MEASUREMENT AND EVALUATION

INTRODUCTION
Education aims at all round development of a student and not merely importing knowledge to him. It is therefore, necessary that teachers and educators should be equipped, not only with subject matter(content) and dynamic methods of teaching but also with objectives and appropriate testing devices which will assess a students ability. The realization of edveational goals and objectives in the educative process is based on the accuracy of the judgements of every stage. To arrive at a good decision are being used in all educational situations thus evaluation has become a part & parcel of every system of education to determine the achievement of goals by the students in a given period. Since, the concept of evalvation in education is of recent origin, the teacher must clearly understand its importance and acquire an adegvate knowledge of the necessary techniques. Evaluation is such an essential part of teaching and learning. Evaluation in education is the process of judging the effectiveness of educational experience through careful appraisal, or involves the measurement but it is different from it. Measurement is appraisal in terms of a fixed standard whereas evaluation implies the use of relative & flexible standards. CONCEPTS OF EVALUATION TEST:- it will be used in narrowest and restricted means. Test is defined as

 A device l procedure for confronting a subject with a standard set of evections or tasks to which the student is to respond independently and the results of which can be treated as a quantitative comparison of the performance of different students The test results in a measure (numerical) value of characteristics of the students that yields only a verbal description. DEFINATION OF EVALUATION :1) Evaluation is the process of as curtaining or judging the value of something by careful appraisal. Good carter. 2) Evaluation if the process of determining to what extent the educational objective are being realized-Ralph Tyler, 1950 3) Evaluation is a relatively new technical term introduced to designate a more comprehensive concept of maasuement than is implied in conventional tests examination. (wringhtone). 4) Evaluation in education is a process of judging the effectiveness of

educational experience through careful appraisal. - L.E. Hidgerken.

Nature of Evaluation

Evaluation in the educational context implies broad programs that includes examination in which achievement attitude, interests, personality, traits and skills are taken into consideration. Thus, cognitive affective and psychomotor learning outcomes are measured in the evaluation process.

The evaluation is a two part process. The first part of evaluation is the determination of what is of value or in simple terms, the identification of the objectives or goals towards which the educational process is aimed.

The second part of evaluation is the judgment of whether these goals are being achieved or the event to which they are being achieved. So, evaluation is a systematic process of determining the extent to which instructional objectives are achieved. Thus, evaluation is a value judgment on students teachers programs or courses in relationship to educational objectives.

MEANING OF EVALUATION & MEASUREMENT

To evaluate means to ascertain the value or amount of appraise carefully. y It is the judging the worth / value of something that represents the satisfaction of a human need. E.g:- an object / activity / event / process / product. y It denotes more than estimation of the results of activities that have already been completed, it also includes the judging of actions that will take palace in the future. y It signifies estimating the probable worth of activities involved in the teaching learning relationships, judging the worth of methods / devices used in pursuit of those activities and estimating at various stages the outcome resulting from the activities. y Measure means the act / process of ascertaining the extent, dimensions, quantity etc of something, especially by comparision with a standard.

y Measuremetn connotes appraisal in terms of some fixed and absolute standard. y Evaluation includes measurement, but adds to it the concept of factors that are intangible and not subject to quantitative determination the intangible factors refer to human factors, i.e. appraisal of the student as a whole, whereas in measurement, our appraisal is confined to those elements or factors which can be reduced to a quantitative basis. Thus, evaluation is more comprehensive than measurement. y It helps the student to understand himself better which is to be considered worth while. y The nature of measurement & appraisal techniques used, influences the type of learning that goes in the classroom. y Evaluation should provide data for the improvement of teaching as well as an insight for enhancement of learning on the part of the learner. y Evaluation requires bold initiation and creative thinking on the part of the teachers as well as the planners. y Evaluation can guide teaching and motivate pupils learning experiences. Measurement :

Any device, e.g:- Rating scale, observation etc which allows students to obtain information in a quantitative form.

Definition :

Measurement is defined as an act or process that involves the assignment of a numerical index to what ever is being assessed.

