SE 311; EDUCATIONAL MEASUREMENT

AND EVALUATION
 Module 1: Basic Concepts in Measurement and
Evaluation
 Module 1: Learning Objective
 Develop an appreciation for the need to measure and evaluate
educational outcomes.
 Module contents:
 Measurement, Evaluation, Testing
 Assessment and Monitoring
 Purpose of Evaluation
 Measurement and Evaluation Models
 Stating instructional objectives
 Taxonomies of Educational Objectives
 Assessment

Evaluation

Monitoring

Educational Assessment
and Evaluation

Test Measurement
Key definitions of terms
 Measurement: Assign numbers to a particular
characteristics/traits.
 Specific process through which a learning experience,
phenomena, or context is translated into a
representative set of numerical variables.
 Determines how much?

 Assessment: Means appraisal. Gathering information

that reflects how well a student, classroom, school, or
school system is doing against a set of purposes,
learning criteria, or curricula
 Key definitions of terms cont…
 Evaluation: Estimation or determining the value of something.
 Systematic process of collecting, analysing and interpreting in­formation to
determine the extent to which pupil’s are achieving instructional objectives.

 Test: Is an instrument used to measure ability, behavior, achievement,

interest and other traits. It answers the question’ how well’. The purpose of
a test is to determine if a student has mastered the objectives.

 Monitoring: Is the process of observing and checking the progress or

quality of a given service over a period of time. E.g to keep an eye on
education provided in secondary schools whether it meets the needs of the
society.
 Motivation

Diagnosis of
Certification learner’s
misconception

Purpose of
Evaluation

Evaluation of
Student’s
learner’s
progress Reports
achievement

Selection and
streaming
 Generally;

for
Assessment Of
as

 Assessment as learning (AAL) : Students monitor their own learning-develop and support metacognition.
 Assessment of learning (AOL): To confirm what student can do-Grading students (summative role)
 Assessment for learning (AFL): Modify and differentiate teaching and learning activities-Improving T/L
(Formative role).
 Types of Assessment

(i) Diagnostic Assessment

Is a form of pre-assessment that allows teachers/tutors to determine
learners' individual strengths, weaknesses, knowledge and skills before
instruction.

Why Diagnostic Assessment?

It allows the instructor to plan meaningful and efficient instruction.

It provides information to individualise instruction.

(ii) Placement evaluation: is concerned with students entry

performance intend to check if the student posses the knowledge and
skills necessary for him/her to be enrolled in a certain program.
 Types of Assessment cont.
(iii) Formative assessment
Refers to a range of formal assessment conducted during
the learning process in order to modify teaching and learning
activities to improve students’ attainment.

The purpose is to find out whether students are able to do what

they were previously unable to do after learning experience.

Tools used to measure formative assessment are daily exercises,

homework, weekly tests, monthly tests and terminal examinations.
 Types of Assessment cont.
The formative assessment is used to:
monitor learners’ progress;
(i) adjust instruction to maximize student achievement;
(ii) provide effective and timely feedback;
(iii) reveal learners who need remediation; and
(iv) provide continuous assessment (CA) reports that
contribute to the Form Four, Form Six and College
students’ final examination results.
 Types of Assessment cont.
(iv) Summative assessment

 Refers to formal assessment conducted at the end of an

educational activity to provide feedback that sums up

the teaching and learning process at a particular level.

 It is judgmental.

 At secondary/college level, annual examinations serve

as summative assessment.
 Types of Assessment cont.
Summative assessment is used to:

 measure students achievement at the end of a unit of study;

 determine learning priorities for the learners;

 evaluate group instruction or curriculum effectiveness; and

 predict future success in other courses or studies.

