Eps 402: Question Paper

Eps 402:

Course:Bachelor Of Education

Institution: Kenyatta University question papers

Exam Year:2010

KENYATTA UNIVERSITY
UNIVERSITY EXAMINATIONS 2009/2010
INSTITUTIONAL BASED PROGRAMME
EXAMINATION FOR THE DEGREE OF BACHELOR OF EDUCATION
EPS 402:
EDUCATIONAL STATISTICS AND EVALUATION
=================================================================
DATE: WEDNESDAY 28TH APRIL 2010
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 may be found at the end 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)
Q.1
a)
Clearly distinguish between the following terms:
i)
Measurement
and
evaluation.

ii)
Skewness and Kurtosis of a distribution.

iii)
A histogram and a frequency polygon.

(3 marks)

b)
For each of the following indicate the scale (or level) of measurement.
i)
Temperature
in
degrees
Celsius.

ii)
Volume of milk containers in cubic centimeters from Zero to 200
cubic
centimeters.
iii)
Rooms 101 – 250 at the Safari park Hotel.
Page 1 of 5

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iv)
Tutorial Fellows, Lecturer, Senior Lecturer, Associate Professor and
Professor.

(2 marks)

Q.2
Given a distribution having the following scores obtained on a form 3 English test:

11, 12, 13, 15, 15, 15, 16, 17, 18, 18.

Compute the following measures of:
a)
Central tendency:

i)
Mode

(1/2 mark)

ii)
Median (exact)

(1 ½ marks)

iii)
Mean

(2 marks)

b)
Variability

i)
Range

(1/2 mark)
ii)
Mean
deviation (2
marks)

iii)
Variance

(3 marks)

c)
i)
Using measures of central tendency obtained in (a) above, describe

fully the shape of the distribution of scores, and also the performance
of
the
students
on
the
test.
(2
marks)

ii)
Briefly describe graphical presentation of data, and explain its
importance
in
descriptive
statistics.
(2
marks)

Q.3
a)
Using appropriate examples, differentiate between the following terms:

i)
Achievement test and aptitude test
ii)
Measurement
and
evaluation
iii)
Face validity and content validity
iv)
Test-retest and parallel – Forms methods of estimating reliability.

(4 marks)
Page 2 of 5

--------------------------------------------------------------------------------
b)
Using suitable examples, explain how the following stakeholders may

benefit from the teaching learning situation in the classroom.
i)
Administrators
ii)
Students
iii)
Teachers
iv)
Guidance
and
counselors.
(6
marks)

Q.4 a)
Briefly discuss the importance of a report form (or card) to
i)
Student
ii)
Parents

iii) Teachers

(4 ½ marks)

b)
i)
Give two advantages of using a table of test specifications when

preparing
a
classroom
test.
(1
mark)

ii)
How are paper-and-pencil tests different from oral tests? Explain.

(1 mark)

iii) Give four factors that will affect the choice of an item format (or

question type) to use on your test.

(2 marks)

iv)
How are the supply type of items different from the selection type of

items? Explain using suitable examples.
(1 ½ marks)

SECTION B: (30 MARKS)
Q.5 a)
i)
What is correlation?

ii)
How is a scatter diagram useful in correlation? Explain. (1 ½ marks)

b)
The following scores were obtained when a group of ten Form 2 students

were tested in Mathematics and Physics.
Student A B C D E F G H I J
Mathematics
3 5 6 4 3 7 6 5 4 7
Physics 4 3 2 1 2 3 3 5 4 2
Page 3 of 5

--------------------------------------------------------------------------------

i)
Compute the Pearson product moment correlation coefficient rxy, for

the
above
scores.
(6
½
marks)

ii)
Interpret the calculated value (rxy).
(1
mark)

iii) Calculate the Spearman Rank order correlation coefficient (rs) for the

above data.

(4 ½ marks)

iv)
State two assumptions underlying the Spearman Rank order

correlation
(rs)

(1 mark)

Q.6 a)
i)
How is item analysis important in test construction? Explain.

(1 mark)

ii)
Distinguish between Iem Difficulty Index and Iem Discrimination

index.

(2 marks)
b)
The table below gives a summary of students’ responses on a multiple choice

item (or question)

Group Options
Omits
Total

A
B
C
D*

Upper group
5
0
2
53
0
60

Lower group
2
0
20
32
6
60

D* is the key for the item.

i)
For the test item, calculate the item difficulty index (P) and item
discrimination
index
(D).
(4
marks)

ii)
Comment on the quality fo the item in the light of the item analysis

data obtained in b (i) above.
Page 4 of 5

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iii)
Evaluate the effectiveness of all the distractors for the test item.

(2 marks)

c)
Distinguish between each of the following
i)
mastery test and survey test
ii)
Informal test and standardized test
iii)
Speed test and power test
iv)
Objective test and Subjective test.

(2 marks)

d)
i)
Why is it desirable to use a variety of evaluation techniques when

evaluating learning outcomes? Explain.

(1 mark)

ii)
Differentiate between a norm-referenced interpretation and a

criterion-referenced
interpretation of a classroom test.
(3 marks)

+++++++++++++++++++++++++++
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