Evaluation

Introduction, Tools and techniques, Types of Evaluation, CCE, Grading, Concept, Test, Measurement

1. EVALUATION Presented to : Ms Monika Bishnoi Presented by : Adeeba Aqil Roll Number : 20221 College : Ch. Pratap Singh Memorial College of Education Class : B.Ed 1st Year Session : 2020-2022

2. INTRODUCTION Ralph W. Tyler

3. TEST A test is defined as a tool or instrument of measurement that is used to obtain data about a specific trait or characteristics. A test is a device or technique used to measure the performance, skill level, or knowledge of a learner on a specific subject matter. A test is an instrument or a tool used to make a particular measurement. The tool may be written, oral, mechanical, or another variation. Example – Question paper of written examination , thermometer, weighting machine.

4. MEASUREMENT The process of collection of data on the properties or attributes of interest during the test or by some other reliable sources is called measurement. Measurement is the collection of information on which a decision is made. Measurement is a specific sore given by an expert when a test is conducted. To measure any thing, we need some standard scale, questionnaire or an instrument known as test. Administration or the result of a test is a process of measurement, without test, measurement is not possible. Measurement is expressed in numerals, scores, average and percentage. Example - Scores given by the examiner on a student answer book.

5. EVALUATION Evaluation is the sum of the quantitative measurement and qualitative description of student’s achievement thus providing a value judgement by the teacher. In evaluation, the learning experiences are provided to the pupils in accordance with pre­determined teaching objectives. In evaluation, various techniques like personality test, intelligence test, observation, are used for testing the behavioural changes. Evaluation is that process by which the interests, attitudes, tendencies, mental abilities, ideals, behaviours and social adjustment etc. of pupils are tested. The evaluation aims at the modification of education system by bringing a change in the behaviour.

6. EVALUATION

7. TEST Testing is only a technique to collect evidence regarding pupil behaviour. Teacher can take a test of his students to know about their grasping power. Test can be held after completing the chapter. MEASUREMENT Measurement is limited to quantitative description of  the student  behaviour.  The measurement process involves gathering information to monitor students' progress and possibly intervene if the need arise. Such as marks obtained by students in the test. EVALUATION Evaluation is a more comprehensive or a broader term which includes testing and measurement and also qualitative description of the student behaviour. It also includes value judgment regarding the worth or desirability of the behaviour measured. Judging how well or poorly the students have performed in a test.

8. CONCEPT Teaching is a conscious and planned activity where – Educational objectives are determined According to these objectives learning experiences are provided. Evaluation is done to determine whether these objectives have been achieved or not. Evaluation is defined as a process of collecting evidences of behavioral changes and judging the directions and extents of such changes . The desired changes in students represent the purpose or end of instruction. Evaluation is a continuous process and important part of teaching learning process. It is closely related to outcome of instructional objectives and teaching learning process. Discussing and using evaluation results to improve teaching and learning, to improve individual student performance is called assessment.

9. ASSESSMENT Plan - What do I want students to learn? This stage includes the first fundamental component of assessment: Formulating Statements of Intended Learning Outcomes Do - How do I teach effectively? This stage includes the second and third fundamental components: Developing or Selecting Assessment Measures & Creating Experiences Leading to Outcomes. Check - Are my outcomes being met? This stage involves evaluation of assessment data (part of the fourth component). Act - How do I use what I've learned? This stage involves reinforcing successful practices and making revisions to enhance student learning (part of the fourth component).

10. PURPOSE OF EVALUATION

11. Evaluation data provide incentives which motivate students to continue working hard and also challenge others to work effectively so as to achieve such incentives. Students learning outcome also reflect the teacher’s efforts. Motivation of teachers also enhance, effective teaching – learning process. Proper incentives should be given to the students as well as the teachers in the form of appreciation, grades, comments, division, certificates, stickers and etc. Such incentives motivate the individual.

