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    This document provides information on a course called "Measurement, Evaluation and Statistics in Education" offered at the University of Education, Winneba. The 3 credit course is intended to equip students with skills in educational assessment, evaluation, and interpreting and applying assessment results. Over 12 weeks, topics will include the concepts and purposes of assessment, taxonomies of educational objectives, test construction and administration, descriptive statistics, and validity and reliability. Assessment will consist of continuous assessment worth 40% and an end of semester exam worth 60%. The course is aimed at helping students effectively assess learning outcomes and use results to support further teaching and counseling.

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    Measurement and statistics

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    EDC 361 COURSE OUTLINE 2023

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    This document provides information on a course called "Measurement, Evaluation and Statistics in Education" offered at the University of Education, Winneba. The 3 credit course is intended to equip students with skills in educational assessment, evaluation, and interpreting and applying assessment results. Over 12 weeks, topics will include the concepts and purposes of assessment, taxonomies of educational objectives, test construction and administration, descriptive statistics, and validity and reliability. Assessment will consist of continuous assessment worth 40% and an end of semester exam worth 60%. The course is aimed at helping students effectively assess learning outcomes and use results to support further teaching and counseling.

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    © All Rights Reserved
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    193 views3 pages

    Edc 361 Course Outline 2023

    Uploaded by

    Amos Bona
    This document provides information on a course called "Measurement, Evaluation and Statistics in Education" offered at the University of Education, Winneba. The 3 credit course is intended to equip students with skills in educational assessment, evaluation, and interpreting and applying assessment results. Over 12 weeks, topics will include the concepts and purposes of assessment, taxonomies of educational objectives, test construction and administration, descriptive statistics, and validity and reliability. Assessment will consist of continuous assessment worth 40% and an end of semester exam worth 60%. The course is aimed at helping students effectively assess learning outcomes and use results to support further teaching and counseling.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    of 3

    UNIVERSITY OF EDUCATION, WINNEBA

    FACULTY OF EDUCATIONAL STUDIES

    DEPARTMENT OF EDUCATIONAL FOUNDATIONS

    Course Outline and Teaching Schedule – 2nd Semester 2022/2023

    COURSE CODE: EDC 361


    COURSE TITLE: Measurement, Evaluation and Statistics in Education

    LECTURERS: Prof. Samuel Asare Amoah, Dr. Peter Eshun, Dr. Paul Kobina Effrim,
    Dr. Frank Quansah, & Mr. Simon Ntumi
    CREDITS: 3 hours

    Course Description

    Introduction to Measurement, Evaluation and Statistics acquaints students with educational


    assessment principles, methods and practices necessary for school teachers. The course is
    designed to equip students with various ways of effectively and efficiently assessing and
    interpreting learning outcomes of students, and use the result for further teaching. Not only
    will the teacher use the results for further teaching, but will also be equipped to use the results
    to support the guidance and counselling programme in the schools.

    COURSE OBJECTIVES: By the end of the course, the student will be able to:

    1. Explain the basic concept assessment and its related terms.


    2. Differentiate between the various types of assessment in education.
    3. Identify the characteristics of a good test.
    4. Construct good instrument for data collection
    5. Show how to administer a test effectively.
    6. Process, analyse, interpret and use assessment results for further teaching.

    COURSE CONTENT

    WK UNIT TOPICS AND CONTENTS

    1 1 Nature, Definition and Explanation of basic concepts in assessment.

     Assessment, Measurement, Test & Evaluation


     Principles and purposes of assessment
     Assessment of learning, Assessment for learning, and
    Assessment as learning.
    2 2 Educational Goals, Outcomes, and Objectives

     Taxonomy of Educational Objectives.


     Cognitive Domain
     Affective domain
     Psychomotor domain
    3 3 Contemporary issues in assessment practices in Ghana
     Assessment Based on Profile Dimension of each subject
    1
     School-Based Assessment in Ghana
     Computer-Based Assessment
    4 4 Characteristics of a good assessment result

     Validity
     Nature of validity
     Categories of validity evidence
     Factors that affect validity of test scores
    5 4  Reliability
     Nature of reliability
     True Score Theory
     Standard Error of Measurement (SEM)
     Methods of estimating reliability
     Factors that affect reliability of test scores
    Mid-Semester Examinations
    6 5 The stages in planning and constructing classroom tests

     Construction
     Objective type test (multiple choice tests, true or false tests,
    matching type test, and short-answer tests)

    7 5  Easy type test and Computational type test


     Administration
    8 5  Scoring
     Interpretation and usage of results.
     Rights and Responsibilities of test takers.
    9&10 6 Basic Descriptive Statistics in Education
     Frequency Distribution Tables, Graphs,
     Measures of Central Tendency (both grouped and ungrouped data)
    Mean, Mode and Median, and their properties.
     Measures of Variability (both grouped and ungrouped data) Range,
    Variance and Standard Deviation, and their properties
    11&12 6  Measures of Relative Positions (Percentiles, Percentile Ranks, Z-
    Scores, T-Scores)
     Normal distribution and its properties.
    End-of-Semester Examination

    MODE OF ASSESSMENT: Cont. Assessment - 40%; End of Sem. Exams - 60%

    2
    REFERENCES

    Amoah, S. A. (2018). Assessment in practice: putting principle to work. Accra: Adwinsa


    Publication.
    Anastasi, A. &Urbina, S. (1997). Psychological testing (7thed). USA: Prentice-Hall Inc.
    Brown, F. G. (1983). Principles of educational and psychological testing. New York: CBS
    college Publishing.
    Carey, L.M. (2001). Measuring and evaluating school learning. Boston: Allyn Bacon.
    Dzakadzie, Y. (2016). Rudiments of educational measurement, evaluation and statistics.
    Kumasi: EVCOPAT Publications.
    Dampson, D. G. (2017). Measurement, Evaluation, and Research in Education. Cape Coast:
    Edsam Publishers.
    Dzakadzie, Y. (2017). Educational Measurement, Evaluation and Statistics. Kumasi:
    EVCOPAT ENT.
    Effrim, P. K. (2021). Introduction to Measurement and Evaluation. Ilorin: Nigeria
    Chridame Publishing House.

    Eshun, P. & Effrim, P.K. (2008). Basics in measurement, evaluation and statistics in
    education. Cape Coast: Yaci Publications.

    Eshun, P. (2019). Fundamentals of measurement, evaluation and statistics in education.


    Kumasi: Greener Pastures Media.
    Gronlund, E. (2003). Assessment of students’achievement (7thed). Boston: McGraw Hill.
    Kubiszyn, T. Borich, G. (2000). Educational testing and measurement. Classroom
    application and practice (6th). New York: John Willey & Sons, Inc.
    Mehrens, W.A. & Lehmann, I.L. (1991). Measurement and evaluation in education and
    psychology (4th ed.). Fort Worth, Harcourt Brace.
    Miller, M.D.,Linn, R.L., &Gronlund, N. E. (2009). Measurement and assessment in teaching
    (10th Ed). NJ, Columbus, Ohio: Upper Saddle River.
    Mworgu, B. K. (1992). Educational measurement and evaluation. Theory and practice.
    Nsuka: Hallman publisher.
    Nitko, A.J. (2001). Educational assessment of students (3rded). New Jersey: Prentice-Hall.
    Tamekloe E. K, Amedahe F. K. & Atta E. T. (2005). Principles and Methods of Teaching.
    Accra: Universities Press.

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