A paradigm for the recalibration of teacher-made assessment that assesses and evaluates in one operation is formulated. The effort to make the classroom the primary source of educational research activity is contingent on redefining educational research as empirical and not experimental. This emphasizes that the empirical analysis of instructional effectiveness is a question of design effectiveness and calls for a new methodology for quantitative analysis, called edumetrics. Edumetrics consists of the formulation of a descriptive index coefficient, which can describe magnitude of student performance using teacher-made instruments as the numerical base. The Instructional Effectiveness Coefficient is discussed as an edumetric device that amalgamates the assessment and evaluation of instructional effectiveness and empirical educational research. Two edumetric algorithms are presented to assess and evaluate teacher-made tests. A new research epistemology is formulated that is quantitatively intuitive and empirical. The formulated model is nonstochastic in its logic. (SLD)