The process of obtaining numerical description of the degree to which an individual possesses a particular characteristic.

The extent or quantity of something it has an inmate relationship with human beings e.g.:- height, weight, age, intelligence and abilities.

Some of the measurements are physical in nature, tools used are metre, litre, grams etc. these measurements are simple, direct and very accurate, where as psychological and educatiobal measurements are very complex and cannot be measured with accuracy. For instance, the intelligence quotient (IQ) of A (100) is not twice the IQ of B (50), similarly the score 100 in marks is not twice of those who score 50, these are only relative & these measures are only relative and these measures are only internal scores. They can be measured directly, indirectly r in a relative context.

Measurement helps in evaluation the data are all measurements until we assign a degree of quality to them. When we do so, we make an evaluation. In this way, a test results in a measurement which ultimately leads to evaluation

Types of Measurements

1. Direct Measurement 2. Indirect Measurement 3. Relative Measurement

Differences between measurements and evaluation

Measurement 1. It is a quantitative measure 2. It is limited to quantitative testing

Evaluation 1. It is a qualitative judgement 2. It goes beyond testing & measurement 3. It reveals the quantity i.e., how much 3. It indicates how good or how an individuals performance satisfactory the performance is. 4. It provides accurate and relevant 4. It uses accurate & relevant measures measures for making decisions. 5. It describes a situation 5. Judges the worth or value. 6. It is more external 6. It is both external and internal. 7. It is a tool for evaluation 7. It takes the help of measurement also 8. All measurement is not evaluation 8. Without measurement evaluation does not carry much meaning. 9. It is a continuous comprehensive 9. Education need not use all measures. process of the education program and it is a wider process. 10. It measures only quantity 10. A precise qualitative assessment of the instructional outcomes. 11. It is limited to examination 11. It is not limited to measurement of examination but is in the granted with whole education programme. 12. It measures only quantity 12. It is quantity to value judgement or quality. 13. It assigns numerals to objectives / 13. E.g., behavior events according to the rule, Eg:height, weight, scores. 14. It is a collection process 14. It is an assessment process. 15. It represents a number of the 15. It givs both number and description attributes 16. Here teachers and students are 16. Here, principal, teachers pupils and involved parents also participate 17. Measurement is concerned with the 17. Evaluation matches such amount, amount, quantity or frequency of quality or frequency with relevant variable criteria for the purpose of making some value judgement about the

measured or the observed event. 18. It is a description of a particular 18. Systematic process of collecting, characteristic is possess. analyzing and interpreting information to determine the extent of achievement of instructional objectives. 19. Evaluation is not a past of 19. Measuremetn is a part of evaluation measurement Purposes of evaluation : 1. To determine the level of knowledge and under standing of the students in his /her classes at various times during he year. 2. To determine the level of the students clinical performance at various stages. 3. To attain educational goals and to ascertain the extent to which these goals have been realsied. 4. It clarifies the aims of education. 5. Evaluation is essential for sound educational decision making. 6. It helps in the improvement of he curriculum. 7. It appraises the status and changes in pupil behaviour. 8. It helps in developing a scientific approach to educational problems. 9. It aids pupil teacher planning. 10. To become aware of the specific difficulties of individual students, of an entire class, as a basis for further teaching. 11. To diagnose each students strengths and weaknesses and to suggest remedial measure which may be needed. 12. To encourage students learning by measuring their achievement and inform them of their success. 13. To help students to acquire the attitude of and skills in self-evaluation. 14. To help students to become increasingly self-directign in their study.

15. To provide the additional motivation of examinations that provide opportunity to practice critical thinking, the application of principles, the making of judgment etc. 16. To estimate the effectiveness of teaching and learning techniques, of subject content and of instructional media in reaching the goals of her course. 17. To gather information needed for the administrative purposes such as selecting students for higher courses, placement of students for advanced training writing recommendations and meeting graduation requirement etc. 18. To grade the students with the intention of grouping and promoting them.