12. Evaluation provide feedback to the students . Student can assess their performance and figure out their strengths and weaknesses. Provide feedback to the teachers in terms of the functionality and effectiveness of their models and strategies of teaching. Evaluation in the form of test scores, report cards, remarks of the teacher provide information to the parents about the progress of their child. Provide information to the school administrators and educational authorities about the progress and functioning of the teaching-learning activities. Valuable information about the working of a school to the general public is also provided by the evaluation data.

13. Evaluation help in the formation of the set objectives for the teaching-learning tasks. Help in framing syllabus and developing curriculum . Evaluation outcome help in proper planning of method, strategies and aid material used in teaching- learning. Help in better planning of remedial teaching, individual teaching, group activities and special educational programs.

14. Evaluation is needed in making decision for the selection of students to various courses and areas of study. It helps in taking decision regarding promotion or retention of the students . Assigning grades, merit position, awarding degrees and diplomas. It helps in taking valuable curricular decision such as changes in the instructional objectives or methods of evaluation etc. Help in deciding the need for special or remedial education to the children, and the ways and means of providing such education. Help in taking effective administrative decision like rewarding or punishing the child, maintain or dismiss a teacher and other instructional work of the school.

15. Objectivity Evaluation must not be affected through the personal opinion, impressions, interests and attitude of both the students and the examiner. Diagnosticity Evaluation must help to diagnose properly the strong and weak points of the students, their interests, attitudes, and other abilities and traits. Comprehensiveness Evaluation must be comprehensive, to assess knowledge, skills, abilities, interests and attitudes as adequately as possible. Validity Evaluation must be valid. It should always measure what it seeks to measure. The ability, skill or quality of the concerned subject should be evaluated. Reliability Evaluation should be reliable that is the measurement of the abilities should be accurate and consistent. If a student gets B grade, then after repeating the evaluation the outcome should be same Practicability Evaluation scheme should be practical while implementing. 1. Ease of preparation 2. Ease of administration. 3. Ease of scoring and interpretation

16. TYPES OF EVALUATION

17. Diagnostic Evaluation Diagnostic evaluation is done prior to teaching . Provide information about the previous knowledge of the content to be taught. Help teacher to plan instructional programme suiting to the needs, interest and abilities of the student. Informal diagnostic evaluation may be done through observation and discussion. Formally it can be done through pre-test, inquiry or questionnaire . Diagnostic evaluation is an ongoing assessment of the teaching-learning outcome during teaching. It can help in finding out the nature and cause of persistent learning problems and to formulate a plan for seeking suitable remedial actions.

18. Formative Evaluation Formative evaluation is administered during the lesson taught or instruction imparted. Formative evaluation provide useful information to both teacher and student about the strengths and weakness of their teaching and learning. It proves very useful in guiding the students, planning remedial instruction and prompting them to ask for necessary help. Formally it can be conducted using checklists, quizzes, question answers, assignments, class tests. Informally teacher can evaluate by observing student classwork, listening to students comments and explanation. Formative evaluation should not create unhealthy competition . The result of such assessment should not appear in any official record .

19. Summative Evaluation It summarizes the final progress of the students as a result of a course of learning unit or lesson. It is carried out less frequently than formative assessment, usually at the end of a unit or course of instruction. Summative assignment are formally conducted by the means of practicals , assignments, projects, examination . Informally teacher can conduct discussions, debates, oral test The result of such evaluation is used in making comparison among students, placing them in order of merit, decision about promotion and awarding a degree or diploma. Summative evaluation can also be called certifying evaluation .

20. Tools and Techniques of Evaluation Tools and Techniques are required to gather information. Yhese should be valid, reliable and useful. Interpretation of gathered information need to be given in numerical score, grades as well as in qualitative terms. Judgement should be made not just on scholastic aspects but also on co scholastic aspects.

