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SUMMARISATION, QUESTIONS AND ANSWERS ON

MEASUREMENTS, EVALUATION AND STATISTICS

IN EDUCATION BY BOBSON CAMBELL

1. The process of obtaining information for making decisions about students, curricula
and educational policy refer to ...... Assessment

2. The various tools used by the instructor to gather the information are observation,
paper-and-pencil test, performance, home assignment, project work, etc.

3.Decisions that can be taken about students include:

 managing classroom instruction;

 placing students into different types of educational programmes;

 assigning students to appropriate categories;

 guiding and counselling students;

 selecting students for educational opportunities;

 credentialing and certifying their competence.

4. Series of questions given to a learner to answer is a In test, we focus on

measurement.

5. The two types of objective test are supply and selection.

6.The supply test is grouped into short answer type and fill in the gap.

7.The selection test is grouped into three – multiple choice test, matching test and
true/false test.

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8The two types of multiple test are – best answer type and multiple answer type.

9..The correct alternative in a multiple choice is called key/key alternative.

10.The statement that introduces the problem in a multiple choice test is called stem

11.The method of estimating the reliability which gives a measure of stability over a
period of time is test-retest reliability.

12.Which part of the matching-test item should present a problem to be solved?

Premises

13.Which type of reliability estimate is important for a teacher who wants to measure
the internal consistency of a test test-retest.

14.The process of assigning a number to a specified characteristics of a person in such

a way that the numbers describe the degree to which the person possesses the
attribute is termed as measurement. The main trust of measurement is the
quantification of attributes.

15.The steps in measurement are;

 set the learning objectives

 decide on type of test to be used and

 prepare the scoring key.

16.The highest scale of measurement is ratio while the lowest nominal/categorical.

17.Assessment for learning is diagnostic or formative which seeks to bring out the
weaknesses in the learner, and brings improvement.

18.Assessment of learning is summative – grading, certification and promotion

19.Assessment as learning allows the student to assess himself and reflects on his
strength and need.

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20.In bloom’s taxonomy of the cognitive domain, bringing together parts to form a new
whole can best be put under synthesis level.

21.The best item format used to assess analysis types of learning objective is essay
item.

22.A general instructional objective that emphasizes developing attention to classroom

activities belongs to the affective domain

23.Instructional outcomes that aim at inculcating in student’s movement abilities is

concerned with the psychomotor domain.

24.Which category of the affective domain is concerned with the student’s ability to
appreciate the role of science? Valuing

25.An incorrect response serving as possible logical alternative in a multiple-choice test

is a foil/distracter

26.The test type basically used to measure whether a student has or has not attained a
specified level of standard refers to criterion reference test.

27.This type of scale measurement, awarding a score of zero, means a total absence of
the attribute being measured is ratio scale.

28.You were the best student in English at the 2014 BECE, is a norm reference
interpretation.

29.Using nature as a criterion, list the two types of test – oral test and performance
test.

30.Using purpose as a criterion, an example of test is diagnostic test

31.Using uses as a criterion, an example of test is norm reference test

32.Three factors to consider when selecting a format for test are

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 consider the purpose of the test

 material available must be considered and

 the number of students to take the test must be considered

33.List any three guidelines to follow when constructing matching-type test item:

 no perfect matching should be expected

 both the premises and responses should be homogenous

 the longer words should represent premises while the shorter words represent
responses.

34.State two benefits of the table of specification – to avoid overlapping, to enable the
teacher to cover all the content areas.

35.Considering the Bloom’s taxonomy of the cognitive domain, which level is

appropriate to place an item requires the testee to write his own poem? Synthesis

36.The type of evaluation which describes the extent to which a properly implemented
programme or procedure has attained its stated goals and objectives is the summative
evaluation

37.John has not mastered the skill of division in mathematics using the repeated
subtraction is a criterion reference interpretation.

38.In practising continuous assessment, one needs to employ different assessment to

gather information to provide for the assessment of the total personality of the student.
This makes continuous assessment comprehensive.

39.It is a test used to find out the strengths and weaknesses of the testees – diagnostic
test

40.The two types of multiple-choice item are single best response and multiple

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response.

41.The two types of essay-test type test item are restricted response type and
extended response type.

42.The appropriateness of the interpretation and use of assessment results is referred

to as validity.

43.The process of collecting, summarising, and using information from students’

responses to make decisions about each test is termed as assessment test.

44.The type of evaluation which involves obtaining evidence to guide in improving the
instructional process in the classroom is the formative evaluation.

45.The soundness of the interpretation and uses of students’ assessment results is

referred to as test validity

46.The principal stages involved in classroom testing are define the purpose of the test,
determine the item format to use, determine what is to be tested, write the individual
items, review the items, prepare your scoring key, write instruction, evaluate the test

47.Name the three categories of validity evidence

 content related

 criterion related

 construct related.

