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Educational Measurement and Evaluation

Notes thermometer respectively and his interest, aptitude, intelligence, personality and educational
achievement are measured with the help of Interest Tests, Aptitude Tests, Intelligence Tests,
Personality Tests and Achievement Tests respectively. Evidently, measurement is a process to measure
the characteristic of an object, person or activity; and testing is only a device or method of
measurement. They are different like whole and its part.

2.4 Steps of Measurement in Education

The process of measurement is completed in four steps in any field, including the field of education.
These steps are :
1. Determination and Defining the Measuring Traits or Aims and Objectives : At first the
measurer determines which quality of which person (teacher, student, administrator, guardian,
etc.) or which educational achievements of the students he has to measure. After having
determined it, he gives it a definite form and defines it. For example, if he has to provide
educational guidance, he has to determine the traits that he has to measure, such as intelligence,
interest, aptitude, attitude, etc. In case he has to measure the educational achievements, then he
has to determine the aims and objectives that he has kept in mind while teaching a subject or
training in an activity, and he has to determine the extent to which he has to achieve it.
2. Selection of Suitable Measurement Tools or Methods : After having determined the traits
aims and objectives to be measured, the measurer selects suitable tools or techniques for their
measurement. For example, if he has to measure the intelligence of students, then he has to
select the intelligence test according to the age of the students, and if he has to measure the
educational achievements of the students, then he has to select a suitable performance test
according to the aims and objectives. In the absence of clear knowledge of the traits or aims and
objectives to be measured, he would not be able to select a suitable measurement tool or technique;
and in the absence of it, he cannot measure the traits or educational achievements of the students.
3. Use or Administration of Measurement Tool or Technique : After having selected the suitable
measurement tool or technique, the measurer uses or administers it. For example, if he has
selected an intelligence test to measure the students’ intelligence, then he will administer it; or
if he has selected or constructed an achievement test for the measurement of educational
achievement, then he will administer it. He will be able to administer it properly only when he
is acquainted with the knowledge of its administration.
4. Results and Records : This is the last step of measurement process. At this step, the measurer
obtains the results of measurement and records them. For example, if he has administered an
intelligence test on students, he will calculate intelligence quotient (IQ) on the basis of the
obtained results and will record it. In case he has administered a performance test, then he will
award marks on it and record the scores.

At first, the attention of educationists was drawn to the testing of intelligence and
achievement of students. The tests in the nineteenth century were generally
subjective. The objective tests were introduced in order to do away with the
shortcomings of these tests. This effort was reactionary. After these tests were found
to be very successful in Europe and America, Indian educationists used these tests
in our country in order to measure educational results which were not feasible and
possible to be measured by subjective tools.

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