Fairness: Equal or Equitable?
In High Quality Assessment; Validity,
Reliability and Fairness are highly interrelated

High Quality
What is
validity?
How will I What is
make valid reliability? What is
inferences How will I fairness?
about student make reliable How will I
learning ? inferences make fair
about student inferences
learning ? about student
learning ?
Competence Based Assessment and 21st
Century Skills
Competence Based Assessment
 Is a productive type of assessment which
focuses on what an individual does with the
education he/she claims to possess.
 The primary focus of competence based
assessment is on what one does with the
education he/she has in real life.
 On the other hand, content based assessment
addresses on what learners are expected to
know.
 Competence Based Assessment
Contd.
Reasons for Shifting from content to competence Based
Assessment:
 To develop skilled personnel with the ability of utilizing their
potentials in different sectors in the new era of advanced
technology.
 This change of direction was influenced by the Educational policy
of 2014 which guides the country to achieve middle level
economy and industrial development by 2025, hence the need for
skilled man power.
 Competence Based Assessment Contd.

 Competence based assessment shifts the orientation of the examinations

from memorization of factual knowledge to focus more on the understanding
of concepts and the acquisition of skills and competencies.
 The emphasis of the competence based assessment is on the higher order
thinking skills. The focus is to produce people who can think critically,
analyse and clarify issues, solve problems in their environment and give
opinions and suggestions based on evidence.
The 21st Century Skills

 21st Century Skills are twelve (12) abilities

that today’s learners need to succeed in their
careers during the information age. The
twelve 21st Century skills are critical
thinking, creativity, collaboration,
communication, information literacy, media
literacy, technology literacy, flexibility,
leadership, initiative, productivity and social
skills.
 The education system is expected to equip learners
with the 21st century skills which will contribute to
their future career.
 Measurement and evaluation models
 There are two levels of models:
 Macro level model- we look on the education
system at large. Eg CIPP model
 Micro level School/ Classroom level
assessment. Eg Objective Oriented Model
 1. MACRO LEVEL: CIPP

MODEL
Stufflebeam (1971) considers evaluation as a continuous
process and suggests that four types of decisions are
required in evaluation efforts.
 The four types are: planning decisions; structuring
decisions; implementing decisions; and recycling
decisions.
 Four types of evaluation emerged from the four
decisions. Context, Input, Process and Product (CIPP).
 Types of CIPP MODEL
 CONTEXT: It involves studying the environment in which we run
the curriculum.
 Stufflebeam maintains that context evaluation is the most basic type
of activity that provides a rationale for determining objectives.
 It helps us:
 define the relevant environment;
 portray the desired conditions pertaining to that environment;
 focus on unmet needs and missed opportunities; and
 diagnose the reason for unmet needs.
 Macro level (CIPP model)
1. CONTEXT (C)-
Issues to consider;
 National and International climate supporting the education
system e.g. is the education system self supportive or otherwise
e.g. In TZ 40% of the budget comes from outside.
 One can evaluate the effectiveness of the education system to be
successful or not e.g. SEDP and PEDP funded by World Bank
(WB) and International Money Finance (IMF).
 How is the internal or international climate economically capable
of supporting the education system?
 Context aspects cont…….
 Political stability: Is the political atmosphere of country
stable to support the growth an defectiveness of the
education system?
 Cultural features: Are culture norms and traditions
supporting be education system?
 Economic Strength: The GDP of the country is it stronger
to support education ? Is the education budget sufficient
to boost the education system?
 Intellectual climate: Are materials available e.g. books
journals.
Types of CIPP model (cont…)

