HIGHER INSTITUTE FOR PROFESSIONAL DEVELOPMENT AND TRAINING, PRE
HND—MEASUREMENT AND EVALUATION. TIME ALLOWED, 3HOURS
Answer all questions: WRITE DOWN ONLY THE LETTER OF THE CORRECT ANSWER
IN THE BOOKLET, 1.5mks Each.
1. Is limited to the class or school as a reference (a) teacher made test (b) objective test (c)
standardized test (d) essay test.
2. It test higher order mental processes like application (a) multiple choice (c) objective test (c)
essay test (d) questioning test.
3. A valid test is (a) reliable (b) measurable (c) all of the above (c) none of the above.
4. In split half reliability the test is administered (a) twice (b) trice (c) once (d) none of the above.
5. The highest shortcoming of an essay test (a) different learners give different answers (b) the
handwriting of the student may deceive the marker (c) subjectivity (d) objectivity.
6. Measurement signifies (a) numerical description (b) the most important part of education (c)
giving learners feedback (d) marking of papers
7. Which scale is the simplest form of measurement (a) Nominal (b) Ordinal (c) Interval (d) ratio
8. Rating scale is an instrument in (a) affective domain (b) psychomotor domain (c)
affective and psychomotor domain (d) none of the above
9. The arithmetic average of the distribution (a) mode (b) median (c) mean (d) all of the
above
Matching: For each statement in the left column, match the term from the right column that
is most appropriate.
Statements Matching Terms
10)A test is an instrument because it is used for
11)Which method of test administration is Test, score, assessment,
common in most schools measurement,
12)It produces the same scores by different Validity ,
scorers Evaluation, feedback,
13)it is constructed by experts or professionals in hints, clues, diagnostic,
the subject and measurement experts formative, group test,
14)it is constructed usually by the class teacher school test, subjective
or group of teachers in a school test, objective test,
15) it is administered on paper or computer standardized test,
teacher-made test,
written test, oral test
16) information the teacher gives to learners
about their performance
17)It is a type of evaluation given to discover
difficulties and barriers to learning
1
18)A student scores 19/20
True or false: Circle true or false for each statement below
19) The process of obtaining information about students learning is known as measurement true
false
20) Essay test has higher order mental processes like application true false
21) A valid test is (a) reliable true false
22) The highest shortcoming of an essay test is subjectivity true false
23) Measurement signifies numerical description true false
24) Evaluation begins with the construction of a test true false
25) The psychomotor domain of learning deals with values true false
26) teacher made test has high reliability than standardized test true false.
27) Curriculum evaluation assesses everything on teaching and learning true false
Short answers: Write short notes on the following
28) Summative evaluation
29) Test
30) Test administration
31) Test validity
32) Test reliability
33) Formative evaluation
34) Psychomotor domain
35) Observation
36) Measuring instrument
Rearrangement of words
37) Teacher, student, government, principal
38) Tertiary, basic, secondary
39) Affective, psychomotor, cognitive
40) Measurement, evaluation, assessment
41) Ratio, interval, nominal, ordinal scale
42) Test administration, test construction, test scoring
43) Objectives, evaluation, content
44) Education, home, school
45) Textbook, scheme of work, syllabus
ESSAY QUESTIONS: Answer two questions
1. Discuss the value of measurement and evaluation
2. Discuss any three types of evaluation
3. Explain standardized test and teacher-made test
2
MARKING GUIDE EDUCATIONAL MEASUREMENT AND EVALUATION
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 1 2
9 0
A A C Obje
measur Gr ctive Standar Tea Wri feed diagn measur
C C A A C C test
F T
ement oup dized cher tten back ostic ement
test test test test
21 22 23 24 25 26 27
T T T F T
T F
Short answers: Write short notes on the following
28) Summative evaluation: It is given at the end of the topic, course, subject, term or academic year
29) Test: instrument used to measure behavior
30) Test administration: Giving a test for learners to respond to it
31) Test validity: a test measures what it was designed to measure
32) Test reliability: consistency in measurement
33) Formative evaluation: test understanding and is frequent
34) Psychomotor domain: deals with action, coordination and movement
35) Observation: an instrument for collecting information through our senses
36) Measuring instrument: used to collect information
Rearrangement of words
37) Student, Teacher, principal, government,
38) Basic, secondary, Tertiary
39) Cognitive, Affective, psychomotor
40) Measurement, assessment, evaluation,
41) Nominal, ordinal scale interval, Ratio,
42) Test construction, Test administration, test scoring
43) Objectives, content, evaluation,
44) Home, school, Education,
45) Textbook, syllabus, scheme of work,
ANSWERS TO ESSAY QUESTIONS
1. The value of measurement and evaluation is seen through the importance of measurement and
evaluation to the school community. These importance are highlighted below:
-selection
-placement
-ranking
3
-proficiency
-research
-guidance and counseling etc.
