OMACHI, DANIEL (2019) Fundamental of Educational Measurement and Evaluation. Angusco Nigeria Enterprise, No. 37 Edinburgh Road, Ogui New Layout, Enugu State Nigeria.
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Abstract
The terms of measurement and evaluation are often used interchangeably with little regard for their meanings but they are technically never the same. Ebel (1972) defines measurement as a process of assigning numbers to the individual members of a set of objects for the purpose of indicating differences among them in the degree to which they possess the characteristics being measured. Sax (1972) also perceived measurement as the assigning of numbers to attributes or characteristic of persons or events according to explicit rules or principles. Measurement therefore refers to a systematic process of assigning numbers or symbols to observations that confirm the true attribute of what is being measured and answers the question ‘how much?’ Measurement does not involve qualitative descriptions or value judgements as such it is relatively objective. The objectivity of measurement, however, depends on the accuracy and the reliability of the instrument used in measuring. Measurement involves physical, concrete, abstract, and mental figures. In physical measurement, there is direct measurement; for instance measuring the dimensions of a chalkboard with a ruler to indicate its size or dimensions. Learning is the end product of educational endeavour. It is difficult to measure the outcome of learning (i.e. behavioural change) since it is intangible or qualitative. As a result the degree of learning in an individual is measured differently, and that is what is referred to as educational measurement. There is also a uniform graduation unit of physical measurement but in educational or mental measurement, the units are not equal in graduation. For instance, it can be said that a 10cm stick is equal to a 10cm on a ruler but it cannot be said, for instance, that student ‘A’ obtained 80% in a test and student ‘B’ 40% so student ‘B’ put in only half the effort of student ‘A’ or that student B knows half of what student ‘A’ knows. Mental measurement thus comparatively falls short of logical accuracy and consistency compared to physical measurement.
| Item Type: | Book |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Faculty of Arts > Faculty of Law > Faculty of Management and Social Sciences > Faculty of Education |
| Depositing User: | mrs chioma hannah |
| Date Deposited: | 24 Aug 2025 10:13 |
| Last Modified: | 24 Aug 2025 11:00 |
| URI: | http://eprints.gouni.edu.ng/id/eprint/5216 |
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