FREETOWN TEACHERS COLLEGE KOSSOH TOWN JUI HASTINS

EDUCATIONAL MEASUREMENT & EVALUATION

LECTURE NOTE FOR HTC SECONDARY YEAR 2 OCTOBER, 2020.

SUBJECT TITLE:

1. Test and Testing (definition and concepts)

.Characteristics of a good test
.Steps in the construction of a teacher-made test
.General principle in the construction of a test

Types of test

.Standardized test

.Teacher –made test

Types of Standardized Test

.Survey Test

.Diagnostic Test

.Prognostic Test

-Characteristics of Standardized Test

-Teacher- Made Test / Classroom Test.

-Difference between Standardized test and Teacher-made Test.

Types of Teacher –made Test

• Essay type Test

• Objective type Test

Types of Essay type Test

• Restricted Type Test

• Free-response Type
-Types of Objective type test.

• True / False – Yes or No

• Multiple Choice
• Matching type
• Filling the Blank/Supply type/Short answer type / completing type.

-Advantage and Disadvantages of both Essay and Objective Type Tests.

-Validity of a Test (definition and Concept)

Factors affecting the Validity of a test.

• Factors within the Test

• Factors in pupils responses.

Types of Validity:

ü Content Validity
ü Construct Validity
ü Concurrent Validity
ü Predictive Validity

Reliability (definition and concept)

• Factors influencing the reliability of a test.

Statistical Measures

1. Measure of central tendency

Mean, mode, and median
Advantage and Disadvantage
2. Measure of Dispersion on variance e.g. range, mean-deviation, variance
Standard decision standard scores

Continuous Assessment

§ Characteristic attribute of CASS

§ Importance of CASS
Bloom teal, Taxonomy of education object

§ Congestive domain and component

§ Psychomotor domain
§ Attentive domain

Measurement & Evaluation (Defiance and concepts )

Scales of measurement in Education

• Nominal scale
• Ordinal scale
• Interval scale
• Ratio scale

-Definition of Evaluation

-Difference between measure and evaluator

-Reasons for carry out the process of evaluation

-Types of Evaluation

a. Formative Evaluation
b. Summative Evaluation
c.

EDUCATIONAL MEASUREMENT AND EVALUATION.

INTRODUCTION

In this unit, we shall discuss the basic ideas in testing. We shall discuss testing as an essential
part of teaching and why teachers use test. We shall look at the meaning and qualities or
characteristics of a good test; reliability and validity of a test, Principles involve in the
construction of a test, the steps in constructing a classroom test or teacher made test, discuss the
advantage and disadvantages of both essay type test and objective type test.
LEARNING OUT COME

By the end of this unit or session you will be able to:

v define test, testing and the characteristic of a good test,

v State the steps in constructing classroom test or teacher made test.
v Discuss the reliability and validity of a test.
v Discuss the different types of tests
v Explain the advantages and disadvantages of essay type test and objectives type test.

TEST:

WHAT IS A TEST?

To the lay man in Educational Measurement, a TEST would mean a School Examination,
College entrance Examination or employment test, involving writing or marking answers. This
constitutes a rather narrow view of the world of testing.

In a broad sense, an educational or psychological Test is defined as;

“a systematic procedure for observing and describing one or more characteristics or attributes of
a person with the aid of either a numerical scale or a category system” (CRONBACH 1970) OR

A test is merely a series of tasks which is used to measure a sample of a person’s behavior at a
given time. (Gronlund 1965) OR

A test is a device designed to elicit from examinees the behavior the teacher wishes to evaluate

Since a test is a form of measurement, it is therefore accompany with the assigning of numerical
values. The number assigned will enable the teacher to make comparison among different level
or performance of students in class.

The procedures that teachers normally used to find out the characteristics of the learners are:
Questionnaire, Interview, Class product, Assignment, Paper and Pencil test, Examination.
TESTING

Testing is an essential part of teaching, is an important tool used by the teachers to assess the
performance of students in the classroom teaching and learning situation.

