CHAPTER I

INTRODUCTION

Education is a form of long-term investment that is important for human being.

Successful education will create a decent and worthy human being in the community and not
distress others. Communities from the most backward to the most advanced recognize that
educators/teachers are among the main constituent elements of prospective community members.
However, the form of recognition varies from one community to another. Some recognize the
importance of the teacher’s role in more concreate ways, while others still doubt the magnitude
of the responsibility of a teacher.
In the learning process, activities such as assessment, measurement and evaluation are
needed. In every learning, educators must try to know the results of the learning process that they
did. The importance of this result is known so that educators know the extent to which the
learning process that they did can develop the potential of students. That is, if learning does
achieve good results, educators can certainly said to be successful in the learning process. One
way that can be done to find out the results achieved by educators in the learning process is
through evaluation. Evaluations conducted by these educators can be in the form of evaluating
learning outcomes and learning evaluations.

Identity of the Book :

Book 1
- Title : Educational Measurement and Evaluation
- Year : 2012
- Publisher : USI Publication for Lovely Professional University Phagwara
- City : New Delhi
- ISBN :-
Book 2
- Title : Understanding Assessment and Evaluation in Early Childhood
- Author : Dominic F. Gullo
- Year : 2005
- Publisher : Teacher College Press
- City : New York
- ISBN : 0-8077-4532-4

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 CHAPTER II
SUMMARY
1. Concept of Educational Testing
Testing is neither assessment nor appraisal, but at the same time it may become a means to
getting information, data or evidences needed for assessment and appraisal. Testing is one of the
significant and most usable technique in any system of examination or evaluation. It envisages
the use of instruments or tools for gathering information or data. In written examinations,
question paper is one of the most potent tools employed for collecting and obtaining information
about pupils’ achievement.
2. Context of Educational Testing
A test of educational achievement is one designed to measure knowledge, understanding, or
skills in a specified subject or group of subjects. The test might be restricted to a single subject,
such as arithmetic, yielding a separate score for each subject and a total score for the several
subjects combined. Tests of educational achievement differ from those of intelligence in that the
former are concerned with the quantity and quality of learning attained in a subject of study, or
group to subjects, after a period of instruction and the latter are general in scope and are intended
tor the measurement and analysis of psychological processes, although they must of necessity
employ some acquired content that resembles the content found in achievement tests.
3. Nature and Scope
Most educational achievement tests are devoted largely to the measurement of the amount of
information acquired or the skills and techniques developed. In recent years, however, an
increasing number have been devised to measure such educational results as attitudes and
appreciations, ability to solve problems, to draw inferences from subject matter, to apply
generalizations to specific situations and problems. Emphasis upon these more recent types of
test materials is clearly illustrated in a publication in which educational objectives are analyzed
in detail. There are six major classes of objectives. These are knowledge, comprehension,
application, analysis, synthesis, and evaluation. Each of these is analyzed into several aspects.
For example, knowledge is divided into knowledge of specifics, ways and means of dealing with
specifics, universals and abstractions in a field.
4. Testing Techniques
a. Written Examinations
In testing technique we may use written examinations, oral Notes testing and practical
examination corresponding to the assessment of cognitive or psychomotor outcomes of
learning. Written tests are more reliable for measuring the learning outcomes in cognitive
domain, whereas practical examinations are more dependable for measuring the learning
outcomes in psychomotor domain. Likewise personality tests, interest inventories and
attitude scale are more relevant for measuring the learning outcomes in affective domain.

