Nature of Educational Measurement: The nature of educational measurement is as follows:
(a) Educational measurement is indirect and incomplete.
(b) Educational measures measure the representative behavior of the quantifiable trait.
(c) Units measured by educational measures are not permanent.
(d) The units of educational measurement do not start at an extreme zero
(e) Educational measures are used as a means of evaluating educational schemes. Rathi teaching is conducted for specific educational purposes.
(f) Like various psychological measures, complete objectivity cannot be ensured in educational measures. Scope of educational measurement: Educational measurement refers to the various processes of measurement used to assess the success or failure of the educational process in the simplest sense. This means to determine the extent to which the content and methods selected have been successful in achieving the goals and objectives of a particular educational process, the areas in which failures have been encountered, the causes of such failures and how to remove them Educational measurement is the process of providing a systematic analysis of aspects such as possible. The main purpose of such measurement processes is to systematically analyze the successes and failures of the selected content and methods to achieve the objectives of a particular educational process and to facilitate changes in the educational process as required. Educational measurement is particularly helpful in understanding the degree of success and failure of different students in the knowledge acquisition process.
With the advent of new changes in the world of psychology, new concepts of measurement slowly emerged in the educational process. However, the examination methods used in education before the fortieth century, especially during the nineteenth century, were full of flaws. Teachers plan to measure the knowledge acquired by the students and apply the subjects they feel are necessary in the testing system. The teacher judges the success and failure of the students according to his own preferences, tastes and whims. In other words, teachers rely on the process of analyzing and measuring the knowledge acquired by students through the process of testing through the superconventional process. Such testing processes were not scientific at all. Therefore, these could not measure the knowledge acquired by the students in a planned manner. The process of measuring students’ knowledge was flawed as such tests were unplanned, unscientific and subjective in nature. In the late nineteenth century, especially in the early twentieth century, the influence of science became dynamic in all aspects of human thought. As a result, modern science entered most branches of human knowledge. The pace of application of impersonal and scientific methods and systems in all systems of knowledge exploration accelerates. Gradually, the pace of application of new concepts and methods of measurement in education accelerated and various testing processes were used at different stages and levels of education. Language: English