Page 16 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Educational Measurement and Evaluation

Notes 14. Form : appropriate judgments about pupils’ performance in terms of self-referenced, criterion-
referenced and norm-referenced judgments.
15. Summarise : results and other evidences into meaningful individual and group profiles for
different areas and aspects.
16. Report : meaningfully and regularly to students, parents and other functionaries concerned,
for timely feedback and correctives.
17. Take : appropriate decisions about further diagnosis (if needed), remedial measures, grading,
promoting, certification, programme budgeting and improvement of instructional, evaluation
and implementation strategies.
18. Initiate : development of institutional question banks for improving the quality of test material
and maintain performance standards.
19. Use : summative evaluation at school, school complex, block and district levels through
cooperative testing and participative strategy for maintaining and comparing performance
standards.
20. Undertake : annual institutional self-evaluation involving teachers, principals, students, parents,
community and evaluation experts to assess the efforts, efficiency and effectiveness of the
school in terms of the scheme of SBA and review it for making the scheme more functionally
operative.
Self Assessment

2. State whether the following statements are ‘true’ or ‘false’.
(i) Educational assessment is an ongoing process aimed at understanding and improving student
learning.
(ii) Comprehensiveness is the significant factor in the assessment of the whole child.
(iii) Unit test should be used at the beginning of each unit.
(iv) The rational mode of assessment are used at the implementation stage to identify inadequacies
and weaknesses in the programmes.

1.9 Summary

• Testing is one of the significant and most usable techniques in any system of examination or
evaluation. It envisages the use of instruments or tools for gathering information or data.
• A test of educational achievement is one designed to measure knowledge, understanding, or
skills in a specified subject or group of subjects.
• Tests of educational achievement differ from those of intelligence in that (1) the former are
concerned with the quantity and quality of learning attained in a subject of study, or group to
subjects, after a period of instruction and (2) the latter are general in scope and are intended
for the measurement and analysis of psychological processes.
• Most educational achievement tests are devoted largely to the measurement of the amount of
information acquired or the skills and techniques developed.
• The principles upon which tests of educational achievement are standardized are the same as
those of the other types already presented; the same principles of definition of aim, sampling,
validity and reliability apply here as elsewhere. A standardized test of educational achievement
should be based upon a careful analysis of materials taught in a given field;
• Testing Techniques
• Written Examinations

10 LOVELY PROFESSIONAL UNIVERSITY