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 Written tests are still most acceptable due to better reliability than oral and practical tests
for judging the students’ achievement, in spite of some limitations.
b. Oral Examinations
Need for development of oral skills and expressions, which are necessary in day-to-day
living, was stressed as back as in 1964 in the fifth Conference of Chairman and
Secretaries of the Boards of Secondary Education. But unless oral skills are tested in the
external examinations or certified in school-based assessment, these are not going to
attract the needed attention of the teachers in developing these skills. Subjectivity in
assessment, greater number of examiners, time span, inter examiner variance, subjective
interpretation etc. are a few among many more problems and difficulties in using oral
tests in external examinations. However, their use in instructional process would continue
to provide the diagnosis, feedback and their use as instructional tool for readiness testing
and review of lessons.
Purpose of oral examination is : (a) to test oral skills that cannot be tested through written
examinations. (b) to confirm and probe further evidences gathered through written
examination whenever desired (viva); (c) to judge the extent to which such skills are
warranted by the nature of subject; and (d) to make quick oral review for informal
assessment of what the pupils have learnt or their deficiencies.

5. Current Trends in Testing

There are lot of current trends are working in Testing. These are as follows:
- Introduction of New Types of Tests : Attempts should be made to minimize the subjective
element.
- Essay type questions should be reduced and supplemented by new-type of objective.
-Thought-provoking Questions : Questions should be thought-provoking and
evenlydistributed over the entire course. Question should be such as to discourage cramming.
- Class Work : Due consideration should be given to the regularity of the students in class
work.
- Appointment of Examiners : The paper-setters and examiners for external examinations
should be drawn from the teachers who actually teach subjects in schools.
- Viva Voce Tests : External examinations may be supplemented by viva voce tests, it
possible. - Standard of Markings : Standard of marking should be prescribed so as to
minimise the variability in marking.
- Balanced Questions : Difficult as well as easy questions should find a place in the question
papers. These should not be either too difficult or too easy.
- Monthly Tests : Instead of terminal examinations, a system of monthly tests should exist..
Faith in the Teacher : The teacher should be trusted. He should be given a fair opportunity to
know and study closely the students he teaches.

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- Cumulative Records : These should be maintained in respect of all the students.
- Grades : In place of numerical marking, the system of symbolic marking be adopted. Five-
point scale seems to be the best type of symbolic marking scale i.e., ‘A’ stands for excellent,
‘B’ for good, ‘C’ for fair and average, ‘D’ for poor and ‘E’ for very poor.
- Examination as Means : Examinations should be regarded as means and not ends. These
should be conducted in such a manner that they become effective instruments of education.
They should serve as stimulus to learn new facts, gain new experiences, discover weak points
and estimate progress.
- Oral Examinations : Oral examinations should be held in addition to the written ones. Some
qualities like candidate’s alertness, intelligence, special interests, mental outlook, his
personal qualities of mind and character and his mastery of acquired knowledge can be better
tested by viva voce tests than by written examinations.
6. Concept of Educational Assessment
Assessment is an ongoing process aimed at understanding and improving student learning. It
involves making expectations explicit and public; setting appropriate criteria and high
standards for learning quality; systematically gathering, analyzing, and interpreting evidence
to determine how well performance matches those expectations and standards, and using the
resulting information to document, explain, and improve performance.
7. Context of Educational Assessment
a. Objectives of Educational Assessment
(a) To prepare students for the new pattern of competency-based teaching and
competency-based assessment. (b) To make evaluation an integral part of teaching-learning
process. (c) To make evaluation a cooperative and democratic process, involving various
stake-holders of evaluation programme. (d) To collect more valid and reliable evidences
about total development of the learners. (e) To form sound judgments and take timely
decisions about learners’ instructions and learning environments. 1.6.2 Aspects of
Assessment Comprehensiveness is the significant factor in the assessment of the whole chi1d
vis-a-vis his total development to form the basis of assessment. Accordingly, the following
areas of assessment will be included in the CCE.
b. Assessment of Scholastic
Aspects Use of the following tools will be made in assessment of scholastic aspects. 1.
Tests : Different types of tests required for asessing the scholastic aspects are given below :
(a) Readiness tests For Standard V the pre-requisite learning is indicated by Standard IV
learning competencies. Before taking up teaching of a unit, a pretest based on pre-requisite
learning competencies will be used and inadequacies in students’ entry behaviours would be
analysed. Based on learning gaps remedial teaching is undertaken. This will also apply to
Standards VI and VII, VIII, IX, X etc. (b) Criterion-referenced unit-tests Since unit teaching
approach is envisaged, unit-test should be used at the end of each learning unit. It could be

