Difference between mental measurement, educational measurement and physical measurement
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Answer:
Physical measurement comprises the measurement of objects, things, etc. and is concerned with the measurement of height, weight, length, size, volume etc. whereas measurement in behavioural sciences comprises the measurement of mental processes, traits, habits, tendencies etc.
Mental Measurement :- A generic term used to cover any application of measurement techniques to the quantification of mental functions.
Educational Measurement :- In educational measurement there is no absolute zero point. It is relative to some arbitrary standard. For example a student has secured ‘O’ in a test of mathematics. It does not mean that he has ‘O’ knowledge in mathematics. Because he may secured 30 in another test, which is easier than the first one. As the zero point is not fixed so we cannot say that a student with a score of ’60’ has doubled the knowledge of a student with a score of ’30’.
Physical Measurement :- Quantitative information on physical conditions, properties, or relations essential for coordination of activities, efficiency of communication, and understanding of the nature of things in science and engineering and in much of everyday life. Time, distance, mass, temperature, force, power, and all other physical quantities (or parameters or variables), as well as the properties of matter, materials, and devices, must be described and measured in terms which have the same meaning for everyone. The measuring device or instrument is calibrated (that is, the functional relationship between its indication and the magnitude of the measured quantity is determined) by direct or indirect comparison with a standard which embodies, possesses, or generates a fixed or reproducible magnitude of the physical quantity which is taken as the unit or some multiple or fraction of the unit. Any measured quantity may thus be expressed by a number (the magnitude ratio) and the name of the unit, for example, a length of 1.54 meters.