21. Quantitative evaluation is done using scientific tools and measurements. The results can be measured or counted, and any other person trying to quantitatively assess the same situation should end up with the same results. QUANTITATIVE EVALUATION

22. These tests are based on oral communication between the student and the examiner. Oral tests are used in lower level of schooling. Group discussions, debates, interviews, quizzes can also be used for evaluating students in oral form. Viva-voce are conducted during practical examination, in senior classes. O ral exam are offered in schools as an alternative to written exam for students with learning disability, like dysgraphia, developmental coordination disorder, or non-verbal learning disorder.

23. In a practical test student demonstrate their learning performance by an experiment or work activity. Its an application of theoretical information, where students create or produce something and then report their observation. Practical techniques are used to assess , the skills of psychomotor objectives namely, cognitive, conative and affective domains. These techniques are useful in science, home science, geography, psychology, biology etc.

24. Most commonly used tool of evaluation. Various types of written tests are conducted throughout the academic session. Written tests are tests administered on paper or on a computer. Here student appearing for the written test have to provide answers by writing or typing in the space given or on a separate sheet. Written examination include the following type of questions. Essay type questions Short answer type questions Objective type questions

25. ESSAY TYPE QUESTIONS In essay type questions students give responses to many questions of the curriculum in the form of essay. Students have to give lengthy, descriptive, detailed and elaborative answers. This type of tests is commonly employed to check mental abilities like memorization, expression, recognition, reasoning etc. E asy to construct, but evaluation is difficult and time consuming. The personal views, opinions, ideas , etc. affect the response of a particular answer as well as evaluation. Candidate with good handwriting sometimes gets more marks than the one who gives an exact and accurate answer in bad handwriting. These tests are used to measure the levels of interpretation and evaluation of the student. EXAMPLE – Q How do we learn? Discuss in the light of the theories and principles of learning.

26. SHORT ANSWER TYPE QUESTIONS Short questions are those to which short and pinpointed answers have to be given by the students. Purpose is to test large amount of knowledge, ability and understanding with in a short time. Answer is to be given in fixed number of words say 100, 200 or fixed number of lines. These questions measures specific facts such as dates, names, place, concept, definition, examples. Excessive use may encourage rote memory, and poor study habits. Scoring of short answer type questions can be tedious and subjective when there is a possibility of one or more correct answer. To write good short answer, student must possess synthesis and interpretation skills. EXAMPLE – Q Define intelligence?

27. OBJECTIVE TYPE QUESTIONS Objective type questions are answered by just writing one or two words, numerals, fill in the blanks, choosing one out of multiple responses given, etc. In objective tests, the achievement of subjective knowledge of pupils, their aptitude, attitudes, interests, intelligence, etc. are measured. Very less time is required in responding the answer. Objective type tests are comprehensive and serve the evaluation purpose. Since the answers to these types of questions is only one therefore it is quite reliable, objective, valid and can not vary. Setting up an objective type question paper is difficult, but checking and evaluation is easy.

28. More subjective than quantitative evaluation, qualitative evaluation is defined as any observation made using the five senses. Qualitative evaluation becomes harder to reproduce with accuracy. QUALITATIVE EVALUATION

29. Observation is defined as systematic method of analyzing and recording behaviors by directly perceiving the individual or group using one’s sensory organs. Senses of vision and hearing are more commonly used in assessing the outcome of the change in conative and affective behavior of the student. It is a tool which deals with the external or overt behavior of a student in controlled or uncontrolled situations. Steps – Planning of Observation Execution of Observation Recording and Interpretation

30. Definition of specific behavior or activities to be observed. What is to be observed? An appropriate group of students to be observed. How the observation work is to be carried out? What type of methods or resources will be used for observation. Determination of place, time, period and instrument for carrying out effective observation. How can the observation results may be made more reliable, informative, objective and valid.

31. Proper arrangement of special conditions for the subjects. Observation should be done in quite naturalistic condition. Assuming the proper physical position for observing. Eyes and ears of the observer play key role in observing. Modern observation equipment's like cameras, video-audio recorder should be used with proper handling. Focusing attention on specific behavior/activities under observation. For desirable objectivity, reliability and validity of evaluation observation work must be repeated by the same observer.

