Course Title: Educational Measurement and EvaluationCourse No. : Ed. 521 Full marks: 50Nature of course: Theory Pass marks: 20Level: M. Ed. Periods per week: 3Year: Second Time per period: 55 minutes

Total periods: 751. Course Description

This is a core course which aims to provide the fundamental knowledge and skills on measurements and evaluation in education. It deals with the nature of measurement and evaluation in education along with classification of tests, reliability and validity of a test, standardization of a test and intelligence tests. Moreover, the course aims to enable the students in designing standardized test.

2. General Objectives The general objectives of this course are as follows:

To make the students familiar with the functions, general problems and current trends in education.

To acquaint the students with various types of tests used in education. To equip the students with the skills in measuring complex achievement of

students in education. To enable the students in constructing standardized test. To acquaint the students with facts about intelligence. To acquaint the students with standardized intelligence test, achievement test,

aptitude and projective tests. 3. Specific Objectives Contents

Specific Objectives Contents Clarify the concepts of

measurement and assessment. Show relationship among test,

measurement and assessment. Differentiate between psychological

and physical measurement. Explain the functions of

measurement. Explain the properties of

measurement scales. Explain the various scales of

measurement. Explain the problems of

measurement. State the current trends in

educational measurement.

Unit I : Educational Measurement (8)1.1 Overview of measurement and

assessment 1.2 Relationship among test, measurement

and assessment1.3 Types of measurement

1.3.1 Psychological measurement 1.3.2 Physical measurement

1.4 Functions of measurement1.4.1 Prognosis1.4.2 Diagnosis 1.4.3 Research functions

1.5 Scales of measurement 1.5.1 Properties of measurement scales.

1.5.2 Types of scales Nominal, Scale Ordinal scales Equal interval scale Ratio scales

1.6 General problems of measurement1.7 Current trends in educational

measurement 1.7.1 'High stakes' testing 1.7.2 Performance and portfolio

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assessment 1.7.3 Education reform and global

economy

State the purposes of specific tests. Explain the various classifications of

tests. Show the differences between

various mode specific tests. Differentiate between various

process specific tests.

Unit II : Classification of Test (8)2.1 Purpose specific tests

2.1.1 Diagnostic 2.1.2 Aptitude 2.1.3 Achievement 2.1.4 Proficiency

2.2 Mode specific tests 2.2.1 Formal vs informal assessment2.2.2 Formative vs. summative

assessment, 2.2.3 Continuous vs. terminal

assessment 2.2.4 Process vs. product assessment2.2.5 Internal vs. external assessment

2.3 Process specific test 2.3.1 Teacher - made test vs.

standardized test 2.3.2 Norm reference test vs. criterion

reference test

Clarify the concepts of reliability. Compute reliability using various

methods. Explain the principles related to

interpretation of reliability coefficient.

Compute standard error of measurement of test.

Explain the factors influencing reliability.

Explain the major considerations in validation.

Explain various methods of estimating validity.

Explain the factors influencing validity.

Show the relationship between reliability and validity.

Unit III: Reliability and Validity of a Test (14)3.1 Overview of reliability 3.2 Methods of estimating reliability with

computation3.2.1 Test retest method 3.2.2 Equivalent forms method 3.2.3 Split half method3.2.4 Kuder-Richardson method 3.2.5 Interrater consistency

3.3 Interpreting reliability coefficient3.4 Standard error of measurement

3.4.1 Concept3.4.2 Computation

3.5 Factors influencing reliability measures 3.6 Nature of validity 3.7 Major considerations in validation

3.7.1 Content consideration 3.7.2 Construct consideration3.7.3 Test-criterion relationship 3.7.4 Consideration of consequences

3.8 Methods of estimating validity3.9 Factors influencing validity 3.10Relationship between reliability and

validity State the various types of objective

tests. Provide suggestions for writing

Unit IV : Measuring Achievement (12)4.1 Overview of constructing various types

of objective tests7

objective test items. Explain the nature of interpretive

exercise. Explain the forms and uses of

interpretive exercises. Explain the advantages and

limitations of interpretive exercise. Describe the forms and uses of

essay questions. List the guidelines for constructing

essay questions. Prepare scoring criteria for essay

questions. Suggest measures in improving the

scoring of essay question.

4.2 Guidelines for writing objective test items

4.3 Measuring complex achievement4.3.1 Interpretive exercises

Nature Forms Uses of the interpretive

exercises Advantages and limitations

of interpretive exercises 4.3.2 Essay questions

Forms Uses of essay questions Guidelines for constructing

essay questions Essay scoring criteria Improving of scoring essay

questions Make a plan for preparing the test. Prepare the preliminary format of

the test. Compute item analysis. Construct the final form of test after

trying out the test. Interpret test scales. Explain the characteristics of

standardized test. Explain the uses of standardized

test.