This method is important to measure the amount and extent of learning.

That is why testing is important at all stages of Education; Primary, Secondary, tertiary and
especially at the conclusion of every stage.

ACTIVITY;

1. Discuss the difference between test and testing.

2. Why are test necessary for both the Teacher and Pupil in the classroom
Teaching and learning?

CHARACTERISTIC OF A GOOD TEST

Every procedure used in an evaluation program should possess certain common characteristics.

The most essential of these characteristics can be classified under the following heading;

1. Validity
2. Reliability
3. Usability/Practicality
4. Objectivity
5. Comprehensiveness
6. Simplicity
7. Scorability

STEPS IN THE CONSTRUCTION OF A TEACHER- MADE TEST

This includes;

a) Planning stage
b) Preparing stage
c) Reproducing stage
d) Administering stage
e) Scoring stage
f) Interpreting stage
g) Evaluation stag
GENERAL PRINCIPLES INVOLVE IN THE CONSTRUCTION OF A TEST.

For a test to be valid and reliable it must follow certain principles in order to achieve its
objectives. Below are some of the principles involving the construction of a good test;

1. Consider the level of the learners for whom you are constructing the test.

Example; A test meant for a JSS1 Pupil is inappropriate for a JSS2 pupil.

2. Determine the purpose of the test, whether it is an aptitude test, an achievement test or a
diagnostic test.
3. Determine the syllabus content from which the test is to be drawn and inform the pupils

4. Construct a table of specification or a test blue – print which is normally called Blooms
Taxonomy.

5. Determine the type of test items to be used whether Essay or Objective type.

TYPES OF TEST

Basically there are two main types of test namely;

1. Standardized Test
2. Teacher made Test

1. STANDARDIZED TEST

A standardized test is one which has fix set of test items, with specific directions for
administration and has given to represtative groups of individuals for the purpose of establishing
norms.

TYPES OF STANDARDIZED TEST

I. Survey test
II. Diagnostic test
III. Prognostic test
CHARACTERISTIC OF STANDARDIZED TEST

v Test items are of high technical quality

v Direction for administration and scoring are so precisely stated that procedures are
standard for different users of the test.

v Norms are based on representative groups of individuals, are provided as aid in

interpreting test scores.

v A test Manuel and other accessories materials are provided to guide the administrational
scoring of the test and the interpretation and use of the result.

v The test is designed not only for use in measuring individual pupils growth but also to
compare classes, schools, districts, regions and nations

v The sampling of the syllabi programmers and text books is done systematically.

TEACHER MADE TEST/ CLASSROOM TEST

The teacher made test, is the test that the classroom teacher prepares and administered to his/her
pupils to find out the effectiveness of his effort in the arts of teaching. They are therefore called
the classroom test.

TEACHER MADE TEST/ CLASSROOM TEST

are employed to measure the amount and the extent of learning, within a particular course given
by a specific instruction.

ACTIVITY;

1. What is the distinction between teacher-made test and Standardized test?

2. Explain four characteristics of a standardized test.
3. List the types of standardized test.
4. Explain any four (4) principles involved in the construction of a test.
Difference between standardized test and teacher made test

Standardized Test Teacher Made Test

1. Is based on curriculum content and Is based on content and objectives of one
objective common to representative group classroom or in some instance a department
throughout the nation. within a school.

2. Standardized test encompasses large Teacher made test may be constructed from
coverage of content and skills. limited topics.

3. Professional educators, classroom

They are only constructed by a single
teacher, psychologist and statisticians
teacher or classroom teacher.
developed standardized test.

4. Provide evidence of performance in Can be evaluated mainly in terms of a single

different educational/geographical settings. classroom/school.

5. Professionals who construct

Can be constructed by a person who is
standardized test follows scientific
untrained and without much experience in
procedures in order to gain validity and
testing procedures
reliability.

