Educational Measurement / its nature /needs
Nature of measurement in education
Measurement is a process to find 'how much' of a particular attribute, action or quality. it is the qualitative or quantitative analysis of a particular object or a situation. it is quite important pre-requisite for planning, and executing a particular action. every measuring instrument measures and gives estimate of the quantitative or qualitative of a things.
Measurement process is also an important in the learning system. the measurement has more administrative utility in education and evaluation. the measurement is precise and objective than evaluation. hence, it is mostly used in measuring the learning outcome. measurement is a process of qualification. its means precision and quantification of a phenomenon or variable.
According to Bradfield, ''measurement is a process of assigning symbols to the dimensions of phenomenon as precisely as possible.
measurement is an act or a process that involves the assignment of a numerical index. to whatever is being assessed.
thus, measurement ascertains the extent or quantity of something. it has an intimate relationship with human beings. it is so closely related that it is rather difficulty to say in which aspect of our life it does not exist, we measure its intelligence, abilities in various fields and so on.
Measurement is a process to find 'how much' of a particular attribute, action or quality. it is the qualitative or quantitative analysis of a particular object or a situation. it is quite important pre-requisite for planning, and executing a particular action. every measuring instrument measures and gives estimate of the quantitative or qualitative of a things.
Measurement process is also an important in the learning system. the measurement has more administrative utility in education and evaluation. the measurement is precise and objective than evaluation. hence, it is mostly used in measuring the learning outcome. measurement is a process of qualification. its means precision and quantification of a phenomenon or variable.
According to Bradfield, ''measurement is a process of assigning symbols to the dimensions of phenomenon as precisely as possible.
measurement is an act or a process that involves the assignment of a numerical index. to whatever is being assessed.
thus, measurement ascertains the extent or quantity of something. it has an intimate relationship with human beings. it is so closely related that it is rather difficulty to say in which aspect of our life it does not exist, we measure its intelligence, abilities in various fields and so on.
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some to those measurements are physical and the tools used are metre, litre, gram, etc. physical measurement is direct, simple and very accurate. psychological and educational measurements are complex, for they cannot be measured through the system of physical measurement. the measurement of intelligence is expressed in terms of the intelligence Quotient I.Q that of scholastic achievement in marks or in grades.
1. identifying and defining the quality, attribute or variable that is to be measured.
2.Determining the set of operations by which the attribute or variable may be made manifest and perceivable.
3. Establishing o set of procedure or definitions for translating observations into quantitative statements of degree, extent or amount.
1. measurement of achievement of students in different subject, activities and crafts is most important for the purposes of classification of pupils for promotion, for educational and vocational guidance, for giving prizes, scholarship and for finding out backwardness.
2.Sex differences in attitude towards religion may be found out by collecting the data and testing it on null hypothesis.
3. it also helps us in conducting research work and experimentation.
4. through statistical methods the difference between the results of two teaching methods can be known and can be tested whether it is significant or not.
5. Researched in measurement have devised better methods of subjectivity the achievement of students. Defects of subjectivity have been monimised and scoring methods has been improved.
6. For the purpose of educational planning at district level or state level or the central level, statistical data may be collected for the progress of education in different fields time to time. so measurement forms the basis of this progress.
7.the ratio of the school going children and the total juvenile population in different areas can be known with its help and more schools may be opened accordingly.
8.the literacy percentage of male and female pupils in urban and rural areas may be known on its basis.
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Dr. Bloom remarks that objectives, learning process and measurement form the triangle of educational endeavour. so, it may be said that measurement works as a guide for the administrator, research worker, parents and the teachers. it is also said that sciences without measurements bear no fruit. it being the means and not an end in itself, suggests does not decide. the educational planning, therefore, without a proper organisation of measurement does not bear any fruit.
some to those measurements are physical and the tools used are metre, litre, gram, etc. physical measurement is direct, simple and very accurate. psychological and educational measurements are complex, for they cannot be measured through the system of physical measurement. the measurement of intelligence is expressed in terms of the intelligence Quotient I.Q that of scholastic achievement in marks or in grades.
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| Educational management |
Measurement in any field always involves three essentials-
1. identifying and defining the quality, attribute or variable that is to be measured.
2.Determining the set of operations by which the attribute or variable may be made manifest and perceivable.
3. Establishing o set of procedure or definitions for translating observations into quantitative statements of degree, extent or amount.
Needs of Measurement in Education.
Measurement is important for solving various educational problems in the following ways-
Nature of measurement in education
1. measurement of achievement of students in different subject, activities and crafts is most important for the purposes of classification of pupils for promotion, for educational and vocational guidance, for giving prizes, scholarship and for finding out backwardness.
