What Question Does Measurement In Education Answer?

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What Question Does Measurement In Education Answer
In Education, Measurement and Evaluation is an important tool to assess the students progress. In this topic, we will going to learn about the concepts of Measurement, Assessment and Evaluation in Education, their meanings, definitions, objectives, types of evaluation in education etc. In Education, the term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure and document the academic readiness, learning progress, skill acquisition, or educational needs of students. Assessment is the action of assessing someone or something. It is the classification of someone or something with respect to its worth. It is the act of judging or assessing a person or situation or event. Assessment is an integral part of instruction. Assessment is the process of gathering quantitative and qualitative data of what a student can do, and how much a student possesses. What Question Does Measurement In Education Answer Measurement in education refers to the process or method of determining attributes of educational methods and processes. It refers to the use of educational assessment and the analysis of data such as scores obtained from educational assessment to infer the abilities and proficiencies of students.
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What question does measurement in education answers?

What is measurement?  This is a process of assigning numbers to individuals or their characteristics according to specified rules.  It tries to answer the question ‘ How much? ‘ What is evaluation?
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What is the purpose of measurement in education?

Introduction – Educational measurement is the science and practice of obtaining information about characteristics of students, such as their knowledge, skills, abilities, and interests. Measurement in education includes the development of instruments or protocols for obtaining information, procedures for analyzing and evaluating the quality of that information, and strategies for communicating the information to audiences, such as educators, policymakers, parents, and students.

  • All measurement in education has the common aims of (1) arriving at defensible conclusions regarding students’ ability, achievement, or interests, (2) gauging student progress toward specified educational goals, and (3) improving teaching and learning.
  • Educational measurement is closely related to the concepts of testing, assessment, and evaluation.

Measurement is the process of assigning numbers to events based on an established set of rules. In educational measurement, the “events” under consideration are students’ test performances and, in the simplest case, the numerals assigned might be the students’ numbers of correct responses.

An example of a set of “rules” in this situation would be that one point is earned for each correct response, zero points are earned for an incorrect response, and the sum of these values is the student’s total test score. Percentage correct is another commonly used metric, although a variety of transformations of raw scores may be used.

Testing uses measurement to support inferences about students’ knowledge, skills, or abilities. A test is any systematic sample of behavior obtained under controlled conditions. In educational measurement, the behaviors of interest would encompass, for example, mathematics problem solving, interest in various occupations, proficiency in reading narrative texts, skill in giving a speech, building a birdhouse, writing an essay, and so on.

  • Because it is not possible to observe all of what a student knows or can do, educational measurement is based on samples of these behaviors.
  • Consequently, when a test is administered, inference is always required.
  • Because it is typically not the student’s performance on the specific math problems or on the specific essay that is of interest, those behaviors are considered to be samples of the student’s underlying problem-solving skill or writing ability.

Inference is an informed conclusion, based on the sample of behavior, about the student’s more fundamental level of knowledge or skill. In educational testing, the conditions of testing are controlled so that inferences about differences in students’ knowledge, skill, or ability can be confidently attributed to the underlying characteristics being measured and not to variation in testing conditions.
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What is the answer of measurement?

Q1 What is measurement How is a measurement expressed, Question 1 Short/Long Answer Questions Answer: Solution : Measurement is a comparison of an unknown quantity with a known fixed quantity of the same kind. The value obtained on measuring a quantity is called its magnitude.
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What is measurement answer the following question?

Measurement is the comparison of an unknown quantity with a known fixed quantity or Measurement is the assignment of a number to a characteristic of an object or event, which can be compared with other objects or events.
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What is the main purpose of measurement?

Summary. The goal of measurement is to get reliable data with which to answer research questions and assess theories of change. Inaccurate measurement can lead to unreliable data, from which it is difficult to draw valid conclusions.
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What is the main importance of measurement?

Also measuring certain things correctly is very necessary including distance, time, and accuracy. We can really know the universe around us by measuring such occurrences or, in other words, by taking such measurements. Measurements may also enable us to make decisions on the basis of the measurement result.
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Why is measurement importance?

The Necessity of Measurement in Everyday Life Fred B. Bryant, Ph.D. Loyola University Chicago Modern society simply could not exist without measurement. Twenty-first century civilization is inconceivable without the indispensable measurement tools on which everyday life depends.

