ST. AUGUSTINE UNIVERSITY OF TANZANIA FACULTY OF EDUCATION EDUCATIONAL FOUNDATIONS DEPARTMENT COURSE TITLE: Educational Measurement and Evaluation COURSE CODE: EP300 INSTRUCTOR : Sijjo, H.G.M PROGRAM : BAED III DESCRIPTION

This course aims at introducing educational students to basic concepts of educational measurement, assessment and evaluation. Furthermore, it seeks to equip the students with basic knowledge and skills that are important for developing tools for measurement and assessment of educational attainments and instructional performance. Both undergraduate and PGD (Education) students are intended to study this course.. Learning outcomes On the successful completion of this course, learners should be able to •define key terms like measurement, assessment, testing and evaluation •measure and analyze cognitive and non-cognitive learning behaviours •explain the use and misuse of examinations •standardize examination scores •explain various evaluation techniques/instruments •explain the practice of examinations in Tanzania •explain the practice and types of exam systems and methods in Tanzania •measure and evaluate learning outcomes involving different instruments Contents Module 1.0: Basic Concepts 1.1 Measurement: definition, measurement levels, challenges and criticisms 1.2 Evaluation: definition, levels and evaluation key questions 1.3 Testing: definition, levels, purpose, distinction between testing, measurement and evaluation 1.4 Assessment: definition, methods 1.5 Learning outcomes: definition, construction guidelines, taxonomy, benefits and problems Reference Dave, R.H (1975), Developing and Writing Behavioural Objectives, R.J Armstrong, Educational Innovators Press Ebel, R.L and Frisbie, A (1991), Essentials of Education Measurement, New York, Prentice Hall Gronlund, N.E & Linn, R.L (1990,) Measurement and Evaluation in Teaching, New York, Macmillan Publishers Kennedy, D (2007), Writing and Using Learning Outcomes: A Practical Guide, Quality Promotion Unit, Cork University College, Ireland Ogunniyi, M.B (1986), Educational Measurement and Evaluation, Lagos, Longman Nigeria Ltd Omari, I.M (2011), Concepts and Techniques in Educational Assessment and Evaluation, D’Salaam, Oxford University Press Rani, J.S (2004), Education Measurement and Evaluation, New Delhi, Discovery Publishing House Ratin R.D (2007), Education Measurement and Evaluation, New Delhi, Discovery Publishing House Sijjo, H.G.M (2016), Essentials of Curriculum Development, Measurement, Testing and Evaluation Techniques, Mombasa, Cactus E.A Publisher

Umari, F (2013), Relationship between Measurement and Evaluation, New York, Maryland University, College Park

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Module 2.0: Testing 2.1 Test forms and construction guidelines 2.2 Test types: classroom tests and standardized tests 2.3 Key properties/features of a good test/examination: reliability and validity 2.4 Table of Specification: construction, importance and limitations 2.5Test stages: planning, assembling, administration, marking, test item analysis and grading 2.6Test results/scores presentation and standardization 2.7 Reporting test performance techniques References Mambo, J.J (2000), Geography for Secondary Schools and Colleges: Application of Statistical Techniques, D’Salaam, DUP Meyer, J.P (2011), Measurement: Reliability, London, OUP Moore, K.D (2005), Effective Instructional Strategies; From Theory to Practice, London, Sage Publications Inc; Chapters 3-6

Osterlind, S.J (2002), Constructing Test Items and Measurement: Multiple Choice Constructed Response Performance, New York, Kluwer Academic Publisher Phelian, C & Wren J (205), Exploring Reliability in Academic Assessment, Califonia, California Universiy Press Sijjo, H.G.M (2016), Essentials of Curriculum Development, Measurement, Testing and Evaluation Techniques, Mombasa, Cactus E.A Publisher

Strock, S.A (2008), Criterion-Referenced-Test Development: Technical and Legal Guidelines for Cooperate Training, New York, John Wiley and Sons Publishers Module 3.0: Measurement/Assessment of Non-cognitive Outcomes 3.1 Observatory techniques 3.2 Peer appraisal and self-assessment 3.3 Measurement of Personality: attitude, interest, sociability, intelligence (IQ) etc Reference Bett, B (2001), Formative Assessment and Science Education, London, Kluwer Academic Pulishers McMillan, J.H (2001), Classroom Assessment : Principles and Practice for Effective Instruction, Boston, Allyn and Balon Publishers Stufflebeam, D.L (2007), Evaluation Theory Models and Applictions, Kalamaoo, John Wiley and Sons Publisher Thorndike ,R.L & Hagen, E.P(1991), Measurement and Evaluation in Psychology and Education,New York, Macmillan Publishers Module 4.0: Examination System in Tanzania 4.1 Historical perspectives 4.2 Types of Examinations in Tanzania 4.3 Methods of establishing standards: Scope equivalence 4.4 Standards across countries and time/periods Reference Bigg, J (2003) Teaching for Quality Learning University: What the Student Does, Bucknyliam, Open University Press Danielson, C (2011), The Framework for Teaching Evaluation Instrument, New York, ASCD Publisher Guenal, L, Opez, J.IC (2008), Performance Evaluation Proven Approaches for Improving Program and Organizational Performance, John Wiley and Sons Publisher Jane,T (2010), Mastering PTE Education, Nairobi, OUP Mushi, P.A.K (2009), History of Education in Tanzania, D’Salaam, DUP

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Nkyabonai, J (2013), The Space of Politics in Tanzania’s Curriculum: Scholarly Journal of Scientific Research and Essay,Vol. 27, pp109-117D,Salaam,Tanzania Popham, W.J (2008), Classroom Assessment What Teachers Need to Know, New York, Pearson Education Richard, J (2001), Curriculum Development in Language Teaching, Cambridge, CUP Samoff, J (1999), Analysis Agendas and Priorities for Education in Africa, UNESCO; Working Group Agency Sijjo, H.G.M (2010), Preparation for Teaching in Secondary and Tertiary Learning Institutions: Teaching Manual (Unpublished), Mwanza, MLRC Library, St Augustine University of Tanzania

Delivery Modes Lectures, learners’ small group presentations and guest speaker Evaluation •Course Work: 40%.This will consist of a test, quiz, home work and small group presentations •Final Exam: 60% Requirements •Attendance to all lectures is obligatory •Doing all assignments, test and exam as administered, is not optional

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