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Measurement & Evaluation

This document discusses measurement and evaluation in education. It defines measurement as assigning a numerical index to quantify a characteristic, while evaluation determines the value or quality of something through careful assessment. Measurement is a tool used in evaluation but evaluation involves wider judgement. The document outlines various types of validity and reliability in measurement as well as purposes, principles, characteristics, functions and processes of evaluation.

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491 views

Measurement & Evaluation

This document discusses measurement and evaluation in education. It defines measurement as assigning a numerical index to quantify a characteristic, while evaluation determines the value or quality of something through careful assessment. Measurement is a tool used in evaluation but evaluation involves wider judgement. The document outlines various types of validity and reliability in measurement as well as purposes, principles, characteristics, functions and processes of evaluation.

Uploaded by

Santhosh.S.U
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MEASUREMENT AND EVALUATION

MEASUREMENT

Measurement is any device, which allows the students to obtain information in a


quantitative form
“It is an act or process that involves the assignment of a numerical index to
whatever is being assessed.”
“The process of obtaining numerical description of the degree to which an
individual possesses a particular characteristic.

Essentials of measurement
Identification and definition of the quality, attribute or variable that is to be
measured.
Determining the set of operation through which the operation of attribute or
variable may manifest and become perceivable.
Establishment of a set of procedure for the translations of observations into
quantitative statements of degree extent or amount.

Functions of measurement
1. Prognosis – It is an administrative function such as classification, selection,
promotion and gradation of student on the basis of student achievement,
effectiveness of methods, instruction and treatment is evaluated.
2. Diagnosis- It identifies the weakness of the students and helpful in preparing
remedial work for them. It is also helpful in establishing cause effect relationship. It
can also improve
the instructional procedure.
3. Research: Measurement provides more objective and dependable basis for
research purposes. Valid generalization can be made on the basis of accurate
measurement.

Criteria for the selection of evaluative devices


Sampling of the objectives
Sampling of the content
Validity
Reliability
Practicability
Usefulness
Validity
The validity of a test is the degree to which it measures what is intended to measure.

Types of Validity
1. Face Validity When one looks at the test he thinks of the extent to which the test
seems logically related to what is being tested.
2. Construct Validity is used to ensure that the measure is actually measure what it
is intended to measure (i.e. the construct), and no other variables.
3. Content validity Content validity of a test reflects the extent to which student learn
specific content material in different subject. This type of validity is related to the
content area that is being tested.
4. Performance validity A tool that can be a written test is said to possess predictive
validity to the extent the information obtained through it serves the purpose of
predicting the future performance of students in a particular area of learning
5. Concurrent validity The test scores are correlated with another set of criterion
scores which are presently, that is concurrently available.

Reliability
1. Test-retest reliability is a measure of reliability obtained by administering the
same test twice over a period of time to a group of individuals. The scores from Time
1 and Time 2 can then be correlated in order to evaluate the test for stability over
time.

2. Parallel forms reliability


Is a measure of reliability obtained by administering different versions of an
assessment tool (both versions must contain items that probe the same construct,
skill, knowledge base, etc.) to the same group of individuals. The scores from the
two versions can then be correlated in order to evaluate the consistency of results
across alternate versions.

3. Inter rater reliability is a measure of reliability used to assess the degree to which
different judges or raters agree in their assessment decisions.

4. Internal consistency reliability


Is a measure of reliability used to evaluate the degree to which different test items
that probe the same construct produce similar results.
A. Average inter-item correlation
B. Split-half reliability.

Measurement errors
1. Random error
2. Systematic error:
Distinction between measurement and evaluation
Measurement Evaluation
1. Measurement refers to quantity 1.Evaluation is measured in terms of
describing in terms of pupils quality and value judgement.
attainment in a subject.
For example, how much an individual’s eg Good, bad, normal etc.
performance has taken
place, i.e. score in one
subject.
Not a continuous Continuous process
process
It describes a situation, Evaluation judges its works and
e.g. 50 out of 100 values it as average
marks in nursing
education
It is only a tool to be used in Evaluation includes
evaluation, measurement and
but does not include signifies a wider
in evaluation process of judging students’ progress
Limited scope Wide scope
Evaluation
DEFINITION

Evaluation is the process of ascertaining or judging the value of something by


careful appraisal
- Good carter.
Evaluation is the process of determining to what extent the educational objectives
are being realized.
– Ralph Tyler.