  • Time, size, distance, speed, direction, weight, volume, temperature, pressure, force, sound, light, energy — these are among the physical properties for which humans have developed accurate measures, without which we could not live our normal daily lives.
  • Measurement permeates every aspect of human life.

Yet, ironically, we tend to take measurement for granted, and we fail to appreciate just how much we need and depend on our measurement tools. We overlook the importance of measurement because we are surrounded by it and have grown accustomed to it. It is only when our measurement tools malfunction or are unavailable that we begin to appreciate just how important they are.

Truly, we only know what we’ve got when it’s gone. However, if we were to try to live without measurement for even a single day, then we would quickly see just how vital measurement is in our everyday lives. A normal day would be impossible without measurement. Try to imagine living a day without measurement.

As you go to bed, you begin to wonder how and when you will wake up the next morning to go to work. Without measurement, there would be no clocks or alarms to awaken you at a selected time. But on the positive side, if there were no measures of time, then no one could ever know whether or not you were late for work.

  • The very notion of being on time would vanish without measurement.
  • After you wake up, you could not use an electric stove, oven, or microwave to make breakfast or coffee, because these devices rely on measurements of temperature or time to heat food and beverages.
  • Nor could you use a modern refrigerator, since refrigeration requires measurement to keep food and beverages at a preset temperature.

In commuting to work, you could not drive because modern automobiles use onboard computers, which rely on measurement to control the ignition system, automatic transmission, brakes, engine temperature, throttle position, and mix of fuel and oxygen. Nor could you know how much fuel, oil, or transmission fluid your vehicle had, for without measurement there would be no fuel gauge or dip stick to check these fluid levels.

  1. Even if you could drive a car, you could never know how fast you were going because you would not have a speedometer.
  2. But, on the plus side, the police would never be able to pull you over for speeding because, without measurement, there would be no radar to enforce the speed limit.
  3. Indeed, there could be no speed limits without measurement.

At work, you could not use a computer, since computers require measurement in order to operate. Nor could you use a land-line telephone, cell phone, or fax machine to communicate with others, because these devices rely on measurement to operate. Forget about flying, or taking a bus, train, or ocean liner on an intercontinental business trip; and forget about traveling overseas.

Long-distance transportation and navigation would be impossible without the measurement of distance, speed, time, direction, and fuel. And with respect to business and commerce, forget about keeping track of financial revenues and expenses, profits and losses, or savings and costs. Without measurement, people could not know how much money they have or how much money they are spending.

On the positive side, however, without measurement you would never have to pay income taxes again, because the IRS could not operate without measurement. In a world in which no measurement tools exist, there could be no modern medicine, healthcare, surgery, pharmacology, radiology, dentistry, optometry, or audiology.

  1. And in a measureless world, there could be no science.
  2. For, as psychologist James Cattell noted in 1893, “The history of measurement is the history of science.” Numerous observers have emphasized the necessity of measurement in advancing human knowledge and understanding.
  3. Consider the following quotations: “If someone separated the art of counting and measuring and weighing from all the other arts, what was left of each (of the others) would be, so to speak, insignificant.” — Plato (4th Century B.C.) “By measurement to knowledge.” — Heike Kamerlingh Onnes (1882), 1913 Physics Nobel Laureate “In physical science the first essential step in the direction of learning any subject is to find principles of numerical reckoning and practicable methods for measuring some quality connected with it.
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I often say that when you can measure what you are speaking about, and express it in numbers, you know something about it; but when you cannot measure it, when you cannot express it in numbers, your knowledge is of a meagre and unsatisfactory kind; it may be the beginning of knowledge, but you have scarcely in your thoughts advanced to the state of Science, whatever the matter may be the grandest discoveries of science have been but the rewards of accurate measurement and patient long-continued labour in the minute sifting of numerical results.” — Lord Kelvin (1883) Fortunately, we live in a world that allows us to make measurements.

Measurement tools make our lives better and safer, and they enhance the quality and quantity of life. Arguably, the ability to measure physical properties accurately has tremendous survival value that gives humans an adaptive, evolutionary advantage honed through many years of natural selection. Thus, evolution may well have selected for measurement capabilities in human beings.