32. Observation must be recorded promptly preferably on the spot, specifying the duration and hour of the session. While recording the behavior/activities the observer may use tape recorder, video recorder, stop watch etc. to make more reliable and accurate observation. Observation should be qualitative as well as quantitative. After the collection of data, the data is analyzed and conclusions are drawn. While recording 2 methods are adopted – Simultaneous Recording – Observer undertakes observation simultaneously with occurrence of phenomenon/behavior or activity Soon after the observation – Not simultaneously with the actual observation process but soon after the observation is completed. While the details are still fresh in the mind of the observer.

33. CHE CK LIST Checklists are assessment tools that set out specific criteria, which educators and students may use to gauge skill development or progress. Checklists set out skills, attitudes, strategies, and behaviours for evaluation and offer ways to systematically organize information about a student or group of students. Checklists usually offer a yes/no format in relation to student demonstration of specific criteria. RATING SCALE Rating scale is a tool used for assessing the performance of tasks, skill levels, procedures, processes, qualities, quantities, or end products, such as reports, drawings, and computer programs. Rating scales are similar to checklists except that they indicate the degree of accomplishment rather than just yes or no. Rating scales state the criteria and provide three or four response selections to describe the quality or frequency of student work. ANECDOTAL RECORD An anecdotal record is a detailed descriptive narrative recorded after a specific behavior or interaction occurs. Anecdotal records inform teachers as they plan learning experiences, provide information to families, and give insights into identifying possible developmental delays. Anecdotal records are brief notes teachers take as they observe children. INTERVIEW An interview is a qualitative technique which involves asking questions to converse with the students. Interviews are conversations between an investigator and a respondent in which questions are asked to collect data and narrative information in order to better understand the student’s unique perspectives, opinions, and knowledge. QUESTIONNAIRE A questionnaire is a research instrument consisting of a series of questions for the purpose of gathering information from respondents. Questionnaires can be thought of as a kind of written interview. They can be carried out face to face, by telephone, computer or post. The questions and answers are designed in order to gather information about attitudes, preferences and factual information of respondents.

34. The grading system was invented by the William Farish , a teacher in the Cambridge University, England in 1972. The grading system provides letter grades to the students for their educational achievements instead of declaring them passed or failed or assigning numerical marks. Grading reduces the subjectivity and unreliability on the part of the examiners. Grading system provides scaling of the evaluation on a uniform basis for better comparison and combination of the evaluation outcomes in the different subjects and by the different examiners.

35. Determination of Weakness and Strengths : With the help of the grades the weaknesses and strength of the students will be identified. Low Score Pressure : The grading system lower the pressure of getting high marks because actual marks are not written on the report card. The pattern of Grading : Grades are not given according to the academics only criteria like achievements, assignments, attendance, etc. add up in getting good grade. Simple Studies : Grading make the study easier and targeted. Classification of Students : With the grading system, teachers are able to classify the students into the different groups like bright students, average students and below average students. Parent’s Attention : By knowing the grades of the child, parents also get aware about the capability of their child and provide better resources to the child.

36. Decreased Performance : Decrease in the performance of learners is one of the drawbacks of the grading system. Students easily get the targeted grades so less efforts are put in studies. Accuracy in Result : The grading system fails in showing the accurate performance of the students. Grade achieved by students doesn’t reflect the actual ability of the student. Competition Decreased : Students focus on attaining passing marks instead of getting highest marks, this result into decreased competition among the learners which can drop their intellectual level. Demotivation: The grading system demotivate the bright students as the grade A range is between 90% to 100%, so the student who scores 90% get grade A on the same hand the student getting 95% also get grade A due to which brighter student lose his confidence. Increased Lethargy : As we know that assignments, projects and attendance are counted in the grades. So, students perform well in these activities and got grades instead of performing well in exams which results in the increased lethargy.

