Ability Test is one that is designed to measure the extent to which a person is capable of performing a given task.
Absolute Marks refer to the marks expressed in percentage. Since the percent mark is considered as independent of other students' marks, percent marking is characterized as 'absolute marks' (e.g., 75%, 80%, etc., as scored in public examinations). "Absolute marks are based on teacher judgement of the adequacy of a pupil's achievement, without reference to the achievements of other pupils in the group" (Ebel, 1979, p.374).
Accuracy denoted the closeness of computations or estimates to the exact or true values.
Achievement Age (AA) is the level of educational development of an individual. It is determined by comparing his score (on an achievement test) with the average score of individuals of the same chronological age. Some scholars regard it as 'educational age'.
Achievement Quotient (AQ) is the quotient obtained by dividing the achievement age by chronological age, usually expressed as a multiple of 100. The achievement quotient of a 10-year old pupil whose achievement age equals to that of the 15-year old pupils is 1.5 or 150. It is, sometimes, regarded as 'accomplishment quotient'.
Achievement Test is used to measure the extent of learning of the material presented in a particular course or programme of instruction. The learning achievement is usually reported either with reference to the other students of the class (norm referenced) or with reference to a particular learning material (criterion referenced). This test is however said to be valid only within the limits of its stated objectives.
Activity is one of the three main elements (viz., levels, activities and descriptions) in the band system of nine rungs (or bands) used in the progress assessment scales. "A unit of communicative behaviour such as, 'searching for specific information', taking notes to be reconstituted', exchanging information by phone'. An activity is a constituent unit of the larger episode of event" (Carroll and Hall, 1985, p.166).
Adaptation is the sixth one among the seven hierarchical levels of the Psychomotor Domain of the Taxonomy of Educational objectives. It is a process of altering the motor activities to meet the demands of new problematic situations requiring a physical response. As it is a part of the educational objectives, the extent of its usage needs to be learnt and thereby evaluated.
Ad-hoc Test is one that is constructed by the teacher to meet the timely requirements of his classroom. This is the one that is quickly dealt with. The teacher usually does not concern much about the item analysis of such tests as they are meant for the whole class and not for the sample. However, he does maintain the reliability and validity.
Adjustment is one of the non-scholastic aspects of learners' growth closely related to language education and is to be developed at various levels, viz., Individual, Classroom, Institutional, etc. Curricular and o-curricular adjustments are the important requirements of a learner in the higher education and thereby needed evaluation of the same.
Affective Domain of the Taxonomy of Educational Objectives is associated with the learner's emotional state and personality. It is divided into five levels namely, Receiving, Responding, Valuing, Organising and Characterising. The lowest level of internalization has been shown as the state of awareness and the highest being the formation of (one's) character. The behaviours classified under this domain are called non-scholastic aspects of learners' growth. Further details of individual levels have been dealt with under separate entries.
Affective Outcomes are the changes in the non-scholastic behaviours caused by learning, viz., feeling, interests, attitudes, values, etc., which are listed under the affective domain of the taxonomy of educational objectives. "Affective outcomes of education involves feelings more than understandings. A person's likes and dislikes, pleasures and annoyances, satisfactions and discontents, confidence and diffidence, pride and humanity, ideals and values are some of the affective outcomes that education may develop" (Ebel, 1979, p.374).
Affective Measures are the measures which attempt to focus on the non-scholastic aspects of learner's growth, namely, attitude, feeling, interest, values, etc.
Affective Process is a process through which the learner is deeply and invariably associated with the affective non-scholastic aspects of his growth (viz., emotion, feeling or mood) on account of education.
AGCT Score is an abbreviated form for the 'Army General Classification Test Score'. It is one of the derived scores and is obtained on the basis of the raw score mean and standard deviation of the group. AGCT score is equivalent to 20z + 100, where the standard score -
z = x - x#
sxx = a student's raw score on a given test,
x# = mean score in that test, in the norm group (reference group),
sx = the standard deviation of the scores in that group.Age Equivalent is the age for which a given score is the estimated average score. Good (1959, p.21) defines it as "the corresponding age score for a raw score on a test, established by determining the average score made by pupils of each age; an age norm".
Age Norm is the average score of a particular test made by children of a given chronological age. This is determined by giving a test to a representative group of children at various age levels and then by computing the measures of central tendency of the distribution of scores obtained in various age groups. For example, the height norm for 5-year old male children is fixed as follows: collect the representative sample of 5-year old male children; measure the height of each member of this sample and then determine the 'mean height'. This 'mean' shall be the height norm of that group.
Age Score is also referred as an 'Age Equivalent Score'. It means a test score in which the individual's test performance is expressed as the age at which most individuals reach the same level of performance. (Also see, Age Equivalent Score).