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 written or oral for review and reinforcement purpose. Each unit-test will be based on specific
content elements of each unit, used for testing students on pre-determined learning outcomes
formulated for each unit in terms of competencies. Focus of unit-tests will be on diagnosis of
students’ inadequacies in learning and improvement of their achievement through remedial
action to enable most of the students to acquire mastery of concepts and skills. Sample
criterion-referenced tests will be developed and supplied to schools and teachers oriented in
unit testing. c. Assessment of Non-Scholastic
Aspects This would include assessment of the following aspects which may be
introduced in second phase. 1. Physical health, covering basic understanding about nutrition
and health, physical fitness, development of positive attitudes etc.
8. Modes of Assessment
Three modes of assessment or evaluation are visualised. 1. Rational mode : It will
be used at planning stage for planning any programme or activity using participative
methodology to get experts’ opinion for arriving at consensus. 2. Formative mode : It will
be used at the implementation stage to identify inadequacies and weaknesses in the
programmes, strategies and development of materials. 3. Summative mode : It will be
used at the review stage to judge the efficacy and effectiveness of the materials,
strategies, programmes, outputs and collateral effects. Evaluation at the first stage will be
logical; at the second stage diagnostic, and at the third stage judgmental in nature.
Nevertheless, all the three modes are not considered exclusive but are interrelated and
interdependent.
9. Current Trends in Educational Assessment
1. Visualise : the context and background of the institution 2. Take : cognizance
of time frame, students’ intake, input resources etc. 3. Study : curriculum objectives of
the prescribed courses of studies. 4. Formulate : clearly subject-wise objectives in
achievable and testable terms, covering both cognitive and non-cognitive domains. 5.
Specify : subject-wise objective in terms of intended learning outcomes, i.e. Essential
Learning competencies and Desirable Learning Competencies. 6. Clarify : the purpose
and objectives of School-based Assessment. 7. Delineate : the areas and components of
assessment for each subject. 8. Choose : the relevant mode of assessment to be used at
different stages of instruction and evaluation of pupils and programmes. 9. Identify :
relevant techniques and tools of assessment for measuring both scholastic and
coscholastic attainments of pupils. 10. Ensure : needed validity, reliability and usability
while constructing measuring instruments and other assessment devices. 11. Apply :
relevant tools and techniques to collect needed evidences about pupils’ attainments on
cognitive and non-cognitive outcomes of learning. 12. Analyse : evidences in terms of
specified intended learning outcomes. 13. Interpret : the evidences in terms of assessment
objectives.

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 CHAPTER III
STRENGTHNESS
A. CONNECTION BETWEEN EACH CHAPTERS
This book explain about assessments testing and measuring clearly, in detail and
sequentially. From one chapter to another, reinforces each other and explained in stages.
For the example, in the chapter 4, it explained the characteristic of good test then in the
chapter 5 it explained how to planning a different type of test, so we can make another
different type of text after knowing the good characteristic of test. For the second book is
also have a connection for each chapter. So, all of the chapter in these 2 books are linked
together.

B. BOOK UPDATES
1. This book explained in detail about what is assessment, test, evaluation and
measurement, the types of testing, the methods of measurement and others.
2. The language that used in this book is simple enough, and can be easily understood
for the readers so it can helps the readers to get what kind of information that this
book try to send.
3. This book has a simple and interesting cover, and also the font is good enough to
read, so it can attract people to read this book.

