Measurement

Measurement

• 1.
  B.Ed. II Year PaperII Assessment for Learning
• 2.
  Main Points ofDiscussion Concept of Measurement Characteristics of Measurement Importance of Measurement Scales of Measurement
• 3.
  Measurement Measurement defined asthe process of assigning a score that represents the degree to which some trait, characteristics or behaviour is associated with person. Measuring any aspect is to state the particular attributes or variables(age,height,weight, length, time) in terms of quantity and quantity is expressed through the number of unit of measurement (like year for age). Measurement means quantitative description of data.
• 4.
  Definition Campbell: “Measurement isthe assigning of numerals to objects or events according to rules.” M.S.Stevens : “Measurement is the process of assigning numbers to objects according to certain agreed rules.”
• 5.
  Characteristics of Measurement Processof Quantification: Measurement involves the process of quantification. In the process of measurement, numerals are used to represent quantities of the attribute. Quantification indicates how much or to what extent that particular attribute is present in a particular object.
• 6.
  A Complex Process: Theprocess of measurement in behavioural sciences is difficult as well as complex. The trait or attribute is not directly measured by the scale but the trait is measured indirectly by the behaviours. NoDefinite Units: The units are not definite in educational measurement. We may not obtain the same value for every person. It is very much dependent on psychological and educational tests which vary in content and objective. An individual may obtain different scores in different intelligence tests.
• 7.
  Sense of Infinity:Measurement in behavioural sciences conveys a sense of infinity. It means we cannot measure the whole of an attribute of an individual. Process of Assigning Symbols: Measurement, in general term, is the process of assigning symbols to observations in some meaningful and consistent manner. Symbols are supposed to express a definite scale position because it is associated with the word ‘measure’.
• 8.
  In the processof measurement the investigator does not assign numbers of his own choice, but according to certain fixed and explicit rules. Mental Measurement is often Subjective: The accuracy of measurement depends upon the person who measures it. It also depends on various factors like conditions of testing, type of test items, defects in language, physical and emotional conditions of the testees etc.
• 9.
  No Absolute ZeroPoint: In educational measurement there is concept of no absolute zero point. It is relative to some arbitrary standard. A student has scored zero in a test or subject. It does not mean that he does not know anything of that test or subject. We cannot claim that a boy with an I.Q. of 110 is twice as intelligent as a boy with an I.Q. of 55.
• 10.
  Importance of Measurement ForDiagnosis: It diagnosis the nature of difficulties. The weakness of the learner can be identified through measurement. The remedial instruction can be prepared on the basis of diagnosis. For Prediction: It predicts success. Success and failure of the student is predicted through measurement . For instance, a student who always gets high scores in all his subjects may mean that he is sure to pass and passing means success.
• 11.
  For determining achievement:It measures students’ achievement. Students’ achievement can be determined whether he has reached the goals of the learning tasks or not through measurement and evaluation. For evaluation: It evaluates instruction. The effectiveness or ineffectiveness of instruction is ascertained through measurement . For classification and Comparison: Students are classified for different course or programmes according to their achievement and ability. Educators classify them brilliant, average or backward on the basis of educational measurement.
• 12.
  For Research: Measurementis an essential element of research. No research work in education and psychology is possible without some sort of measurement.
• 13.
  What is theScale? A scale is a device or an object used to measure or quantify any event or another object. Scale/Levels of Measurements There are four different scales of measurement. The data can be defined as being one of the four scales. The four types of scales are: ● Nominal Scale ● Ordinal Scale ● Interval Scale ● Ratio Scale
• 14.
  Nominal Scale Nominal variables(also called categorical variables) can be placed into categories. They don’t have a numeric value and so cannot be added, subtracted, divided or multiplied. They also have no order; if they appear to have an order then you probably have ordinal variables instead. Example:What is your gender? Male- Female, What is your hair colour? Ordinal or Rank Scale The ordinal scale contains things that you can place in order. For example, hottest to coldest, lightest to heaviest, richest to poorest. Basically, if you can rank data by 1st, 2nd, 3rd place (in school for prize distribution), then you have data that’s on an ordinal scale. Example:Ratings in restaurants
• 15.
  Interval Scale Interval scalesare numeric scales in which we know both the order and the exact differences between the values. The classic example of an interval scale is Celsius temperature because the difference between each value is the same. For example, the difference between 60 and 50 degrees is a measurable 10 degrees, as is the difference between 80 and 70 degrees.With interval data, we can add and subtract, but cannot multiply or divide. (teaching -learning situation,educational research)
• 16.
  Ratio Scale It isthe most refined scale among the four basic scales. Ratio level variable have all of the characteristics of Nominal,ordinal and interval variables but also have an absolute zero point representing complete absence of the property being measured. It is used in physical sciences and less frequently in behavioural sciences.These variables can be meaningfully added,subtracted, multiplied and divided (maintaining the cumulative records of the students).
• 17.
  Levels of Measurement Named+ ordered + Named + ordered + Named + ordered + Propotionate interval propotionate interval between variables between variables + Named + ordered can accommodate Variables true zero Named variables Nominal Ordinal Interval Ratio
• 18.
  •Nominal Scale (1.Identification) •Ordinal Scale (1+ 2.ordering/Sequencing ) •Interval Scale (1+2+3.add/subtract, no absolute zero) •Ratio Scale (1+2+3+4. Presence of Absolute zero)