PSY 210: EDUCATIONAL TESTS AND EVALUATION

LECTURE ONE: INTRODUCTION TO EDUCATIONAL TESTS

1.1 Introduction

This lecture will focus on the definition of the key terms. Further it will describe the

characteristics of assessment and the role of assessment in education today.

1.2 Objectives

By the end of this lecture, the learner should be able to;

1. Define the basic key terms in educational tests and evaluation.

2. State the basic characteristics of assessment

3. State the role of assessment in education today

1.3 Definitions of key terms

1.3.1 Test

A test is a means of proving or indicating or measuring the level in which the lesson objective

has been achieved. A test (verb) is a systematic procedure for measuring a sample of behaviour:

1. Systematic procedure implies that a test is conducted, administered and scored according

to prescribed rules.

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 2. Sample implies that a test contains only a sample of all possible items/questions because

it is not possible to set a test to cover every question that could be developed to measure

human traits.

3. Behaviour implies a test measures only the test-taking behaviour. It does not measure the

learner’s achievement directly; rather the learner’s characteristics are inferred from the

responses to the test questions.

A test is therefore a standardized situation that provides an individual with a score:

4. Standardized implies that all the procedures of testing are stated in advance in such a way

that all students are tested with the same questions or problems in the same way.

1.3.2 Testing

Testing is the process of administering the test on the students. It is the process of making a

learner or letting a learner take the test in order to obtain a quantitative representation of the

cognitive or non-cognitive traits he/she possess.

 So the instrument or tool is the test and the process of administering the test is testing.

1.3.3 Examination

An examination consists of a battery of tests (several tests) that measure different traits of the

individual to facilitate decision-making. An examination, naturally takes longer than a test. For

example:

 A medical examination must consist of tests such as blood, urine, stool, blood pressure, x-

ray, HIV/AIDS etc.

 A candidate may find himself or herself doing a paper in a certain examination. That

paper is a test and all the papers in all the courses constitute an examination.

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1.4 Assessment

a. The term assess is derived from a Latin word “asoidere” meaning “to sit by” in judgment. To

assess is to judge the extent of students’ learning.

Assessment in education can be thought of as occurring whenever one person, in some kind of

interaction, direct or indirect, with another, is conscious of obtaining and interpreting information

about the knowledge and understanding, of abilities and attitudes of that other person. To some

extent or other, it is an attempt to know the person (Rowntree 1977).

 According to Erwin, in Brown and Knight, (1994), assessment is a systematic basis for

making inference about the learning and development of students

 It is the process of defining, selecting, designing, collecting, analyzing, interpreting and

using information to increase students’ learning and development.

 You will have to note from these definitions that:

1. Assessment is a human activity.

2. Assessment involves interaction, which aims at seeking to understand what the learners

have achieved.

 Assessment can be formal or informal.

 Assessment may be descriptive rather than judgment in nature.

 Its role is to increase students’ learning and development

 It helps learners to diagnose their problems and to improve the quality of their subsequent

learning.

b. Assessment refers to the process of gathering and evaluating

information or evidence to make judgments or draw conclusions about
someone or something.

c. Assessment is a systematic and organized approach used in various

fields to measure or determine the knowledge, skills, abilities,

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 qualities, or characteristics of individuals, groups, organizations, or
systems.

1.4.2 Key Characteristics of Assessment

1 Assessment should be valid: - A valid assessment accurately and

appropriately evaluates the desired knowledge, skills, or attributes,
providing meaningful and relevant information.
2 Assessment should be reliable:- A reliable assessment produces
consistent outcomes when administered under similar conditions or with
similar participants. It minimizes measurement errors and ensures that
the results are dependable and reproducible.
3 Assessment should be objective:- It means that the assessment is
unbiased, and different assessors would arrive at similar conclusions
when evaluating the same responses or performances. Clear criteria
and standardized scoring rubrics promote objectivity in assessments.
4 Assessment should be authentic:- Authentic assessments simulate or
replicate genuine tasks to assess practical application of knowledge or
skills, enhancing the relevance and transferability of the assessment
outcomes.
5 Assessment should be transparent:- Transparent assessments ensure
that participants understand what is being assessed, how it will be
evaluated, and how the results will be used.
6 Assessment should be feasible:- A feasible assessment is manageable in
terms of time, resources, and administration. It should strike a balance
between providing accurate and meaningful information while being
practical to implement.
7 Assessment should have formative and Summative Components:-
Formative assessments are ongoing and provide feedback to improve
learning during the instructional process. Summative assessments occur
at the end of a unit, course, or program to evaluate learning outcomes
and determine overall achievement.
8 Assessment should be differentiation:- Assessment should account for
individual differences and provide opportunities for diverse learners to
demonstrate their knowledge, skills, or abilities. Differentiated
assessments accommodate various learning styles, preferences, and
needs, ensuring that all learners have a fair chance to showcase their
capabilities.
9 Assessment should have ethical Considerations: Ethical practices in
assessment involve respecting the rights and dignity of participants,
ensuring confidentiality, and using assessment data responsibly. Ethical
assessments should align with legal and professional guidelines and
prioritize the well-being and privacy of individuals involved.

