Page 128 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Educational Measurement and Evaluation

Notes 9.6.2 Administering the Tests

It involves the following steps :
(a) Preparing for the testing.
(b) Administration of tests.
(c) Responsibility of teachers.
9.6.3 Scoring the Test
Its requirements are :
(a) Hand-scored test-manual.
(b) Self-scoring tests.
(c) Machine-scoring devices.
(d) Use of separate answer sheets.

9.6.4 Analysing and Interpreting Results of Testing
The results of testing are analysed and interpreted through :
(a) Use of statistical techniques for analysis.
(b) Use of norms.
(c) Use of derived scores.

9.7 Limitations of Standardised Tests

There are following limitations of standardised tests.
1. As a measure of student achievement
In this connection the limitations refer to :
(i) lack of complete relevance to instructional objectives of a given course;
(ii) lack of perfect score reliability owing to limited number of items or poor quality of
items;
(iii) susceptibility to coaching the students;
(iv) tendency to lose validity with repeated use;
(v) possibility of improper administration and scoring; and
(vi) possibility of inappropriate or unreliable norms.
2. As a basis for inferring teacher competence
It refers to :
(i) sensitivity to conditions other than teacher competence that affect learning;
(ii) insensitivity to teacher’s contributions that do not directly foster learning; and
(iii) imperfection as a measure of students’ achievement.

Self Assessment
2. State whether the following statements are ‘true’ or ‘false’.
(i) Validity of the test depends on the efficiency with which it measures, what it attempts to
measure.
(ii) Analysis of desired learning out comes and of the proposed test using logical and
psychological methods can not reveal sufficient commonality.
(iii) A test is said to be reliable if it functions Consistently.

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