48.In the measurement scale, arbitrary zero, is associated with interval scale.

49.The measurement scale type which is commonly used is the interval scale

50.In ratio scale, zero means complete absence, and the four operations are used.

51.The type of measurement scale which is used for categorization and identification is
nominal scale. (It has no quantitative nor qualitative value)

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52.In Ghana, most tests conducted on students are achievement test.

53.A process for obtaining information that is used for making decisions about
educational policy is assessment.

54.In testing our students, the scale of measurement we use is interval scale

55.Mrs. Mensah observed her students during a science laboratory session to

determine how effectively students can carry out experiments. Mrs. Mensah assessed
her students’ performance.

56.Evaluation may or may not be based on measurements

57.Jane’s performance in the end of semester examination was very good. This
statement illustrates evaluation.

58.A teacher gave a mid-semester quiz to students and used it to grade them. This mid-
semester quiz served as both summative and formative evaluation.

59.Identify five purposes of assessment in Education:

 planning and organizing student instruction;

 managing instruction (including feedback to the teacher and pupil);

 motivating students;

 grading students;

 providing guidance to students;

 Selecting and placing students;

 and classifying students.

60.For feedback to students to be most effective, the teacher should ensure that
students are provided with scores promptly.

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61. General principles of assessment are:

 State what is to be assessed.

 Select an assessment method which is most relevant to the characteristics to

be assessed.

 Use a variety of procedures to obtain comprehensive information on the

student.

 Be aware of the limitations of the assessment procedure you may used.

 Use assessment procedure that gives feedback to the learner.

62.The most important criterion for selecting an assessment procedure to be used is

the relevance of the procedure to the characteristics being measured.

63.Why is it necessary for the teacher to specify what he/she wants to assess? To
ensure the selection of appropriate procedures

64.One principle of assessment that underlies the introduction of continuous

assessment is ensuring that a more comprehensive information is obtained on the
student.

65.One of the general principles of assessment is that good assessments are provided
by multiple indicators of performance.

66.The needs of the society are reflected in the educational goals.

67.The general products of learning are known educational outcomes.

68.Taxonomy means the same as classification

69.The hierarchy of Bloom’s taxonomy is.....

 Knowledge- recall of specific information: rearrange, define, list, label, name etc.

 Comprehension- lowest level of understanding: explain, describe, translate,

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summarize, paraphrase, convert, differentiate.

 Application- application of a rule/principle: apply, change, compute, construct,

dramatize, interpret, modify, produce, sketch etc.

 Analysis- break an idea into component part and describe the relationship:
analyse, criticise, examine, compare, contrast, break down etc.

 Synthesis- put parts together to form a new whole like the writing of a poem:
combine, categorize, rewrite, create, compose, invent, design, devise etc.

 Evaluate- make judgements about materials and methods: assess, criticise,

rank, defend, recommend, evaluate, reargue, appraise.

70.One of the important teaching uses for taxonomies of thinking skills is to divide up
cognitive thinking into small, teachable units.

71.Which category of thinking skills is not included in Quellmalz’s taxonomy?

Comprehension

72.In learning, where specific evidence or details are obtained and used to generalise,
we call it inductive reasoning.

73.A formal argument made up of a major premise, a minor premise and a conclusion is
referred to as syllogism. “All birds have feathers, penguins are birds, therefore penguins
are birds” is an example of syllogism.

74.Which category of learning outcomes of Quellmalz’s taxonomy includes knowledge

and comprehension? Recall

75.With regard to Bloom’s taxonomy of learning objectives, the statement “The student
will be able to distinguish between evaluation and measurement” is an example of
analysis.

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76 Validity of assessment refers to interpretation and use of the assessment results.

77.What will you do to validate your classroom test results? Look for evidence for the
proposed interpretation and uses of the results.

78.Validity of assessment results depend on evidence that supports the uses of inner
relation to which you put assessment results and their interpretation.

79.Assessment results may have high, moderate or low validity for a situation depicts
the nature of validity.

80.A table of specification gives indication on content areas and the thinking skills in a
test.

81. Evidence that a general science test adequately samples a specific area of the
general science curriculum is called content-related evidence.

82.An English Language teacher in a JHS gave a verbal aptitude test to 50 students.
Later the teacher compared these scores to their grades at the end of first term of the
following year. Which type of validity evidence does this illustrate? Criterion-related
evidence.

83.When constructing her test items for the end-of-term exam in mathematics, Ms
Mensah checked each item to see if it matched the material that she taught the class.
What type of evidence was Ms Mensah looking for? Content-related evidence.

84.A test is a systematic procedure for observing and describing one or more
characteristics of student using a numerical scale or classification scheme.

85.Numerical scale is by using number to assess pupils.

