Measurement
Measurement is the process by which we ascertain the quantity of something. It is merely assigning a numerical index to a phenomenon that we measure. In other words, measurement is the process of expressing the measure of some phenomena quantitatively. We express the quantity by using commonly accepted units.
The foremost aim of measurement in education is to ascertain the degree/level of achievement of the learners. A variety of psychological phenomena such as intelligence, personality, interest, attitude, aptitude, creativity, etc. also have significant role in education. Therefore, measurement of these phenomena is also important.
Evaluation
Evaluation is the process by which we judge the quality or value of something. It is the process of determining the extend to which an objective is evaluated or the thing evaluated processes the qualities envisaged. In other words, evaluation is the process of assigning some values to a given measure and then passing judgement on it on the basis of some well defined and pre-determined criteria. Evaluation of the same measurement may change accordingly with the criteria fixed for evaluation.
Evaluation is a qualitative and quantitative process and includes value judgement. Therefore, evaluation can be mathematically presented as follows:
Evaluation = Quantitative description of pupil’s achievement + Qualitative description of pupil’s ability + Value judgement of pupil’s achievement and ability
Uses of Evaluation
1. Evaluation which is the integral part of the teaching learning process is a means to make sound decisions on matters related to the process of education. Decision on the content of education, method of instruction, etc. could be made on the basis of the results of evaluation. Learning cannot be promoted effectively without evaluations.
2. Education is a process which moves in well defined direction to achieve certain clear objectives within a specified period of time. Teachers, parents, administrators and students have a right to know whether the process proceeds in this desired direction. Evaluation provides data to decide this. If the result of evaluation is not satisfactory, necessary adjustments can be made. Even the objectives can be modified to make teaching learning effective.
3. The results of properly conducted evaluation indicate the learners’ achievement of cognitive and non cognitive abilities and skills. This throws some light on what they are able to achieve in future. Thus on the basis of evaluation, students can take decision on their future course of study or profession.
4. It is a feed back for both the teachers and the students.
5. Evaluation motivates the students. It has been observed that the students become earnest at the time of examination. The results of evaluation will motivate the learners to learn better.
6. Continuous and comprehensive evaluation based on several elements is a powerful and useful instrument to guide the students on the choice of courses of study, vocation and in the solution of personal and social problems.
7. Evaluation expands the concept of worthwhile goals beyond pure achievement.
A Comparison between Measurement and Evaluation
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MODERN CONCEPT OF EVALUATION
As stated earlier, the evaluation of the same measurement will varies in accordance with the change in the objective on which the evaluation is made. In other words, difference occurred in the evaluation of a same measure because of the difference in the goals set by the evaluator. It is true in the case of educational evaluation also. Same score of a learner can be evaluated in a variety of ways in accordance with the pre-determined objectives of the evaluator. From the point of view of the class room teacher, the instructional objectives on which the class room teaching is carried on are act as the basis of evaluation. These instructional objectives are determined in earlier. Such an evaluation, based on the predetermined objectives is called objective based evaluation.
An effective evaluation procedure should be passes through three important processes:
- Formulating the instructional objectives (O).
- Providing suitable learning experiences (L).
- Preparing appropriate tools for evaluation (E).
Instructional objectives become tangible and capable of attainment only when experiences are gained. Experiences could be gained only be engaging in appropriate learning activities. Learning experiences serve as a means by which educational objectives are attained. Evaluate evidence regarding the degree of realization of objectives can be gathered in terms of behavioural changes produced as a result of learning experiences gained from learning activities provided as a part of instruction. Thus the objectives serve as the basis for planning learning activities resulting in learning experiences as well as for evaluating eh quality of learning achieved. All the three steps are interdependent and inseparable. It can be illustrated as follows:
Triangle of Evaluation
L is based on O
L clarifies O
E is based on O
E clarifies O
E gives evidence on L
L gives hints to the nature of situation for E