 2. INPUTS: The purpose of this stage is to provide

information for determining how to utilize resources to
meet curriculum goals.
 At this stage we evaluate alternative designs in terms of
how they will contribute to the attainment of objectives
stated and in terms of their demands upon resources, time
and budget
Types of CIPP model (cont…)
 Contrast to Context, It evaluates specific aspects or
components of the curriculum plan.
 This element includes several things;
 Adequate budget for education
 Parents and community are they supporting education
system
 Language of instruction is it user friendly
 Culture
 Students readiness
 Physical infrastructures
 Administrative personnel
 Types of CIPP model (cont…)
 3. PROCESS: This stage addresses curriculum implementation
decisions that control and manage the plan or curriculum.
 As process evaluation occurs during the production stage of the
curriculum, it helps us anticipate and overcome procedural
difficulties and to make pre programmed decisions.
 It answers the following questions;
 How effective and efficient is the teaching and learning process?
Attitude of teachers towards their students. Attitude of students
themselves towards learning etc.
Types of CIPP model (cont…)
 Order and discipline at school which enables smooth
process of learning and teaching
 Is the curriculum well prepared, organized and covered?
 Is time to study sufficient to provide good outcomes?
 Is there regular evaluation and feedback to student and
administration?
 Variety of teaching strategies during the T/L process. E.t.c
Types of CIPP model (cont…)
 4. PRODUCT/OUTCOMES; This focuses on system
performance.
 It helps us determine whether the final curriculum
product in use accomplishes the intended goals.
 Depending on the data collected, we can decide
whether to continue, terminate or modify a curriculum.
 Indicators of System Performance

 Progression rate; e.g. from class 1-7 if the teaching and learning process is
good students should move to finish the circle.
 Repetition rate; The education system which works well needs no student to
repeat the class, if it really functions well.
 Drop out rate; A good system should work hard to minimize student dropout
rate
 Pass rate; how many students pass the exam? How many get A, B, C, D?
 Participation rate; how many students are enrolled in terms of gender? E.g. at
primary, secondary, university etc and why?
 Completion rate; Do all students who start standard (one) complete standard
(seven).
 Product Evaluation (cont…
 The following questions should be asked;
 i. What were the goals and objectives of the programme
 ii. To what extent was each of the set objectives achieved?
Which objective was not met at all?
 iii. Is the programme output worth the costs and time spent
on it?
 iv. Who are project beneficiaries? Is there evidence that
parents, government and private investors benefit from the
programme and that they approve that?
 v. To what extent has the educational programme
improved the academic achievement of the children?
 CIPP Model (Cont…)
Strengths Weaknesses
 It provides data to  It pays little emphasis on
administrators and other value concern
decision makers on a  Decision making process is
regular basis unclear
 It is sensitive to feedback  Evaluation may be costly in
 It allows for evaluation terms of funds and time if
to take place at any stage this approach is widely
of the curriculum used
development
 MICRO LEVEL: OBJECTIVES BASED EVALUATION
MODEL
 Objective based Evaluation refers to a class of evaluation
approaches that centers on the specification of objectives and
the measurements of out comes.
 It is sometimes referred to as objective-oriented or objective
reference evaluation.
 It focuses on generating formation for accountability and
decision making by developing and measuring the
appropriate objective for these purposes.
 Micro Level Evaluation

 Focuses on classroom context, Santrock,

(2004) suggest that evaluation should be
seen as part of the teaching and learning
process.
 Phases of Micro Level Evaluation
 1. Pre- instruction: Before going to teach you should
have pre requisite information on
 What do you need your student to know?
 How can you make your students to be interested with
your course/
 How are you going to motivate them?
 How much time are you going to spend?
 T/L strategies to be applied should be pre determined
they need to be relevant to the subject matter.
 Phases of Micro Level
Evaluation cont.......

 2. During instruction:
 Focus: on students attention
 Focus: on students understanding by asking them some
questions giving them exercise etc.
 Response to students answers design a way of the
students to elaborate and clarify students doubts. Make a
conclusion to what is the right answer.
 Helping special need students.
 Phases of Micro
Level Evaluation cont.......

