Testing, Measurement and Evaluation
for Quality Assurance in Teaching
Kanchana Prapphal
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Tests, Measurement and Evaluation
Test: 1. Measurement instrument
2. Designed to elicit specific sample of behavior
Measurement:
1. Quantification: assigning numbers
2. Characteristics: abilities, traits, attributes, constructs
3. Rules and procedures: must be replicable
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Tests, Measurement and Evaluation
Evaluation: 1. Systematic
2. Gathering of information
3. Making decisions: value judgments
Measurement = Testing+ Quantitative Data
Evaluation = Testing + Quantitative Data + Qualitative Data
+ Judgment
(Bachman, 1990)
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Uses of tests in educational programs

Individuals
a. students
b. teachers
c.
administrators
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Programs
a. effectiveness
b. appropriateness
c. efficiency
d. revision
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Assumptions necessary for using tests
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1. Information regarding educational outcomes is essential to
effective formal education.
2. Educational outcomes are measurable.
(Bachman, 1990)
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Learning Outcomes
Learning outcomes are statements of what is
expected that a student will be able to DO as
a result of a learning activity.
 Quality Assurance:
INPUT
PROCESS
OUTCOMES

Descriptors
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Bloom’s Taxonomy
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Three domains of educational activities:
Cognitive Domain: involves knowledge and the
development of intellectual attitudes and skills
Affective Domain
Psychomotor Domain
(Bloom, 1956)
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Cognitive Objectives

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation
Simple
Complex
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Knowledge
The remembering of previously learned material
Examples of learning objectives:
-know common terms
-know specific facts
-know methods and procedures
-know basic concepts
-know principles
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Knowledge (Example)
Who wrote Brave New World?
A. D.H. Lawrence
B. Aldous Huxley
C. Hemmingway
D. Shakespeare
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Comprehension
The ability to grasp the meaning of material
Examples of learning objectives:
-understand facts and principles
-interpret verbal materials
-interpret charts and graphs
-translate verbal material to mathematical formulae
justify methods and procedures
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Comprehension (Example)
What is the main idea of this paragraph?
A. Nitrous oxide can cause an environmental problem.
B. Nitrous oxide is a potent greenhouse gas.
C. Nitrous oxide destroys the earth’s ozone layer.
D. Nitrous oxide’s concentration appears to be rising.
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Application
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The ability to use learned material in new and concrete
situations
Examples of learning objectives:
-apply concepts and principles to new situations
apply laws and theories to practical situations
solve mathematical problems
construct graphs and charts
demonstrate the correct usage of a method or procedure
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Application (Example)
Which one of the following values approximates best to the
volume of a sphere with radius 5m?
A. 2000 m3
B. 1000 m3
C. 500 m3
D. 250 m3
E. 125 m3
(MCQ)
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Analysis
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The ability to break down material into its component parts
Examples of learning objectives:
- recognize unstated assumptions
-recognize logical fallacies in reasoning
distinguish between facts and inferences
evaluate the relevancy of data
analyze the organizational structure of a work
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Analysis (Example)
Here are the five Basic Needs determined by Maslow:
1. Comfort and survival
2. Safety
3. Belongingness and love
4. Self-esteem and the esteem of others
5. Self-actualization
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Analysis (Example)
Determine in what way the Germans meet these needs and to
what extent the German pattern differs from the American
pattern. Give examples.
(Valette)
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Synthesis
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The ability to put parts together to form a new whole
Examples of learning objectives:
-write a well organized theme
-give a well organize speech
write a creative short story
propose a plan for an experiment
integrate learning from different areas into a plan for solving
a problem
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Synthesis (Example)
Write a paragraph summarizing the text you have read. Your
summary should have a topic sentence defining the problem,
some of the causes, some of the effects, and a conclusion.
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Evaluation
The ability to judge the value of material for a given purpose based
on definite criteria
Examples of learning objectives:
- judge the logical consistency of written material
-judge the adequacy with which conclusions are supported by data
judge the value of a work by the use of internal criteria
(organization) or external standards of excellence
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Evaluation (Example)
“The United States took part in the Gulf War against Irag BECAUSE
of the lack of civil liberties imposed on the Kurds by Saddam
Hussein’s regime.”
A. The assertion and the reason are both correct and the reason is
valid.
B. The assertion and the reason are both correct but the reason is
invalid.
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Evaluation (Example)
C. The assertion is correct but the reason is incorrect.
D. The assertion is incorrect but the reason is correct.
E. Both the assertion and the reason are incorrect.
(MCQ)
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Verbs specifying different sorts of
outcome (Knowledge)
arrange
order
define
recognize
duplicate
label
recall
list
repeat
memorize
state
relate
reproduce
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Comprehension
classify
report
identify
locate describe recognize discuss
explain
restate
express
select
indicate
translate
review
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Application
apply
operate
choose
practice
demonstrate
schedule dramatize sketch
employ
solve
illustrate use
interpret write
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Analysis
analyze differentiate appraise discriminate
distinguish categorize examine
contrast
question
criticize
compare
calculate
experiment
test
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Synthesis
arrange formulate assemble
organize compose
create
propose
manage
collect
plan
construct
prepare
design
write
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Evaluation
appraise judge
rate
attach
argue
predict
assess
score
choose
select
compare support estimate evaluate
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Advantages of specifying
learning outcomes
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Help students learn more effectively.
Make it clear what students can hope to gain from a course.
Help instructors to design their materials more effectively.
Help instructors select the appropriate teaching strategy.
Assist in setting examinations based on the materials
delivered.
Ensure that appropriate assessment strategies are
employed.
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Process
Descriptors
Behavioral
Objectives
Product
Descriptors
Quality
Assurance
in Teaching
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References
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Bachman, L.F. 1990. Fundamental Considerations in
Language Testing. Oxford: Oxford University Press.
Bloom, B.S. (Ed.) 1956. Taxonomy of Educational
Objectives: The Classification of Educational Goals:
Handbook I, Cognitive Domain. N.Y.; Toronto:
Longmans, Green.
Cronbach, L.J. 1989. Essentials of Psychological
Testing. Fourth Edition. N.Y.: Harper & Row
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References (continued)
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Gronlund, N. and Linn, R.L. 1990. Measurement and
Evaluation in Teaching (6th ed.). N.Y.: Macmillan.
Thorndike, R. L. and Hagen, E. (1969).
Measurement and Evaluation in Psychology and
Education (3 rd ed.). N.Y. :Wiley.
http://www..coun.uvic.ca
http://www. reach.ucf.edu
http://www.uct.ac.za
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Chulalongkorn University -- Academic Testing Center (CU-ATC)
Http://www.cuatc.chula.ac.th
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