CHAPTER IV
WEAKNESS
1. This book is not giving the example for each topic
2. There is not enough exercise or something like that in this book that can make us
challenge ourselves to know how far we understand about the topic.
3. Too much chapters. The authors can just combine the chapter to another chapter that has
the same discussion.
4. No picture at all. This book just have words and sentences inside. It makes the readers
boring reading this book.
5. This book still not have ISBN.

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 CHAPTER V
IMPLICATION

1. THEORY
In this book, has some theories and concepts about assessments, testing, evaluation and
measurement, that are :
 A test of educational achievement is one designed to measure knowledge,
understanding, or skills in a specified subject or group of subjects.
 In the process of evaluation of cognitive outcomes of learning, the most common
and reliable Notes technique is that of testing. For collection of data both testing
and non-testing techniques (observation, inquiry, analysis) are usable. With each
technique a number or tools are associated, which help gather the data or
evidences required.
 Assessment is an ongoing process aimed at understanding and improving student
learning. It involves making expectations explicit and public; setting appropriate
criteria and high standards for learning quality; systematically gathering,
analyzing, and interpreting evidence to determine how well performance matches
those expectations and standards, and using the resulting information to
document, explain, and improve performance.
 Measurement is the process by which a characteristic of an object, person or
activity is perceived and understood on specific standards and is described in
standard words, symbols or definite units.
 Evaluation is the process in which the analysis of the result obtained from
measurement of a trait of an object, person or activity is done on the basis of
certain social, cultural or scientific standards (Norms), and the relative position of
the object, person or activity is determined as relative to that trait.
 In the field of education, generally, the measurement of educational achievements
of the students is called evaluation. The first thing in this context is that the
measurement is the first step of evaluation, it is not evaluation in itself.
 Generally the term ‘measurement’ is confused with ‘Evaluation’, while they are
quite apart from each other. Measurement is a quantitative form of an object,
while evaluation presents its qualitative together with its measurement. In brief,
measurement is numerical and evaluation quantitative. Measurement tells us how
much of an object, while evaluation tells us how good it is. Besides, evaluation
pays attention to the fact of realization of objectives, while by measurement is
meant only the number of specific objectives that have been realized.
Measurement is incomplete without evaluation.

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2. DEVELOPMENT PROGRAM IN INDONESIA
This book is very good and recommended to be read by all of people, especially for who
wants to become a teacher in the future. What are saying in this book hopefully can be
applied precisely in Indonesia, so it can increasing the quality of education in Indonesia
and can create or give better quality of young generation in the future.

3. STUDENTS’ANALYSIS
The discussion that discussed in this book is quite interesting and challenging for sure for
prospective teachers like me. I can find out what assessment, testing, evaluation and
measurement are and learn how to make different types of testing. So that if I am and
other people can truly understand the contents of this book, they might be able to become
good teachers in the future. Because they more understand how to make a good test for
students in measuring the ability of students to catch the lessons they have taught.
Hopefully with this book, young teachers can help create a better generation.

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 CHAPTER VI

1. CONCLUSION
From the explanation above, we can conclude that assessment is an ongoing process
aimed at understanding and improving student learning, while a test of educational
achievement is one designed to measure knowledge, understanding, or skills in a
specified subject or group of subjects. Generally the term ‘measurement’ is confused with
‘Evaluation’, while they are quite apart from each other. Measurement is a quantitative
form of an object, while evaluation presents its qualitative together with its measurement.
In brief, measurement is numerical and evaluation quantitative. The benefits after read
this book are huge because we can find out the differences between them and also
knowing how to make a good test or evaluation to measuring the students’ ability.

2. SUGGESTION
Suggestion from the author are,
1. this book should have some picture inside, so this can make the book more interesting
to read.
2. Give example so we can easily know and can different each other.
3. Give exercise, so it can also challenge us and know how far we understand about this
theory.
4. And I hope this book keep updating the contents and make this book better and more
enjoyable to read. And surely this book can be our source of knowledge for every
people in this world.