the identification and recall of informations.

2. Comprehensive-involves students’ activity to read subject matter, extrapolate and interpret important information and put other ideas to their own words.Verb samples: describe, classify, explain, discuss, express, identify, translate, restate, review, give examples, interpret, summarize.

Test questions should focus on the use of facts, rules and principles.

3. Application-students take new concept and apply them to another situation.Verb samples: construct, arrange, compute, discover, show, relate, produce, prepare, predict, solve, dramatize and interpret.

Test questions focus on applying facts or principles.

4. Analysis-students have the ability to take new information and break it down into parts to differentiate between them.Samples verbs: determine, differentiate, distinguish, estimate, point out, discriminate, categorize, compare, criticize, examine, experiment and debate.

Test questions focus on separation of a whole into components and parts.

5. Synthesis- students able to take various types of information a form a whole creating a pattern where one did not previously exist Sample verbs:: assemble compose, create, formulate, plan, prepare, formulated, design, reorganize, propose, set up.

Test question focus on combining ideas to form a new whole.

6. Evaluation- involves students’ ability to look at someone else’s ideas or principles and see the worth of the work and the value of the conclusion.Sample verbs: conclude, justify, criticize, assess, judge, predict, rate, evaluate, select, choose, support, compare, argue, appraise

Test questions focus on developing opinions, judgement or decisions.

Krathwohl’s Affective Taxonomy refers to a person’s awareness and internalization of objects and stimulation.

Anderson and krathwohl (2001) revised the Bloom’s original taxonomy by combining both the cognitive process and knowledge dimensions. From lowest level to highest level.

1. Receiving- listens to ideasVerb samples: identify, select, give and listen to ideas

2. Responding- answers questions about ideasVerb samples- read, select, tell, write, assist, present

3. Valuing- thinks about how to take advantages of ideas, able to explain them well.Verb samples: explain, follow, initiate, justify and propose

4. Organizing- commits to using ideas, incorporate them to activityVerb samples: prepare, follow, explain, relate, synthesize, integrate, join, and generalize.

5. Characterizing- incorporate ideas completely into practice, recognized by the use of them.Verb samples: solve, verify, propose, modify, practice, and qualify

Psychomotor Domain This domain is characterized by the progressive levels o behaviors from observation to mastery of physical skills. From lowest level to highest level.

1)Observing-active mental attending of a physical event.

2)Imitating- attempted copying of a physical3)Practicing-trying a specific physical activity over and

over.4)Adapting-fine tuning, making minor adjustment in

the physical activity in order to perfect it.

Criteria to Consider when Constructing Good Test A. VALIDITY is the degree to which the test measures what is intended to measure. It is

the usefulness of the test for a given purpose. A valid test is always reliable.

B. BRELIABILITY it refers to the consistency of score obtained by the same person when retested using the same instrument or one that is parallel to it.

C. ADMINISTRABLITY the test should be administered with ease, clarity and uniformity so that scores obtained are comparable. Uniformity can be obtained by setting the time limit and oral instructions.

D. SCORABILITY the test should be easy to score such that directions for scoring are clear, the scoring key is simple; provisions for answer sheets are made.

E. ECONOMY test should be given in the cheapest way, which means that the answer sheets must be provided so that the test can be given from time to time.

F. ADEQUACY the test should be contain a wide sampling of items to determine the educational outcomes or abilities so that the resulting scores are representatives of the total performance in the areas measured.

G. AUTHENTICITY the test should be stimulating real –life situations.