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Assessement and Evaluation
Assessement and Evaluation
By Cheramlak F.
Q. Define the term:
Test
Assessment
Measurment and
Evalaution
test in educational context is meant to the presentation
of a standard set of questions to be answered by students
during a fixed period of time under reasonably comparable
conditions for all students.
It is one instrument that is used for collecting information
about students’ behaviors or performances.
there are many other ways of collecting information about
students’ educational performances other than tests, such
as observations, assignments, project works, portfolios, etc.
Measurement
in education measurement is the process by which the
attributes of a person are measured and described in
numbers.
It is a quantitative description of the behavior or
performance of students.
As educators we frequently measure human attributes
such as attitudes, academic achievement, aptitudes,
interests, personality and so forth.
Thus, the purpose of educational measurement is to
represent how much of ‘something’ is possessed by a
person using numbers.(only collecting info.)
Assessement
the planned process of gathering and synthesizing
information relevant to the purposes of (a) discovering
and documenting students' strengths and weaknesses,
(b) planning and enhancing instruction, or (c)
evaluating progress and making decisions about
students.
Rowntree (1974) views assessment as a human
encounter in which one person interacts with another
directly or indirectly with the purpose of obtaining
and interpreting information about the knowledge,
understanding, abilities and attitudes possessed by
that person.
Evaluation
This concept refers to the process of judging the
quality of student learning on the basis of established
performance standards and assigning a value to
represent the worthiness or quality of that learning or
performance.
It is concerned with determining how well they have
learned. When we evaluate, we are saying that
something is good, appropriate, valid, positive, and so
forth.
Evaluation con’t
Evaluation = Quantitative description of students’
behavior (measurement) + qualitative description of
students’ behavior (non-measurement) + value
judgment.
evaluation as the comparison of what is measured
against some defined criteria and to determine whether
it has been achieved, whether it is appropriate, whether
it is good, whether it is reasonable, whether it is valid
and so forth.
1.2 Importance and Purposes of Assessment
measured, and
Arrange both the sections and the items within sections in an
i. Manual Scoring
In this method of scoring the answer to test items are
scored by direct comparison of the examinees answer
with the marking key.
If the answers are recorded on the test paper for
instance, a scoring key can be made by marking the
correct answers on a blank copy of the test
Scoring is then done by simply comparing the
columns of answers on the master copy with the
columns of answers on each examinee’s test paper.
ii. Stencil Scoring
On the other hand, when separate sheet of answer sheets are used
by examinees for recording their answers, it’s most convenient to
prepare and use a scoring stencil.
A scoring stencil is prepared by pending holes on a blank answer
sheet where the correct answers are supposed to appear. Scoring
is then done by laying the stencil over each answer sheet and the
number of answer checks appearing through the holes is counted.
iii. Machine Scoring
Usually for a large number of examinees, a specially prepared
answer sheets are used to answer the questions.
The answers are normally shaded at the appropriate places
assigned to the various items
Unit 3: Item Analysis
It is the process involved in examining or analyzing testee’s
responses to each item on a test with a basic intent of
judging the quality of item.
Item analysis helps to determine the adequacy of the items
within a test as well as the adequacy of the test itself.
There are several reasons for analyzing questions and tests
that students have completed and that have already been
graded. Some of the reasons that have been cited include
the following:
Identify content that has not been adequately covered and
should be re-taught,
Provide feedback to students,
Determine if any items need to be revised in the event
they are to be used again or become part of an item file
or bank,
Identify items that may not have functioned as they
were intended,
Direct the teacher's attention to individual student
weaknesses.
The results of an item analysis provide information
about the difficulty of the items and the ability of the
items to discriminate between better and poorer
students.
If an item is too easy, too difficult, failing to show a
difference between skilled and unskilled examinees, or
even scored incorrectly, an item analysis will reveal it.
The two most common statistics reported in an item
analysis are the item difficulty and the item
discrimination.
Item difficulty level index
Formula:
No of low scorers who No of high scorers who
Option Distractor Power (Do) = marked option (L) - marked option (H)
Total No of testees in upper group (n)
Incorrect options with positive distraction power
are good distractors while one with negative
distracter must be changed or revised and those
with zero should be improved on because they are
not good. Hence, they failed to distract the low
achievers.
Item Banking
items and tasks are recorded on records as they are
constructed; information form analysis of students
responses is added after the items and tasks have been
used, and then the effective items and tasks are deposited
in the file.
Such a file is especially valuable in areas of complex
achievement, when the construction of test items and
assessment tasks is difficult and time consuming.
When enough high-quality items and tasks have been
assembled, the burden of preparing tests and
assessments is considerably lightened
The End