Characteristics of evaluation

Evaluation has the following characteristics :

1. Evaluation is a continuous process. 2. Evaluation includes academic and non-academic subjects. 3. Evaluation is a procedure for improving the products, the process and the goals themselves. 4. Evaluation discovers the needs of an individual and desingning learning experiences that will solve these needs. 5. Evaluation in terms of purposes. 6. There is correlation between the educational system and the system of evaluation. 7. Evaluation is a complex process.

Components of evaluation

Evaluation has the following components. y Specifying learning outcomes y Collection of evidence about students growth through reliable data gathering devices. y Diagnostic appraisal, i.e. indicating the level of performance rather than the judgement in the performance. y Analysis & interpretation of performance. y Redefining and readjusting the instructional objectives on the basis of feed back.

Principles of Evaluation

1. The objectives of evaluation must be stated clearly before evaluation is made. 2. Evaluation techniques should be selected in terms of the purposes to be served. 3. Comprehensive evaluation requires a variety of evaluation techniques. 4. Proper use of evaluation techniques requires awareness of their strengths. 5. Evaluation is means to an end and not an end itself. 6. Evaluation procedure must contribute to improved decisions of instruction, guidance & administrative nature. 7. Since evaluation involves getting evidence about the behaviours that are described as educational objectives, an appropriate method of evaluation is needed.

8. It helps in the generalization of the findings by getting evidence from a sample.

Criteria for selection of evaluative tools

1. Essential a. Validity b. Reliability c. Objectivity d. Usability

Validity :It is the extent to which the test used really measures what it is intended to measure.

Reliability :It is the term used to indicate the consistency with which as test measures, what it is designed to measure.

Objectivity :This is the extent to which in dependent & competent examiners agree on what constitutes a good answer for each of the em of measuring instruments.

Usability:-

This implies such factors as the time taken to conduct the test, the cost of using it & practicability for every day use.

OTHER:a. Relevance b. Equilibrium c. Discrimination Relavance:It is the degree to which the centers established for selecting qvestions so that they confirm to the aims of the measuring instrument.

Equilibrium :Achievement of correct proportion or balance among qvestions allotted to each of the objectives of a course & representatives of the sample of the tasks included in the test.

Discrimination:This rehers to the qvality of each element of measuring instruments which make it possible to discrimination between it possible to distinguish between good & poor student in relation to a given variable.

EVALUATION PROCESS:Evaluation is also a process involving a systematic series of actions, 1) Identifying the purpose of the evaluation 2) Identifying the time frame 3) Determining when to evaluate 4) Selecting the evaluators

5) Choosing an evaluation design/ frame work 6) Selecting evaluation instruments 7) Collecting the data 8) Interpreting the data 9) Reporting the findings 10) 11) Using the finding Considering the costs of evaluation.

1) Identifying the purpose of evaluation The first step of the evaluation process is to pose various questions that can be answered by evaluation as in research process. These questions may be broad & including, as in program evaluation or focuses & specific as occurs in classroom assessment. The purpose for conducting evaluation should be clear to all those who are involved in it. 2) Identifying the time frame work The second step in the evaluation process is to consider when evaluation should occur. Time frame can be described as formative & summative Formative evaluation judges students, progress in meeting the objectives and developing competencies for practice it occurs throughout the program & provides feed back for determining whether further leering is required. Summative evaluation occurs at the end of instruction and it is designed to determine what the student has learned in the classroom. 3) Determining when to evaluate : The evaluator must weigh each evaluation event and determine when evaluation is most appropriate. The evaluator must also consider the frequency of

evaluation. The situations in which frequency of evaluation is useful are the following :y Learning is complex y Trends are emerging y Problems have been identified & anticipated. y There is high risk of failure y Serious consequences would result from poor performance. 4) Selecting the evaluators : Selecting an evaluator involves deciding who should be involved in the evaluation process and if the evaluator should be selected from inside internal evaluator or from outside external evaluator.

Internal evaluators : are those directly involed with the learning, course / program to be evaluated such as the students, facts or nursing staff.

