Evaluation in Teaching learning process

meaning concept and types

1. EVALUATION in teaching learning process Concept Importance steps and types Ms. Enu Sambyal Assistant Professor

2. Concept Evaluation is being use to measure student progress, reform education systems, and enhance accountability for outcomes . School administrators and teachers alike are conducting evaluations of their own to improve school performance and foster creative spaces for learning. Without evaluation teaching learning process can not be completed

3. Meaning OF EVALUATION Evaluation is the process of making judgment based on criteria and evidence as well as it is a process of examining the teaching learning process on the basis of specific standards and criteria. A systematic, continuous and comprehensive process of determining the growth and progress of the pupil towards objectives or values of the curriculum

4. DEFINITION of Evaluation According to James M.lee :- “Evaluation is the appraisal of pupil’s progress in attaining the educational goals set by the school, the class and himself. The chief purpose of evaluation is to guide and further the students learning. Evaluation is thus a positive rather than a negative process”.

5. CHARACTERSTICS OF EVALUATION Systematic process Continuous process Identify and define educational objectives Based on scholastic and non-scholastic parameters Procedure for improving in the standards Criteria based Not confined to classroom only Integral part of teaching learning Process

6. PRINCIPLES OF EVALUATION Principle of Objectives of education Principle of child centeredness Principle of Continuity Principle of comprehensiveness Principle of broadness Principle of flexibility Principle of learning experiences and outcomes Principle of Application Principle of remedial action

7. NEED OF EVALUATION Achievement of the educational objectives Promotion of effective learning To test achievement of the pupils Adaptation and modification of the curriculum To know the performance of the teacher and its methodology For promotion of the pupils Awarding scholarship To evaluate the Quality of administrators Functioning of the authorities and stakeholders For guidance and counselling purpose Decision making

8. Step and Process of evaluation Planning Phase Process Phase Product Phase

9. Steps involve in Planning phase Situation Analysis Determination of the objectives Selection and development of measuring instruments Selection of Strategies

10. PLANNING PHASE Situation Analysis : Analyze the situation as it presently exists in order to establish the parameters of the effort. This step includes activities such as the collection of background information and assessment of existing constraints. Determination of the objectives : objectives are specific statements of what is to be accomplished and how well and are expressed in terms of quantifiable, measurable outcomes. Objectives may process oriented or product oriented.

11. Planning phase Selection and development of measuring instruments : Selection of an instrument involves examining those that are available and selecting the best one. It means the one that is most appropriate for objectives and users. Selection of appropriate strategies : Strategies are generally approaches to promoting achievement of one or more objectives. There may be instructional strategies, curriculum strategies, and program strategies. Each strategy consists of number of specific activities, and there are typically a number of strategies to choose from. Execution of these strategies must be planned for, to ensure the availability of necessary resources.

12. PROCESS PHASE The process phase involves making decisions based upon events which occur during actual implementation of the planned instruction, program or project. The first step in the process phase is to administer pre-tests, if such are appropriate. Based on the pre-test results, decisions may be made concerning the appropriateness of the already specified objectives. Following initial testing, in the predetermined sequence. planned strategies and activities are executed Data collected during this phase provide feedback concerning whether execution is taking place as planned and whether and whether strategies and activities are being effective.

13. PRODUCT PHASE It involves making decisions at the end or more likely at the end of one cycle of instruction, a program or a project. Decisions made during the product phase are based on the results of the post-tests and on other cumulative types of data. The major purpose of the product phase is to collect data in order to make decisions concerning the overall effectiveness of instruction, a program or project. During this phase it is determined whether and/or what degree intended product objectives were achieved. Data analysis and interpretation is followed by preparation of the report

14. ESSENTIAL ELEMENT OF GOOD EVALUATION For effective evaluation system following points should be taken care Validity : The extent to which the results really measure what they are supposed to measure Objectivity : Independent reality exists outside of any investigation or observation Comprehensiveness : should cover all aspects of the syllabus Reliability : The extent to which the results can be reproduced when the research is repeated under the same conditions.

15. Types of Evaluation On the basis of the Functions On the basis of approaches On the basis of interpretation Placement Formative Summative Diagnostic Criterion Referenced Norm Referenced Summative Formative

16. On the basis of functions Placement Evaluation: It is designed to place the right person in the right place. It ensures the entry performance of the pupil. The future success of the instructional process depends on the success of placement evaluation. Placement evaluation can be done through various tests a) Aptitude test b) observational techniques c) Self reporting inventories.

17. On the basis of functions Formative Evaluation: It is used to monitor the learning progress of students during the period of instruction. Its main objective is to provide continuous feedback to both teacher and student concerning learning successes and failures while instruction is in process. Basic functions of formative evaluation is Diagnosing Placement Monitoring

18. On the basis of functions Diagnostic Evaluation : It is concerned with identifying the learning difficulties or weakness of pupils during instruction . It tries to locate or discover the specific area of weakness of a pupil in a given course of instruction and also tries to provide remedial measure. Diagnosis can be made by employing observational techniques, too. In case of necessity the services of psychological and medical specialists can be utilized for diagnosing serious learning handicaps. 

19. On the basis of functions Summative Evaluation: Summative evaluation is done at the end of a course of instruction to know to what extent the objectives previously fixed have been accomplished. In other words, it is the evaluation of pupils’ achievement at the end of a course. The main objective of the summative evaluation is to assign grades to the pupils. It indicates the degree to which the students have mastered the course content. It helps to judge the appropriateness of instructional objectives. Summative evaluation is generally the work of standardized tests and teacher made tests

20. ON THE BASIS OF APPROACHES

21. ON THE BASIS OF INTERPRETATION Norm-Referenced Evaluation : A norm-referenced test is a uniform test. It ranks and compares students in relation to one another. Also, they measure performance on the basis of the theoretical average. Besides, it compares the result of a statistically selected group.