 3. Post instruction:
 After finishing a module, topic you can provide a
formative or summative test to evaluate the
effectiveness of the teaching and learning process.
OBJECTIVES BASED EVALUATION
MODEL (Cont...)
 Ogula,(2011) explains that the purpose of objective-oriented
evaluations ‘ is to determine the extent to which objectives of a
programme have been achieved’

 Ralph Tyler (1902-1994) proponent of objective-based evaluation

approach.
 He maintained that evaluation is a recurring process and that
evaluation feedback should be used to reformulate or redefine
objectives
 OBJECTIVES BASED EVALUATION
MODEL (Cont...)
 He stated that objective based evaluation model entitles
 Formulating a statement of education objectives
 Classifying these objectives into various types.
 Defining and redefining each of these types of objectives in terms
of behaviours.
 Identifying situations in which students can be able to display
these types of behaviours.
 Selecting and trying promising methods for obtaining evidence
regarding each.
 OBJECTIVES BASED EVALUATION
MODEL (Cont...)
His basic questions were
Steps of curriculum development
 What educational purposes should the school processes
 1. Stating objectives
seek to attain?
  2. Selecting learning experiences
What educational experiences can be
provided that are likely to attain these  3. Organizing learning
purposes? experiences
 How can these educational experiences be  4. Evaluating the curriculum
effectively organized?
 How can we determine whether these
purposes are being attained?
OBJECTIVES BASED EVALUATION MODEL
(Cont...)
Strength Weakness
 It is easy to assess whether  It neglects transactions that occur within the
programme or activity being evaluated (e.g.
behavioural objectives are books, teachers, libraries, laboratories e.t.c.
being achieved are they enough?
 It checks degree of  It ignores important outcomes other than
congruency between those covered by the objectives. e.g. sports
in schools
performance and objectives
 It does not take un-planned outcome into
 It focuses on clear definition accounts
of objectives  It is not realistic.
 It is easy to follow and
implement
 It produces relevant
information
Stating instructional objectives

 What are educational goals? These are general aims or

purposes of education that are stated as broad as long range
outcomes the school is striving to achieve.
 Educational goals originates from national policies and lead
to formulation of general school programmes. They are
guided by social beliefs and ideology or philosophy
embraced by the society.
 Examples of educational goals includes
 To develop inquiring mind
 To prepare self- reliant citizens
 To inculcate a socialist thinking in young
 To understand the global climate change
 Instructional Objectives cont......
 What are they?
 These are statements that clearly define the desired learning
outcome that are expected from teaching and learning process.
 They show knowledge, understanding, application, thinking and
performance skills as well as attitude to be gained by students as
a result of instruction.
 Instructional Objectives cont......

 Instructional objectives are very crucial in communicating the

purpose of instruction to student and teachers.
 Furthermore, they provide a guideline for student evaluation.
 Provides a guideline to the teacher on the appropriate techniques and
materials to be used during the whole process of teaching and
learning.
 They are sometimes termed as behaviour objectives or specific
objectives. They are expressed in terms of what a learner is expected
to do by the end of the lesson.
 Principles of Constructing
Instructional objectives

 Audience; these are the targeted populations to be taught by the teacher

such as form ones or form six.
 Behavioural; this is a piece of desired change in the learners eg from not
knowing to knowing a thing
 Condition; this is the environment under which the desired behaviour will
be achieved.
 Degree; this is the extent to which the desired behaviour can be achieved.
 Instructional objectives cont….
 Examples By the help of the soil map and diagram of
soil profile, students of form three “B” by the end of
the lesson each of them should be able to:
 Define the term soil orally
 Describe the soil profile
 Draw the soil profile
 Differentiate three zones in the soil profile without any
assistance
 Instruction objectives cont.....
 NB: Instruction objectives focuses at meeting the need of
each student within the class that is why we do not say
students should be able to but each student should be able
to.
 Specific objectives per lesson can be more than one
depending on the length of the subtopic for the day and the
depth of the subtopic
 The objectives should contain elements from both high and
lower level of the thinking domains.
 The objectives should not be stated in terms of what the
teacher is going to do during the lesson but in terms of what
the learner is expected to do or express by the end of the
lesson.
 Selection of Instructional Objectives
 Specific objectives are developed from general
objectives (goals). A terrace can develop a number of
specific objectives from a single general objective or
goals. The specific objectives should cover the three
domains of behaviour:-
 Cognitive domain
 Affective domain
 Psychomotor domain
 Taxonomies of Educational Objectives
 These entails the division of educational objectives into different
areas. A group of educationalists in 1950s developed a detailed
classification of educational objectives as follows:
 Cognitive domain includes knowledge outcomes and intellectual
skills and abilities.
 Affective domain included attitudes, feelings, interest, appreciation
and mode of adjustment.
 Psychomotor domain includes perception and motor skills
 The three are of behaviour and are further subsided into sub-
categories and arranged hierarchically, starting from simple sub –
category and ending with complex ones.
 Sub-categories of each domain
Cognitive domain Psychomotor domain
Affective
 Remembering,  Observation
domain
 Understanding,  Imitation
 Applying,  Practice
•Receiving
 Analyzing,  Adaptation