Aim, in evaluation refers to the Goal which is the general declaration of intent that gives direction to an educational programme. An objective is a particular point in that direction. In other words, the 'aim' may be defined as an answer to the question of the type 'why a programme of language teaching is undertaken?' and 'objective' as an answer to the question of the type 'what will be achieved if the programme is completed?' [Also see, Goals, Objectives].
Alternative Forms are the same as parallel forms. Alternate forms are also the same as equivalent forms of a test. Their scoring distributions must exhibit equal means, variances and co-variances (i.e., equal correlations with an external criterion) in order to classify them as equivalent. [Syn.: Equivalent Forms].
Alternate Form Reliability refers to the consistency of a test determined by correlating scores on two forms of a test. [Also see, Reliability, Reliability Coefficient].
Alternatives are the answer options. These include both key and distracters. Alternatives are usually provided in the selection type items, namely, constant alternatives, multiple choice and multiple facet items. They are sometimes, indicated as 'responses' also.
Analogy Question requires an examinee to analyse relationships between words or sentences. In some questions one may be asked to carry out an analogy from a concrete relationship to a more abstract situation. Besides the above, there are also questions involving synonyms, antonyms, cause and effect, etc. verbal relationships involve a kind of reasoning similar to mathematical thinking. The concept of ratio and proportion in mathematics is very useful to the verbal situations presented in this type of questions.
Analysis is the process of breaking down a problem into its constituent parts. It is one of the higher order abilities and the fourth one among the six hierarchical levels of the scholastic category under the cognitive domain. Distinguish, deduce, classify, etc., are the action verbs that would represent analysis. Written tests of long answer open ended problems, assignments, etc., are some of the tools which could measure the skill of analysis. In statistical calculations of test scores, the difference between observed and expected frequencies would form the basis for an analysis.
Analysis of Covariance or ANCOVA is a variation of analysis of variance. It combines ANOVA and regression procedures. This powerful and useful statistical procedure helps to remove the effects associated with variables that might influence the results and lead to faulty conclusions. This has the advantage of ANOVA with the added capacity to control for pre-treatment group differences (e.g., the effect of the greater or lesser aptitude group in achieving the target after an instructional treatment).
Analysis of variance or ANOVA also refers tone of the forms of a family of statistical procedures. It is applied to test the strength of main effects and interaction effects caused by two or more groups in the study, if comparisons are made for outcome related to a variety of potential effects such as method, potentiality of the group, sex, teacher experience, textbook, etc. it has the advantage of permitting the comparison of multiple groups and effects and also the testing of interaction effects. The disadvantage is that it may require a large sample size in order to test multiple effects simultaneously.
Analytical Scoring is one of the methods of grading essay type answers. It requires preparation of a scoring guide. Scoring guide is a list of elements of quality or defects on the basis of which the grading is done. It may also indicate how many points are to be awarded or deducted for each degree of quality or deficiency.
Anecdotal Record is a written record maintained by the teacher for collecting information about learner's growth. It helps the teacher to record the behavioural changes observable in a learner from time to time. Anecdotal record is classified as one of the tools used for assessing non-scholastic aspects of learner's growth under subjective methods.
Announced Test is the one which is administered to an examinee after giving prior intimation to him about the nature of questions, duration of time, weightage procedures, the coverage of syllabus/instruction, etc. most of the periodical tests fall in this category only. Such tests may either be oral or written. In the system of continuous internal assessment, this procedure plays a vital role in order to make the final evaluation more reliable. The opposite one is 'Unannounced Test'.
Answer refers to a reply or an expression of opinion especially in response to a question. It would also mean a solution to a numerical problem. In some cases, it is regarded as 'response' also.
Application ability is the third one among the six hierarchical levels of the cognitive domain as pronounced in the Taxonomy of Educational Objectives. It is the process of applying theories and principles in concrete situations. This is regarded as one of the higher order abilities under the scholastic category. Apply, relate, employ, classify, develop, etc., are the action verbs that would represent application. Traditional essay type questions and the field performance assignments are some of the frequently used tools to measure this ability.
Appraisal is a tool of management in the monitoring process, whereby the administrators of a programme are able to focus their attention on specific aspects and areas of operation in order to ascertain that the actual performance is moving in the right direction. It also makes it possible to distinguish the strengths and weakness of performance enabling the monitors to focus their attention on areas of weak performance.
Appreciation is one of the non-scholastic affective quality that a student is expected to develop through this learning. The growth of this aspect could be measured by using the techniques of observation, situational tests, discussions, essay type questions, inventory, etc.
A priori Validity is defined as "a guess at the validity of a test from the apparent similarity of the items to the behaviours that one assumes, are those of the variable to be measured: a primitive form of content validity". [English, Horace B. and Ava C. English, 1958].
