Measurement and

Evaluation
BY
MRS. ANISHA B
A S S T. P R O F. I N M AT H E M AT I C S
 Measurement
Educationist Ross says that measurement is an important aspect of our daily life.
Measurement gives meaning to a think.
Measurement is used to assess the physical characteristics and man’s external features.
Measurements are used to find, student’s height weight, age, intelligence, their abilities
expressed in different fields etc.
Assigning numerical values to represent the amount of an attribute or quality present in an
object, person or event constitutes ‘measurement’.
Definition of ‘Measurement’
“ Measurement as assigning numerical values to objects, persons or events, according to certain
well established rules so as to represent the amount of the qualities or attributes present in
them”. - James M. Broadfield

Measurement is defined as the act of determining whether a thing is bigger or smaller or

whether it is more or less than the other thing, and in addition to this, measurement also
quantities it in a particular unit.
Measurement can be defined as the thing that contains the qualities, characteristics or
variables for measuring some other thing.

Measurement makes us clear or feel the qualities or variables of a thing and it is the act that
enables us to feel the variables of a particular thing.
 Measurement in a field involves the following three steps
i. Identifying or defining the attribute or quality that is to be measured[eg. Height of a
person, weight of an object etc.]

ii. Performing a set of operations by which the attribute may be made manifest and
perceivable. [ For example, if the height of an individual is to be measured, he or she
should be made to stand erect without bending and marking the distance between
the head to toe on a stick or thread.]

iii. To quantify the distance marked, an appropriate numerical value is to be given in

foot and inch or meter and centimetre. i.e. the height of the individual is to be
represented as 5ft. And 5 inches or 165 centimeters.
Types of Measurement
Indirect
(Measures of
hot/ cold.
Light/ sound
etc
Direct( height ‘Relative’(Obta
ined through
, weight etc) comparison

Measurement
 Direct Measurement
◦ External attributes or characteristics could be directly measured with high
precision, using various tools and device. For example, height / length
(in metres) volume(in litre or cubic centimetre), weight (kilograms or
pounds) could be measured directly using appropriate tools/ devices. This
type of measurement is known as ‘ Direct Measurement’.
Indirect Measurement

Heat, light, sound etc. cannot be measured directly; but measured only through the effects they

produce. Such kinds of measurement are called ‘Indirect measurement’.

Relative Measures
In educational psychology, measurement is very complex; direct measurement is not possible.
Student’s achievement, intelligence etc. are measured only by comparing them with those of his
peers. These are called ‘Relative Measures’.
 Characteristics of Educational
Measurement
1. No definite ‘zero’ Measure

In a mathematics achievement test if a student scores zero mark, it does not mean he has no
knowledge in mathematics. It simply means, in that particular test he has not scored any marks.
Thus measurements in education are not precise and accurate; they are simply relative
measures
2. Unit are not of equal interval
◦ The proficiency of a student scoring 80 marks in an achievement test, could not be taken as twice that of
another student with a score of 40 marks in that test.

◦ A particular student may get different scores in different tests. Similarly different students get different
marks in a particular test. Therefore the marks are obtained by a student in different subjects of study as
well as the marks obtained by the students in the same subjects, studying different sections could not
be compared
3. Tests in education measure only the expressed
traits or attributes
An educational test does not measure the true potential of a trait in an individual; it measures
only the expressed level of that trait. i.e. there is always a difference between the ‘potential
level’ and expressed level’ of a trait present in an individual.
4. In education, attributes are not directly measured; only the effects of an attribute on
behaviour are measured . For example, the efficiency of memory of a student is measured by
making him recall the list of words he has shown once.
5. Educational measurement is a means and not an end in itself.
◦ For example, if a student scores 67% in a mathematics test, it is not his final goal; it reveals how far he is
from the goal to be achieved fully
 Assessment
Meaning of Assessment:

 The action or an instance of making a judgment about something.

 The act of assessing something

 conduct written test for measuring the learning of the students in a particular subjects matter
taught to them.
For example, the teacher conducts a written test in the classroom for his students and he gets
the answer sheet from his students and he gets the answer sheets from his students. He values
it and gives marks to the answers written by the students.
Assess the understandings of the his students in the subject matter
Also make an assessment of his teaching.
 Definition
Assessment is defined as the activity that judges the strength and weakness of
any learning activity that gives feedback to the leaners.

Assessment can defined as the activity that gives feedback about the progress skill
development and requirement in any learning activity of a learner.
 “Assessment involves the use of empirical data on student learning to refine
programs and improve student learning”.

- Allen

“Assessment as any of a variety of procedures used to obtain information about

student performance”.

- Linn and Miller

Nature of Assessment
 Classroom assessment involves students and teachers in continuous

monitoring of student’s learning.

 It gives students a measure of their progress as learners.

 It provides opportunity for close observation of students in the

process of learning.

 Assessment has profound impact on the self-esteem of pupils, which is critical

influence on learning.
 Uses variety of strategies.
Importance of Assessment
 It helps to evaluate the students.

 It gives proper meaning to the evaluation process.

 It describes the facts.

 It guides to improve the teaching learning process

Purposes of Assessment
 To gather evidence of learning

 Used to place young children in infant or early childhood programs or to provide

special services

 To be able to describe what the child has achieved

 Program planning

 Research
 Evaluation
Meaning of Evaluation:

The making of a judgment about the amount, number or value of

something.

By evaluation is meant appraisal or assessment with respect to some

standard.
Definition

Evaluation is defined as the study on any activity with the structured

interpretation and giving meaning to predicted or actual impact of results.

 The process of gathering and interpreted evidence changes in the behaviour of all
students as they progress through school is called evaluation.
- Hanna

Evaluation is a process of judging the value or something by certain

appraisal.
- Goods
 Characteristics of Evaluation in education
 Continuous process

 Comprehensive

 Child – Centered

 Remedial

 Cooperative process
1) Continuous process:

Evaluation is a continuous process, It leads together with Teaching

learning process.

2) Comprehensive:

Evaluation is comprehensive as it includes everything can be

evaluated.

3) Child – Centered:

Evaluation is a child centered process which gives importance to the

learning process not to the teaching process
4. Remedial

Evaluation comments on the result which helps in remedial work it is

not a remedy Evaluation is remedial in nature.

5) Cooperative process:

Evaluation is a cooperative process involving students,

teachers,
parents and peer groups.
Difference between Assessment and
Evaluation
Sl.No. Assessment Evaluation
1 It is done for improving the standard of any It is done for improving the standard of any
activity in the future activity now.
2 It is done for the assessor for improving his It is done for someone who wants to
activities understand the quality of the activity
3 It is done by the person who does the activity It is done either by the person who does the
activity or somebody else who wants to
improve the activity
4 The assessor observes his activities The evaluator observes the activities
5 The assessor and the persons do the The evaluator determines the standard
activities jointly determine the standard
6 The assessor uses the results for improving his The evaluator uses the results based on the
activities request of the person who undergoes the
evaluation

7 As soon as the activity of assessing is As soon as the evaluation process is

completed completed

8 The feedback reflects the strength and the The feedback is based on the comparison of
weakness of the activity assessed the activity with the pre-determined
standard

9 The assessor receives the report The evaluator receive the report

10 It is used by the assessor to improve his activity It is used for making a decision about the
activity