Page 18 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Educational Measurement and Evaluation

Notes • System at Work
• Centralised Responsibility : There should be one person in each school who will look after the
administrative details given below :
(a) Ordering for relevant tests and test material.
(b) Arranging schedules of time.
(c) Arranging place for testing.
(d) Arranging scoring and recording results.

• Testing Schedule : Tests should be given under standard conditions that permit each testee to
perform at his best level.Testing schedule should never be made too tight.
• Preparation by Testers : The testers should prepare themselves in advance especially for the
following aspects of the testing programme.
(a) The tester should follow the manual verbatim.
(b) The tester should make the procedures and the tasks clear to the testee before administering
the test.
(c) The tester should have a stopwatch and he should allow the subjects to work on a particular
test for that much time only which is mentioned in its manual.
• Appropriate Environment for Testing : The desirable environment for testing should satisfy
the following conditions :

(i) Examinees are physically comfortable.
(ii) Examinees are emotionally relaxed.
(iii) Examinees are free from interruptions and distractions.
(iv) Examinees are seated in such a way as to prevent copying.
• Recording of Test Results : Results should be kept systematically so that these are made use of
conveniently by the appropriate agency. Of course results should be kept confidential.
• General Purposes of Testing
(i) To determine the achievement level and progress of the pupils.
(ii) To obtain data for diagnostic purposes.

(iii) To identify the interests of the students.
(iv) To identify the underachievers.
• The traditional question paper is associated with the essay type questions. Testing of this type
suffers from the following limitations :
(i) It consists of a very limited number of questions from 6 to 10 questions.
(ii) Questions do not cover the major portion of the syllabus.
(iii) Chance element predominates.
(iv) Questions mostly encourage memorisation and cramming.

• Limitations
(i) Heavy weightage to verbal ability in many tests.
(ii) Difficulty in obtaining level norms.
(iii) Relative narrowness of the traits measured by tests.
(iv) Indifference, lack of attention, low commitment and generally low motivation of the
students, tending to invalidate the test results.

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