TEACHER MADE TEST/ CLASSROOM TEST

a) ESSAY TYPE TEST

b) OBJECTIVE TYPE TEST

A.ESSAY TYPE TEST

Essay type test are divided into two main types namely;

1. Restricted type
2. Free-Response type.

1. RE3STRICTED ESSAY TYPE TEST

In this type of items, the student is not allowed to write freely but he is guided in the extent or
length and scope.
Example;

a. In not more than 250 words, write why measurement and Evaluation is included in your
programme of studies.
b. Describe the uses of test result in not more than 60 words.

2. FREE-RESPONCE ESSAY TYPE TEST

In this type of test the student organizes and writes the answers depending on the scope and
nature of his knowledge and exposition.

Example;

a. Discuss the principle involved in the construction of a test.

b. Explain the concept of test and testing.

B. OBJECTIVE TEST TYPE

In objective type test, the questions are asked in a way that the answer will follow a well define
form. The marker in this case, does not have to pass an opinion on whether the answer is right or
wrong.

Marking in objective test items is much easier and can be done by anybody or by a computer if a
‘magnetic’ pencil is used to answer.

OBJECTIVE TYPE TEST IS DIVIDED INTO FOUR (4) MAIN TYPES, THUS;

1. True / False or Yes or No

2. Multiple Choice
3. Matching test items
4. Filling the Blank / Supply / Short answer type / completing type test.

1, TRUE / FALSE, YES OR NO

This consists of a question / statement to be judged True or False or a question to be answered

Yes / No.

Example;

Ø .Measurement is quantitative , True / False

Ø Evaluation is comprehensive, Yes / No
2, MULTIPLE CHOICE ITEMS

This consists of an introductory question or an incomplete statement called the stem and a series
of responses from which the student has to choose the most correct answer.

Example;

One characteristic of standardized test is that,

a. Test items are of high technical quality

b. Test items are much longer as expected.
c. Test serves as usual technical quality
d. Test will serve the intended purpose like teacher-made test.

3. MATCHING TYPE TEST/ PAIRING

This is another variety of multiple choice items but one which conserves space; Students are
instructed to make correct links between items in list A and items in list B.

Example;

Match the names of towns with their capital cities;

TOWN CAPITAL CITY

Sierra Leone
Liberia
Morovia
Lagos
Nigeria
Accra

Ghana Freetown

4, FILLING THE BLANK/COMPLETING /SUPPLY / SHORTANSWER TYPE

Here the examinee is required to complete a statement by writing the answers in the spaces
provided.

Example;

a. Essay test is divided into two main types namely: ------------------ and -----------.
b. One type of standardized test is called --------------------.
c. Give one type of essay type test question.
ADVANTAGE ESSAY TYPE TEST ITEMS

Ø Few questions are needed for a test, preparation is relatively easy.

Ø Encourages pupil’s creativity, organization of material and expression of ideas on a
systematic form.
Ø Can measure understanding, thinking skills and other complex learning outcomes.
Ø Guessing is minimized.

DISADVANTAGE ESSAY TYPE TEST ITEMS

Ø Requires a long time to answer few question; therefore a limited field of knowledge is
tested.
Ø Does not measure purely factual information very well.
Ø Subjective scoring, which is, slow, difficult and incorrsistent.
Ø Freedom to respond in own words enables bluffing and writing skill to influence the
score.

ADVANTAGES OF OBJECTIVE TYPE ITEMS

1. Extends over a wide range of knowledge in one test, because they can be answered
quickly; one test can have a variety of questions.
2. Encourages pupils to develop a wide background of facts and abilities.
3. It is simple to score – in fact can be machined scored, permitting greatest accuracy.
4. Can measure a wide range of learning outcomes.
5.

DISADVANTAGES OF OBJECTIVE TYPE ITEMS

1. Guessing is encouraged especially in the selection type.

2. Relatively large numbers of questions are needed for a test.
3. Preparation is difficult and time consuming.
4. It does not encourage student originality especially the true or false item(question).

