Page 27 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Unit 2: Measurement and Evaluation : Concept, Need, Scope, Difference and Relevance

a student scores zero in an achievement test, it does never mean that his ability in the subject is zero. Notes
It only signifies that he has failed to solve any of the questions in the achievement test. There may
be possibility that he can solve other questions on the same subject.
This measurement has not absolute zero, so its results cannot be analysed mathematically. For
example, if Student A scores 60 marks and Student B scores 30 marks, then it cannot be said that the
ability of Student A is double than that of Student B. It can be more or less than double. The analysis
of such measurements can be done with the help of statistical calculations — measures of central
tendency and measures of deviation. We shall clarify the form of normative measurement by an
example.
Ipsative Measurement
There are several tools and devices of measurement. One such tool or device is the one in which a
person or student is forced to choose items. Measurement by this method has been termed as Ipsative
measurement by Ramond Cattle. In this type of measurement certain questions, statements or
problems are put before the persons or students and they are asked to give them preference 1, 2, 3,4,
etc. It is obvious that if a person gives preference (1) to a statement, he cannot give the same
preference to any other statement. Such measurement tool is called forced choice item and the
measurement is called the ipsative measurement. In such measurement, all persons or students
have to allot 1, 2, 3, 4, etc. marks, so the mean (M) and standard deviation ( ) of the marks of all
persons or students are bound to be equal. We shall clarify it with the help of an example.
2.2 Need for Measurement

The needs of measurement are as follows:-
(1) For Measure the ability of students, finding out their interest sand aptitude at the time of
admission, and admit than on its basis.
(2) For measure their intelligence and personality after admission and accordingly divide them
into specific classes, and to assist in their personality development.
(3) For find out from time to time the effect of teaching on the students (educational achievements
or change of behaviour), and to guide the students on its basis and to inspire them to learn.
(4) For measure and evaluate the educational achievements of students from time to time and to
provide them feedback.
(5) For find out the hindrances in the educational progress of the students and remedy them.
2.3 Scope of Measurement

Generally, it is understood that in the field of education only educational achievements of the students
are measured, and are expressed in terms of marks. However, in the field of education, in present
times, various variables, such as intelligence, interest, aptitude, attitude and personality of the students
are also measured; the aims of education, usefulness of the curriculum and of the teaching methods
are also measured; basis of educational policy is also measured; and the educational activities of the
persons concerned such as administrators, teachers, and guardians, are also measured. There is no
area in the field of education which is not subject to measurement in present times and the result of
which is not expressed in more and more objective terms. Therefore, we can define educational
measurement as follows :
Educational measurement is that process by which the usefulness of various factors of educational
process, the usefulness of various activities of persons concerned, and the intelligence, interest,
attitude, aptitude, personality and educational achievements of the students are measured on the
basis of definite standards and are expressed in definite words, symbols or units.
Measurement is an extensive process which has several tools and devices. The physical aspects of a
person, such as height, weight and temperature are measured with the help of scale, weights and

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