COURSE TITLE:

MEASUREMENT,
EVALUATION AND
STATISTICS IN EDUCATION
COURSE CODE: EDC 361
PETER ESHUN, PHD
0244590189
pe s hun@ ue w.edu.gh
Course Outline
Course Description
Measurement, Evaluation and Statistics in education acquaints
students with educational assessment principles, methods and
practices necessary for school teachers. The course is designed
to equip students with various ways of effectively and
efficiently assessing students. Also, students will be equipped
with the skill of interpreting and using learning outcomes of
students appropriately.
COURSE OBJECTIVES: By the end of the course, the student will
be able to:
1. Explain the basic concept assessment and its related terms.
2. Differentiate between the various types of assessment in education.
3. Identify the characteristics of a good assessment result.
4. Construct good instrument for data collection
5. Show how to administer assessment instrument effectively.
6. Process, analyse, interpret and use assessment results.
TOPICS AND CONTENTS
Nature, Definition and Explanation of basic concepts in assessment.
Assessment, Measurement, Evaluation, instrument (test, interview, observation)
Principles and purposes of assessment
Assessment of learning, Assessment for learning, and Assessment as learning.
Contemporary issues in assessment practices in Ghana
 Assessment Based on Profile Dimension of each subject
 School-Based Assessment in Ghana
 Computer-Based Assessment
Characteristics of a good assessment result
 Validity
 Reliability
The stages in classroom Assessment
 Planning Stage
 Construction of instrument Stage
 Administration of Instrument Stage
Analysis, Interpretation and Usage of Results Stage
 Rights and Responsibilities of test takers.
 Grading Systems in the Ghanaian Education Sector
Basic Statistics in Education
Frequency Distribution Tables, Graphs.
Measures of Central Tendency and their properties.
Measures of Variability and their properties
Measures of Relative Positions and their properties
Normal distribution and its properties.
Definition and
Explanation of
Basic Concepts
in Assessment
Assessment, Instrument (test, interview, Observation),
Measurement, & Evaluation
Assessment
Assessment is a broad term defined as a process for
obtaining information that is used for making decisions
about students, curricula and programmes, and educational
policy.
Assessment is done to gather data on learning, teaching,
schools and the education system to enable decision making
on the progress attained by learners.
Some of the reasons for conducting assessment
in educational sector include the following:
Learner assessment: To ascertain the level of learners’ performance against
curriculum standards and core competences in order to make decisions regarding
selection, remediation, promotion, certification, proficiency and competency.
Teacher appraisal: To improve the teacher’s own practice by identifying gaps in
the content delivery and pedagogy.
School evaluation: To obtain credible information about schools in terms of
learners and teachers’ performances, leadership, resource availability and
infrastructure.
System evaluation: To determine the strengths and weaknesses of the entire
educational system and permit a good understanding of how well learning is being
facilitated.
What do we Assess?
The Pre-Tertiary Assessment Framework has been designed to assess
the Core Competences, 4Rs, Practical Skills and Values and Attitudes
The six competences are:
• Critical thinking and problem solving
• Creativity and Innovation
• Communication and Collaboration
• Cultural identity and Global citizenship
• Personal development and Leadership
• Digital literacy.
4Rs (Reading, wRiting, aRithmetic and cReativity).
Guidelines for selecting and
using classroom assessment
One needs to be clear about the learning target he/she wants to
assess. Before you can assess a student, you must know the kind(s)
of student knowledge, skill(s), and performance(s) about which you
need information.
One needs to be sure that the assessment technique(s) he/she
selects actually match the learning target.
One needs to be sure that the assessment technique(s) serve the
needs of the learners. You should select assessment technique(s)
that provide meaningful feedback to the learners about how closely
they have approximated the learning targets.
Guidelines for selecting and
using classroom assessment
Whenever possible, be sure to use multiple indicators of
performance for each learning target. This will provide a
better assessment of the extent to which a student has
achieved a given learning target.
One needs to be sure that when you interpret the result of
assessments you take their limitations into account.
Assessment is a means to an end. It is not an end in itself.
Assessment provides information upon which decision are
based
Assessment Instrument
The assessment instrument is the documented activities
developed to support the assessment method and used to
collect the evidence of student competence.
These instruments include: test, questionnaire, interview,
observation, among others.
Data collected should be used for decision making.
Test
Test connotes the presentation of a standard set of questions to be
answered.
A test is a formal, systematic, usually paper-and-pencil procedure for
gathering information about pupil’s behaviour (Airasian, 1991).
In schools, we usually think of a test as a paper-and-pencil instrument
with a series of questions that students must answer. These tests are
usually scored by adding together the “points” a student earned on each
question. Thus they describe the student using a numerical scale.
Types of test
Tests are classified in different ways using criteria like
purpose, uses and nature.
Using purpose as a criterion test can be classified as
Achievement tests, Diagnostic tests, Aptitude tests,
Intelligence tests, etc.