ACTIVITY;

• Explain two (4) reasons for administering objective type tests.

• Explain another four (4) reasons for administering Essay type tests.
• Discuss four (4) merits (advantage) and demerit (disadvantage) each of Essay and
Objective type questions.
VALIDITY OF A TEST:

The validity of a test concerns what the test measure and how well it does so. It is the extent to
which the result of the evaluation procedure serves the specific use.

OR.

It also refers to the soundness with which test scores can be interrupted in a particular way. The
use fullness of a test scores for a particular purpose.

FACTORS INFLUENCEING VALIDITY OF TESTS

Generally a test may become invalid for a test valid, if does not cater for content or outcome
under consideration. In considering the factors that influence validity, we recognize two
categories of factors

1. Factors within the test

2. Factors in pupils responses

The under mentioned factors can prevent the test items from functioning as intended
consequently reducing the validity of the test result.

1. Factors within the test:

a. Unclear direction
b. Reading Vocabulary and sentence structure to difficult.
c. Inappropriate level of difficulty of the test items.
d. Poor constructed test items
e. Test items which are inappropriate for the outcome being measured.
f. Too short tests/short tests
g. Identifiable pattern of answers.

2. Factors in pupils responses:

In certain cases invalid test are due to personal factors influencing the pupil’s responses to the
test situation rather than to any shortcoming in the test instrument. Some of the factors attributed
to the pupil’s include;

a. Emotional disturbances
b. Some pupils are frighten by the test situation and thereby unable to respond normally.
c. Lack of motivation
d. The relation of teaching to test
e. The nature of the group tested and in the composition of the criterion measures used
TYPES OF VALIDITY

i. Content validity
ii. Construct validity
iii. Concurrent validity
iv. Predictive validity

i. Content validity

is define as the extent to which a test measure a representative sample of the subject matter
content and the behavior changes under consideration.

ii.Construct validity

May be defined as the extent to which test performance can be interpreted in terms of certain
psychological construct.

EXAMPLE:

A test design to measure depression must only measure that particular construct, not
closely related ideas such as anxiety or stress.

iii.Concurrent validity:

This may also be defined as the extent to which test performance is related to some other current
performance. Concurrent validity is a statistical type of validity, determined by correlating the
test result with some external criteria of success.

iv.Predictive validity:

May be defined as the extent to which test performance is accurate in predicting some future
performance. Predictive validity can be most clearly illustrated in the area of aptitude testing
which predict success in some future activities.

ACTIVITY;

1. What did you understand from the concept Validity of a Test?

2. List any four type of validity and explain any two (2).
3. When do we say a test is said to be valid?
RELIABILITY:

Refers to the consistency of test scores. Consistency of scores obtained by the same individual
when re-examined with the same test on different occasion and still obtain the same on similar
score.

OR

When different markers independently rate the same pupil on the same test and obtain the same
or similar score.

FACTORS INFLUENCING RELIABILITY MEASURE:

Although teachers seldom fine it profitable to calculate reliability coefficient for the test they
construct, they can and should take cognizance of the factors influencing reliability to maximize
the reliability of their own classroom test. The under-mentioned factors have been known to
affect the conventional measure of reliability:

1. The length of the test

2. The spread of the scores
3. The difficulty of the test
4. The objective of the test
5. The method use to estimate test reliability

What do we mean by the reliability of a test?

ANSWER;

Reliability of a test refers to “how consistent test scores and other evaluating result
are from one measure to another. It provides the consistency that makes validity
possible and indicates how much confidence can be placed in evaluation result”.
(Gronlund-1931).

ACTIVITY;

1. List two factors each that affect the validity and reliability of a test.
2. When is a test said to be reliable?
3. Share with your colleagues some of the practical experiences you have had
during a given test in class.
STATISTCAL MEASURES

There are three main types of statistical measure namely

A MEASURE OF CENTRAL TENDENCY OR LOCATION

The Measure of Central Tendency are one kind of statistics which are frequently used in
educational measurement. The three (3) most common measures of central tendency are the
Mean, Mode and Median. Others include: Denciles and Percentiles. They are so named
because they are located at the middle of a distribution of scores and are useful in the describing
what is average about a Sample.