2.Sex differences in attitude towards religion may be found out by collecting the data and testing it on null hypothesis.
3. it also helps us in conducting research work and experimentation.
4. through statistical methods the difference between the results of two teaching methods can be known and can be tested whether it is significant or not.
5. Researched in measurement have devised better methods of subjectivity the achievement of students. Defects of subjectivity have been monimised and scoring methods has been improved.
6. For the purpose of educational planning at district level or state level or the central level, statistical data may be collected for the progress of education in different fields time to time. so measurement forms the basis of this progress.
7.the ratio of the school going children and the total juvenile population in different areas can be known with its help and more schools may be opened accordingly.
8.the literacy percentage of male and female pupils in urban and rural areas may be known on its basis.
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Dr. Bloom remarks that objectives, learning process and measurement form the triangle of educational endeavour. so, it may be said that measurement works as a guide for the administrator, research worker, parents and the teachers. it is also said that sciences without measurements bear no fruit. it being the means and not an end in itself, suggests does not decide. the educational planning, therefore, without a proper organisation of measurement does not bear any fruit.
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The process of measurement in behavioural science is difficult as well as complex, because it employs the indirect process of measurement. the trait is not measured directly by the behaviours. the basis of measurement is the behaviour of a subject. all the behavioural trail are measured with the help of behaviours. there are four different types of scales Nominal scale, ordinal or rank scale, equal interval scale and ratio scale.
there are some errors of measurement which can be classified into four categories- personal errors, variable errors, constant errors and interpretive errors.
there are different criteria to be taken into consideration while evaluating a tool or determining the worth of a tool/test. it is a fact that the results of evaluation are based on information obtained from the tools of evaluation. hence to obtained accurate results of evaluation, one has to prepare or select a proper tools. the essential criteria that one should look for, while preparing or choosing such a tool of evaluation are - validity, reliability, objectivity and viability.
A tool is valid if it serves the purpose for which it is designed. the concept of validity of a test, therefore, is chiefly a concern for the 'basic honesty' of the test-honesty in the sense of doing what one promises to do. to be precise, validity refers to how well a tool measures what it intends to measure.
Reliability refers to the consistency of scores or measurement which is reflected in the reproducible of the scores. a test is said to be consistent over a given period of time when all the individuals retain their same scores on two separate testing with the same test.
objectivity is another important criterion of a good evaluation tool. a tool is objective if it makes for the elimination of the scores's personal opinion, bias or judgement. a tool is objective if it gives the same score even when different scores score the item. objectivity in scoring may, thus be considered as consistency in scoring by different scores.
Another important characteristics of tool is its usability or practicability. while selecting evaluation tools one must look for certain practical considerations like ease of administration, and scoring, ease of interpretation, availability of comparable forms and cost of testing. all these considerations induce a teacher to use tools of evaluation and such practical considerations are referred to as usability of a tool of evaluation.
Measurement in behavioural science.
The process of measurement in behavioural science is difficult as well as complex, because it employs the indirect process of measurement. the trait is not measured directly by the behaviours. the basis of measurement is the behaviour of a subject. all the behavioural trail are measured with the help of behaviours. there are four different types of scales Nominal scale, ordinal or rank scale, equal interval scale and ratio scale.
there are some errors of measurement which can be classified into four categories- personal errors, variable errors, constant errors and interpretive errors.
there are different criteria to be taken into consideration while evaluating a tool or determining the worth of a tool/test. it is a fact that the results of evaluation are based on information obtained from the tools of evaluation. hence to obtained accurate results of evaluation, one has to prepare or select a proper tools. the essential criteria that one should look for, while preparing or choosing such a tool of evaluation are - validity, reliability, objectivity and viability.
A tool is valid if it serves the purpose for which it is designed. the concept of validity of a test, therefore, is chiefly a concern for the 'basic honesty' of the test-honesty in the sense of doing what one promises to do. to be precise, validity refers to how well a tool measures what it intends to measure.
Reliability refers to the consistency of scores or measurement which is reflected in the reproducible of the scores. a test is said to be consistent over a given period of time when all the individuals retain their same scores on two separate testing with the same test.
objectivity is another important criterion of a good evaluation tool. a tool is objective if it makes for the elimination of the scores's personal opinion, bias or judgement. a tool is objective if it gives the same score even when different scores score the item. objectivity in scoring may, thus be considered as consistency in scoring by different scores.
Another important characteristics of tool is its usability or practicability. while selecting evaluation tools one must look for certain practical considerations like ease of administration, and scoring, ease of interpretation, availability of comparable forms and cost of testing. all these considerations induce a teacher to use tools of evaluation and such practical considerations are referred to as usability of a tool of evaluation.
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