Page 127 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Unit 9 : Test Standardization

9.5.4 Administrative Uses of Standardised Tests Notes
With the expansion of education at various levels, classes are increasing in size, curricular offerings
are expanding, educational costs are going up, and the public interest in educational efficiency is
getting more demanding. Parents and teachers are becoming more critical of the methods of
evaluating pupils’ accomplishment and the marking system. Community demands school survey
to know about the efficiency of their schools. Standardised test can be used to establish adequacy
of system of assigning and reporting marks. Efficiency of teaching may require experimental
evaluation. Efficiency of school system in terms of pupils’ growth per unit-test may require
demonstration.
Three major administrative uses of such tests are :
(i) For gradation and placement of pupils
(ii) For comparison of performance of group or class with norms of subject and grade
(iii) For measuring the efficiency of learning vis-a-vis instructional effectiveness.

9.5.5 Standardised Tests for Decision Making
Standardised tests are likely to be useful in the following cases :
(i) Since placement decisions call for a broader appraisal in an area, standardised tests can be
used to identify entry level of performance on a scale of uniform scores.
(ii) Standardised tests help in making normative comparisons when counselling and guidance
decisions are to be taken.
(iii) Selection decisions tend to imply comparison with others, for which adequate norms are
important, and are available in standardised tests.
(iv) Standardised tests can play as important role when curriculum decisions between alternative
programmes imply broad-based comparison, supplemented by measures developed locally
for special objectives.
(v) Since public and policy decisions call for a comprehensive and comparative view of the
performance of a school, broad survey and comparison have significant value, as permitted
by the standardised test.

9.6 Planning the Testing Programme

Planning of a testing programme includes the following steps :
(a) Be cognizant of the teaching problem for whose solution the test results are essential.
(b) Determine the type of test data relevant to the problem.
(c) Select the best available tests for the purpose.
(d) Make the needed preparation and administer the test.
(e) Score the tests quickly, accurately and economically.
(f) Tabulate, analyse and interpret results.
(g) Use results and interpretations for improving the conditions related to the problem.
9.6.1 Selection of Tests
(a) There is need for care in selecting the tests

(b) Test the rating scales or device that affect the test quality, i.e. assignment of point values to
different features of the test (validity, reliability, practicability, comparability and utility).

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