DDE 607 Educational measurement and evaluation (2 creditscompulsory)

Transcription

1 Course: DDE 607 Educational measurement and evaluation (2 creditscompulsory) Course Duration: 15 weeks (30 Two hours per week for hours) Lecturer s Details Lecturer s Name: OGUNLADE, Amos Akindele (Dr.) Qualifications: Ph. D Educational Psychology (Ilorin), M.Ed, B.Ed, B.Sc (Madras) ogunlade.aa@unilorin.edu.ng drakinogunlade2@yahoo.com Office Location: Room 5, Department of Arts and Social Sciences Education Faculty of Education University of Ilorin, Ilorin, Kwara State, Nigeria Consultation hours: 12 noon 2pm (Thursdays and Fridays) Course Content Concepts of Measurement and Evaluation in Education Types and uses of tests Statistical Methods in testing. The characteristics of a good test: Validity, reliability and usability, measurement and evaluation at tertiary education level, e.g., computation and analysis of students results, such as good standing, GPA, CGPA, weighted average, weighted score/point and classifications of students performances. Computer Based testing (CBT) and online presentation of students results. Course Description The course provides comprehensive definitions of test, measurement and evaluation as well as the roles of measurement and evaluation in education. Also, the interrelationship among evaluation, evaluation tools and assessment techniques is explained. Taxonomy of educational objectives is also explained, laying emphasis on the cognitive and psychomotor domains. 1

2 Course Justification Education as an all embracing process involves all forms of tests and measurements that are used in passing judgment on the personnel, programme, institution curriculum, methodology, instructional materials and students. The aforementioned are known as programme evaluation, curriculum evaluation methodology evaluation, instructional material evaluation and student evaluation Course Objectives: The main objective of this course is to introduce learners to the meaning of test, types of test principle of test construction and uses of tests, measurement and evaluation in education. Thus, by the end of the course, students will be able to: (i) explain the concepts of test, measurement and evaluation. ii) explain different types of tests. (iii) identify and describe the steps involved in test construction. (iv) determine appropriate statistical methods used in testing. (v) identify and describe the characteristics of a good test (i.e. validity reliability and usability. (vi) apply the knowledge of test, measurement and statistical methods in education to compute and analyze learners results such as good standing, GPA, CGPA, weighted average and weighted score/point. (vii) classify learners according to their level of performance. (viii) appropriate the knowledge of computer based testing (CBT) for making examining of large classes /groups easy, effective and efficient. (ix) present learners results on-line (using the Unilorin model as an example) Course Requirements 75% attendance of classes is essential for anyone to be qualified to sit for examination. Also, learners are expected to read wide to enable them engage in dialogues, debates and necessary interactions. All learners must have accounts. They must compulsorily contribute to online discussions and submit assignments in online processed form. 2

3 Method of Grading S / N TYPE OF GRADING SCORES (%) 1. Test Assignment Report of computation of 20 students result in your class 10 Participation in online discussion group Final examination Course Delivery Strategies Course delivery would be done using face-to-face approach Course Content Week 1 Meaning of test, types of test, uses of test and steps involved in a test construction Objectives: The objectives are: (1) to explain the term test (2) to explain the different types of test and (3) to acquaint learners with the different uses of tests. Course Description An overview of the course Definitions of test Types of test would be the group s pre-occupation for the week 3

4 Study Questions 1. Define the term test 2. Identify and explain the different types of test 3. Distinguish between essay, objective and short answer type tests 4. Differentiate between intelligence test, aptitude test and achievement test 5. Citing relevant examples, explain the uses of essay, short answer and objective type questions. Reading List Adewunmi, J.A. (1982) Handbook on continuous assessment. Alaanukitan press. Bhatia, K. (1980) Measurement and evaluation in Education. Louisiana: Prakash Brothers Educational Publishers. Week 2 Objective: The main objective of the week is to acquaint learners with the concept of measurement, measurement scales (nominal, ordinal, ratio and interval scales) Description The meaning of measurement (giving examples that are common and real) Explaining the different types of measurements and when they are used Differentiating amoung the measurement scales Study Questions: 1.What is measurement? 2. Differentiate between the pairs of measurement scales (a) nominal and ordinal scale (b) interval and ratio scale 3. With the aid of relevant examples distinguish between intelligence test, aptitude test and achievement test. 4. What are the uses of the following scales (a) Norminal (b) Ordinal Interval and ratio scales? 5. Identify and explain standardized score scales. 4

5 Reading List Abiri J.O.O (2007) Elements of evaluation, measurement and statistical techniques in Education.Ilorin: Unilorin Library and Publication committee.isbn Cronbach, L.J (1970) Essentials of Psychological testing. New York: Harper and Row. Garrett, H.E&Woodworth, R.S (1979) Statistics in Psychology and Education. New York: David Mackey and Company Inc. Course Content (Continues) Week 3 Introduction to the concept of evaluation as an all-embracing process Objectives The objectives of the week are: (1) to explain the concept of evaluation (2) to identify the types of evaluation and (3) to bring out the interrelatedness of test, measurement and evaluation in the teaching and learning process. Course Description Introduction to the concept of evaluation Types of evaluation and the classifications The purposes of the evaluation process are used to determine the classification into the types. Study Questions/Assignment 1. Define the following terms/concepts (a) Measurement (b) Evaluation 2. Differentiate between the following pairs: (a) Prognostic and diagnostic evaluation (b) Formative and summative evaluation 3. Draw a distinction between measurement and evaluation. 4. What is the role of educational measurement and evaluation in education? 5