86.Classification scheme is by using ‘good’, ‘very good’, ‘average’, etc asses pupils.

87.A daily process by which information are gathered about students’ progress in
achieving the curriculum’s learning target is a continuous assessment.

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88.Formative continuous assessment is used daily lesson and how well your day’s
lesson is going.

89.Summative continuous assessment is where major learning targets are reported

using grades.

90.Characteristics of continuous assessment are

 Cumulative – is based on all the scores obtained in all measurements

throughout the year or term.

 Comprehensive – assessment of the total personality of the student.

 Diagnostic – continual monitoring of a student’s performance/achievement,

weakness and strength, difficulty and problems.

 Formative – get immediate and constant feedback on a student’s performance

for remediation.

 guidance-oriented – directed and motivated in his learning.

 Systematic – assessment is not spontaneous.

91. Strengths of continuous assessment are;

 Provides excellent picture of a student’s performance over a period of time.

 Enables all to actively and more meaningfully get involved in the assessment of
students throughout the teaching and learning.

 Caters for the domains in the taxonomy of educational objectives, and make
him a balanced person.

 Helps reduce fear and anxiety about failure among students

 Encourages students to work assiduously through since everything counts.

92.Weaknesses of continuous assessment are

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 Increase in the workload of the teacher

 Inadequate knowledge in the test construction affects the process

 Inadequate of materials and equipment

 Inadequate supervision

 Problem of record.

93. Role of teachers in the practice of Continuous Assessment

 Assess all areas of the students

 Break the programme into smaller, specific units.

 Assess learning outcomes and performances after every instruction.

 Formulate measurable specific attainable instructional objectives.

 Provide remedial tuition when necessary

 Constant evaluation is needed

 Provide constant feedback

94. A general aim or purpose that is usually broad is a.............. Goal

95.The human activities that contribute to the functioning of a society and which can be
acquired through learning is called educational goals.

96. The educational goal at the basic level of education includes literacy and numeracy
as well as good citizenship.

97.What occurs as a result of an experience is described as the outcome.

98.The product of learning experiences is called educational outcomes.

99.Educational outcomes include: knowledge, understanding, application of

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knowledge and understanding to situations, thinking skills, general skills, attitudes,
interests, appreciations and adjustments.

100.The description of a performance the teacher/instructor wants his/her students to

be able to exhibit before he/she considers them competent with regard to a specific
subject-matter or content or behavior is called

101.What specifies what the teacher would like his/her students to be able to do, value
or feel at the completion of an instructional segment? Learning objectives

102.A stated desirable outcome of education is called instructional objective.

103.Instructional objectives are known as behavioral objectives.

104.A statement that specifies what observable performance the learner should be
engaged in when we evaluate achievement of the objective is known as behavioral
objectives

105.Some of the action verbs used in stating instructional objectives are; describe,
recite, solve, draw, label, explain, match, state, classify, identify, list, complete and
name.

106. Verbs such as understand or appreciate are not considered behavioural because
one cannot observe a person “understanding” or “appreciating”

107.An instructional objective should be clear, specific, achievable and measurable.

108.State some Importance of learning objectives for classroom assessment

 It makes general planning for an assessment procedure easier

 It makes The selection, designing and construction of assessment instruments

easier.

 It makes Evaluation of an existing assessment instrument easier.

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 They help to judge the content relevance of an assessment procedure.

109.One Example of general learning target:

Acquire the skills needed to use common instrument to measure length, volume, and
mass in metric units.

110. Examples of specific learning targets:

 Measure the length of objects to the nearest tenth of a meter using a meter
stick.

 Measure the mass of objects to the nearest tenth of a kilogram using a simple
beam balance and one set of weights.

 Measure the volume of liquids to the nearest tenth of a litre using a graduated
cylinder.

112. The system of classification in which the particular entities are arranged in
accordance with clear guidelines and principles is known as Taxonomies of
educational objectives.

113.The hierarchical schemes for classifying learning objectives into various levels of
complexity is called Taxonomies of educational objectives.

114. There are three main domains of educational objectives. These are:

 Cognitive (understanding, knowledge, facts)

 Affective (attitude, opinions, values, beliefs)

 Psychomotor (skills).

115. List the six major categories of cognitive domain performance by blooms
taxonomy from the simple (lowest) to complex (highest).

 Knowledge (recall of specific information)

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 Comprehension (lowest level of understanding)

 Application (application of a rule or principle)

 Analysis (break an idea into component part and describe the relationships)

 Synthesis (puts the parts together to form a new whole)

 Evaluation (makes judgments about materials and methods).

116. The major categories created by Quellmalz that are not categorically stated in
Bloom’s taxonomy are comparison and inference.

117. List the five major categories of cognitive domain performance by Quellmalz
taxonomy.

 Recall (recognizing or remembering key facts, definitions, concepts, rules and

principles.)

