1.

Test

 Definition
Test is a method to determine a student’s ability to complete certain tasks or
demonstrate mastery of a skill or knowledge of content. Some types would be
multiple choice tests, or a weekly spelling test. A test is one form of an
assessment.

 Function
1. As a tool to measure student achievement to measure the level of development
or progress of students after taking the teaching-learning process within a
specified period.
2. As a motivator in learning, with the value of the expected increase in the
intensity of the feedback and learning activities. This function can be
optimized if the value of the test results obtained by the students truly
objective and valid, both internally and externally which can be felt directly by
students who rated through the test.
3. Function for learning improvement efforts. This can be done through the
placement test, diagnostic tests and formative tests.
4. To determine whether or not the students’ achievement as a condition to
determine the success or failure of students as a condition for continuing
education at a higher level.

 Purpose
- To identify what students have learned
The obvious point of classroom tests is to see what the students have learned
after the completion of a lesson or unit. When the classroom tests are tied to
effectively written lesson objectives, the teacher can analyze the results to see
where the majority of the students are having problems with in their class.
- To identify student strengths and weaknesses
Another use of tests is to determine student strengths and weaknesses. One
effective example of this is when teachers use pretests at the beginning of units
in order to find out what students already know and where the teacher's focus
needs to be.
- To provide a method for awards and recognition
Tests can be used as a way to determine who will receive awards and
recognition.
- To provide a way to measure a teacher and/or school's effectiveness
More and more states are tying funding to schools to the way that students
perform on standardized tests. Further some states are attempting to use these
results when they evaluation and give merit raises to the teachers themselves.
This use of high stakes testing is often contentious with educators since many
factors can influence a student's grade on an exam. Additionally, controversy
 can sometimes erupt over the number of hours schools use to specifically
'teach to the test' as they prepare students to take these exams.
 Characteristics
The following are the characteristics of a good test:
1) Validity - It means that it measures what it is supposed to measure.
2) Reliability - A test is reliable if we get the same results repeatedly.
3) Comprehensive - It covers all the items that have been taught.
4) Appropriate in difficulty- It is neither hard nor too easy.
5) Clear - Questions and instructions should easily be understood by the
students.
6) Appropriate in Time - A good test should be finished on a given time
allotment.
7) Economy - It makes the best use of the teacher’s limited time for
preparing and grading and it makes the best use of the pupil’s assigned
time for answering all items.

 Benefits

2. Measurement and Evaluation

 Definition
Measurement often connotes a broader concept: We can measure characteristics in
ways other than by giving tests. Using observations, rating scales, or any other
device that allows us to obtain information in a quantitative form is measurement.
Also, measurement can refer to both the score obtained and the process used.

 Definition
Evaluation interprets it as the determination of the congruence between
performance and objectives. Other definitions simply categorize evaluation as
professional judgment or as a process that allows one to make a judgment about
the desirability or value of something. Evaluation is the process of delineating,
obtaining, and providing useful information for judging decision alternatives.

 Purpose
Measurement
1) To determine the level of readiness of students in taking a certain
education and teaching.
2) To find out how far the results obtained or achieved in the process of
education and teaching that have been implemented.
3) To determine whether a particular subject has been able to continue or still
need to be repeated.
4) To determine whether the teaching methods of teachers, or have not been
effectively implemented effectively.
5) To compare whether student learning achievement correspond with the
standards expected.
 6) To interpret whether students are ready to face the work in the community.
7) To conduct the selection.

Evaluation

 Function

The following are the functions of measurement and evaluation in improving

instruction.

- Evaluation results enable the teacher to accumulate the experiences and to

follow-up diagnosed results. The weaknesses of the pupils in the class can be
identified and remedied, thus pupils’ performance is enhanced.

- Measurement and evaluation measure pupils’ achievement and motivate

pupils’ learning. Pupils have the right to know the progress they are making
whether they have attained the objectives of the subject matter or not, thus
results must be made known to them. It can also encourage pupils to study
more. They will be motivated to participate actively in class and exert all
efforts just to make certain that they pass. They will know the quality and
amount of work they have to strive for.

- Measurement and evaluation predict pupils’ success and diagnoses pupils’

difficulty. The success and failure of a pupil in the class can be predicted
through it. The area where pupils excel must be enhanced or strengthened and
where pupils fail should be remedied. The difficulties of the pupils should be
given the priority for remediation. Knowing the successes and difficulties of
the pupils, the teacher will be able to focus on the spots that need enhancement
or remediation.

 Characteristics

1) It involves assessment of all the teaching-learning outcomes in terms of

overall behavioral changes. It goes beyond the knowledge objectives to
cover skill, application, interest, attitude and appreciation objectives.
Therefore, the area and field of testing the stipulated objectives has been
greatly increased by adopting this new term.
2) It involves forming judgments and taking decisions about the child's
progress, difficulties encountered by him and taking corrective measures to
improve his learning.
3) Evaluation requires interpretation of data in a careful manner.
4) Evaluation is continuous. It is not confined to one particular class or stage
of education. It is to be conducted continuously as the student passes from
 one stage to another, from one class to other, from one school to the other.
It starts at the time the child seeks admission in a particular grade in the
form of placement evaluation; it continues as the child proceeds, from one
unit to another unit of instruction in the form of formative and diagnostic
evaluation and ends in summative evaluation at the end of instruction in a
particular grade.
5) Evaluation is comprehensive. It is not simply concerned with the academic
status of the student but with all aspects of his grow i.e. which includes
both cognitive and non-cognitive aspects.
6) Evaluation includes all the means of collecting information about the
student's learning. The evaluator should make use of tests, observation,
interview, rating scale, check list and value judgment to gather complete
and reliable information about the students.