The mission of Behavioral Measurement Database Services, the producer of the HaPI database, is to provide comprehensive, accurate information about measurement tools in a variety of disciplines and professions, including medicine, nursing, public health, psychology, social work, communication, sociology, and organizational behavior/human resources.

Reflecting the critical importance of measurement in research and practice, the Health and Psychosocial Instruments (HaPI) database is designed to improve access to measurement instruments in the health and psychosocial sciences worldwide. And improving access to will improve the quality and validity of science.

Never lose sight of the vital importance of measurement, without which modern life could not exist. For, without measurement, we would truly be lost. Dr. Fred B. Bryant is Professor of Psychology at Loyola University Chicago, where he has taught courses in social psychology, statistics, and psychometrics and conducted research for the past 30 years. He has roughly 200 professional publications in the fields of social psychology and personality.
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What is measurement theory in education?

Educational Measurement Theory and Practice – Measurement theory, also known as psychometric theory, provides the foundation for evaluating educational tests and their uses and interpretations. Validity and reliability are the most fundamental measurement theory concepts.

  1. Together, validity and reliability provide the primary basis for judging the technical quality and the appropriateness of the uses and interpretations of educational tests results.
  2. There is widespread agreement among measurement experts that while reliability is important, validity is the most important consideration in evaluating the uses of and inferences that are made from test results.

Other considerations, such as fairness and the comparability of test results for different test takers or from one occasion to another, are also important, but such considerations can be readily subsumed under the more fundamental topics of validity and reliability.
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What are measurement topics in education?

At the core of the academy model are measurement topics and proficiency scales. These are described in depth in the books The Handbook for Personalized Competency-­Based Education (Marzano, Norford, Finn, and Finn III, 2017), Making Classroom Assessments Reliable and Valid (Marzano, 2018), and The New Art and Science of Classroom Assessment (Marzano, Norford, and Ruyle, 2018).

  • Measurement topics, as the name implies, are those topics that will be assessed by classroom teachers in each subject area and each grade level.
  • Measurement topics, as the name implies, are those topics that will be assessed by classroom teachers in each subject area and each grade level.
  • To illustrate, consider figure 1.1.

The use of measurement topics can be a rather significant change for some schools since within the traditional approach teachers commonly don’t keep track of how students are performing on a topic-­‐by-­‐topic basis.
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What is measurement in assessment for learning?

6.  Measurement is the term used to describe the assignment of a number to a given assessment. The number can be a raw score or a score based on a normal distribution curve. The process of quantifying this number is separate from using this information to evaluate student outcomes and achievement.
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What are the two parts present in a measurement question answer?

Key Concepts –

  • Since their earliest days, systems of measurement have provided a common ground for individuals to describe and understand their world. Measurement helps to give context to observations and a means to describe phenomena.
  • A measurement consists of two parts – the amount present or numeric measure, and the unit that the measurement represents within a standardized system.
  • When direct measurement is not possible, scientists can estimate parameters through indirect measurement.
  • While errors do occur in measurement, measurement error generally refers to the uncertainty or variability around a measure that occurs naturally due to the limitations of the tool we are using to measure the quantity.

Heather MacNeill Falconer, M.A./M.S., Anthony Carpi, Ph.D. “Measurement” Visionlearning Vol. MAT-3 (8), 2017.
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What are the two parts of measurement answer?

A measurement is a quantitative observation that consists of two parts: a number and a unit.
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What do you mean by measurement in physical education?

For example, unit test, annual examinations, physical fitness or body measurement (height, weight). Measurement. Measurement can be quantitative, qualitative or both. It is a score or data in numerical/grading values, indicating the capacity or ability of an individual, which is obtained on the basis of applied test.
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What is a measurement topic in education?

At the core of the academy model are measurement topics and proficiency scales. These are described in depth in the books The Handbook for Personalized Competency-­Based Education (Marzano, Norford, Finn, and Finn III, 2017), Making Classroom Assessments Reliable and Valid (Marzano, 2018), and The New Art and Science of Classroom Assessment (Marzano, Norford, and Ruyle, 2018).

Measurement topics, as the name implies, are those topics that will be assessed by classroom teachers in each subject area and each grade level. Measurement topics, as the name implies, are those topics that will be assessed by classroom teachers in each subject area and each grade level. To illustrate, consider figure 1.1.