Advantages : a. Their familiarity with the context of evaluation, experience with the standards, cost-effectiveness and potential for less obtrusive evaluation. b. Findings of the evaluation can be easily used because the results are known immediately. Disadvantages :a. Bias & Control of evaluation b. Reluctance to share the controversial findings.

External evaluators : evaluated.

are those not directly involved in the events being

Advantages :a. They do not have bias & are not involved in organizational politics.

Disadvantages :a. Costly, unfamiliarity with the context. b. Barriers of time.

5. Choosing an evaluation design / framework

An evaluation model represents that ways the variables, items or evens to be evaluated are arranged, observed or manipulated to answer the evaluation question. Several models are used in nursing evaluation activities and few are described briefly below.

Decision Oriented Models : CIPP The concepts of the CIPP model (context, input, process & product) facilitate delineating, obtaining & providing useful information for judging decision alternatives.

Client centered models : y Antecedents y Transactions

Connoisseurship models :This model is based on the concept that experts like connoisseur, can appreciate subtle qualities of the classroom, curriculum or program.

Quality assurance models :y Total quality management (TQM) y Continuous quality improvement (CQI) Selecting an evaluation instrument After selecting the model & identifying the variables to be evaluated and their relationship to each other, evaluator then selects evaluation instruments that will obtain the necessary data. Types of instruments Commonly used instruments are

Questionnarie

Self report

Interview

Anecdatal notes

Observation schedules

Attitude Scales

Rating scales Check lists

7. Collecting data

The successive step of the evaluation process is to use the evaluation instrument to gather the data. Several other factors should be considered such as data collector, data source, amount of data, timing of data collection etc. 8. Interpreting data

This steps of evaluation processes involves translating the data to answer the evaluation questions established at the beginning of evaluation process. When interpreting data, it is necessary to consider the context, the frame of reference and objectivity. Two frames of references are non-referenced interpretation and criterion-referenced interpretation.

9. Reporting the findings

In this step of the evaluation processes, the results of evaluation are communicated to appropriate persons factors to be considered when reporting the findings include identifying to whom the data should be reported. Evaluation reports may be written or verbal, formal or informal.

10. Using the findings :

Barrett Barrick (1993) finds that the use of evaluation findings requires purposeful, strategic planning. Four perspectives of these strategies are as follows. y Purpose of the evaluation must be identified by faculty & administration. y People involved in the evaluation. y Planning the activities & disseminating the evaluation information. y Packaging the evaluation report to meet the needs of those who will evaluate the report is a priority.

11.Considering the costs of evaluation :

Evaluation can be costly throughout the entire evaluation process and therefore evaluator and students must be assured that the cost will match the benefit. Answers to the following cost-related questions need to be determined. y What fees/ faculty time are associated with evaluation? y How much time the evaluator spends in developing the tools, administering tools, interpreting data & reporting results.

Complexity of evaluation in nursing

Evaluation includes both the measurement and appraisal.

Educational evaluation in nursing requires more than evaluation of the cognitive outcomes of knowledge and understanding, it needs evaluation of the students personal traits because nursing is a personal service, one in which interpersonal relationships are important and personality plays an important role in establishing effective relationships with patients. y Evaluation requires many skills, stills which are of equal importance to other elements of the instructional process.

Types of Evaluation

R.D. Tehnyson in his book, educational technology described four basic interactive phases. Phase I :- Feasibility evaluation. Phase II : Formative evaluation or diagnostic evaluation Phase III : Summative evaluation or certifying evaluation. Phase IV : Maintenance evaluation.

1. Feasibility Evaluation : This activity occurs concurrently with the instructional development problem analyzing phase, teachers and other potential developers should first identify the instructional problems and then provided recommendations concerning the need for developing instructional materials. Documentation of procedures, sources of data used in the needs assessment should be specified.

2.Formative Evaluation :

It provides the student with information on his progress or gains. It must be continuous, it starts with commencement of the programme until the time he completes it.