 Benefits
Benefits of evaluation:
1) Evaluation aids the teacher by (a) helping to provide knowledge
concerning the students' entry behaviors; (b) helping to set, refine, and
clarify realistic goals for each student; (c) helping to determine the degree
to which objectives have been achieved; and (d) helping to determine,
evaluate, and refine her instructional techniques.
2) Evaluation aids the student by (a) communicating the goals of the teacher;
(b) increasing motivation; (c) encouraging good study habits; and (d)
providing feedback that identifies his strengths and weaknesses.

3. Assessment
 Definition
Assessment is often used to indicate the use of both formal and informal data-
gathering procedures and the combining of the data in a global fashion to reach an
overall judgment.

 Purpose
1) To obtain data which is relevant, objective, accurate, and comprehensive
about the current condition of the students.
2) To identify the personality of the students as a whole, especially the
problems and barriers, potential, specific needs in learning process, as well
as the environment which is needed by the students.
3) To determine the required services in order to meet the particular needs
and to monitor progress of the students.
 Function
1) As a tool / material to see the ability and the difficulties faced by a student
at the time.
2) As the material to determine what is actually needed in student learning.
 3) Assessment is used to locate and establish where the problems encountered
and what the learning needs of a child.
4) Teachers will be able to put together a program of learning that is both
realistic and objective accordance with the difficulties faced by students.
 Characteristics
1) Valid
The assessment should measure what is intended. For example, to assess
practical ability, it should look at how the results were obtained in addition
to the results themselves.
2) Reliable and consistent
Assessment criteria and marking schemes should be robust so that grades
are consistent when more than one assessor marks the work or when one
assessor marks the work on different occasions.
3) Transparent
The assessment should be clearly aimed at meeting the learning objectives
for the topic.
4) Fair
All students should have the same opportunity to succeed.
5) Efficient and manageable
Deadlines for course work should be staggered across modules and not just
within one module to make assessment manageable for both students and
the tutors. The assessment should be streamlined to ease the burden of
marking and giving feedback.
6) Effective Feedback
Students should always be given advice on their progress and have the
opportunity to learn from their mistakes.
 Benefits
According to Linn and Grounlund (1985) the benefits of assessment are as
follows:

a) Improving teaching and learning

The information which is obtained can help to determine (a) Compliance
and achievement of learning objectives (b) The significance of learning
materials and (c) the effectiveness of teaching methods.
b) Scoring and reporting to parents
The use of assessment procedures provides an objective and
comprehensive basis to report any student's learning progress.
c) The use for other purposes
Assessment results are useful for curriculum development, it assists
students with decisions regarding education and skills, and assess the
effectiveness of school programs.

4. Research
 Definition
Research is defined as the scientific investigation of phenomena which includes
collection, presentation, analysis and interpretation of facts that lines an
individual’s speculation with reality.

 Purpose

1) Improve Practice
Research can suggest ways of improving practice that have been verified
with many applications and by many different types of people, which is
difficult for practitioners.
2) Add to Knowledge
Research can add to what we know about how people learn and what we
can do help facilitate the learning process.
3) Address Gaps in Knowledge
Research can address areas in which little is know, like perhaps the effects
of online versus traditional classroom learning.
4) Expand Knowledge
Research can allow us to extend what we know in ways we never
conceived.
5) Replicate Knowledge
Research can act as a test to verify previous findings.
6) Add Voices of Individuals to Knowledge
Research can add an important perspective for different learning types and
research helps revise theory and practice to reflect different student needs.

 Function
1) It obtains the scientist knowledge about all educational problems. It also
helps in obtaining specific knowledge about the subjects involved in the
study.
2) In action research, the researchers are teachers, curriculum workers,
principals, supervisors or others whose main task is to help, provide good
learning experiences for pupils.
3) Action research is a procedure which tries to keep problem solving in close
contact with reality at every stage.
4) In educational system it conduits for the progress of the technique of
teaching.
5) It strengthens and emphasizes the work of the teacher.
6) It has a great utility of creating new interest and new confidence in the
ability of the individual teacher.
7) Action research provides practical utility. For class-room teacher, he
applies his own observations into his class-room practices to make the
observed problems solved.
 8) Action research brings changes in the teachers. It makes them co-operative
and active in facing the situation easily. It also happens to bring about
changes in the behavior, attitude and teaching performance.
9) In education, all kinds of professional workers are able to solve their
practical to improve their own profession. Generally, action research helps
the teacher to face day-to-day problems in the classroom. He makes
himself mentally stable and active to confront the situation.

 Characteristics
1) Empirical. Research is based on direct experience or observation by the
researcher.
2) Logical. Research is based on valid procedures and principles.
3) Cyclical. Research is a cyclical process because it starts with a problem
and ends with a problem.
4) Analytical. Research utilizes proven analytical procedures in gathering the
data, whether historical, descriptive, experimental and case study.
5) Critical. Research exhibits careful and precise judgment.
6) Methodical. Research is conducted in a methodical manner without bias
using systematic method and procedures.
7) Replicability. The research design and procedures are replicated or
repeated to enable the researcher to arrive at valid and conclusive results.

 Benefits
1) Inform action
Educational research is primarily intended to inform practice or action. So,
your research should aim to produce high quality results that complement
the entire study.

2) Solve existing problems

Research helps to solve existing problems and challenges so research that
is expected to solve a specific issue that require urgency will receive a
large audience.

3) Research and decision making

Research necessitates decision making from all the participants involved to
ensure the evidence gathered is reliable. It is therefore essential to consider
the consequences or risks of making a verdict with insufficient evidence.

4) In-depth analysis
Research gives student the opportunity to pursue a study on a subject of
interest. In-depth study is the sure way of providing reliable results that
must be backed by tangible evidence.
References

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