Educational Statistics And Evaluation Question Paper
Educational Statistics And Evaluation
Course:Bachelor Of Education
Institution: Kenyatta University question papers
Exam Year:2009
KENYATTA UNIVERSITY
UNIVERSITY EXAMINATIONS 2008/2009
SECOND SEMESTER EXAMINATION FOR THE DEGREE OF BACHELOR OF
EDUCATION
EPS 402:
EDUCATIONAL STATISTICS AND EVALUATION
=================================================================
DATE: FRIDAY 11TH SEPTEMBER 2009
TIME: 8.00 A.M. – 10.00 A.M.
INSTRUCTIONS:
1.
This paper is divided into two sections, A and B.
2.
Attempt ALL questions in BOTH Sections.
3.
Relevant formulae and standard Normal distribution tables are provided at the
back of this question paper.
4.
Scientific calculators may be used in this examination.
5.
Use of Mobile Phones is strictly prohibited.
SECTION A: (40 MARKS)
1.
Using appropriate examples, clearly distinguish between the following terms::
a)
i)
Statistics and measurement.
ii)
Standard scores and standardized scores.
iii)
Measures of variability and measures of relationship.
iv)
Descriptive statistics and inferential statistics.
(4 marks)
b)
Classify each of the following as nominal, ordinal, interval or ratio level (or scale) of measurement.
i)
The score you obtained on a Geography test.
ii)
The height of each of Kenyatta University students.
iii)
The student’s ID number.
iv)
Mechanics have to say whether changing the spark plugs on a new model car is very difficult, difficult, easy or very easy. (2 marks)
2.
Given below are scores for ten students obtained on a Form 2 Physics test:
6, 5, 2, 8, 10, 8, 11, 10, 14, 6.
Determine the following measures of:
a)
Central tendency:
i)
Mode (½ marks)
ii)
Median
(Exact) (1 mark)
iii)
Mean (1 ½ marks)
b)
Variability:
i)
Range (½ marks)
ii)
Mean deviation (1 ½ marks)
iii)
Standard deviation (3 marks)
c)
Basing on the measures of central tendency obtained in (a) above, describe fully the shape of the distribution. ( ½ mark)
3.
a)
Differentiate between the following:
i)
Percentile (or percentile point) and percentile rank.
ii)
T-scores and stanines. (2 marks)
b)
Peter obtained a score of 66 in his first test and a score of 80 in his second test. The mean and standard deviation for the first test were 60 and 12 respectively. The mean and standard deviation for the second test were 72 and 15 respectively. In which of the two tests did Peter perform better? (1 ½ marks)
c)
A High school teacher in a class of 40 students, found out that the Mathematics scores were normally distributed with a mean of 82 and standard deviation of 12.
i)
What is the percentile point in the distribution below which 90% of the scores fell? (1 mark)
ii)
What is the percentile rank of a student with a score of 66 in the class?
4.
Using suitable examples differentiate between the following:
i)
Examination and evaluation.
ii)
Achievement test and aptitude test
iii)
Formative evaluation and summative evaluation.
iv)
Concurrent validity and predictive validity.
v)
Test-retest and split-half methods of estimating reliability. (10 marks)
5.
a)
i)
what is test specifications? (½ mark)
ii)
Briefly explain two advantages of using a table of test specifications when preparing
a classroom test. (2 marks)
b)
i)
State and briefly explain any two measurement techniques for testing theoretical and practical knowledge in our school system. (1 ½ marks)
ii)
With reasons explain how effectively these measurement techniques are being used in our school system. (1 ½ marks)
iii)
State and briefly explain any two factors that may affect the selection of item format (or item type). (2 marks)
c)
i)
Distinguish briefly between essay test and an objective test. (1 mark)
ii)
Give two advantages and two disadvantages of an objective test as applied to school subjects. (2 marks)
SECTION B:
(30 MARKS)
6.
The following scores were obtained by a group of ten Form 3 students on Chemistry and Geography tests.
Students
A B C D E F G H I J
Chemistry
10 9 7 11 12 8 6 10 8 7
Geography
12 10 9 8 7 13 9 14 11 12
a)
i)
Calculate the Pearson product moment correlation coefficient rxy,for the above scores. (6 ½ marks)
ii)
Interpret your calculated value, rxy (1 ½ marks)
iii)
State any two assumptions underlying this Pearson product moment correlation coefficient, rxy. (1 mark)
b)
i)
Compute the Spearman rank order correlation coefficient, rs for the above sets of scores. (5 marks)
ii)
Give two assumptions underlying the Spearman rank order correlation coefficient, rs. (1 mark)
7.
a)
i)
What is item analysis? (½ marks)
ii)
How is item difficulty different from item discrimination for a given test item? Explain briefly using an appropriate example. (1 ½ marks)
b)
The table below gives a summary of students’ responses on two multiple- choice items (or questions).
Item Group Options
Omits
Total
No.
A* B C D
1 Upper
group
40 2 0 5 3 50
Lower
group
24 24 0 2 0 50
A B C
D* Omits
Total
2 Upper
group 3 2 3 42 0 50
Lower
group 0 24 0 26 0 50
NOTE:
For Item 1, A* is the Key
For Item 2, D* is the Key
c)
Calculate the item difficulty index (P) and item discrimination index (dD) for each of the
two items. (8 marks)
d)
Comment on the quality of each item in the light of the above item analysis data obtained in (b).(3 marks)
d)
Evaluate the effectiveness of the distractors in the two test items, and then identify for each test item the good and poor distractors. (2 marks)
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