Page 64 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Educational Measurement and Evaluation

Notes Self Assessment
State whether the following statements are ‘true’ or ‘false’ :
(i) Tests with poorly constructed items are not accurate measures etc for student knowledge.
(ii) Essay examinations are useful tools to evaluate students thought processes.

(iii) A student may be attentive during teaching — learning due to insufficient practical or irregular
attendance.

5.8 Summary

• From early education through high school, we constantly measure academic progress.
Standardized testing, in many forms, is the most common way of measuring progress and
intelligence.
• Intelligence Test
(i) Intelligence tests are standardized tests that aim to determine how a person can handle
problem solving using higher level cognitive thinking. Often just called an IQ test for common
use, a typical IQ test asks problems involving pattern recognition and logical reasoning.
(ii) Academic Progress
• Standardized testing in schools for academic progress and intelligence are not the same,
although they use similar questions and methodologies. Academic progress tests such as the
Iowa Basic Skills Test give schools an idea of how their students perform on a national level
in core areas and how well the school has taught certain subjects.
(iii) College Entrace Exams
• Colleges often require results from a standardized test, such as the SAT or ACT, to measure
college readiness. College entrance exams are similar to other academic progress exams but
require a higher level of reading and mathematics.

• Once the teacher of the test constructor is aware of the characteristics that a good test must
possess, s/he can proceed to construct a test, which may be either a unit test or a full-fledged
question paper covering all the aspects of the syllabus.
• Prepare a Design
• The first step in preparing a test is to construct a design. A test is not merely a collection of
assorted questions. To he of any effective use, it has to be planned in advance keeping in view
objectives and the content of the course and the forms of questions to be used for testing these.
• Weightage to Objectives
• To make a test valid, it is necessary to analyze the objectives of the course and decide. which
objectives are to be tested and in what properties. For this marks are allotted to each objective
to be tested according to its importance.
• Weightage to different areas of Content
• It is necessary to analyze the syllabus and allot weightages to different areas of content. This
is again done to endure the validity of the test.
• Weightage to different forms of Questions
• After analyzing the objectives and the content, it is to be seen how they are to be tested. A
particular objective and content can be tested more appropriately by a particular form of
questions.
• Scheme of Sections

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