37. Absolute Grading Method - In such grading method a pre-determined level or pre-established percentage scores required for a given grade is fixed. Another form of absolute grading is criterion based grading, where pre-determined performance is fixed by the teacher. Example : Grade Score Percentage Performance Criterion O 80% and above Outstanding(Excellent) A 70%-79% Above Average(V. Good) B 60%-69% Average(Good) C 50%-59% Below Average (Poor) D Less than 50% Inadequate(Very Poor)

38. Re lative Grading Method - Relative grading allows the teacher to interpret the results of an assessment and determine grades based on student performance. One example of this is grading “on the curve.” In this approach, the grades of an assessment are forced to fit a “bell curve” no matter what the distribution is. A hard grade to the curve would look as follows. A = Top 10% of students B = Next 25% of students C = Middle 30% of students D = Next 25% of students F = Bottom 10% of students If the entire class had a score on an exam between 90-100% using relative grading would still create a distribution that is balanced.

39. Education is aimed at all-round development of children. Continuous   indicates that the assessment needs to be done every day, while teaching in class, and even after teaching so that difficulties faced by students can be diagnosed regularly. Comprehensive  indicates that the evaluation is to cover all aspects – cognitive, emotional and functional.  C CE aimed to evaluate every aspect of the child during their presence in school . C CE decrease the student’s workload by taking several small tests throughout the year in place of a single test at the end of the academic program . Students are awarded grades based on their work, skills, dexterity, innovation, steadiness, teamwork, public speaking and behavior . It aims to evaluate and present an overall measure of the student’s ability . CCE help the students who were not competent enough in academics by providing them a platform to showcase their talent in other fields like sports, music, arts and other creative fields . The older pattern of CBSE had only one test at the end of the academic year whereas the CCE conducted several.  

40. A CCE pattern comprise of two different tests—the  formative  and the   summative . Formative tests comprise of the student’s class performance, classwork, homework, submission of projects assigned, and the active participation in various activities conducted in a class. Summative is a three-hour written tests to test the academic insight of the student .  Formative Assessment  is conducted four times in an academic session with a 40% weightage. Summative Assessment is a three-hour written test conducted twice, SA-1 is conducted after FA-1 and FA-2 and SA-2 is conducted after FA-3 and FA-4 with a  weightage of 60%.  A continuous comprehensive assessment aim to achieve qualitative education and meet the following objectives of all aspects of learning: Cognitive Approach  - Knowledge, understanding, application, analysis, synthesis, evaluation Effectiveness  –  Accepting, responding, assimilating, thinking, organizing, specialization of value group Functional/Psychomotor  – stimulation, control, functioning, disposition, adjustment, habit building

41. The role of continuous and comprehensive evaluation is very important to improve learners’ quality in the cognitive as well as in the non-cognitive domains. Continuous assessment is a continuous updating of teachers judgments about learners that permit cumulative judgments about their performance to be made. Careful examination of the course, and specification of competencies to be attained by the learners in terms of knowledge, understanding, application (analysis, synthesis, evaluation for higher grades) and skill performance. Knowledge and ability to construct assessment tools that are criterion based appropriate for assessing the competencies. Careful planning of the competency based teaching procedures. There should be congruence between teaching and assessment without which assessment would become distorted. Comprehensive evaluation of competencies as well as personality traits and attitudes. The maintenance of records. Requirement of knowledge and skills of evaluation, commitment, and assistance to provide remedial teaching on part of the teacher.

42. How Does Continuous and Comprehensive Evaluation Help a Classroom Teacher? To identify learning difficulties in mastering certain competencies and the intensity of such learning difficulties. To improve students’ learning through diagnosis of their performance. To plan appropriate remedial measures to enable he students who have learning difficulties in mastering the competency. To improve or alter instructional strategies to enhance the quality of teaching. To decide upon the selecting of various media and materials as a supportive system in mastering the competencies. To strengthen evaluation procedure itself.

43. Thank You… “If you cannot measure it , you cannot improve it.” .... So Evaluation is important.