NAME: ZACHARIA ONDIEK RACHUONYO

REGISTRATION NUMBER: BEDA/2023/36825

UNIT NAME: EDUCATION MEASUREMENT AND EVALUATION

UNIT NUMBER: BEP3101

CAMPUS: MOMBASA

LECTURER NAME: JULIUS KINJANJUI KIIRU

CAT 1&2
 A) Differentiate between evaluation & Measurement (3 mks)

Evaluation: Is the procedures used to determine whether the subject (i.e. student) meets a preset

criteria, such as qualifying for special education services. This uses assessment (remember that

an assessment may be a test) to make a determination of qualification in accordance with a

predetermined criteria.

Measurement refers to the process by which the attributes or dimensions of some physical

object are determined. One exception seems to be in the use of the word measure in determining

the IQ of a person, attitudes or preferences.

B).Discuss giving examples four types of evaluation used in classroom instructions.(12 Marks)

The literature on evaluation indicates that there are four major types curriculum evaluation:

diagnostic, formative, placement, and summative.

1.Formative Evaluation

Formative evaluation is carried out during the teaching/learning process to g data which will be

used to strengthen or improve the process. Formative evaluation examines the delivery of the

programme, the quality of its implementation, and: t assessment of the organizational context,

personnel, procedures, and inputs among other things. At instructional level, formative evaluation

includes: weekly tests, observation checklists and termly tests. Instructional evaluation is often

regarded formative component of programme evaluation (Shiundu & Omulando, 1992; M &

Willis, 2007).

2 Summative Evaluation

Summative evaluation is done at the end of a course or a programme. It is concerned with

purposes and outcomes of the teaching-learning process. Traditionally, summative evaluation

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tests whether the stated objectives of the programme have been achieved. The terminal

examinations such as Kenya Certificate of Primary Education (KCPE) and the Kenya Certificate
of Secondary Education (KCSE) examinations should not be confused for summative evaluation,

but that they contribute significantly towards this type of evaluation (Marsh & Willis 2007;

Teachers Proficiency Course, 2007). From a broader perspective, summative evaluation includes

the evaluation of the teacher’s performance in using the curriculum, the infrastructure, the

learning/teaching resources, time allocation, administrative support, the cost of the programme,

and the impact of the programme. The findings of summative evaluation may lead to curriculum

continuity, enhancement, or change (Shiundu & Omulando, 1992).

3 Diagnostic evaluation

Diagnostic evaluation is done before teaching/learning begins so as to diagnose specific areas of

weakness or strength of a learner and to determine their nature, before a programme is designed

and implemented. Data from diagnostic evaluated are used to categorize (but not to label) the

learner for the purposes of appropriate instruction (Marsh and Willis, 2007; Teachers Proficiency

Course, 2007), or to ill the context in which a curriculum will operate so as to justify the

implementation of curriculum innovations (Shiundu & Omulando, 1992). Examples of diagnose,

evaluation include entry-level tests, situational analysis, and in the classroom situation a review of

pre-requisite.

4) Placement evaluation

Placement evaluation may be used to place students according to prior achievement or level of
knowledge, or personal characteristics, at the most appropriate point in an instructional
sequence, in a unique instructional strategy, or with a suitable teacher conducted
through placement testing, i.e. the tests that colleges and universities use to assess college
readiness and place students into their initial classes. Placement evaluation, also referred to as
pre-assessment, initial assessment, or threshold knowledge test (TKT), is conducted before
instruction or intervention to establish a baseline from which individual student growth can be
measured. This type of assessment is used to know what the student's skill level is about the
subject, it can also help the teacher to explain the material more efficiently.
CAT2

A) Differentiate between reliability and Validity ( 5 Marks)

Reliability is the degree to which an assessment tool produces stable and consistent results.

Reliability is, therefore, the extent to which the research measures that which it is purported to

Measure.

Validity refers to how well a test measures what it is purported to measure or the extent to which

a test measures what it is supposed to measure.

b) Explain any six characteristics of a good test (10 Marks )

 Consistency. If you gave the same exam twice to the same students, they should get a

similar grade each time.

 Validity. Make sure your questions address what you want to evaluate.
 Realistic expectations. Your exam should contain questions that match the average

student’s ability level. It should also be possible to respond to all questions in the time

allowed. To check the exam, ask a teaching assistant to take the test – if they can’t

completed it in well under the time permitted then the exam needs to be revised.

 Uses multiple question types. Different students are better at different types of questions.

In order to allow all students to demonstrate their abilities, exams should include a variety

of types of questions.

 Offer multiple ways to obtain full marks. Exams can be highly stressful and artificial

ways to demonstrate knowledge. In recognition of this, you may want to provide questions

that allow multiple ways to obtain full marks. For example, ask students to list five of the

seven benefits of multiple-choice questions.

 Free of bias. Your students will differ in many ways including language proficiency,

socio-economic background, physical disabilities, etc. When constructing an exam, you

should keep student differences in mind to watch for ways that the exams could create
obstacles for some students. For example, the use of colloquial language could create

difficulties for students for whom English is a first language, and examples easily

understood by North American students may be inaccessible to international students.

 Redeemable. An exam should not be the sole opportunity to obtain marks. There should

be other opportunities as well. Assignments and midterms allow students to practice

answering your types of questions and adapt to your expectations.

 Demanding. An exam that is too easy does not test students’ understanding of the

material.

 Transparent marking criteria. Students should know what is expected of them. They

should be able to identify the characteristics of a satisfactory answer and understand the

relative importance of those characteristics. This can be achieved in many ways; you can

provide feedback on assignments, describe your expectations in class, or post model

solutions on a course website.

 Timely. Spread exams out over the semester. Giving two exams one week apart doesn’t

give students adequate time to receive and respond to the feedback provided by the first

exam. When possible, plan the exams to fit logically within the flow of the course

material. It might be helpful to place tests at the end of important learning units rather than

simply give a midterm halfway through the semester.