3. Summative Evaluation : It is designed to develop competent personal from practicing. To place the students in the order of merit. Carried out at the end of the instruction.

4.Maintenance evaluation : For placing the qualified people in jobs or to select suitable candidates for filling of the vacancies or promotions. To maintain the standards, maintenance evaluation is carried out.

Assessment
Definition Assessment is a general term that includes the full range of procedures used to gain information about student learning and the function of value judgements concerning learning progress.

Principles of Assessment By taking into consideration, the following principles, assessment can become an integrated process processes of determining the nature of student learning and development. 1. Clearly specifying what is to be assessed has priority. 2. An assessment procedure should be selected because of relevance to the characteristics or performance to be measured. Mostly they are based on

their objectivity and convenience or accuracy. They should be related to the intended learning goals, related assessment tasks. 3. Comprehensive assessment requires a variety of procedures. 4. Proper use of assessment procedures requires an awareness of their implications. 5. Assessment is means to an end and not an end in itself.

Formative evaluation / assessment definition Formative evaluation is used to monitor learning process during the design and / or development of a programe, which is directed towards modifying, forming or otherwise improving the programme before it is completed. y A.S. Nilo 1983. Formative evaluation is conducted to monitor the instructional process to determine whether learning is taking place as planned. y Ebel. R.L. and D.A. Frisbie Characteristics of formative evaluation y y y y y y y y y y It should be done stage-by-stage at micro level. It relatively focus on molecular analysis. It is flexible It is cause seeking It is changed from time-to-time and is need-based. Its design is exploratory. It is interested in the broader experiences of the program users. It helps in monitoring closely the teaching learning strategy during instruction. It can be made locally relevant. It seeks to identify influential variables.

y y y y

It can be used at every stage of designing curriculum, using teaching strategies learning process. It provides space for improvement of the programmes designed and performance of children. It helps in creating more effective learning. It is easy to use and comes out with immediate feed back.

SUMMATIVE EVALUATION Definition Summative evaluation is conducted at the end of the instructional segment to determine is learning is sufficient or complete o warrant moving the learner to the next segment of instruction. -Rlebel & Frisbic, 1986 Summative evaluation typically comes at the end of a course or unit of instruction. It is designed to determine the extent to which the instructional objectives have been achieved and is sued primarily for assigning course grade or certifying pupil mastery of the intended learning outcomes. NE aronlund, 1985.

Characteristics of Summative Evaluation y It lends to the use of well defined evaluation designs. y It focuses on analysis y It provides descriptive analysis y It tends to stress local effects. y It is concerned with broad range of issues, merits of a completed prgoramme, procedure or product. y It is unobstrustive and non-reactive as far as possible. y Its instruments are reliable and valid.

y It comes at the end of a course or unit of instruction. y It makes value judgement. y It is a terminal assessment of a learner which cannot be changed. y Determines the achievement of the objectives. y Feedback to the teacher concerned for the success or failure of a programme. Differences between summative and formative evaluation Summative Formative 1. It is done across the large area of 1. Through evaluation of a limited content content area. 2. It covers large blocks of content and 2. Possible for reinforcing the learning the final achievement of the learner & mastery of the learning through remedial teaching. 3. It is done at the end of the 3. Conducted during the process of programme completion. instruction, development of a programme. 4. It is done for the benefit of external 4. It is for the benefit of internal audience audience or decision makers. 5. It is done against the objectives / 5. I takes place between teacher and criteria. learner in the form of a dialogue. 6. It arrives at the final status of a 6. It monitors learners progress by learner getting feed back. 7. Less frequent 7. More frequently done 8. They are used in a limited way. 8. It uses profiles and records of achievement 9. Uses well defined evaluation designs 9. It uses daily methods like like achievement facts and project assignment, observations etc. methods. 10. It reports the total scales or grade 10. The scores on each task are recorded average. in a hierarchy 11. Uses well-designed devices 11. It uses varied informal devices. 12. It is norm-referenced 12. It is criterion referenced.

