No measurement of a physical quantity can be entirely accurate. It is important to know, therefore, just how much the measured value is likely to deviate from the unknown, true, value of the quantity. The art of estimating these deviations should probably be called uncertainty analysis, but for historical reasons is referred as error analysis.
Some scholars have classified the errors of measurement and evaluation on the basis of their form. These are of following types
1. Personal Errors: This type includes measurement errors committed by the measurer and evaluator. It has been seen that physical and mental state of the measurer, his personal viewpoint, his liking and prejudices have direct or indirect bearing on his measurement process. Such errors are generally seen in marking the essay type answers. Such errors can be corrected by making the tests objective.
2. Variable Errors: This type includes measurement errors occurring due to administration of measuring object, person or activity, measuring quality (variable), measuring tool or method. In educational measurement, errors are committed due to abnormal physical or mental state of the student or students, unclarity of measuring variable, unsuitability of measuring tool or method and their inadequate administration. For their eradication, it is necessary to deal with the students sympathetically, understand the measuring qualities clearly, select most suitable measuring method and its adequate administration.
3. Constant Errors: This type includes measuring errors in the form of measuring tool or method and errors in their use. Because the marks obtained by all the students are affected by such errors, so they are called constant errors. Such errors can be eradicated by making the measuring method more valid.
4. Interpretative Errors: The errors occurring in analysis of measurement results are called interpretative errors. Such errors can be done away with by development of suitable norms and correct statistical calculations.
5. Accidental Errors: By accidental errors we mean those errors which occur accidentally. These are of three types
6. Systematic Errors: By systematic errors we mean the errors committed by person in the process of measurement and evaluation. These errors are also of three types
The process of interpreting the world of knowledge to pupil’s mind is called the ‘‘method of teaching’’. The world of knowledge includes the knowledge, interest, attitude, skill etc. i.e. all the three domains—cognitive, affective and psychomotor.
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Test: Error Analysis of Learning and Teaching
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1. What are some common types of errors found in CTET and State TET exams? | ![]() |
2. How can candidates prepare to minimize errors in CTET and State TET exams? | ![]() |
3. What should candidates do if they come across an error during the CTET and State TET exams? | ![]() |
4. How do errors in CTET and State TET exams impact the overall results and candidates? | ![]() |
5. What steps are taken by authorities to address errors in CTET and State TET exams? | ![]() |