•Responding
Evaluating, and Creating.
•Valuing
•Organization
•Characterization
Old and Revised bloom’s Taxonomy
Ways of interpreting pupils performance
• Norm Referenced Testing (NRT)
– Testing to determine how a person
performed in comparison with that of a
group
- It is learner centered
- The NRT is based on a local, state or
national group depending on the use to be
made of the results.
items cover a broad range of content.
• Examples are NECTA, MOCK etc
• Used for …
- College placement/admission
- Competition comparisons
- Comparing ss performance among
schools (districts, regions or country)
i.e allows decision makers to compare
or rank learners.
Criterion Referenced Testing ( CRT)
-Testing to determine how a person mastered
well-identified content.
-Assessing what concepts and skills students
have learned from a segment of instruction.
-CR measures how well a student performs
against an objective rather than another student.
i.e. competence
-Aim is to describe the specific performance
that was demonstrated.
-CR assessments help to eliminate competition
and may improve cooperation.
TYPES OF CRT (OBJECTIVE/DOMAIN RT)
1; Entry behavior Test

It is given to learners before

instruction begins.
They are designed to assess
learners mastery of pre-requisite
skills. i.e. whether or not ss are
ready to begin your instruction.
 2; Pre-test

Is used to determine whether learners have

already mastered some of the skills in your
instructional analysis.
If ss have such kind of skills then they do not
need much instruction for those skills.
But if they lack, then develop another instruction
with enough depth to help them attain those skills
Help to check the skills that ss are familiar
Note; If ss have clue about the topic no need of
pretest.

3; Practice test

Allow learners to rehearse the new skills they

are being taught
Allows instructor to provide corrective
feedback to keep learners on track
 4; Post test

Help to determine if learners have achieved the

objectives set out for them in the beginning.
Each item should match one of the objective
The test should asses all of the objectives
Asses learners performance
Help to identify areas that are weak (Not
working)
 Used for …

- Diagnostic Improving
purposes classroom
effectiveness
- Motivation

- Influencing
- Measuring
study habits
performance &
assigning grades
•determine
•items based on
individual
standards given to
performance in
students (i.e.,
comparison to
objectives); most
some standard or
students should answer
criterion
correctly
•Most appropriate
•Classroom quizzes and
for determining the
exams that are based on
progress of smaller
course objectives are other
numbers of students
examples of criterion-
on higher-order
references measures.
learning tasks.
 SIMILARITIES BETWEEN CRT AND NRT
Both require specification of the domains to be
measured (Cognitive, psychomotor and affective)
Both require a relevant and representative sample
of test items
They use the same type of test items (Objective
+subjective)
They are judged by the same qualities of goodness
(validity +reliability)
 Task: Perform a library search
 In a group of 10 individuals, show how you can assess the
four (4) Cs i.e. creativity, critical thinking, collaboration
and communication skills of the 21st century using
Competence Based Assessment. Remember to provide vivid
examples.

 Use 12 fonts, Times New Roman, APA style, unaccountable

number of pages, 10 references.
 Submit the activity on 20th Nov, 2023, at noon.