Measuring and evaluating learning outcomes of learnersAsst. Prof. Dr. Thiwat ManichotiPreliminary projections about the measurement and evaluation of learning, of learning i.e. the importance and characteristics of measurement and evaluation on education are as follows:Measurement (Measurement)What it meansThere are also about tolerance and understanding metrics and measurement. Some people understand that this is the same as the Word 2. Have the same meaning because it comes from the same word in English, but in the Thai language, measurement is 2 words with slightly different means. As follows:Measurement is the process of defining a number or symbol, rather than the quantity or the quality of a feature or features of what you want to measure. Measurement is the process of defining a number or symbol, rather than the quantity or the quality of a feature or features of what you want to measure by what you want to measure, as a result of the actions or activities of one or several together, such as learning. What is measured is the impact of learning of the participants. The elements of the measure.Measuring element consists of a What you want to measure the metrics and the results of the most important metric is measuring tools. A quality tool to provide accurate measurement result and precision. Type what you want to measure. What you want to measure the 2 major categories are split. 1. What is subjective is people, animals or things of tangible. Contains shapes to measure things as physical measures (physical) characteristics that can be defined clearly, such as weight, height, The length of the These features, measuring instruments, measuring results accurate and highly precise. Complete measure and urge you can decide, for example, measuring instruments, such as the scale ruler. Gauge, etc. This measure is a direct measure. A number of measures rather than the quantity required for all measurement features such as 10 kg heavy long 172 cm high 3.5 meters and 3.5 172 10 figures instead of weight. All length and height, for example 10 represents the entire weight. If there is no such attribute, such as it is, there are no heavy unit 0 was hard. This is the real number zero 0 (absolute zero) 2. สิ่งที่เป็นนามธรรม คือสิ่งที่ไม่มีตัวตน จับต้องไม่ได้ เป็นการวัดพฤติกรรมและสังคมศาสตร์ (behavioral and social science) คุณลักษณะที่จะวัดกำหนดได้ไม่ชัดเจน เช่น การวัดผลสัมฤทธิ์ทางการเรียน (achievement) วัดเจตคติ (attitude) วัดความถนัด (aptitude) วัดบุคลิกภาพ (personality) เป็นต้น เครื่องมือวัดด้านนี้มีคุณภาพด้อยกว่าเครื่องมือวัดสิ่งที่เป็นรูปธรรม คือ ให้ผลการวัดที่เที่ยงตรงและแม่นยำน้อยกว่า ลักษณะการวัด เป็นการวัดทางอ้อม วัดได้ไม่สมบูรณ์ ไม่ละเอียดถี่ถ้วน และมีความผิดพลาด ตัวเลขหรือสัญลักษณ์ที่ได้จากการวัดเป็นค่าโดยประมาณ ไม่สามารถแทนปริมาณหรือคุณภาพของคุณลักษณะที่ต้องการวัดได้ทั้งหมด เช่น การวัดผลสัมฤทธิ์ทางการเรียนวิชาคณิตศาสตร์ของนักเรียนคนหนึ่ง ได้ 15 คะแนน ตัวเลข 15 ไม่ได้แทนปริมาณความรู้ความสามารถทางคณิตศาสตร์ของนักเรียนคนนี้ทั้งหมด แม้แต่นักเรียนที่สอบได้คะแนนเต็ม ไม่ได้หมายความว่านักเรียนผู้นั้นมีความรู้ความสามารถในเรื่องดังกล่าวสมบูรณ์เต็มตามกรอบของหลักสูตร ในทางตรงกันข้ามนักเรียนที่ได้ 0 คะแนน ก็ไม่ได้หมายความว่านักเรียนผู้นั้นไม่มีความรู้ความสามารถในคุณลักษณะดังกล่าว เพียงแต่ตอบคำถามผิดหรือเครื่องมือวัดไม่ตรงกับความรู้ความสามารถที่นักเรียนคนนั้นมี เลข 0 นี้ เป็นศูนย์เทียมEducational measurement characteristics.Educational measurement is to measure abstract feature measurement effects are as follows:1. an indirect measure is measured for features you want to measure directly. Want to give away such a feature definition is a behavior that is measured. Then, measure by measure, such as the definition of behavior that is the responsibility of the student. Need to define attributes and responsibilities is a behavior that is measured. It may be split into sub-like behaviour is not at all working-school assignments, Bring supplies that teachers order come all the time. Send scheduled task or homework, etc. 2. the measure is not complete. Educational measures cannot be measured measurement features you want to complete. A partial measure or measure can only be representative of all the features such as the ability to measure student reading. Those measures could not answer all the questions to test students. Can only be a part of that I think is representative of all the measured words, etc.3. There was an error. Because that cannot be measured directly, and the definition of what to measure, it cannot be defined as behavior that is measured all measurements were incomplete. A number or symbol that is measure from the features you want to measure, in fact, it may be more or less. Measurement is the measurement error or tolerance from reality. A good metric must be a mistake or minimum tolerance.4. in a relationship. To know the meaning of numbers that measure. These figures must be compared with those of other people, or to bring the students ' test scores compared to the average score of the group, compared to a score of friends who make together or against the scores of the student with previous exam. If the score is higher than friends. Show that it is capable of measuring more than a friend, or if you have a high score than score himself had in the past. There is more development, etc.Principles of educational measurement.Educational measure. There are basic principles. As follows:1. define what you want to measure clearly described in such a way to measure whether the educational measure is an indirect measure. To measure the quality of the feature definition must be measured, straight and clear. This definition is very important. If the definition is not met, or is not valid. The measuring instruments built by definition it has no quality. Effect of measurement error, is measured do not match the features you want to measure. 2. use a quality metrics The heart of the measure is to be able to measure the exact feature that requires precise measurements and measurement. Using quality measurement tools, quality of tools there are many reasons it is important that there is a direct (validity.
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