Internal assessment It is basically an evaluation conducted by the teacher who provides instruction, designs the test on the basis of instructional objectives and evaluates to see the achievement of objectives. It can be done either by the examining board either university or teaching faculty of the respective institution.

Purpose :y In the teaching-learning situation, to have a regular, systematic appraisal, to observe educational decisions effectively. y To assess the progress of students. y These are supplement of examinations, to give comprehensive picture of the students learning. y To improve the teaching-learning process itself. y Internal assessment will work as motivating factors for students to study and provides a basis for feed back.

Procedure :y Internal assessment should be built into the total educational programme and used for improvement rather than for certifying the level of achievement of the student. y All the items of internal assessment need not follow qualified scoring procedures the result should be kept separately. It has to be combined with other results to form aggregate scores. y Through internal assessment, teachers can change the attitudes of students favourably towards he day-to-day school programme. y Internal assessment should be objective unbiased.

Components of Internal Assessment The school should provide as many activities as possible & detailed records of students participation should be scrupulously maintained. The items of activities may be as follows: Due weightage should be given to the different items mentioned. Below, it given a sample. It is subject to change, depending upon the course, school and many other things. a. Subject wise assessment The suggested weightage is given below :Unit tests Two team tests Performance tests Home works and class work Term papers (2per subject) 25 25 10 10 10 20 100

Assignments (10 in each subject) y

The final maximum score in a subject should be 100. A student must obtain a minimum score of so in order to gain promotion to next class. b. Assessment of co-curricular activities The suggested weightage is given below. Library work Sports & games Debates, elocution, drawing, Music etc., Study circle (any one) 20 20 20 20 20

Visits (excursion, educational visits)-

y 100 c. Assessment of personality traits Here, he assessment in terms of scores is not possible. Various grades may be assigned to different traits as suggested below:Traits Co-operation Honesty Leadership Confidence Initiativeness Obedience etc Very much Not at all

With the help of the this scheme, percentages or grades may be determines and reported separately. The minimum expected score or grade for promotion to the next higher standard should be made known to the pupils.

Validity of Internal Assessment Through internal assessment is a powerful tool in the hands of a teacher, there is a likelihood of its misuse. It becomes invalid if the teacher is biased, has prejudice against a pupil, shows favouritism / antagonism towards a pupil. The tool of internal assessment is a very good tool if the assessment is made objectively and is free from bias.

Advantages of Internal Assessment

1. No undue weightage is given to the final / annual or external examination. This is logical, psychological and scientific. 2. Proper study habits are likely to be developed e.g., a. Students will be engaged in study throughout the year. b. They will be more regular, alert, sincere in their studies, e.g:- in doing classwork, homework and assignments etc. c. Undue emphasis on the eleventh-hour preparation, in most of the cases will be reduced to the minimum. 3. Students will pay attention to all the activities organized by the school and they will try to participate in these activities. 4. Internal assessment help us to minimize anxiety and nervous breakdown on the part of the students. 5. It gives us a comprehensive picture of a pupils progress. 6. It helps us to diagnose the weakness and strength of pupils on the basis of this, remedial teaching is possible. 7. It can be used as a good device for motivating the students. 8. It brings about a change in the attitude, interests and appreciation of students & teachers towards school programmes. 9. It gives an ample apport unity to the teacher to assess his own students.

Disadvantages of Internal Assessment y It becomes more subjective y A teacher may misuse it. y It can cause a great harm in the hands of an inexperienced, insincere, inefficient and dishonest teacher. y It will loose its validity if favouritism, personal prejudices & subjectivity in assessment are rampant.

External examination / Evaluation It is obvious that when the examinations are conducted by agency other than the institution where they were taught, external examiners are involved in evaluation. Each institution will have the teachers who teach them but external evaluation is done by the university at a centralized place by involving different teachers who teach that subject in their institutions. There are different boards like SSC, CBSE, Board of Intermediate etc at secondary school & higher secondary school level. For UG, PG courses, different universities have their examination cells with controllers and carry out all the evaluation procedures. For instance, some of the projects and tests are designed and given by their teachers, but an external examiner is involved in valuation. Mostly, when we say external, they are identified as public examinations only on the basis of which we award the degree certificate.