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1.4.3 The Role of Assessment in Learning

Assessment for learning: where assessment helps teachers gain insight into what students

understand in order to plan and guide instruction, and provide helpful feedback to students.

Assessment as learning: where students develop an awareness of how they learn and use that

awareness to adjust and advance their learning, taking an increased responsibility for their

learning.

Assessment of learning: where assessment informs students, teachers and parents, as well as the

broader educational community, of achievement at a certain point in time in order to celebrate

success, plan interventions and support continued progress.

Assessment must be planned with its purpose in mind. Assessment for, as and of learning all

have a role to play in supporting and improving student learning, and must be appropriately

balanced. The most important part of assessment is the interpretation and use of the information

that is gleaned for its intended purpose.

Assessment is embedded in the learning process. It is tightly interconnected with curriculum and

instruction. As teachers and students work towards the achievement of curriculum outcomes,

assessment plays a constant role in informing instruction, guiding the student’s next steps, and

checking progress and achievement. Teachers use many different processes and strategies for

classroom assessment, and adapt them to suit the assessment purpose and needs of individual

students.

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1.4.4 Findings from Research and Experience on Assessment

Findings from research and experience show that student learning is best supported when:

 Instruction and assessment are based on clear learning goals

 Instruction and assessment are differentiated according to student learning needs

 Students are involved in the learning process (they understand the learning goal and the

criteria for quality work, receive and use descriptive feedback, and take steps to adjust

their performance)

 Assessment information is used to make decisions that support further learning

 Parents are well informed about their child’s learning, and work with the school to help

plan and provide support

 Students, families, and the general public have confidence in the system

1.4.5 The role of Educational Assessment in Education Today

 Assessments can be used to monitor educational systems for public accountability;

 Help improve curricula;

 Evaluate the effectiveness of teaching and instructional practices;

 Measure student achievement;

 Determine a student's mastery of skills.

 Identify areas of weakness in learning

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  Helps build a shared understanding of the progress made by pupils in order to provide

pointers for further development

 Provides timely feedback to students, staff and parents / guardians on pupils’ progress

and achievements

 Acts as quality assurance mechanism both for internal and external systems i.e. tells

whether objectives have been achieved

 To measure specific abilities e.g. vocabulary, creativity etc

 To provide information for effective educational and vocational counseling

1.4.6 Purpose of Assessment

1. Evaluation: Assessments help in evaluating the performance, progress,

or effectiveness of individuals, students, employees, or organizations.
It allows for comparing actual results with desired outcomes or
standards.
2. Diagnosis: Assessments can be used to diagnose strengths,
weaknesses, needs, or gaps in knowledge, understanding, or
performance. This information helps in identifying areas for
improvement or development.
3. Feedback: Assessments provide feedback to individuals or
stakeholders about their performance, achievements, or areas
requiring attention. Constructive feedback helps in enhancing
learning, growth, or performance.
4. Decision-making: Assessments often inform decision-making
processes. For example, educational assessments may be used to
determine student placement, college admissions, or program
effectiveness. Work-related assessments may assist in personnel
selection, promotions, or training needs analysis.
5. Accountability: Assessments can be used to ensure accountability in
educational institutions, government agencies, or other organizations.
They help in measuring and reporting outcomes, compliance, or
quality standards.

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 1.1 Summary

A test is a means of proving or indicating or measuring the level in which the lesson objective

has been achieved. The instrument or tool is the test and the process of administering the test is

testing. An examination consists of a battery of tests (several tests) that measure different traits

of the individual to facilitate decision-making.

1.6 Learning Activities

1. Visit a Secondary School of your choice, investigate the types of tests that they having

offering for the last one year.

2. Investigate and describe the types of examinations that are offered in Kenyan Secondary

Schools.

3. Discuss the roles of tests and examinations in the education systems in Kenya

1.7 Further Reading

Coon, D. (2005). Psychology: A journey. Belmont: Vicki Knight.

Good, T.L. & Brophy, J.E. (1990). Educational Psychology. (4th ed.). London. Longman

Publishers.

Hisner, E.W. (1985). The art of educational evaluation: A personal view. The Falmer Press.

Thorndike, R.M. (2005). Measurement and evaluation in psychology and education. (6th ed).

New Jersey: Pearson Education, Inc.