Diese Präsentation wurde erfolgreich gemeldet.
Die SlideShare-Präsentation wird heruntergeladen. ×

1587415891-measurement-evaluation-and-assessment (1).ppt

Anzeige
Anzeige
Anzeige
Anzeige
Anzeige
Anzeige
Anzeige
Anzeige
Anzeige
Anzeige
Anzeige
Anzeige
Wird geladen in …3
×

Hier ansehen

1 von 24 Anzeige

Weitere Verwandte Inhalte

Aktuellste (20)

Anzeige

1587415891-measurement-evaluation-and-assessment (1).ppt

  1. 1. Measurement, Assessment & Evaluation
  2. 2. Content  Definition Of Measurement , Assessment and Evaluation  Measurement Process Involves Four Steps  Considerations When Taking Measurements  Objective of Measurements  Steps Involved In Making An Evaluation  The Purposes Of Evaluation  Types Of Evaluation  Definition Of Norms And Its Types  Reliability And Validity
  3. 3. Measurement  According to Norman E Ground (1985): “Measurement is the process of obtaining a numarical description of the degree to which an individual possesses a particular characteristic.”  According to Ebel & Frisbie (1991): “Measurement is the process of assigning numbers to individuals or their characteristics according to specified rules.”
  4. 4. Assessment  According to Murry Print (1993): “Assessment involves the interpretation of measurement data .It makes sense of the data collected on student performance.”  According to Dictionary of Education (1989): “Assessment is the process whereby one attempts to measure the quality and quantity of learning and teaching using various assessment techniques.”
  5. 5. Evaluation  “A systematic process of determining what the actual outcomes are but it also involves judgment of desirability of whatever outcomes are demonstrated.” (Travers, 1955)  “ The process of delineating, obtaining and providing useful information for judging decision alternatives” (Stufflebeam et al 1971)
  6. 6. How can we measure anything?
  7. 7. ECG machine Is it Test?
  8. 8. What is Test? “Test is an instrument or activity and systematic procedure for measuring a sample of behavior.” (How well does the individual perform).
  9. 9. 1. Define the characteristics that you want to measure. 2. Select the appropriate test. This may also mean to select the appropriate testing instrument. 3. Administer the test. If an instrument is involved in the testing, this also means to use the instrument correctly. 4. Collect and record the measurement from the test. Measurement Process Involves Four Steps
  10. 10. 1.Remember that you are measuring a characteristic of the person—you are not measuring the person themselves; thus, make no judgments about the person. 2.Make no comical remarks regarding the collected data. 3.Have a high ethical standards when collecting the data. 4.Be professional Considerations When Taking Measurements
  11. 11. Types of Measurements  Objective measurements An objective measurement is one that cannot be interpreted differently because of numerical values  Subjective measurements A subjective measurement is one that can possibly be interpreted differently.
  12. 12. The Purposes of Evaluation According to Oguniyi (1984)  To determine the relative effectiveness of the programme in terms of students’ behavioural output;  To make reliable decisions about educational planning;  To identify studaents’ growth or lack of growth in acquiring desirable knowledge, skills, attitudes and societal values;  To help teachers determine the effectiveness of their teaching techniques and learning materials;  To help motivate students  To identify problems  To predict the general trend in the development of the teaching-learning process;
  13. 13. Formative evaluation Summative evaluation Types Of Evalaution
  14. 14. Steps Involved in Making an Evaluation  Define the objective or the purpose of the test.  Measure the performance or administer the test.  Find or develop a standard.  Compare a person’s performance on the test to a standard.  Make the evaluation then discuss and distribute the results in the most appropriate manner.
  15. 15. Advantages of Formative Evaluation Formative evaluation enables the teacher to:  Draw more reliable inference about his students than an external assessor, although he may not be as objective as the latter;  Identify the levels of cognitive process of his students;  Choose the most suitable teaching techniques and materials;  Determine the feasibility of a programme within the classroom setting;  Determine areas needing modifications or improvement in the teaching-learning process; and  Determine to a great extent the outcome of summative evaluation. (ogunniyi, 1984)
  16. 16. 1. Its existence (learners will need to be aware of it from the start) provides motivation and helps create an appropriate learning environment. 2. Positive results give the trainees a boost in confidence and can act as a springboard into subsequent behaviour change back in the workplace. 3. Trainers can identify those areas where results are consistently lower and can then consider alternative delivery methods – helping to develop the training for future events. 4. The results provide a measurable way of determining the success of the training programme, directly comparable from one intake to the next. . Advantages of Summative Evaluation
  17. 17. F o r m a t i v e < - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - > s u m m a t i v e I n f o r m a l < - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - > f o r m a l C o n t i n u o u s < - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - > f i n a l P r o c e s s < - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - > p r o d u c t Formative vs Summative
  18. 18. Norms  Norms refers to information regarding the group performance of a particular reference on a particular measure for which a person can be compared to.  Norms mean standardized score. Scores on psychological test are most commonly interpreted by reference to norm that represents the test performance on standardization sample. Norms always represent the best performance.
  19. 19. Basically there are two purposes of norms: 1. Norms indicate the individual’s relative standing in the normative sample and thus permit evaluation of his/her performance in refer to other persons. 2. Norms provide compared measures that permitted a direct comparison of the individual performance on difference test. Purpose of Norms
  20. 20. Types of Norms • 1. Local norm: norms based on a relatively small group of subjects. Ex: pull-up norms for 7th grade boys at one school. 2. State norms: norms that are representative of all similar subjects in the state. Ex: fitness norms for 7th grade boys. 3. National norms: norms that are representative of all similar subjects in the united states. Ex: fitness norms for 7th grade girls.
  21. 21. Reliability is the degree to which an assessment tool produces stable and consistent results. Validity refers to how well a test measures what it is purported to measure. Reliability and Validity
  22. 22. Types of Reliability
  23. 23. Types of Validity

×