Advantages :y It avoids subjectivity y It is more objective. y It evolves common criteria to evaluate all the students. y Students will go with qualitative standards in writing the examinations and follow same norms. y The results are comparable from institution to institution. y Teachers instruction becomes more focused and preparation of the students for examinations also becomes more transparent. y A common certificate is issued to every body through an agency and is valid any where.

y Evaluation becomes more transparent and uniform. Disadvantages :y Teachers who evaluate may not know what their teachers taught. y They do not know the background of the student or the performance of the student in general. y It will focus only on that performance. y On the basis of which the external examiner may not be able to do complete justification. y It also depends on the proficiency of the external examiner. y There will be a wide degree of variation in awarding scores by different teachers, not doing justice to all the students.

Norm-Referenced evaluation The test results are interpreted, i.e the students performance is interpreted, i.e the students performance is interpreted in two ways. They are y Norm referenced tests evaluation (NRT) y Criterion referenced tests (CRT) Definition :This is a type of evaluation in which the tests are designed to rank students in order of achievement from high to low so that decisions are based on relative achievements (Aron Lynd 1976).

Characteristics Norm Referenced tests y This is a test or other type of assessment designed to provide a measure of performance that is interpreted in terms of an individuals relative standing in some known group. y For, instance, he typed better than 90% of his classmemebers. Here percentages in terms of percentiles of the group are used while interpreting the score. y NRT is the selection of items of average difficulty and the elimination of items that all students are likely to answer correctly. y This procedure provides a wide spread of scores so that discrimination among the students at various levels of achievement are possible. y It is possible to make judgement on the basis of relative performance or achievement. y These tests are descriptive in nature. Steps in preparing norm-referenced tests According to L.M. Corey, 1988, the following stages are following in preparing the instrument. 1. Design stage 2. Development stage 3. Field test / tryout 4. Developing test norms 5. Writing test manual.

Criterion Referenced Evaluation Definition Glaser (1963) has used the phrase criterion Referenced tests for the first time to highlight tests that can describe the position of a learner on a performance continuum, rather than the learners rank within a group of learners. Criterion referenced tests (CRT) relate a students score on achievement test to a domain knowledge rather than other students score (Sir Gillbest 1959). In Criterion- reference evaluation, a no. of objectives of the courses are set and the pupils performance is compared with these targets, but not with the performance of his classmates.

Characteristics y CRTs describe the specific learning tasks a student is able to perform counting from 1 -100, doing basic operations correctly etc. y Indicate the percentage of tasks a student performs correctly. For e.g.:- a student spells 60% of the words in a list correctly. y Compare the test performance to a set of performance standards & make a decision that the student meets or fails to meet a given standard. y The goal of the tests is to obtain a description of the specific knowledge and skills student can demonstrate, this information is useful for planning both group and individual instruction.

Similarities Between NRI & CRT y Both require specification of the achievement domain to be measured. y Both require a selected & representative sample of test items. y Similar test items are used for both.

y Item construction needs to follow similar rules in both of them (except for item difficulty). y Same qualities of goodness are used for judging (validity & reliability) y Educational assessment uses both NRTs & CRTs Differences between NRT & CRT

Norm-Referenced Test

Criterion-Referenced Test

1. It covers wide range of domain 1. Uses limited domain of learning learning tasks by using few items for tasks, by utilizing large no. of items each task. measuring each specific task. 2. It discriminates among the members 2. It goes with a description of what of the group by way of assessing the exactly the individual can do or relative level of learning. perform tasks or cannot do tasks. 3. Uses mostly or favours items of 3. It matches item difficulty to learning average difficulty and typically omits tasks, without altering item difficulty very easy to very hard items. or omitting too easy or too difficult items. 4. It needs a clearly defined group. 4. It requires a clearly defined achievement domain. 5. Student performance is shown 5. Mastery over one material leads to through a grade or a score the other

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