The use of measurement topics can be a rather significant change for some schools since within the traditional approach teachers commonly don’t keep track of how students are performing on a topic-­‐by-­‐topic basis.
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What is the main purpose of measurement?

Summary. The goal of measurement is to get reliable data with which to answer research questions and assess theories of change. Inaccurate measurement can lead to unreliable data, from which it is difficult to draw valid conclusions.
View complete answer

What is the main importance of measurement?

Also measuring certain things correctly is very necessary including distance, time, and accuracy. We can really know the universe around us by measuring such occurrences or, in other words, by taking such measurements. Measurements may also enable us to make decisions on the basis of the measurement result.
View complete answer

What are the 3 types of measurement in education?

The Concept of Measurement in Education Dr.V.K.Maheshwari, M.A(Socio, Phil) B.Sc.M. Ed, Ph.D Former Principal, K.L.D.A.V.(P.G) College, Roorkee, India Test is used to gather information. That information is presented in the form of measurement. That measurement is then used to make evaluation.

It is the process of obtaining a numerical description of the degree to which an individual possesses a particular characteristic. Measurement answers the question, “How much?”. The English word measurement originates from the mēnsūra and the “The action of measuring something: “accurate measurement is essential”.

The size, length, or amount of something, as established by measuring verb metiri through the mesure, This is a broad term that refers to the systematic determination of outcomes or characteristics by means of some sort of assessment device. It is a systematic process of obtaining the quantified degree to which a trait or an attribute is present in an individual or object.

In other words it is a systematic assignment of numerical values or figures to a trait or an attribute in a person or object. Brief Historical Retrospect of Testing and Measurement Testing is essential as its feedback helps in increasing the learning and `performance of children. This is why, the history of testing started very early, it has grown from the test of individual differences to almost all aspects of education,

There is no aspect of life that can be mentioned where there is no form of measurement, This is because test form the best means of detecting characteristics in a reasonable objective manner. They help to gain the kinds of information about learners and learning that is required to help students learning.

  1. The history of measurement can be traced with the invention of tests to measure individual differences in skills,
  2. In January 1796, the astronomer royal of Greenwich observatory in England – Maskelyne, was recorded to have dismissed his assistant, Kinnebrook, for recording the movement of stars across the telescope with eight-tenths of a second later than his.

According to Tuckman (1975) between 1820 and 1823, a German astronomer –Bessel improved on the work of Maskelyne by demonstrating the variability in personal equations and observations. He argued that fluctuations existed from situation to situation and from individual to individual, as there is a variation in the simple reaction time or a measure of the time required to react to a simple stimulus.

  1. In 1863, Sir Francis Galton worked onthe testing of individual differences.
  2. His work was regarded as the beginning of mental tests.
  3. In 1884, Galton opened an anthropometric laboratory to collect the characteristic measurements of individuals,
  4. Mckeen Cathel, an American Psychologist was also studying individual differences in primary physical terms.
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These were the earliest recorded history of testing. But the early measurement approaches in history both written and oral, were informal. The first written tests were the informal examinations used by the Chinese to recruit people into the civil service.

This was about 2200BC. The oral examinations conducted by Socrates in the 5th century B.C was also informal. In America, before 1815, educational achievement tests were used for assessment through oral examinations. Galton, James Cattel plays significant roles in the development of test, There are others, like Karl Pearson,who developed the Pearson product-moment correlation coefficient which is useful in checking the reliability and validity of standardized tests.

By 1904, Alfred Binet studied the differences between bright and dull children. In 1904, he developed a test for measuring intelligence of children, This test is called Binet – Simons intelligence test. In 1916, Louis Terman and his associates at Stanford University revised the Binet-Simon scale and brought out the Stamford-Binet version.

Group-tests development started during the World War I when the need to measure the intelligence of soldiers. As a result group of psychologists including Yerkes, R.M and Otis, A. developed the Army Alpha, which is a written group intelligence test, and Army Beta, which is the individual nonverbal intelligence test.

David Wechsler also developed series of individual intelligence scales from 1939 to 1967. George Fisher, developed the first standardized objectives test of achievement in 1864 and J.M. Rice, developed the standard spelling objective scale in 1897.The above references are not the total contributers in the field of testing,they are actually the pioneers.

