Like physical measures, real zero cannot be conceptualized in educational and psychological measurements. For example, take the temperature. It can be true zero (0, Zero) on some days, less than zero on some days, negative (-ve), and more than true zero (+ve) on some days. But this is never the case in educational and psychological measurements; Neither a student's intelligence can be zero or less than zero, nor his attitude can be zero or less than zero, nor his personality can be zero or less than zero. When a student gets zero marks in an achievement test, it does not mean that they have zero knowledge in that subject. It only means that the student has completely failed to solve the questions in that test.
Educational and psychological qualities are measured by indirect methods, they do not have any measurement unit, so they cannot be realistically measured and cannot be compared. For example, take the weight of a person. Its unit is kg. If the weight of Ram is 60 kg and that of Shyam is 30 kg, then we can say that the weight of Ram is twice that of Shyam.
But we cannot make such a statement for educational and psychological measurements. If Ram's achievement test gets 60 marks and Shyam gets 30 marks, then we cannot say that Ram's ability in this subject is twice that of Shyam; It can be more than twice as much as it can be less. Similarly, if Ram's IQ is 120 and Shyam's is 80, then we cannot say that the ratio of his intelligence is 3: 2; this is
It could be less or more. Some reference points have been discovered to make them; such reference points are called Norms. Educational and psychological measurements are meaningless because these standards are not the unit of educational and psychological measurements. It is only with the help of the Arthayukta that the student's actual achievement on a test can be explained.
Often the standard of a test is determined by the marks obtained on that test. These are the abbreviations of the scores, or they are presented in some converted form.
Ebel has defined a standard as "the standard of a test that describes how members of a particular reference group score on a test." Remmers, Gage, and Rummel has defined the standard as
"Standard is the level of performance achieved on a test by a defined group of students." Standards actually express the actual achievement (student) or group of persons (students). They are not pre-determined but are changed about the current situation. If these properties are not included in the meaning of the standard, then the standard definition will be incomplete. Therefore, the standard should be defined as "Standards are those changed basis points of the scores obtained on a test based on which the scores are interpreted. Their relative position is clarified.
Need of Establishing Norms
1. To make the raw scores comparable.
2. To make the original data so that they can be added to other data 3. To make the original data more meaningful can be added.
The group of persons on which these standards are prepared is called the reference group; That is, the standards express the standard performance of the reference group. Standards usually help us to answer the following questions
.
(i) How low or above a person is in comparison to others on that test.
(ii) On what basis a person's available scores on one test compared to another test measuring the same characteristic can be used to ascertain his successes and weaknesses.
(iii) How to easily and successfully study the progress of the student is more or less. Based on such comparison, the marks obtained by a student on any one examination
(iv) How to predict the future success of the student.
You must be logged in to post a comment.