Course Contents

RESEARCH AND EVALUATION DEPARTMENT COURSE OUTLINE EDUCATIONAL MEASUREMENT AND ASSESSMENT Program: MS Education Credit Hours:03 Course Code: EDU: 612-1 Introduction The course Educational Measurement and Assessment is designed to provide basic understanding of fundamental concepts in the area of Educational Assessment and Evaluation. Upon completing of this course the students should be able to select, use and evaluate a valid and reliable achievement test and attitude scales. They should also be able to construct achievement tests for classroom consumption. The students will become familiar with the professional as well as ethical issues in testing and evaluation. The students should be able to select effective ways of facilitating the decision makers to reach at realistic solutions of the educational problems. Learning Outcomes After successful completion of this course the students can: 1. Understand educational assessment and its related concepts. 2. Construct classroom test for local consumption. 3. Evaluate achievement test on the basis of professional standards. 4. Conduct the process of test validation in order to standardize it. 5. Develop reliable scales to measure the attitudes about educational problems. 6. Analyze the recent trends in testing and evaluation. 7. Elaborate of the concepts, techniques, and models of evaluation in education. 8. Undertake a project to be decided and submitted towards the end of semester. 9. Play a role as educational evaluator in a social environment with special reference to the nature of interaction between her and the program implementing/administrative authority. CONTENT 1. Introduction: an Overview of Assessment practices. 1.1 Assessment, Measurement, and Evaluation 1.2 Assessment Methods/tools and other descriptive terms 1.3 Role of Assessment in educational decision making 1.4. Assessment and instructional process 1.5. Basic Principles of assessment 1.6. Types of assessment procedures • Types on the basis of nature • Types on the basis of form • Types on the basis of functional roles in education • Types on the basis of interpretation of scores 2. Preparing instructional objectives as learning outcomes 2.1 Selection of instructional objectives 2.2- Taxonomy of educational objectives - i. Cognitive ii. Affective iii. Psychomotor 2-3- Methods of stating instructional objectives Qualities of a Good Measuring Inst,neligiest 3. Test Validity nature and factors influencing validity 3.1 Types and Methods of Assessment Content validity ii. Criterion related validity Construct validity 3.2 Test Reliability: :nature and factors influencing reliability 3.3Types and Methods of Assessment i. Test retest ii. Parallel test forms/alternate forms iii. Split-half method iv. Kuder-Richardson and coefficient alphatii v. Inter rater Standard error of measurement Usability 4. Planning the Classroom Test 4.1 Defining objectives and Specifying content 4.2. Predation and use of blue print/master chart/ table of specification 4.3. Selection of appropriate type of items and assessment tasks 5. .Different Types of Test Items: Uses, construction, scoring, advantages and limitations a) Objective type items • Completion items • True false items • Matching item • Multiple choice items b) Complex performance assessment Essay type Interpretive exercise Performance based assessment Portfolios Observational techniques, peer appraisal and self-report Methods of improvement and effective use (Rules for scoring essay tests etc) 6. Assembling, Administering and Appraising Classroom Test. Assembling i. Recording, Reviewing, and Arranging test items, ii. Preparing directions and reproduction of test Administering the test Appraising the test/ Item Analysis: Purpose, Techniques and Procedures • Item bank 7. Test Theories • Classical theory • Item response theory • Recent Trends and Issues in Assessment and Evaluation. Assessment and Evaluation Criteria • Quiz, Assignments, Presentation, Presentations, Final Term Exam Attendance and Class Participation TEXTBOOKS Linn R. L. & Miller, M. D. (2005). Measurement and Assessment in Teaching. New Delhi: Pearson. Thorndike, R.M. Chunningham and Others. (1996). Measurement and Evaluation in Psychology and Education. New York: Macmillan Publishing Company. SUGGESTED READINGS Anastasi, Ann. (1996). Psychological Testing. New York: Macmillan Berk, R. A. (Ed.). Criterion reference measurement: The state of art. Baltimore, MD: John Hopkins University Press. Carey, L.M. (1988). Measuring and Evaluating School Learning. Boston: Allyn and Bacon. Cronbach, L.J. (1984). Essentials of Psychological Testing. New York: Harper & Row. Gay, L.R. (1985). Educational Evaluation and Measurement: Competencies for Analysis and Application. Columbus: Merrill. Gullo, Dominic F. (1994). Understanding assessment and evaluation in early childhood education. New York: Teachers College Press. Eble, Robert L. & Frisbie, David A. (1986). Essentials of Educational Measurement. Englewood Cliffs: Prentice Hall. Haladyna, T. M. (1994). Developing and validating multiple choice test items. Hillsdale: Lawrence Erlbaum. Keeves, John P. (1988). Educational Research, Methodology and Measurement: An International Handbook. Sydney: Pergamon.

Course Synopsis

The course Educational Measurement and Assessment is designed to provide basic understanding of fundamental concepts in the area of Educational Assessment and Evaluation. Upon completing of this course the students should be able to select, use and evaluate a valid and reliable achievement test and attitude scales. They should also be able to construct achievement tests for classroom consumption. The students will become familiar with the professional as well as ethical issues in testing and evaluation. The students should be able to select effective ways of facilitating the decision makers to reach at realistic solutions of the educational problems.

Course Learning Outcomes

After successful completion of this course the students can: 1. Understand educational assessment and its related concepts. 2. Construct classroom test for local consumption. 3. Evaluate achievement test on the basis of professional standards. 4. Conduct the process of test validation in order to standardize it. 5. Develop reliable scales to measure the attitudes about educational problems. 6. Analyze the recent trends in testing and evaluation. 7. Elaborate of the concepts, techniques, and models of evaluation in education. 8. Undertake a project to be decided and submitted towards the end of semester. 9. Play a role as educational evaluator in a social environment with special reference to the nature of interaction between her and the program implementing/administrative authority.