A. THE MEAN:
The mean could be defined as the average of a set of values, calculated by summing
them together and dividing by the number of terms or observations.
EXAMPLE:
Find the mean of the following: 2 3 4 5 6 2 1

SOLUTION
Mean = (X) = The sum of a given quantity

Number of items

X= 2+3+4+5+6+2+1

X= 23 / 7

X= 3.2857

X = 3.3 correct to one (1) decimal place

ADVANTAGE OF THE MEAN

1. It is easy to calculate
2. It has determinate exact value
3. It is easy to compute
4. It is best known average
DISADVANTGE OF THE MEAN

1. It is greatly affected by extreme values

2. It cannot be obtained graphically
3. Same fact may be concealed
4. Least stable measure of location

B.THE MEADIAN:

The median of a set of numbers arranged in order of magnitude (i.e. in an array) is the middle
value or the arithmetic mean of the two middle values (Spiegel 1972)

ADVANTAGE OF THE MEDIAN

1. It is easy to compute
2. It can be obtained graphically
3. The median can be easily determine without calculation
4. It is easy to understand

DISADVANTAGE OF THE MEDIAN

1. The median is usually not easy to deal with theoretically

2. It cannot be used for further statically calculations
3. Poor estimate than the mean
4. Less widely used than the mean

EXAMLPE: 2 3 4 5 8 9 1 2
Answer = 2 3 4 [5] 8 9 1 2 median =5

C.THE MODE:

C. The mode is define as the most frequently accruing value in a distribution

OR
The mode of a set of values or numbers is that which occurs with the greatest frequency
that is, it is the most common value.

EXAMPLE: 8 5 3 7 5 2 3 4 3 5 6 3 9 and 4
Solution: arrange in order of magnitude 2 3 3 3 3 4 4 5 5 6 7 8 9
The mode is 3 because is the most common value.
ADVANTAGE OF THE MODE

1. The mode can be easily obtained from a group

2. It is not affected by extreme values
3. It is easy to understand
4. It is easy to compute

DISADVANTAGE OF THE MODE

1. It is not frequently used

2. The least stable than the mean
3. Cannot be used in further mathematical operations
4. There may be no mode or there may be more than one mode

NOTE:

a. When a mode occurs two times we call that set as Bimodal

EXAMPLE: 10, 11, 10, 12, 11, 14

Solution: 10.10.11.12.14, 10 and 11 are called bimodal scores

b. When again a mode occurs three times in a distribution or row, we called that sets as
polymodal

EXAMPLE: 15, 18, 17, 15, 18, 16, 17, 15, 19, 18, 16, 17

Solution: arrange in order of magnitude:

15, 15, 15, 16, 16, 17, 17, 17, 18, 18, 18, 19.

These sets have three (3) modes 15, 17 and 18. We called this set as polymodal

EXAMPLE:

Represent the marks scored by 22 business studies pupils at Baptist junior secondary school.

8 12 12 8 13 15 27 15 13 12 8

13 8 12 12 8 12 12 13 13 15 13
Prepare a frequency distribution for the above scores/data.

From the distribution find:

a. mean

b. median and

c. model score

SOLUTION

Frequency distribution table

FREQUENCY
SCORE / FREQUENCY
TALLY &
MARK (X) (F)
MARK (FX)
8
IIII 5 40

12 IIII II 7 84

13 IIII I 6 78

15 III 3 45

27 I 1 27

∑f =22 ∑fx = 274

 Mean or X = ∑fx

∑f

Where; X = arithmetic mean

∑ = Zigma or sum or total of a given quantity

X = raw score

N =

= 274/22

12.45 Answer correct to 2 decimal

ACTIVITY.