  • Definition of Measurement
  • Measurement may be defined as follows:
  • Measurements as which make those values more useful in of details Values made meaningful by quantifying into specific,
  • Measurement is an act or a process that involves the assignment of a numerical index to whatever is being assessed.

Measurement is collection of quantitative data. A measurement is made by comparing a quantity with a standard unit. In education, the numerical value of scholastics ability, aptitude, achievement etc can be measured and obtained using instruments such as paper and pencil test.

It means that the values of the attribute are translated into numbers by measurement. Measurement, beyond its general definition, refers to the set of procedures and the principles for how to use the procedures in educational tests and assessments. Some of the basic principles of measurement in educational evaluations would be raw scores, percentile ranks, derived scores, standard scores, etc.

The process of obtaining a numerical description of the degree to which an individual possesses a particular characteristic.

  • Test is used to gather information.
  • That information is presented in the form of measurement.
  • That measurement is then used to make evaluation.

As a result of a test, a measure is obtained. An observation, a rating scale or any other device that allows us to obtain information in a quantitative form is a measurement.

  1. Types of Measurement:
  2. Generally, there are three types of measurement:
  3. (i) Direct; (ii) Indirect; and Relative.
  4. Direct ; To find the length and breadth of a table involves direct measurement and this is always accurate if the tool is valid.
  5. Indirect; To know the quantity of heat contained by a substance involves indirect measurement for we have to first find out the temperature of the substance with the help of a thermometer and then we can calculate the heat contained by the substance.

Relative ; To measure the intelligence of a boy involves relative measurement, for the score obtained by the boy in an intelligence test is compared with norms. It is obvious that psychological and educational measurements are relative. Levels and Classification of Educational Measures A students’ achievement may be viewed at three different levels: 1.

  • Self-referenced how the student is progressing with reference to himself/herself.2.
  • Criterion-referenced how the student is progressing with reference to the criteria set by the teacher.
  • Criterion-referenced – individual scores are interpreted in terms of the student’s performance relative to some standard or criterion 3.

Norm-referenced how the student is progressing with reference to his/her peer group. Norm-referenced – individual scores are interpreted relative to the scores of others in a well defined Norming group.

  • Classes of Educational Measures
  • There are three classes of educational measures
  • 1. Cognitive or Non-cognitive

a. Cognitive measures focus on what a person knows or is able to do mentally.b. Non-cognitive measures focus on affective traits or characteristics (e.g, personality traits, attitudes, values, interests, preferences, etc.) 2. Locally Developed Measures c.

  • Commercially prepared measures are developed for widespread use with a focus on technical merit.d.
  • Locally prepared measures are developed by a researcher for specific situations with some, but not extensive, concern for technical characteristics.3.
  • Self-report or Observations by others a.
  • Self-report measures require the subjects to supply the response (e.g., tests, questionnaires, interviews, etc.) b.

Observations by others require subjects to be observed by others who record the data (e.g., observations, unobtrusive measures, etc.)

  1. Classification of Educational Measures
  2. There are three main classes of measurement
  3. 1-Cognitive or non-cognitive.
  4. a-Cognitive measures focus on what a person knows or is able to do mentally.

b-Non-cognitive measures focus on affective traits or characteristics (e.g, personality traits, attitudes, values, interests, preferences, etc.)

  • 2-Commercially prepared or locally developed.
  • a-Commercially prepared measures are developed for widespread use with a focus on technical merit.
  • b-Locally prepared measures are developed by a researcher for specific situations with some, but not extensive, concern for technical characteristics
  • 3-Self-report or observations by others.

a-Self-report measures require the subjects to supply the response (e.g., tests, questionnaires, interviews, etc.) b-Observations by others require subjects to be observed by others who record the data (e.g., observations, unobtrusive measures, etc.)

  1. Types of Educational Measures used in Quantitative Research
  2. There are four types of educational measures used in quantitative research.
  3. Tests
  4. A test is an instrument that requires subjects to complete a cognitive task by responding to a standard set of questions.
  5. Score Interpretation

Norm-referenced – Individual scores are interpreted relative to the scores of others in a well defined norming group (e.g., John’s scores places him in the 95 th percentile; Sally’s score is in the bottom quartile). Standard scores are transformations of raw scores into easily interpreted standard metrics.

