Page 224 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Educational Measurement and Evaluation

Notes ‘Absolute marking’. Second type of marking system is based on the use of a small number
of letter marks, often five letter A, B, C, D and F, to express various levels of performance.
• Needs of students
(i) To know their present performance and rate of progress.
(ii) To know their adequacies and inadequacies in learning.
• Needs of parents
(i) To know whether their ward is progressing satisfactorily in the class.

(ii) To alert them if some problems are developing.
• Needs of teachers
(i) To know in general the performance of students in terms of syllabus tested.
(ii) To identify the areas of weaknesses for remedial teaching.
• Needs of administrators or principals
(i) To compare inter-school performance of students.
(ii) To judge whether tests from different schools compare well in terms of instructional
objectives tested.
• Needs of curriculum specialists

(i) To find out if certain curriculum objectives need to be reviewed.
(ii) To identify whether curriculum content (syllabus) of certain subjects needs to be revised.
• Some technical problems relating to assignments of marks are given below :
(i) What should a mark be based on ?
(ii) How data or evidence on different components be weighted ?
(iii) How many categories should be used
(iv) How many should get what marks (A-B-C-D-E) ?
(v) To what frame of reference should marks be assigned ?
(a) Marks in relation to perfection
(b) Marks in terms of students ‘potential to perform
(c) Performance in relation to peer groups
(d) How standards to be equated
• Test scores can be expressed in a variety of different units in relation to different scales of
measurement. A score may represent very good performance on a test, but the same score
on another test may represent very poor score. Therefore some common basis has to be
established to make comparison of scores on those widely different tests possible. This may
reflect relation of derived scores to norms. These are of three types.
(a) Derived Scores Based on Median Performance
• These are the grade scores or grade equivalents and the age scores Both depend on norm
tables with raw scores that grade equivalent or age scores can be determined.
(i) Grade-equivalent scores : Indicate the position on a grade scale at which a students’ test
performance places him.
(ii) Age equivalents : Indicate the position on an age scale at a point on which a pupil’s
performance places him.

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