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MEASUREMENT AND EVALUATION IN SCIENCE TUTORIAL THREE PRESENTATION
Assoc. Prof. Dr Abdul Rashid Johar
SBSC4103 Measurement and Evaluation In Science
Jan 2005
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COVERAGE OF TUTORIAL
TUTORIAL THREE COVERS:
REVISIT CHAPTERS 4
CHAPTER 5 pg
CHAPTER 6 pg
SUMMARY pg 128
SUMMARY pg 150
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3. Constructing Objective Test Items
True False Items
Matching Items
Fill-in-the blanks Items
Completion Items
Multiple Choice Items
Suggestions for Writing MCQ Item
Scoring Objective Tests
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4. Constructing Subjective Test Items
Short Answer Items
Essay Items
Suggestions for Writing Essay Items
Scoring Essay Response
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5. CHAPTER 5 REPORTING TEST SCORES and ITEM ANALYSIS
Scales of Measurement
Nominal scale
Ordinal scale
Interval scale
Ratio scale
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Nominal Scale
Examples of nominal scale:
Matriculation number
Identity card number
Plate number of cars
House number
Classification/categorical number such for gender, locality, or socioeconomic status.
Mode can be calculated and interpreted for nominal scale. Mean and median cannot be calculated for the scale.
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Ordinal Scale
Examples of ordinal scale:
Ranking of students based on marks
Ranking of pupils based on parents’ economic status
Ranking of students according to height
Ranking statements according to priority or importance
Use of rating scales
Mode and Median can be calculated and interpreted for ordinal scales.
Mean cannot be calculated for this scale. It is meaningless.
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Interval Scale
Examples of interval scales:
marks in science objective tests
marks in essay tests
temperature in Fahrenheit or Centigrade
time in seconds or minutes
Interval scale starts from zero, but this zero is relative. This zero is not absolute.
Mean can be calculated and interpreted for interval scale.
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Ratio Scale
Examples of ratio scales:
weight of material or matter in gram or kilogram
volume of liquid or container
temperature in Kelvin
length in cm or kilometer
Ratio scale starts from zero, but this zero is absolute.
Mean can be calculated and interpreted for ratio scale.
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10. Descriptive Statistics
Rank-ordered distribution
Ungrouped frequency distribution
Grouped frequency distribution
Measures of central tendency
Mean, median and mode
Measures of variability/dispersion
Range, semi inter-quartile range, and
standard deviation
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Exercise 1
i. Calculate the mode of ungrouped frequency distribution:
24, 25, 28, 29, 29, 29, 29, 30, 30, 30, 31, 31, 32
ii. Calculate the median of the above distribution:
iii. Calculate the mean of the above distribution.
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Exercise 2
i. Calculate the mean, median and mode of the following group frequency distribution:
Class Interval f
ii. Calculate the standard deviation of the above distribution. Find the variance.
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13. Measures of Relative Position
z-scores
Mean= 0,
Standard deviation= 1,
Range from -5 to +5
T-scores
Mean= 50,
Std. deviation= 10,
Range from 0 to 100
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14. Calculation of z scores and T scores
For one student X in three subjects
For three students P, Q, and R in a single subject
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Item Analysis
Difficulty Index of Item
The more difficult an item is the higher the difficulty index.
Discrimination Index of Item
The higher the ability to differentiate between groups the higher the discrimination index.
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16. Calculation index of difficulty
Proportion of right answers from upper group students.
Proportion of right answers from lower group students.
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17. Calculation of index of discrimination
A good item will discriminate good students and not so good students
Index range from -1 to 0 to +1.
Discrimination index for a good item is equal and above +0.4
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18. CHAPTER 6 Performance-Based and Portfolio Assessment
What is performance assessment?
The importance of performance-based assessment.
c. How would you do the performance-based assessment in school?
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19. The Purposes of Performance Assessment
Monitoring student progress towards the desired outcomes
Certifying student skills and capabilities
Holding schools and teachers accountable for student achievement
Achieving better alignment of curriculum, instruction and assessment
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20. Developing Performance Assessment
Deciding on what to test
What knowledge or content?
What intellectual skills?
What are the important dispositions of mind to successfully perform with the knowledge?
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21. Developing Performance Assessment
2. Designing the Assessment Context.
Create the task or situation for student to demonstrate the knowledge or content
Create task or project for student to use those intellectual skills
Create task involving debate, presentation or experiment on issues important to the topics in school curriculum.
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22. Developing Performance Assessment
3. Specifying the Scoring Rubrics
Performance tests require time to score them. Projects, portfolios and practical work demand commitment from teachers when scoring them.
To overcome this demand, limit the scoring criteria to those qualities of performance that are easiest and most important to rate for doing an effective job.
Rubrics provide a set of guidelines that help students to monitor their work and the teachers to focus on teaching and assessment.
(refer to pages 141 to 147 for details)
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23. Developing Performance Assessment
4. Specifying the Testing Constraints
Projects, portfolios and practical work demand commitment from teachers when scoring them. Teachers should give time limits for the work to be completed.
Teachers should also give references and materials to be used. The number has to be limited and how much help from teachers and peers has to be recorded.
What are the appropriate or authentic limits allowed to gain the standard required in the assessment.
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Closure of Tutorial 3
Tutors must summarize chapters 5 and 6 briefly.
Tutors must further encourage students to do some exercises on their own.
Tutors must further encourage all students to use on-line discussion. Any question can be asked concerning these chapters.
Remind students that they should be ready with their ASSIGNMENT by next tutorial.
Remind students that Test 2 will be held in Tutorial 4.
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Thank you
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