Using uses as a criterion test can be classified as Norm-
referenced test, and Criterion-referenced tests.
Using nature as a criterion test can be classified as paper-
and-pencil test, oral test, performance test, etc.
Achievement test
It is a test designed to measure formal or “School taught”
learning.
Achievement tests measure the degree of student learning in
specific curricula areas in which instruction has been received.
Achievement tests are measures of previously acquired
knowledge
Achievement tests are designed to measure the extent to
which a person has achieved, gain, attain, mastered certain skills
as a result of specific instruction and learning.
Achievement test
Achievement tests can be classified into two.
Teacher-made achievement tests
Standardized achievement tests
Questionnaire
 A questionnaire is a list of questions or items used
to gather data from respondents about their
attitudes, experiences, or opinions.
 The purpose of a questionnaire is to gather data
from a target audience(usually large).
 It will include open ended questions, closed ended
questions, or a combination of both.
How to write a questionnaire?
 Decide on the information required;
 Define the target respondents, select the method(s) of
reaching the respondents;
 Determine question content;
 Word the questions;
 Sequence the questions;
 Check questionnaire length;
 Pre-test the questionnaire and develop the final
questionnaire.
Interview
An interview is a formal conversation between two or more
people, typically with one person, the interviewer, asking
questions to obtain information, assess qualifications, or evaluate
the suitability of a candidate for a job, admission, or other
purposes.
A structured interview is a standardized and systematic
questioning process where each candidate is assessed using a
predetermined set of questions, allowing for fair and consistent
evaluations.
An unstructured interview is an informal and open-ended
conversation between the interviewer and candidate, lacking a
predetermined set of questions, often allowing for a more flexible
exploration of the candidate's background and qualities.
Observation

Observations can be made about any situation: you see

and hear things all the time, and it’s all data that can be
turned into evidence.
Observation' refers to a method in which
researchers study the ongoing behaviour of their
participants (or subjects). This is different from techniques
such as interviews or questionnaires because observations
are a study of what subjects do instead of what they say.
In covert observations, the presence of the researcher is
not known. During overt observations, participants know
that there is a researcher present, and who they are.
Measurement
Measurement is the process of quantifying the
degree to which someone or something possesses
a given characteristic, quality or feature.
Most authorities agree that measurement is the
assignment of numbers, numerals or symbols to
the traits or characteristics of persons or events
according to specific rules.
Measurement
Nitko (2001) defined measurement as a
procedure for assigning numbers (usually called
scores) to a specified attribute or characteristics of
a person in such a way that the numbers describe
the degree to which the person possesses the
attribute.
Scales of Measurement
Depending upon the traits/attribute/characteristics and
the way they are measured, different kinds of data result,
representing different scales of measurement.
Variables may be grouped into four categories of scales
depending on the amount of information given by the
data.
Different rules apply at each scale of measurement,
and each scale dictates certain types of statistical
procedures.
Scales of Measurement
Ratio
Interval
Ordinal
Nominal (or Categorical)
These scales are hierarchical, with nominal being the
lowest and the ratio being the highest.
Nominal scale
A nominal scale classifies persons or objects into
two or more categories.
Whatever the classification, a person or object can
only be in one category, and members of a given
category have a common set of characteristics.
Numbers may be used to represent the variables
but the numbers do not have numerical value or
relationship.
 Cont..
The numbers are only for identification
purpose
Examples are sex, occupation, color of eyes,
and region of residence. We can say Male = 1
and female 2 or Male = 2 and female = 1, it does
not make any change because the numbers are
only for identification purpose.
Ordinal scale
An ordinal scale means our measurement now
contain the property of order.
It provides some information about the order
or rank of the variables, but it does not indicate
how much better one score is than another.
This enables us to make statements using the
phrases “More than” or Less than”.
 Cont…
For example, a secondary school teacher might rank
three students, Kwame, Ama and John, with a score
of 1, 2 and 3, respectively, on the trait of sociability.
From this data; we can conclude that Kwame is more
social than Ama, who, in turn, is more social than
John. However, we can not say by how much Ama is
more social than John.
Interval scale
Interval scales are numeric scales in which we know
both the order and the exact differences between the
values.
Interval scale have the characteristics of the nominal
and ordinal scales, ie., the ability to classify and to
indicate the direction of the difference.
Using the interval scale the Zero point is arbitrary and
does not mean the absence of the characteristics/trait.
 Cont…
An example of an interval scale is the
Fahrenheit temperature scale because of its
equality of units. For instance, the difference
between 300 and 340 is the same as the
difference between 720 to 760.
Ratio scale
The ratio scale incorporates all of the characteristics
of the interval scale with one important addition – an
absolute zero.
Examples of ratio scales are height, weight, time
and distance.
With an absolute zero point, you can make
statements involving ratios of two observations such
as “twice as long as” or “half as fast as”
Evaluation
Evaluation is defined as the process of making a value judgement
about the worth of a student’s product or performance (Nitko,
2001).