 Analysis (It involves dividing a whole into component parts.

 Comparison (the ability to recognize or explain similarities and differences.

 Inference (deals with both deductive and inductive reasoning)

 Evaluation (is concerned with judging the quality, credibility, worth and
practicality.

118. The domain that describes our feeling, likes and dislikes, and our experiences as
well as the resulting behaviours (reactions) is known as affective domain.

119. List the five level of taxonomy of objectives in affective domain proposed by
Krathwohl, Bioom and Masia (1964) based on the level of commitment.

 Receiving (the willingness to receive or to attend to particular phenomena or

stimuli)

 Responding (to active participation on the part of the student)

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 Valuing (the worth or value or importance the student accords or attaches to a
subject, activity, assignment, and others)

 Organization (bringing together complex values, possible disparate values,

resolving conflicts between them)

120. List three illustrative verbs for the following;

 Receiving Illustrative verbs include, acknowledge, ask, attend, be aware, choose,

show alertness

 Responding Illustrative verbs include; answer, ask, assist, contribute, discuss,

follow-up, question, report

 Valuing Illustrative verbs include, complete, commit, initiative, exhibit,

demonstrate, display, work, share.

 Organization Illustrative verbs include, adapt, adhere, formulate, integrate,

modify.

 Characterizing Illustrative verbs include, behave, discriminate, listen, perform,

and serve.

121. Receiving has been divided into three sub- categories: awareness, willingness and
controlled or selected attention.

122. The educational outcomes that focus on motor (movement) skills and perceptual
processes is known as the Psychomotor domain

123. The Psychomotor domain measured in terms of speed, precision, distance,

procedures or techniques in execution.

124. The six main categories of Harrow’s taxonomy organized according to the degree
of coordination are:

 Reflex movements (actions elicited without learning in response to some

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stimuli. e.g. flexion, extension, stretch, postural adjustments.)

 Basic fundamental movement (inherent movement patterns that are formed

from a combination of reflex movements and are the basis of complex skilled
movements. e.g. walking, running, pushing, twisting, gripping, grasping,
manipulating.)

 Perceptual abilities (interpretation of stimuli from various modalities providing

information for an individual to make adjustment to his environment. e.g.
coordinated movements such as jumping rope, punting, or catching.)

 Physical activities (requires endurance, strength, vigour, and agility which

produce a sound, efficiently functioning body. e.g. distance running, weight
lifting, touching toes, typing)

 Skilled movements (performing complex movement task with a degree of

efficiency based on inherent movement patterns. e.g. all skilled activities
obvious in sports, recreation and dance.)

 Non-discursive communication (communication through bodily movements

ranging from facial expressions through sophisticated choreographies. e.g.
body postures, gestures, and facial expressions)

125. List all the sub-categories of Harrow’s taxonomy.

 Reflex movements (three sub- categories: segmental reflexes, intersegmental

reflexes and supra-segmental reflexes)

 Basic fundamental movement (There are three sub-categories: locomotors

movements, non-locomotors movement and manipulative movement)

 Perceptual abilities (There are five sub-categories: Kinaesthetic discrimination,

visual discrimination, auditory discrimination, tactile discrimination and
coordinated abilities)

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 Physical activities (There are four sub- categories; endurance, strength,
flexibility, agility)

 Skilled movements (There are three sub- categories: simple adaptive skills,
compound adaptive skills and complex adaptive skills)

 Non-discursive communication (There are two sub- categories: expressive

movements and interpretive movements)

126. Ways of Making Objectives Amenable to Measurement and Evaluation.

 Objectives should begin with an action verb

 Objectives should be stated in terms of observable changes in

ESSAY QUESTIONS

1. (a) Explain the need for measurement and Evaluation course to all teachers.

(b) Explain the following terms as used in measurement

(i) Scale

(ii)Assessment

(iii) Test

(iv) Assignment

(c)Differentiate between measurement and evaluation as used in education.

2.(a) State FIVE important information provided by a standardized test.

(b) Explain the following types of evaluation

i. Formative evaluation

ii. Summative evaluation

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(c) Explain FIVE principles of student evaluation.

(d)State SIX important rules for constructing a test.

3.(a) Distinguishing the terms

(i) Reliability and (ii)Validity

(b) Explain FOUR factors which affects validity and reliability of a test.

(c) Compare the supply and select types of test items.

(d) Describe FOUR scales of measurement giving examples in each case.

4(a) State THREE advantages of Essay test items .

(b) Explain the following concepts

(i) Cognitive domain

(ii) Affective domain

(iii)Psychomotor domain

(c) Describe the SIX levels of Bloom’s taxonomy of cognitive skills, stating one objective in each
case

(d) Explain FOUR principles of student assessment.

Compiled by Bobson Cambell

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