EDUCATIONAL MEASUREMENT EVALUATION AND STATISTICS

Preface

Evaluation is very essential and important in the field of education. In the present times, continuous evaluation is being emphasised and now its area has become very wide. Earlier in the field of education, evaluation of only educational achievements was done, but now, evaluation is also carried out in respect of educational policy, educational planning, educational administration, working methods of principals, behaviour of teachers and that of guardians And it depends on the methods of measurement and statistical analysis of data obtained from measurement. In such a situation, all persons concerned with education should have knowledge about educational measurement, evaluation and statistics.

As far as subject matter pertaining to measurement, evaluation and statistics is concerned, it has been presented in the book in a logical sequence with suitable examples. You can see that the examples have been taken from your own fields of experience. It would be easier for the readers to understand and memorise them. Of course, there may be some difficulty in understanding and memorising some formulae of statistics, and that is due to the fact that the derivation of any formula has not been made clear. There is no need to do it either. There is nothing to worry. As you use the electrical appliances without understanding their construction, these formulae too can be used in a like manner. As far as memorising these formulae is concerned, central tendencies, percentile, deviation values, coefficient of correlation and standard scores are required to be calculated in general use and their formulae can be memorised by exercise. Other formulae and calculation tables are now made available to the users. It is only required to understand and memorise the related statistical symbols. So much of labour is needed to obtain special ability in this field.

Though every effort has been made to make the theoretical concepts and the steps of statistical calculations clear to the readers, even then I cannot claim that the book is complete in all respects. The readers are therefore requested to send their suggestions for the improvement of the book. I would be thankful to them.

Every writer has his own style of writing, so have I which a class of raders has liked very much since 1962. I desire that this style of writing may continue in the field of education. Dr. Joshi has shown his interest in it and has justified with the job quite satisfactorily. My good wishes are with him.

This book could be completed by the grace of God and with the help of so many scholars, directly or indirectly. I feel grateful to them all, especially to the authors and publishers of the titles which I have consulted and the constructors of the psychological tests which have been presented in the book for illustration.

Raman Bihari Lal