Page 222 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Educational Measurement and Evaluation

Notes (a) Statistical equating : In case of objective examinations, a mini test of 20 items or 20%
whichever is greater (ETS) are included from a previously used test, for the purpose of
calibration. These items may be put together or scattered throughout. Compare the
performance of students or of these items with those of the previous year to know whether
the group is better or worse than before. Calibration is done accordingly. All of GRE
Aptitude Tests Scaled Scores are statistically equated with the standard of the 1952 test
(Harper, 1990) and therefore it is possible to compare the abilities of the 2003 batch with
any previous group of the with past 50 years. These items of 1952 may now be out of date,
but every year items are scaled to 1952 items and thus are ultimately connected statistically
with the 1952 scale.
(b) Equating grades : Some subjects are tougher than others. To adjust grades that remain
standard across the subjects that are widely different, the following method (adapted from
Ebel, 1972) is recommended (Harper, 1990) :
(i) Some common tests like entrance examination, aggregate marks at previous level, or it
can be a special ‘scaling’ or a Link Test (e.g. Aptitude test) have to be used.
(ii) For all entering examinees or students on the entrance test or scaling test, frequency
distribution should be made.
(iii) Translate these marks into grades using linear or normalised method.
(iv) Make a separate table for each group that is to be graded separately (class, section, course
or subjects). Table would indicate the number of students in that group who had each
grade on the entrance test 5 As, 15 Bs, etc.
(v) This table acts as a guide for that group. Teachers are expected to assign approximately
the same number of As, Bs, Cs etc. at the end of the course as these were common on the
entrance test. Teacher may, however, use his judgment to assign higher or lower grade
depending on brighter with lazy group (compared to grades on entrance test), but he will
have to justify wide deviations when questioned by academic committee.

ICSCE has been using grades since long. CBSE tried to introduce grades but had
revert back to marking in the wake of public opinion and resistance from university
system. With the new Curriculum Framework of NCERT it is now the time to
switch over again. There is need for creating awareness about usefulness of grading
systems, among students, teachers, parents and public at large.

18.7 Advantages of Marking System

There are other systems of marking having different purposes to serve, with their own advantages
and limitations, as expressed below.
(i) Multiple marks on various aspects of achievement can improve marking but cost more in
extra efforts and may not be worth the improvement expected.
(ii) The more the marks available in the system indicating different levels of achievement,
the more reliable the marks will be, but the usability of this system is limited.
(iii) System of pass-fail marks does not serve the functions that marks are supposed to do,
especially in finely graded marks.
(iv) Numerical marks lay emphasis as measurement and simplify calculations of grade-point
averages.
(v) For quality control of marking system, it necessary publicise the distribution of marks
subject by subject.

216 LOVELY PROFESSIONAL UNIVERSITY