Philosophy of evaluation
Each individual should receive that education that most fully allows him /her to
develop his / her potential.
Each individual should be placed that he/she should contribute to society and
receives personal satisfaction in so doing.
Fullest development of the individual requires recognition of his /her essential
individuality along with some rational appraisal by him/herself and others.
The judgements required in assessing an individual’s potential are complex in
their composition, difficult to make and filled with error.
Such error can be reduced but never eliminated. Hence, any evaluation can never
be considered final.
Every form of appraisal will have critics, which is a spur to change and
improvement.

Purposes of evaluation
Diagnosis: Identifies the weakness in learning among students and monitor
learning progress so as to provide suggestions.
Prediction: Predict probable future successes on certain types of tasks on the
basis of present achievement or related tasks.
Grading: Rank orders students and is usually used in terminal examination.
Selection: Selects suitable candidates for various courses in a university. The
entrance tests for various courses serve this purpose.
Guidance: Assists student in making decisions for the future in the choices of
higher studies or career.
Exploration: Bring out the inherent capabilities of pupils such as attitudes, habits,
appreciation, understanding, manipulative skills, in addition to the conventional
acquisition of knowledge.
Evaluation of the programme: Monitors the effectiveness of teaching in a
particular course; find out the relevance of the objectives and effectiveness of
methods used and provides a basis for the modification of the curriculum and
courses.
Evaluation of teachers: Test the efficiencies of teachers in providing learning
experiences and effectiveness of instructions
Motivation: Help the student to become increasingly self directing in their study
and activities. And it helps in selecting, giving honours, placement of students in
advanced education and writing recommendations.

PURPOSES OF EVALUATION IN NURSING


EDUCATION
To determine the level of knowledge and understanding of students
To determine the level of student’s clinical performance.
To become aware of the specific difficulties of individual students or of an entire
class, as a basis for further teaching.
To diagnose each student’s strengths and weakness and to suggest remedial
measures which may be needed.
To encourage student’s learning by measuring their achievements and informing
them of their success.
To help students to become increasingly self directing in their study
To help students to acquire that attitude of and skills in self evaluation.
To provide the additional motivation of examination that provide opportunity to
practice critical thinking, the application of principles, the making of judgments etc.
To estimate the effectiveness of teaching and learning techniques, of subject
content and of instructional media in attaining the goals of the programme
To gather information needed for administrative purpose.

Principles of evaluation
1. Determining and clarifying what is to be evaluated always has priority in the
evaluation process.
2. Evaluation techniques should be selected according to the purpose to be served.
3. Comprehensive evaluation requires a variety of evaluation techniques
4. Proper use of evaluation techniques requires an awareness of both their limitations
and strengths.
5. Evaluation is a means to an end, not an end in itself.

Characteristics of evaluation
1. Evaluation is a continuous process
2. Evaluation includes academic and non-academic subjects
3. Evaluation is a procedure for improving the product:
4. Discovering the needs of an individual and designing learning experiences:
5. Evaluation is purpose oriented:

Functions of evaluation
To make provisions for guiding the growth of individuals and pupils.
To diagnose the weakness and strength of the pupils.
To locate areas where remedial measures are needed.
To provide a basis for a modification of the curriculum and the course.
To motivate pupils toward better attainment and growth.
To test the efficiency of teachers in providing learning experiences.

Types of evaluation
1. Feasibility evaluation
2. Formative evaluation
3. Certifying evaluation or Summative evaluation
4. Maintenance evaluation
5. Maximum performance evaluation
6. Criterion referenced evaluation
7. Norm referenced evaluation.

Evaluation process
Identifying the purpose of evaluation.
Identifying the time frame.
Determining when to evaluate.
Selecting the evaluators
Choosing an evaluation design/ framework or model.
Selecting an evaluation instruments
Collecting data.
Interpreting data
Reporting the findings
Using the findings
Considering the costs of evaluation.

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