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2. General Objectives
The general objectives of this course are as follows:
• To make the students familiar with the functions, general problems and
current trends in education.
• To acquaint the students with various types of tests used in education.
• To equip the students with the skills in measuring complex achievement of
students in education.
• To enable the students in constructing standardized test.
• To acquaint the students with facts about intelligence.
• To acquaint the students with standardized intelligence test, achievement
test, aptitude and projective tests.
3. Specific Objectives Contents
Specific Objectives Contents
• Unit I : Educational Measurement (8)
Clarify the concepts of 1.1 Overview of measurement and
measurement and assessment. assessment
• 1.2 Relationship among test, measurement
Show relationship among test, and assessment
measurement and assessment. 1.3 Types of measurement
• 1.3.1 Psychological measurement
Differentiate between psychological1.3.2 Physical measurement
and physical measurement. 1.4 Functions of measurement
• 1.4.1 Prognosis
Explain the functions of 1.4.2 Diagnosis
measurement. 1.4.3 Research functions
• 1.5 Scales of measurement
Explain the properties of 1.5.1 Properties of measurement scales.
measurement scales. 1.5.2 Types of scales
• • Nominal,
Explain the various scales of • Scale
measurement. • Ordinal scales
• • Equal interval scale
Explain the problems of • Ratio scales
measurement. 1.6 General problems of measurement
• 1.7 Current trends in educational
State the current trends in measurement
educational measurement. 1.7.1 'High stakes' testing
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1.7.2 Performance and portfolio
assessment
1.7.3 Education reform and global
economy
Unit II : Classification of Test (8)
• 2.1 Purpose specific tests
State the purposes of specific tests. 2.1.1 Diagnostic
• 2.1.2 Aptitude
Explain the various classifications of2.1.3 Achievement
tests. 2.1.4 Proficiency
• 2.2 Mode specific tests
Show the differences between 2.2.1 Formal vs informal assessment
various mode specific tests. 2.2.2 Formative vs.
• summative assessment,
Differentiate between various 2.2.3 Continuous vs.
process specific tests. terminal assessment
2.2.4 Process vs. product assessment
2.2.5 Internal vs. external assessment
2.3 Process specific test
2.3.1 Teacher - made test vs.
standardized test
2.3.2 Norm reference test vs.
criterion reference test
Note: The figures in the parentheses indicate the approximate periods for the respective units.
4. Instructional Techniques
The instructional techniques for this course are divided into two groups. The first group
consists of the general instructional techniques applicable to most of the contents. The
second group consists of the specific instructional techniques applicable to specific
contents.
5. Evaluation
The Office of the Controller of Examination, Tribhuvan University will conduct the
annual examination at the end of the academic year to evaluate the students'
performance. The types, number and marks of the subjective and objective questions
will be as follows:
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Group A: Multiple choice 8 questions 8 x 1 mark 8
items
Group B: Short questions 5 with 2 'or' 5 x 6 marks 30
questions
Group C: Long questions 1 question 1 x 12 marks 12
Reference Book
Ebel,, R. L. & Frisbie, D. A. (1991). Essentials of educational measurement (5th
ed.). New Delhi : Prentice-Hall of India Pvt. Ltd.
Patel, R. N. (2005). Educational evaluation theory and practice (6th ed.). Mumbai,
India : Himalaya Publishing House Pvt., Ltd.
Singh, A. K. (1997). Tests, measurements, and research methods in behavioural
sciences (2nd ed). Patna: Bharati Bhawan Publishers and Distributors.
Swain, S. K., Pradhan, C., & Khatoi, P. K. (2005). Educational measurement
statistics and guidance (2nd ed). New Delhi: Kalyani Publishers.
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