2. Diagnostic Evaluation
Diagnostic evaluation is used to find out the nature and causes of barriers to learning, as
experienced by learners. This is done to find out learning difficulties during the learning of
a particular course or subject. It is followed by guidance, appropriate support and
intervention strategies. It can help the teacher know what needs to be reviewed or reinforced
in class. It also enables the student to identify areas of weakness.
Formative Evaluation
Formative evaluation monitors and supports the process of learning and teaching, and is
used to inform learners and teachers about learners’ progress so as to improve learning and
teaching. It is generally carried out throughout a course or project. Formative evaluation,
also referred to as "continuous assessment," is used to aid learning. Constructive feedback is
given to enable learners to develop.
Summative Evaluation
This form of assessment gives an overall picture of learners’ progress at a given time, for
example, at the end of a term or year, or on transfer to another school. Summative
evaluation is generally carried out at the end of a course or project. In an educational
setting, summative assessments are typically used to assign students a course grade.
Summative assessments are evaluative.
Systemic Evaluation
Systemic evaluation is a way of monitoring the performance of the education system. One
aspect of this is the assessment of learner’s performance in relation to national indicators.
Systemic evaluation may be conducted at the end of each school year. A representative
sample of schools and learners are selected regionally or nationally for systemic evaluation.
Curriculum evaluation
Curriculum evaluation is the process of making value judgments about the merit or worth of
a part or the whole of a curriculum. The nature of a curriculum evaluation often depends on
its audience and purpose. Evaluation of curricula is typically concerned with the:
• Impact of the curriculum:
o on individual students, their needs, their level of engagement and their
performance;
o on society, including the appropriateness of values communicated and
attitudes fostered, and the level of public satisfaction;
o on the economy including labour markets as an indicator of economic
development;
4
• process through which the curriculum was developed;
• content and design of the curriculum compared with:
o recent social, technological, economic or scientific changes;
o recent advances in educational research and educational paradigms;
• Possible future directions for curriculum change.
According to Oliva (1992), the primary purpose of curriculum evaluation is to determine
whether the curriculum goals and objectives are being successfully carried out or not. In
addition, Oliva (1992) asserts that in the course of the instructional process, there are other
questions curriculum planners would like to know, too. Such as;
i. whether the curriculum is functioning while in operation
ii. If the best material is being used and following the best methods
iii. Whether the programmes are cost-effective – whether we are getting the most for the
money spent.
3. Teacher-made test is constructed usually by the class teacher or group of teachers in a
school, administered and marked by the teacher. It is based on content and objectives
specific to the teacher’s class or school. It usually deals with specific topics or objectives
that cover say a week, month, term or year. Is limited to the class or school as a reference,
has moderate or low reliability and is not commercial in nature.
Standardize test on the other hand, is constructed by experts or professionals in the subject
and measurement experts, administered and scored by paid agents who are usually teachers.
It is based on content and objectives common to many schools throughout the state. Is
applicable to the entire state and draws its norms from the same area for comparison. It is
commercial in nature and has high reliability.