  • Z-score – the difference between a raw score and the mean in standard deviation units (i.e., z = (raw score – mean) / standard deviation).
  • Z-scores are algebraically transformed to standard scales such as percentiles, grade equivalents, SAT, ACT, GRE, etc.
  • All standard scores are interpreted relative to the scores of others in the norming group.

SAT score of 700 is very, very good relative to the scores of the norm group because it is two (2) standard deviations above the mean (i.e., in the 99 th percentile). Grade equivalent score of 3.0 is poor given that he is in the 6 th grade and has scored at a level equal to that of third graders taking the test.

  • Standardization
  • a-Standardized tests have uniform procedures for administration, scoring, and interpreting test scores
  • Types of standardized tests
  • 1-Achievement – tests of content knowledge or skills
  • 2-Aptitude – tests which are used to predict future cognitive performance
  • 3-Standards-based – criterion-referenced tests based on established standards
  • 4-Domain-referenced
  • Standardized tests V/S Informal Teacher-made tests,
  • Standardized tests assess broad, general content while teacher-made tests tend to focus on specific objectives related to the instruction in a class
  • Standardized tests are more technically sound than teacher-made tests
  • Standardized tests are administered in “standardized” manners while teacher-made tests tend to be administered informally
  • Standardized tests are scored in consistent, reliable manners and produce sets of standard scores; teacher-made tests are scored in less reliable manners and generally are scored as the percentage of correct responses
  • Questionnaires
  • A questionnaire is an instrument containing statements designed to obtain a subject’s perceptions, attitudes, beliefs, values, opinions, or other non-cognitive traits
  • Personality inventories

Personality inventories are concerned with,Psychological orientation (i.e., general psychological adjustment) and Educational orientation (i.e., traits such as self-concept or self-esteem that are related to learning and motivation)

  1. Attitudes, values, or interests
  2. Attitudes, values, or interests are affective traits that indicate some degree of preference toward something.
  3. Scales
  4. Scales are continuum that describes subject’s responses to a statement.
  5. Likert Scales
  6. Response options require the subject to determine the extent to which they agree with a statement

An odd number of options provides for a middle or neutral response (e.g., strongly agree, agree, neutral, disagree, or strongly disagree) An even number of options eliminates a response of neutral (e.g., strongly agree, agree, disagree, or strongly disagree) Statements must reflect extreme positive or extreme negative positions like”I hate my teacher.The textbook has been a valuable resource.”A subject’s response positions them on a continuum.

  • Semantic Differential
  • Response options reflect a continuum of bipolar adjectives related to some aspect of the trait being measured
  • Fair: _ _ _ _ :Unfair
  • Interesting: _ _ _ _ :Boring
  • Aspects of the traits being measured are usually stated in a few words (e.g, My teacher is ; the textbook is )

A subject’s response positions them on a continuum.Responses of “fair” and “interesting” to the statement “My teacher is,” indicate a positive attitude.Responses of “unfair” and “boring” to the statement “My teacher is,” indicate a negative attitude.

  1. Checklists
  2. Checklists – responses require subjects to identify specific options from which they choose those options that appeal to them.
  3. Ranked items
  4. Ranked items – responses require students to place a limited number of items into sequential order.
  5. Problems with Measuring Non-cognitive Traits

Difficulty in clearly defining what is being measured (e.g., self-concept or self-esteem). Response set – a tendency to respond the same way to all items (e.g., strongly agreeing with each statement). Social desirability – a tendency to respond to items in a way that is socially desired or accepted.

  • Observations
  • Direct observation of behaviours in natural or controlled settings,structured or unstructured observations and detached or involved observers
  • Inference in Observation
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Low inference – involves little if any inference on the observers part. Children are in their seats. Teacher uses math manipulative. High inference – involves high levels of inference on the observers part. Children are happy. Teacher lectures effectively.

  1. Laboratory Observation- Specified environment,
  2. Use of structured forms and procedures,
  3. Concern with demand characteristics.
  4. Structured Field Observation is carried out in natural setting.
  5. Use of structured forms and procedures are generally in the form of frequency counts,duration,interval,continuous and in time sampling.