The scores of 25 students in measurement and evaluation tests are;

60,80,47,37,58,78,61,59,51,31,24,49,09

60,52,81,77,38,54,67,59,68,48,45,and 92,

I. Give the mean of the class

II. Identify the model class
III. Write out the median class.

B.MAESURE OF DISPERSION OR VARIATION

This includes the following:

§ Range
§ Mean deviation or Average deviation
§ Semi-Interquartile range or Quartile deviation
§ The 10-90 Percentile range
§ The standard deviation
§ The variance
§ Standardized Variable
§ Standard scores
B. Correlation and regression
 CONTINUOUS ASSESSMENT

Definition of Continuous Assessment

Continuous Assessment has been defined as “A formative evaluation procedure which finds out
in a systematic manner the level of mastery that a pupil has attained in knowledge, skills and
attitude after a given set of learning experiences’’ (Haworth R.E. 1991). It is thus:

CHARACTERISTICS OR ATTRIBUTES OF CONTINUOUS ASSESSMENT

Formative- it is carried out as the student learns, and is used to address weakness in the student
and perhaps adjust content

Systematic- planned and carried out at specified intervals

Comprehensive- focuses on the whole person-cognitive, affective, psychomotor and employs a

variety of modes of testing/assessment

Cumulative- continuous assessment scores can be summed to give summative record

Guidance Oriented- it provides a record that can be used to guide the student and provide
counseling

IMPORTANCE/SIGNIFICANCE OF CONTINUOUS ASSESSMENT

i. It provides feedback on the learning outcomes that learners have achieved and those that
have not been achieved
ii. It assists with identifying the strengths and weakness of learners
iii. It encourage communication between teachers and learners
iv. It works hand in hand with evaluation and therefore provides important information about
curriculum issues like teaching methods and the relevance of learning outcomes and
resources
v. Result of assessment will motivate students
vi. Help in making wise educational decision, which include selection, placement,
classification, diagnostic, guidance & counseling decisions
vii. Assessment enable pupils to get further objectives to improve their learning
viii. Assessment serve as a process of improving the teacher’s style and methods of teaching
ACTIVITY

• Why is continuous assessment important for the classroom teacher and the student?
• List four characteristics of continuous assessment in school.

THE TAXONOMY OF EDUCATIONAL OBJECTIVES AS PUT FORWARD BY

BLOOM ET, TAXONOMY OF EDUCATIONAL OBJECTIVES

1. Cognitive Domain: This aspect deals with the mental, ability and capability of the child
which is based on specific concept or ideas. Mental function of the individual
The component includes:
Ø Knowledge
Ø Comprehension
Ø Application
Ø Analysis
Ø Synthesis
Ø Evaluation

2. Affective Domain: This deals with the attitude changes that are stated in the course
objective. The emphasis is based on feeling and emotion. It also concerns with the
willingness to learn and what value wen give to the learning:
The component includes:
Ø Class contraption
Ø Sociability
Ø Helpfulness
Ø Honest
Ø Effort
Ø Initiative
Ø Self-discipline
Ø Punctuality
 3. Psychomotor Domain: This aspect deals with basically manipulative skills and body
movement or control
The component includes:
Ø Painting
Ø Hand writing
Ø Stamina
Ø Dancing
Ø Playing football
Ø Jumping
Ø Running
Ø Physical dexterity

ACTIVITY

List and explain three (3) main taxonomy of education as put forward by Bloom’s et, al.

MEASUREMENT & EVALUTION

INTRODUCTION

When we measure something, we find out how “big or small” that thing is, in terms of a certain
unit which we have chosen. The measurement of things or individual helps us to be able to
compare things or individuals. Things or individuals can only be compared after they have been
measured

(STEPHEN 1946)

Define measurement as the “assigning of numerals to certain aspect of a person or an object

according to certain rule”.

