ED 503: INTRODUCTION TO EDUCATIONAL MEASUREMENT AND ASSESSMENT

Capsule Statement

The course deals with the concepts important to the measurement and assessment in education. Discussion of types of informal and formal assessment; the purpose of assessment; the development and use of valid, reliable objective assessment instruments, including paper-and-pencil tests and performance assessment; the selection of tests, administration, scoring, grading and interpretation of test scores; and the use of assessment informationare the main topics.

Course Objectives

At the end this course the students will be able to:

1.understand the importance and place of educational assessment in teaching learning process

2.define and describe various concepts related to educational measurementandassessment

3.use various type of classroom tests in accordance with the course objectives and nature of content

4.appreciate qualities needed to determine the quality of classroom tests.

5.develop a systematic record of students assessment

6.efficiently administer classroom tests

7.utilize the techniques of objectively score and grade tests.

8.report precisely and meaningfully the progress of students to parents, administration and students.

Course Outline

  1. Role of measurement and assessment in teaching
  2. Instructional decisions requiring assessment data
  3. Assessment, test and measurement
  4. General principles of assessment
  5. Assessment and instructional process
  6. Types of assessment procedures
  7. Instructional goals and objectives as foundation of assessment
  8. Instructional objectives as learning outcomes
  9. Methods of stating instructional objectives
  10. General Instructional objectives
  11. Specific learning outcomes
  12. Qualities of a measuring instrument
  13. Validity
  14. Nature of validity
  15. Major consideration in assessment validation
  16. Content consideration
  17. Construct consideration
  18. Assessment criterion relationships
  19. Consideration of consequences
  20. Factors influencing validity
  21. Reliability
  22. Nature of reliability
  23. Determining reliability by correlation methods
  24. Standard error of measurement
  25. Factors influencing reliability measures
  26. Usability
  27. Ease of administration
  28. Time required for administration
  29. Ease of interpretation and application
  30. Availability of equivalent or comparable forms
  31. Cost of testing
  32. Techniques of item analysis
  33. Distracter analysis
  34. Difficulty index
  35. Discriminate index
  36. Analysis of subjective items
  37. Planning classroom assessment
  38. Purpose of classroom assessment
  39. Developing specifications for assessment
  40. Selecting appropriate type of items and assessment tasks
  41. Approaches to classroom assessment
  42. Portfolio
  43. Criteria for selection of work for portfolio
  44. Potential strength and weaknesses of portfolio
  45. Purpose of portfolio
  46. Guideline for portfolio entries
  47. Use of portfolio in instruction and communication
  48. Anecdotal Records
  49. Peer appraisal
  50. Self-report techniques
  51. Assembling administering and appraising the classroom test and assessments
  52. Assembling the classroom test
  53. Administering and scoring
  54. Appraising classroom test
  55. Scoring, and grading
  56. Scoring Key and marking scheme
  57. Functions of Grading and Reporting system
  58. Types of Grading and reporting systems
  59. Assigning letter grades
  60. Recording and reporting assessment results
  61. Record keeping
  62. Conducting parent teacher conferences
  63. Reporting results to parents

Books

Berk, R.A. (Ed.). (1980). Criterion-referenced measurement: The state of the art.Baltimore, MD: JohnHopkinsUniversity Press.

Haladyna, T. M. (1994). Developing and validating multiple-choice test items. Hillsdale: Lawrence Erlbaum.

Grounlund, N. E. and Linn, R. L. (1990). Measurement and evaluation.Alaska: Peacock Publishers Inc.

Lindquist, E. F. (Ed.). (1951). Educational measurement.Washington, D.C.: American Council on Education.

Linn, R. (Ed.), Educational measurement, (3rd ed.). Washington, D.C.: American Council on Education.

Thorndike, R. M. & others (1991). Measurement and evaluation in psychology and education.New York: Mcmillan Publishing Company.