22. ON THE BASIS OF INTERPRETATION Criterion reference test : It is a method which uses test score to judge students. Also, they help to generate statements about students’ behavior. Also, they use test scores as their reference. Criterion reference mostly uses quizzes. The main objective of this is to check whether students have learned the topic or not. It is used to ascertain an individual’s status with respect to a defined achievement domain.

23. Difference between both Each student is independently assessed It does not compare a student’s performance with other students. its main objective is to help students learn without getting questioned about grades They have fixed criteria for assessment. Clinical skill competency tools . Judged on the basis of other student’s performance. it compares a student’s performance with other students. its main objective is to assess a student’s performance with other students. Their criteria changes with outcomes Criterion-Referenced Test Norm-Referenced Test

24. SCHEME OF EVALUATION Evaluation of Physical development Evaluation of Social development Evaluation of Academic development Evaluation of Personality development Academic achievement Achievemnt in skill Written Test Oral test Free Response Tests Fixed response test Essay type test Short answer type test Very short answer type test Objective type test

25. ESSAY TYPE TEST According to John M. Stalnkar , “ Essay question are defined as a test item which require a response composed by the examinee, usually in the form of one or more sentences , of a nature that no single response or pattern of response can be listed as correct , and the accuracy and quality of which can be judged subjectively only by one skilled or informed in the subject .

26. Characteristics of Essay type test Require great deal of thinking and planning ability Develop ability to summarize and organise data Subjective judgement by experts Self composed answers Answer vary according to the perception Factual recall of knowledge Analysis and explanation of relationships Assessment of the creativity of the students Evaluate cognitive skills Freedom of response

27. Types of essay type test Restricted response essay type questions : these type of questions usually limits both the content and the response by restricting the scope of the topic to be discussed. Useful for measuring learning outcomes requiring interpretation and application of data in a specific area.

28. Restricted response essay type questions

29. Extended response essay type questions Extended response essay type questions : These question allows student to select information that they think is pertinent, to organize the answer in accordance with their best judgment, and to integrate and evaluate ideas as they think suitable. They do not set limits on the length or exact content to be discussed.

30. Extended response essay type questions

31. Merits and demerits of essay type test Merits of Essay type test Develop the ability of interpretation and analysis of the information Organisation of the content Easy to construct Brings language mastery Ensure content validity Demerits of Essay type test Encourage memorisation Time consuming Lack of reliability No objectivity

32. SHORT ANSWER TYPE QUESTION Short answer type questions are the type, that can be answered by a word or a few sentences. It uses a direct question . It contains objectives individually like knowledge, understanding, synthesis, application, analysis and evaluation. It is used to test a large amount of knowledeg and abilities in a short span More comprehensive in nature Example : Q1 what is multimedia ? Q 2. What is ICT ?

33. ADVANTAGES AND LIMITATIONS OF SHORT ANSWER TYPE QUESTIONS Merits of short answer type a) Large portion of content can be covered b) Easy to construct, because it measures simple learning outcomes c) It provides little opportunity for guessing as well as useful in interpreting diagrams, charts etc. Demerits of short answer type Can not test expression ability of students Leads to rote learning

34. Objective type test Objective type questions are questions, that require a specific answer. An objective question usually has only one potential correct answer and they leave no room for opinion An Objective test is so named because the system of scoring is objective rather than subjective. USES to measure variety of knowledge out comes Specific facts, terminology, principles, methods and procedures etc.

35. TYPES OF OBJECTIVE TEST Types of objective type test Multiple choice questions Alternative type questions Matching type questions Sentence completion type questions

36. MULTIPLE CHOICE QUESTION MULTIPLE CHOICE QUESTION The item A) should be clear, accurate and unambiguous. B) should give either a direct or an incomplete statement. C) should have only one correct answer. D) should keep the blank only at the end of the statement. should avoid negatively stated items E) should avoid grammatical clues, repetition of item responses of words or phrases that have been used in the item stem

37. Example :MCQs Example : 1. What do you mean by the supply of goods? a) Stock available for sale b) Total stock in the warehouse c) The actual production of the good d) Quantity of the good offered for sale at a particular price per unit of time Answer- d

38. TRUE- FALSE ITEMS The statement No. of statements are given should not be very long. should not use statements with words like always, never, no , only(*false) , sometimes & often(* true). should avoid negative statements.

39. Example: TRUE FALSE ITEMS Consumption is creation of utility .(True/False) Banks are nationalised in 1969 . (True/False) First step in the process of management is directing .(True/False)

40. MATCHING BLOCK ITEM The statement should give clear directions. should contain small premises and responses. should contain homogenous premises and responses. Have to match items from one list with appropriate items of other list.

41. Example : Match the following Match the following List-I                            List-II (A) Capital Market     ( i ) IRDA (B) Monetary Policy   (ii) SEBI (C) Telecom              (iii) RBI (D) Insurance           (iv) TRAI

42. Completion type test Test knowledge of facts Sentence completion required Fill in the blank space Example : Complete the statement 1. Indian Economy is ____________ economy . 2. The price at which demand is _________supply, is the equilibrium price .

43. Merits and demerits of objective type test Merits of objective type test More objectivity in scoring Comprehensive Easy to score Free from irrelevant factors More scientific and logical Demerits of Objective type test Takes more time in construction Guess work can work Content validity can not be tested Easily get copied

44. SUGGESTIONS The question should be planned to measure one defined objectives of instruction for no valid or reliable short answer test is available. Before giving questions, should prepare model answers to know how much time will take & the score will it contribute Instructional objectives should be kept in mind so as to achieve maximum content validity. The question should give clarity. Instructions and detailing of the marks should be provided for the students

45. THANK YOU