(LORD AND NOVICK 1958)

Gave a much broader and clearer definition of measurement as “a procedure of assigning

numbers (usually scores) to a specified attribute or characteristic of a person in such a manner as
to maintained a real world relationship among person with regards to the attributes or
characteristics being measured”
SCALES OF MEASUREMENT IN EDUCATION

Four (4) scales of measurement are identified

1. Nominal Scale
2. Ordinal Scale
3. Interval Scale
4. Ratio Scale

NOMINAL SCALE

Here the objects are classified and classes are denoted by numbers. The number for one class
whether they are greater or less than the number of the other class reflects northing about the
properties of the object order than they are different, e.g. sex-male and female: male denoted by
1, female 2, this does not mean that female are better than male, also racial origin e.g. Limba 1,
Themne 2, Krio 3

ORDINAL SCALE

Numbers indicate rank order and nothing more. They do not indicate absolute quantity nor do
they indicate that the intervals between numbers are equal. E.g. military rank, athletic ranking,
letter grading system: A, B, C, D and F. if these are the grades in a history course, we know that
an individual who has received an ‘A’ had a higher level of achievement in history than one who
has received a ‘B’

INTERVAL SCALE

In this scale objectives are not only ordered but may also be assign numbers so that equal
differences between the numbers assign to the object reflect equal difference in the amount of
property possessed. Zero is not absolute; it does not reflect the complete absence of the property.
E.g. achievement test scores, the difference between temperature of 85 and 88 degrees is
regarded as the same as the difference between temperature of 23 and 26 degrees.

RATION SCALE

Possess all the properties possessed by the interval scale but in addition zero is absolute. The
zero implies the complete absence of the property e.g. height, weight

EVALUATION

This is the process of appraising the extent to which the objectives of a programmed or project
are being achieved.

It is the process of making sound, fair and unbiased judgment about educational measurement
DIFFERENCES BETWEEN MEASUREMENT AND EVALUATION

1. Measurement is quantitative (numerical), while evaluation is qualitative

2. Measurement does not give valid judgment, while evaluation give valid judgment
3. Evaluation is comprehensive, while measurement is not comprehensive
4. Evaluation depends on measurement in the classroom setting. This is such that if
measurement is faulty, evaluation will also be faulty

REASONS FOR CARRYING OUT THE PROCESS OF EVALUATION

1. To motivate learners
2. To diagnose
3. For selection purpose
4. For the promotion of students or learners
5. To report about the performance of students to parents, agencies etc.
6. To compare student’s performance
7. For placement decision
8. For certification purpose

TYPES OF EVALUATION

There are two main types of evaluation and these are; formative and summative evaluation

Ø Formative Evaluation:
this is the on-going evaluation of programmers under development so that it can be
redesigned or improved
Example.
Questions asked during an explanation, test, quizzes etc.

Ø Summative Evaluation:
This is the evaluation made at the end of a programmed. It concerns about the outcomes
of an already developed programmed and judges it worth. It gives a summary of the
overall strength and weakness of an already completed programmed and describes the
extents to which the programmed has achieved its effective objectives.

It determines the effectiveness of a programmed in the classroom

Example:

• National Primary School Examination. (NPSE)

• Basic Education Certificate Examination (BECE)
• West African Senior School Certificate Examination.(WASSCE)
• GCE O’ and “A” Level
• City and Gilds of London.
• TC, HTC and B,ed Examination

ACTIVITY

A-Briefly explain the meaning of the following as used in Educational Evaluation;

§ Validity of a test
§ Reliability of a test
§ Usability of a test

B.List the types of validity and briefly explain any two.

C.List any two factors that affect the validity of a test.

2.Discuss three types of Measure of Central tendencies.

3a. State five general principles of constructing objective questions

b.Briefly explain four merits and demerits of objective questions

c.State the types of objective questions.

4a. List two differences between Measurement and Evaluation.

b.Discuss two reasons why Evaluation is important for the following ;

i. The Pupils

ii. The teacher

iii. The School.

References;

§ Texts Books.

FROM. ;

ALHASSAN BERNARD TURAY (TEACHER EDUCATION DEPT)

.