Aptitude is potential for learning or acquisition. It could also refer to the student's readiness for learning. As a potential, it is usually contrasted with the current level of proficiency of a person. This potential is, sometimes, expressed as an aptitude index. Sophisticated devices like test batteries are available for measuring aptitude.
Aptitude Test is designed to measure one's ability or potentiality in order to predict his likely success in a future programme of learning, training, etc. it also helps to determine the extent to which he is likely to benefit from the future programmes. There are many specially designed standardized aptitude test batteries available.
Arithmetic Mean is one of the three measures of central tendency. It is obtained by adding up all the scores in a distribution and dividing the total sum by the number of scores. Average is a general term, also used sometimes in place of 'Arithmetic Mean'.
Arithmetic Value means the 'absolute value'. It refers to a number (representing a magnitude), irrespective of its positive or negative sign. The absolute value of +7 and -7 is the same and is written as (7). [Syn.: Numerical Value].
Assertion/Reason Item is the one that consists of two statements, which are usually connected by the word 'because' and sometimes 'if'. This is a kind of analogy question. The examinee is required to consider each statement separately and decide whether or not the second one is a legitimate explanation of the first. Then he has to select his response according to the code which usually consists of four alternatives/options.
Assessment is concerned with judging one's performance in relation to a particular job or educational course. It is an analytic process of gathering information, interpreting them and making a qualitative judgement as objectively as possible, with reference to a person or programme or an activity. It is considered to be a more comprehensive term than measurement and evaluation.
Assessment Report is an official record of assessment through which the assessors' findings are made public with factual evidence.
Assignments are the tasks assigned to the learners to provide sufficient practice to them in problem solving skills. The higher order abilities, viz., analysis, synthesis, independent thinking, creativity and insight may be revealed through them. Assignments may also reflect the interest, attitude and habits of the learners. In the process of continuous evaluation, students may be asked to take up assignments in the classroom, home, library or in the field. The nature and type of assignment are usually decided by the teacher depending upon the requirements.
Asymptotic is one of the properties of a normal distribution curve. I test analysis, it represents the theoretical meaning that some of the scores may extend indefinitely far to the right or to the left on the horizontal axis and thus making the curve never intersect that axis. This characteristic, however, is not so important as the tests usually have finite number of items. Moreover, we cannot also test an indefinitely large sample. [Also see, Normal Distribution, Symmetry].
Attenuation refers to a decrease/narrowing in the magnitude of the correlation between two measures, such as a test and a criterion, caused by unreliability in the measures [Sattler, 1982, p.631].
Attitude is one of the several aspects of personality. It plays an important role for the acquisition of several other non-scholastic qualities. Some attitudes involve feelings; some are cognitive generalizations closely related to knowledge. It also forms the self concepts and interests. Checklists, Observation techniques, Questionnaire, Opinionaire, Attitude scale are some of the tools which could measure attitude. Attitude is "the total sum of a man's inclinations and feelings, prejudice or bias, preconceived notions, ideas, fears, threats, and convictions about any specific topic" (Thurstone, 1929; Ebel, 1979).
Audiometry is a technique used to measure the sound, especially that in the human speech ranges with the help of an audiometer. It is widely used in the speech therapy.
Auditing is the process of checking the expenditure already incurred. It is a kind of dual checking to see whether the expenditure has been incurred with reference to the set objectives and also as per the norms to incur such expenditures. In an evaluation that is of the comprehensive type the 'audit report' is also considered as one of the sources of information for making a value judgement about the overall achievement of a programme/project.
Aural Comprehension Test is the one which is administered for testing the listening comprehension of an examinee. This is applicable for any language learning situation either L1 or L2 or L3. It is sometimes conducted through language laboratory also. 'Dictation' is one of the best aural comprehension.
Autobiography is considered one of the effective tools for evaluating the affective behaviours of a learner. It is a natural and readily available means of data on personal qualities of an individual. A learner may reveal his wishes, hopes, aspirations, values and goals, frustrations and disappointments, etc., through an autobiography, if he is asked to write the same as an assignment in the language teaching period. Autobiography may be of two categories - structured and unstructured. Structured autobiography may have well defined headings and sub-headings and one has to write his biography accordingly.
Average refers to arithmetic mean only. It is obtained by adding up scores and dividing their total by the number of scores. In other words this is nothing but a number which is taken as typical value for a group of scores.
Awareness refers to one's being conscious of something i.e., knowing. It is the primary action that takes place in the cognitive process. There can also be a simple awareness without specific discrimination or recognition of objective characteristics. Just to create an awareness, a number of programmes are conducted in schools and colleges. (Syn.: Cognition, Knowing).