Page 31 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

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

From the functional steps viewpoint, the process of measurement has only three steps — (i) selection Notes
or construction of suitable measurement tool or device, (ii) use of measurement tool or device, and
(iii) recording of administration and result. Evaluation has three additional steps besides the above—
(i) selection and use of suitable standards (Norms) for analysing the measurement results, (ii) analysis
of measurement results on the basis of these standards (Norms), and (iii) prediction, suggestions or
guidance on the basis of this analysis.
The analysis of results of educational measurement under educational evaluation cannot be done as
of the results of physical measurement, because the physical measures are whole measures, and
educational measures are relative in nature. For example, if the weight of Ram’s weight is double
than that of Shyam 30 kg, then it can be said that Ram’s weight is double than that of Shyam.
However, in an educational achievement of Ram is double than that of Shyam. It can be more or less
than the double. Now statistical methods are used for their analysis.
Difference between Educational Evaluation and Testing
Educational evaluation is an extensive concept. Under it, the measurement and analysis of educational
policy, educational planning educational objectives, educational curriculum, teaching methods,
educational administration, activities of teachers and guardians, students’ intelligence, interest,
aptitude and personality, etc. and their educational achievements are carried out and on the basis of
the results so received suggestions are given and predictions are made. On the other hand, testing
is only one of the methods of measurement.
Difference between Educational Evaluation and Examination
Educational evaluation is a broad concept. Under it, the measurement and analysis of educational
policy, educational planning, educational objectives, activities of educational administrators, teachers
and guardians, and students’ intelligence, interest, aptitude and personality, etc. is carried out, and
in the end, predictions, suggestions and guidance are provided. On the other hand, examination is
used for measurement and evaluation of only educational achievements.

Though there is a difference between measurement and evaluation, but because
measurement is a part of evaluation and is its first step, so now it is used as a joint concept
in the field of education as ‘measurement and evaluation’. Secondly, there is no significance
of measurement in the field of education until its results are not analysed. When the
results of measurement are analysed, it is called evaluation. Thirdly, whether we join
measurement with evaluation or not, the process of measurement is included in it.

2.8 Steps of Evaluation in Educational Achievements

The educational achievements of the students are mainly evaluated in the field of education. It is
done in two forms — at the end of the session for promotion purposes, and during teaching to see
the effect of teaching. The first kind of evaluation is complete with passing or failing the students,
classifying the students in first, second and third divisions and to provide them results. However,
the second kind of evaluation goes on until the students learn what we want to teach them, and the
desired change in their behaviour is effected.
We know that the aims of teaching of different subjects in schools are different. Various activities
are carried out for achievement of these aims. And finally, measurement and evaluation of the
achievement of the students is conducted. In the above evaluation, the evaluator clarifies, after
evaluation, how far the aims have been achieved. In case of failure the evaluator re-inspects the
teaching aims, evaluates the teaching-learning activities and suggests for improvement. This process
goes on until the aims are realised, the students learn what we want them to learn, and a desired

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