Advantages of Observations

  • Yields firsthand data without the contamination that can arise from tests, inventories, or other self-report instruments
  • Allows for the description of behavior as it occurs naturally
  • Allow for the consideration of contextual factors that can influence the interpretation and use of the results
  1. Interviews
  2. Interviews involve orally questioning of subjects and recording their responses.In interview the types of questions used are of,structured,semi-structured,unstructured and leading type
  3. Sources of Concern

Sources of concern in Interview are,,bias, contamination, interviewer characteristics (e.g., age, race, gender, etc.), conduct of the interview and response recordings

  • Advantages
  • ü Establish rapport
  • ü Enhance motivation
  • ü Clarify responses through additional questioning
  • ü Capture the depth and richness of responses
  • ü Allow for flexibility
  • ü Reduce “no response” and/or “neutral” responses
  • Disadvantages
  • v Time consuming
  • v Expensive
  • v Small samples
  • v Subjective
  • Criteria for Evaluating instruments
  • v Validity evidence /Reliability evidence
  • v Descriptions of the instruments
  • v Administration procedures
  • v Norming information for norm-referenced tests (NRTs)
  • v Standards for criterion-referenced tests (CRTs)
  • v Meaningful scores and score interpretations
  • v Avoidance of response problems in non-cognitive measures
  • v Training observers and interviewers
  • v High standards for observers using high inference observations
  • v Minimum interviewer effects
  • Scales of Measurement

A basic understanding of scales of measurement is essential in order to know something about presenting, interpreting and analysing data. What a scale actually means depends on what its numbers represent. Numbers can be grouped into 4 types or levels: nominal, ordinal, interval, and ratio.The scales are distinguished on the relationships assumed to exist between objects having different scale values The four scale types are ordered in that all later scales have all the properties of earlier scales plus additional properties.

  1. Categorical or qualitative variables tend to be reported in nominal and ordinal scales and Quantitative variables are reported in interval or ratio scales.
  2. Nominal
  3. Not really a ‘scale’ because it does not scale objects along any dimension, It simply labels objects. Categorical data are measured on nominal scales which merely assign labels to distinguish categories

Nominal is hardly measurement. It refers to quality more than quantity. A nominal level of measurement is simply a matter of distinguishing by name, e.g., 1 = male, 2 = female. Even though we are using the numbers 1 and 2, they do not denote quantity. The binary category of 0 and 1 used for computers is a nominal level of measurement.

  • They are categories or classifications.
  • Nominal measurement is like using categorical levels of variables,.
  • Nominal basically refers to categorically discrete data such as name of your school, type of car one drive or name of a book.
  • This one is easy to remember because nominal sounds like name.
  • In nominal measurement the numerical values just “name” the attribute uniquely.

A nominal scale tells you to which group a unit/individual belongs. A nominal scale can be used to categorise. For example, gender can be categorised as male or female, and religion can be categorised as Jewish, Muslim, Christian, Buddhist, and ‘other’.

Sometimes a numerical code is assigned to nominal variables (e.g.1 = female, 2 = male) but the code does not imply order. Ordinal Ordinal refers to order in measurement. In ordinal measurement the attributes can be rank-ordered. Here, distances between attributes do not have any meaning Ordinal refers to quantities that have a natural ordering.

For example, we often using rating scales (Likert questions). This is also an easy one to remember, ordinal sounds like order. An ordinal scale indicates direction, in addition to providing nominal information. Low/Medium/High; or Faster/Slower are examples of ordinal levels of measurement.” Many psychological scales or inventories are at the ordinal level of measurement.

  • • to rank job applicants from the best to the worst,
  • • to categorise people according to their level of education, or
  • to measure people’s feelings about some matter using a measure like ‘strongly agree’, ‘agree’, ‘neutral’, ‘disagree’, ‘strongly disagree’
  • Interval
  • An interval scale is a scale on which equal intervals between objects, represent equal differences.

Interval scales provide information about order, and also possess equal intervals. Equal-interval scales of measurement can be devised for opinions and attitudes. Constructing them involves an understanding of mathematical and statistical principles. But it is important to understand the different levels of measurement when using and interpreting scales.

  • Interval data is like ordinal except we can say the intervals between each value are equally split.
  • The most common example is temperature in degrees Fahrenheit.
  • The difference between 29 and 30 degrees is the same magnitude as the difference between 78 and 79,With attitudinal scales and the Likert questions, are rarely interval, although many points on the scale likely are of equal intervals.