It is a process by which quantitative and qualitative data are
processed to arrive at a judgement of value and worth of
effectiveness.
The main concern of evaluation in the classroom is to arrive at a
judgement on the worth or effectiveness of teaching and learning.
Evaluation may or may not be based on measurements or tests
results.
Forms of Evaluation
Things may be evaluated during
development as well as after they are
completely developed.
The terms formative and summative
evaluation are used to distinguish the roles of
evaluation during these two periods.
Formative Evaluation
Formative evaluation is judgement about quality or worth
made during the design or development of instructional
materials, instructional procedures, curricula, or educational
programmes.
The evaluator directs these judgements towards modifying,
forming, or otherwise improving the product before it is widely
used in schools.
A teacher also engages in formative evaluation when revising
lessons or learning materials by using information obtained
from their previous use.
Formative Evaluation
Sometimes we speak of formative evaluation of
students. This means we are judging the quality of a
student’s achievement of a learning target while the
student is still in the process of learning it. Such
judgement can help us guide a student’s next learning
steps.
No penalty is given to students when they are given
formative evaluation, and it is guidance –oriented in
nature.
Summative Evaluation
Summative evaluation is judgement about the
quality or worth of already-completed instructional
materials, instructional procedures, curricula, or
educational programmes.
Such evaluation tends to summarize strengths and
weaknesses, it describes the extent to which a
properly implemented programme or procedure has
attained its stated goals and objectives.
Summative Evaluation
Sometimes we speak of summative evaluation of
students. By this we mean judging the quality or
worth of a student’s achievement after the
instructional process is completed.
Giving letter grades on report cards is one example of
reporting your summative evaluation of a student’s
achievement during the preceding marking period.
Trends in Assessment
Assessment of learning,
Assessment for learning
Assessment as learning.
Assessment of Learning
The purpose of assessment of learning is usually SUMMATIVE and
is mostly done at the end of a task, unit of work, at the end of a unit,
term or semester, and may be used to rank or grade students.
Assessment of learning is designed to provide evidence of
achievement to parents, other educators, the students themselves
and sometimes to outside groups (e.g., employers, other educational
institutions).
It is designed primarily to serve the purposes of accountability, or
of ranking, or of certifying competence.
Teachers’ Roles in
Assessment of Learning:
Effective assessment of learning requires that teachers provide:
a rationale for undertaking a particular assessment of learning
at a particular point in time
clear descriptions of the intended learning
processes that make it possible for students to demonstrate
their competence and skill
a range of alternative mechanisms for assessing the same
outcomes
Teachers’ Roles in
Assessment of Learning:
public and defensible reference points for making
judgements
transparent approaches to interpretation
descriptions of the assessment process
strategies for recourse in the event of disagreement
about the decisions.
 Assessment for Learning
Assessment for learning is any assessment for which the first priority in
its design and practice is to serve the purpose of promoting pupils’
learning.
Assessment for learning involves teachers using evidence about
students' knowledge, understanding and skills to inform their teaching.
Sometimes referred to as ‘formative assessment', it usually occurs
throughout the teaching and learning process to clarify student learning
and understanding.
Students understand exactly what they are to learn, what is expected of
them and are given feedback and advice on how to improve their work.
Teachers’ Roles in Assessment for
Learning:
It is interactive, with teachers:
aligning instruction
identifying particular learning needs of students or groups
selecting and adapting materials and resources
creating differentiated teaching strategies and learning
opportunities for helping individual students move forward in
their learning
Providing immediate feedback and direction to students
Assessment as Learning
Assessment as learning occurs when students are their own assessors.
Students monitor their own learning, ask questions and use a range of
strategies to decide what they know and can do, and how to use
assessment for new learning.
Through this process students are able to learn about themselves as
learners and become aware of how they learn, that is, become
metacognitive (knowledge of one’s own thought processes).
Assessment as learning helps students to take more responsibility for
their own learning and monitoring future directions.
 Cont…
In monitoring metacognition one need to ask him/herself the following
questions;
What is the purpose of learning these concepts and skills?
What do I know about this topic?
What strategies do I know that will help me learn this?
Am I understanding these concepts?
What are the criteria for improving my work?
Have I accomplished the goals I set for myself?
Teachers’ Roles in Assessment
as Learning:
The teachers’ role in promoting the development of
independent learners through assessment as learning
is to:
model and teach the skills of self-assessment
guide students in setting their own goals, and
monitoring their progress toward them
provide exemplars and models of good practice and
quality work that reflect curriculum outcomes
Teachers’ Roles in Assessment
as Learning:
work with students to develop clear criteria of good
practice
guide students in developing internal feedback or
self-monitoring mechanisms to validate and question
their own thinking, and to become comfortable with
ambiguity and uncertainty that is inevitable in
learning anything new
End of session