Unit V : Standardization of a Test (15) 5.1 Planning the test

5.1.1 Determining the objective of the testing

5.1.2 Preparing the test specification 5.2 Preparing the preliminary format

5.2.1 Writing of items 5.2.2 Arrangement of items 5.2.3 Item review and editing

5.3 Tryout of the test 5.3.1 Administration of the test 5.3.2 Scoring of the test

5.4 Item Analysis 5.5 Preparing the final form of the test

5.5.1 Selection of item 5.5.2 Fixing the time limit 5.5.3 Direction for the examinees 5.5.4 Preparation of the scoring key

5.6 Administration of the final form of test 5.6.1 Determining validity 5.6.2 Determining reliability 5.6.3 Norms

Raw scores Age norms Grade norm Percentile norms Standard scores.

5.7 Manual of the test 5.8 Interpretation of test results 5.9 Characteristics of standardized test5.10 Uses of standardized test

Define the term intelligence. Explain some facts about

intelligence.

Unit VI : Intelligence, Achievement, Aptitude and Personality Testing

(18) 8

Explain the Binet's principles of test construction.

Explain the early editions of SB intelligence scale.

Explain the characteristics and psychometric properties of modern SB scale.

Explain the general features of Wechsler tests.

Explain the various subtests of Wechsler test.

Describe Wechsler Adult Intelligence Scale III and Wechsler Intelligence Scale for Children IV.

Describe the uses of achievement test.

Describe the uses of aptitude test. Describe briefly the DAT and

GATB. Describe the uses of personality

test. Describe projective technique.

6.1 Concept of intelligence 6.2 Facts about intelligence

6.2.1 Intelligence and age6.2.2 Intelligence quotient 6.2.3 Intelligence and sex differences 6.2.4 Heredity and intelligence

6.3 Intelligence Tests 6.3.1 Concept and uses of intelligence

tests6.3.2 Types of intelligence test

Individual Group test

6.3.3 Brief review on early editions Stanford-Binet (SB) tests

6.3.4 Characteristics and psychometric properties of present intelligence test

6.3.5 General features and subtests of Wechsler tests

6.3.6 Brief review of Wechsler Adult Intelligence Scale III and Wechsler Intelligence scale for children IV

6.4 Standardized achievement test 6.4.1 Use of standardized achievement

test6.4.2 Brief review of Stanford

Achievement Test (SAT) and Metropolitan Achievement Test (MAT)

6.5 Aptitude test 6.5.1 Concept and uses of Aptitude test 6.5.2 Brief review of Differential

Aptitude test (DAT) and General Aptitude Test Battery (GATB)

6.6 Personality test 6.6.1 Concept and uses personality test6.6.2 Brief review of Projective

Techniques

Note: The figures in the parentheses indicate the approximate periods for the respective units.

4. Instructional Techniques The instructional techniques for this course are divided into two groups. The first group consists of the general instructional techniques applicable to most of the contents. The second group consists of the specific instructional techniques applicable to specific contents.

4.1 General Instructional Techniques Lecture Question-answer

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Discussion Brainstorming, and buzz session Students participation in group discussions and group assignments.

4.2 Specific Instructional Techniques Unit III: Practice on estimation of reliability.Unit V: Students will be assigned to prepare a test, administer and standardize

the test. Unit VI: Students will be given assignment on various topics to present in the

classroom.

5. Evaluation The Office of the Controller of Examination, Tribhuvan University will conduct the

annual examination at the end of the academic year to evaluate the students'

performance. The types, number and marks of the subjective and objective questions

will be as follows:

Types of questions Total questions to be asked

Number of questions to be answered and

marks allocated

Total marks

Group A: Multiple choice items

8 questions 8 x 1 mark 8

Group B: Short questions 5 with 2 'or' questions

5 x 6 marks 30

Group C: Long questions 1 question 1 x 12 marks 12

6. Recommended Books and ReferencesGregory, R. J. (2005). Psychological testing : History, principles, and applications.

Fourth ed. Delhi : Pearson Education Pte. Ltd. (For unit VI) Kaplan, R.M. & Saccuzzo, D. P. (2007). Psychological testing: Principles,

applications, and issues (6th ed.). Kundli Haryana: Thomson Wadsworth. (For unit VI)

Kubiszyn, T. & Borich, G. (2004). Educational testing and measurement: Classroom application and practice (7th ed.). Kundli Haryana: John Wiley & Sons, Inc. (For units I, III and V)

Linn, R. L. & Gronlund, N. E. (2003), Measurement and assessment in teaching (8th

ed.). New Delhi : Pearson Education. (For units I, III, IV and V) Sharma, R. A. (2004). Essentials of measurement in education and psychology.

Meerut : R. Lall Book Depot. (For units I -VI) Sidhu, K. S. (2005). New approaches to measurement and evaluation. New Delhi:

Sterling Publishers Pvt. Ltd. (For units I, II, and V)

Reference BookEbel,, R. L. & Frisbie, D. A. (1991). Essentials of educational measurement (5th

ed.). New Delhi : Prentice-Hall of India Pvt. Ltd.

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Patel, R. N. (2005). Educational evaluation theory and practice (6th ed.). Mumbai, India : Himalaya Publishing House Pvt., Ltd.

Singh, A. K. (1997). Tests, measurements, and research methods in behavioural sciences (2nd ed). Patna: Bharati Bhawan Publishers and Distributors.

Swain, S. K., Pradhan, C., & Khatoi, P. K. (2005). Educational measurement statistics and guidance (2nd ed). New Delhi: Kalyani Publishers.

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