Educational measurement is the process by which the usefulness of various parts of the education process, the usefulness of the activities of various persons involved in education and the students' intelligence, interest, aptitude, aptitude, personality, and academic achievements, etc. and they are expressed in fixed standard words, symbols or unit figures. Educational measurement is now a broad concept. It can also be called mental measurement because it includes various mental process concepts, such as intelligence, interest, attitude, etc. The material is presented in twelve chapters detailing:
(1) approaches to measurement and evaluation; (2) test selection; (3) analysis of test scores; (4) measuring strength; (5) motor fitness tests; (6) general motor ability; (7) sports skill testing; (8) cardiovascular tests; (9) nutritional measurements and somatotypes; (10) evaluation of body mechanics; (11) evaluation of social development; (12) sports knowledge tests; (13) grading in physical education; and (14) organization and administration of the measurement program.
Difference between educational measurement and physical measurement
Following are the differences between educational measurement and physical measurement.
1. There is no absolute zero points in educational/mental measurement; For example, if a student has zero marks in mathematics, then it can never be said that his mathematical score is zero, then the basis of physical measurement is zero; For example, if the weight of a child is 30 kg, it means that his weight is 30 kg more than zero.
2. The units of educational/mental measurement are not the same. Its units are of relative value; For example, there is not as much difference between the children of 13 and 14 mental age as in the children of 7 and 8 mental age. Although the absolute difference between the two is only one year. In contrast, all physical measurement units are in the same proportion, just as all the inches of a foot are equally spaced apart.
3. In educational/mental measurement, only partial measurement of quality is possible, whereas, in physical measurement, complete measurement of an object or quality is possible. Concepts of measurement in physical education are presented in this college-level text to enable the preservice physical education major to develop skills in determining pupil status, designing effective physical activity programs, and measuring student progress.
4. Educational, mental measurement is subjective and often compared against standards, while physical measurement remains constant; For example, if a table is 5 feet long, then even after changing the scale or the passage of time, its length will remain the same.
5. The qualities we measure under educational/mental measurement are intangible and subtle, whereas, in physical measurement, Measuring is tangible.
6. The nature of the characteristics to be measured under educational/mental measurement remains unstable and non-material. In contrast, the nature of the characteristics to be measured under physical measurement is physical and stable.
7. Educational/mental measurement is indirect, i.e., it is not measured directly but based on any suitable medium; For example, we measure achievement by looking at some other type of work or behavior of a person, whereas physical measurement is direct.
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