Interval scales are not simply ordinal. They give a deeper meaning to order. An interval scale is a scale of measurement in which the magnitude of difference between measurements of any two units is meaningful. If weights are measured in kilograms (kg), then the difference in weights between two people whose weights are respectively 82 kg and 69 kg is the same as that between people whose respective weights are 64 kg and 51 kg.

That is, the ‘intervals’ are the same (13 kg) and have the same meaning. Further, someone who weighs 100 kilograms is twice as heavy as someone who weighs 50 kilograms. Consequently, most interval scales are also meaningful on a ratio scale. Ratio A ratio scale is a special form of interval scale that has a true zero.

For some interval scales, measurement ratios are not meaningful. For example, 40° C does not represent a temperature which has twice the heat of 20° C because the zero on the Celsius scale is arbitrary, and does not represent an absence of heat. However, when we consider the metric system for temperature (known as ‘degrees Kelvin’), then there is a true zero (called ‘absolute zero’).

  1. Therefore, a measure of 40K (i.e.40 degrees Kelvin) is twice as hot as 20K.
  2. Finally, in ratio measurement there is always an absolute zero that is meaningful.
  3. This means that you can construct a meaningful fraction (or ratio) with a ratio variable.
  4. Weight is a ratio variable.
  5. In addition to possessing the qualities of nominal, ordinal, and interval scales, a ratio scale has an absolute zero (a point where none of the quality being measured exists) Ratio data is interval data with a natural zero point.

Using a ratio scale permits comparisons such as being twice as high, or one-half as much. Reaction time (how long it takes to respond to a signal of some sort) uses a ratio scale of measurement — time. Although an individual’s reaction time is always greater than zero, we conceptualize a zero point in time, and can state that a response of 24 milliseconds is twice as fast as a response time of 48 milliseconds.

  • The Relationship between Numbers, Nominal, Ordinal, Interval and Ratio scales It’s important to recognize that there is a hierarchy implied in the level of measurement idea.
  • At lower levels of measurement, assumptions tend to be less restrictive and data analyses tend to be less sensitive.
  • At each level up the hierarchy, the current level includes all of the qualities of the one below it and adds something new.

In general, it is desirable to have a higher level of measurement (e.g., interval or ratio) rather than a lower one (nominal or ordinal). Numbers can be used to represent measurements on any of the four scales mentioned in this section. However, the relative values of these numbers have a deeper meaning as the scale goes progressively through nominal, ordinal, interval and ratio scales.

For example, suppose the numbers 1, 2, and 3 represent 3 measurements on any one of those scales. On a nominal scale, the numbers could have been replaced equally by the same numbers in a different order such as 3, 1, 2 or three arbitrarily chosen different numbers such as 6, 4, 8. On an ordinal scale, the order of the numbers 1, 2, 3 is important, but the order tells us nothing about the magnitude of difference between 1 and 2 and 2 and 3.

However, on an interval scale, the difference between 1 and 2 is the same as that between 2 and 3 and half of that between 1 and 3. Applications The level of measurement for a particular variable is defined by the highest category that it achieves. For example, categorizing someone as extroverted (outgoing) or introverted (shy) is nominal.

If we categorize people 1 = shy, 2 = neither shy nor outgoing, 3 = outgoing, then we have an ordinal level of measurement. If we use a standardized measure of shyness we would probably assume the shyness variable meets the standards of an interval level of measurement. As to whether or not we might have a ratio scale of shyness, although we might be able to measure zero shyness, it would be difficult to devise a scale where we would be comfortable talking about someone’s being 3 times as shy as someone else.

Measurement at the interval or ratio level is desirable because we can use the more powerful statistical procedures available for Means and Standard Deviations. To have this advantage, often ordinal data are treated as though they were interval; for example, subjective ratings scales (1 = terrible, 2= poor, 3 = fair, 4 = good, 5 = excellent).

  1. The scale probably does not meet the requirement of equal intervals — we don’t know that the difference between 2 (poor) and 3 (fair) is the same as the difference between 4 (good) and 5 (excellent).
  2. In order to take advantage of more powerful statistical techniques, researchers often assume that the intervals are equal.

: The Concept of Measurement in Education
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