6 Reading List i. Adewumi, J.A & Ogunlade, A.A. (1991). Introduction to educational measurement and evaluation. Ilorin: Gbenle Press. ii. Abiri, J.A (2006), Elements of evaluation measurement and statistical technique in education. Ilorin: Unilorin Press. WEEKS 4 AND 5 Characteristics of a good test Objectives The main objective is to explain the characteristics of a good test in terms of its validity, reliability and practicability. Having clarified the purpose of testing, there is the need to determine the validity, reliability and practicability of the test in that order. Course Classification Test is very important in the teaching / learning process and hence, there is the need to use only tests that have very good qualities in order to achieve the desired results. Course Content Description An overview of the course Definitions of validity, reliability and practicability as well as the methods of ascertaining each of the characteristics An overview of the topic: meaning of validity, reliability and practicability. Validity: refers to the extent to which a test measures what it purports or is designed to measure with accuracy or precision Forms of validity are content validity (face validity, being a subset of content validity), Criterion related validity and construct validity. 6

7 In the words of Abiri (2006), content validity defines the extent to which contents of a test correspond to those of the subject matter. This is ascertained by comparing the contents with the behavioural objectives of the subject matter in question. Criterion Related Validity: Here the testees scores on a test of English grammar could be compared with the testees level of mechanical accuracy on the job. Weeks 6 and 7 Reliability of test Objectives: The main objectives are (1) to explain the characteristics of reliable test and (2) to assist learners to practicalise their experience by designing instruments and ascertaining their reliability Study Questions I. What is reliability? ii. Distinguish between test-retest method and the equivalence method of ascertaining reliability. iii. Scorer reliability is another measure of reliability. Discuss iv. When is the Kudar Richardson s method of ascertaining reliability used? Week 8 Practicability as a characteristic of a good test Any good test should be easily administrable and should be economical in terms of the cost time and energy involved. Study Questions 1. Prepare fifty objective type questions (multiple choice) and administer it to a representative class in your locale. Then go back to the same school and administer a test containing 150 questions (multiple choices) to the same set of students. Learners should communicate the strengths and weaknesses in administering the two tests to the course lecturer on line. 7

8 WEEK 9 Measurement and evaluation at the tertiary education level. The reality computation and analysis of students results, such as good standing, GPA, CGPA, weighted average, weighted score/point and classification of students performances. Here, the guideline of Fajemidagba (2003) would be adopted to convey those ideas. Weeks 10 and 11 Each learner would be required to prepare 200 multiple choice questions on any course that he or she teaches at the tertiary level. The questions would be given to experts in test construction and each learner would receive feed back on his/her performance as well as corrections to be made. Objectives The main objectives of the weeks are that learners should be able to: i. prepare multiple type questions and ii. ascertain the face validity of the questions set. Study Questions Explain the steps involved in constructing multiple choice questions. ii. determine the validity of the multiple choice questions set by you. iii. Distinguish between the multiple choice and alternative type of objective mode of questioning. iv. Distinguish between the objective, short answer and the essay type of questions. v. Distinguish between marking scheme and the scoring key. Reading List Abiri J.O.O (2006) Elements of Evaluation measurement and statistical techniques in Education.Ilorin: Library and publication committee, University of Ilorin. Ipaye T (1982) Continuous assessment in schools with some counseling applications Ilorin: University of Ilorin press. 8

9 Weeks 12 and 13 The Computer Based Testing (CBT) historical details and the journey so far in University of Ilorin. The possible disadvantages of (CBT), its advantages over Manual Base Testing (MBT) and reducing the negative effect of CBT through acceptable guidelines for moderation. Objectives: To acquaint learners with the journey so far with the use of CBT in University of Ilorin and the areas in which improvement should be made. Learners will, at the end of weeks lessons, be able to: i. acquaint themselves with the computer based testing mode ii. download their students results from Unilorin Website iii. visit the Unilorin Website and present their students results on-line using the Week 14 current model of uploading, disseminated by the assigned experts who taught the university staff members the procedure. Learners would be required to visit the Unilorin Website for the details of the on-line presentation of result model recently uploaded. This exercise is better treated as a face-to-face on the spot session with learners in Unilorin. Week 15 This week is devoted to the generation of practice questions for revision. Study Questions Interpersonal interactions among learners as well as interactions between the lecturer and learners. On line would assist in generating practice questions at this level. General Reading List Adewumi, J.A and Ogunlade O.O (1991) Introduction to educational measurement and Evaluation.Ilorin: Gbenle press.isbn Gronlund, N.E and Linn, R.L (1990), Measurement and evaluation in teaching 6th edition London: Macmillan. Ipaye T (1982) Continuous assessment in schools.ilorin: University of Ilorin Press. 9

10 Kerlinger, F.N (1973) Foundations of behavioral research 2 nd.new York: Holt, Rinehart and Winston Inc. Kizilk B. (updated 2010) Measurement, assessment in education. Googleusercontent.com /search Mehron and Lehman (1980) Standardized tests in education. New York: Holt, Reinhart and Winston, Inc. Thorndike, R.L and Hagen E.R (1969) Measurement in Psychology and education.3 rd edition. Wiley. Venkatraman Sitalakshmi (updated 2010) An Educational Measurement Model: To Evaluate a Program in a higher education setting. Worthen B.R and Sander J.R (1973) Educational evaluation: Theory and Practice Belmont: C.A Wardsworth 10