Evalution

GOOD

1. BASICS OF EVALUATION V. SURESH KUMAR Assistant professor of mathematics Rajalakshmi college of education Thoothukudi .

2. Evaluation Evaluation is a wider concept than testing & measurement. Evaluation is the combination of quantitative estimation + qualitative judgement of one’s behaviour .

3. Definition “Evaluation may be defined as a systematic process of determining the extent to which educational objectives are achieved by pupil is” – Dandekar . “Evaluation is the process of gathering & interpreting evidence on changes in the behaviour of the students as they progress through school”. – Quillen & Hanna.

4. Evaluation In Education Help in modify the objectives in the light of needs of the individual & of society. Help in judging the effectiveness of the methods of teaching. helps in finding out the psychological logical soundness of the material. Tests the all – around development of the child. Helps in the improvement & modification of the evaluation tools & techniques.

5. Evaluation In Education Methods of Teaching Objectives of Teaching Curriculum Tools & Techniques of Evaluation

6. Types of Evaluation On the basis of the purpose and the time involved, the evaluation can be classified as 1. Diagnostic Evaluation. 2. Formative Evaluation. 3. Summative evaluation.

7. Diagnostic Evaluation Done in the beginning of the teaching learning process. Help to find out the specific weaknesses in individual or whole. Helps in designing of the courses & curricula according to the capabilities of the learner .

8. Formative Evaluation Decision – making process for students development & formulation of the curriculum for particular class or examination. Help in making changes in the curriculum, teaching strategies & learning environment.

9. Objectives To monitor students learning for providing them individualized instruction. To evaluate teaching effectiveness. To evaluate courses & curricula with the purpose of modification, updating or replacement , if necessary . To evaluate curriculum material. To evaluate the learning environment with a view to improving it.

10. Summative Evaluation Judgement – making process. Terminal examination. Cumulative assessments for the purpose of selection, promotion, prediction, recording or other administrative purposes should be considered as a series of summative evaluation.

11. Steps in Evaluation Process 1. Formulating & selecting objectives. 2. Defining the objectives. 3. Developing the learning experiences. 4. Devising & Adopting assessment procedures .

12. Formulating & Selecting Objectives The objective of teaching include the knowledge, application, skills, attitude, appreciation etc. The objective of teaching should not stress the knowledge objective. Importance in the formulation of objectives: Needs & capabilities of the pupils. The needs of the society in a specific environment. The nature of the subject matter.

13. Defining the objectives in terms of behavioural change. Each objective is bi – dimensional in nature having the behavioural aspect & the content aspect. Content aspect – bring about the behavioural change & to test the change. In the concept of evaluation, the content is not the end but the “means”

14. Developing The Learning Experiences “ Learning experience is interaction between the learner & the content & not a part of syllabus or unit or a lesson plan or mere activity ” . Learning experiences brought through library, text – books, experiments, radio, films, filmstrips, science clubs & any other learning situations. The methods for developing the learning experiences are 1. Contrast method. 2. Identification methods

15. Devising & Adopting Assessment Procedures Many procedures & techniques which are used to evaluate the pupils achievements & objectives of teaching. For the complete assessment of the child’s personality tests, intelligence tests, aptitude tests, attitude scales, interest inventories, achievement tests etc.

16. Tools & Technique of Evaluation Testing Procedure Self - Reporting Technique Observational Methods Projective Measures

17. Testing Procedures Written Test Verbal Test Practical Test Performance test

18. Self – Reporting Techniques Questionnaire Autobiography Interview Personal Diary

19. Observational Method Anecdotal Record Check List Rating scale Sociometry

20. Projective Measures Association Test Sentence Completion Test - SCT Word Association Test - WAT Thematic Apperception Test – TAT Rorschach Ink – Blot Teat - RIBT

21. Characteristics Of Good Evaluation A good tool which has the following characteristics 1. Validity. 2. Reliability. 3. Usability.

22. Validity Quality of a tool which enables it to determine what it was designed to determine. Validity is always concerned with the results of a test & not to the test itself. Validity is a matter of degree [we say high validity, low validity or moderate validity]. Validity is a specific & not a general quality.

23. Reliability It is the quality of consistency that the tool maintains over a period of time. Example: If two teachers use the some tool & obtain similar ratings it can be concluded that the results have a high degree of reliability from one teacher to another. Consistency is an important quality but it is useful only if validity is also there which has determined independently. Reliability refers to the results obtained with an evaluation instrument & not to the instruction itself.

24. Con/- An estimate of reliability always refers to a particular type of consistency. Reliability is a necessary but not a sufficient condition for validity. Unlike validity, reliability is primarily statistical in nature.

25. Usability Practicability of procedure. Economical from time & money. Selection of evaluation instruments, case of administration, time factor, ease of scoring, ease of interpretation & application, availability of equivalent or comparable forms & cost are important.

26. Comprehensive evaluation Evaluation is comprehensive in the sense that the overall personality of the child is assessed. A few things are 1. Physique – weight, height, appearance, cleanliness. 2. Habit like regularity, punctuality, company of good persons, reading good books & good literature. 3. Interest in music, art etc. 4. Desirable attitudes – democracy, national integration, secularism, socialism, attitude towards school property, school programmes etc. 5. Proficiency in co – curricular activities – indoor & outdoor.

27. Continuous Evaluation Continuous evaluation helps the teacher in knowing about their effect side by side. The learners also come to known their deficiency with regard to different things & get remedy by proper guidance & making more efforts. “ Education should concern itself with pupil’s physical development, personality & character, social achievement, academic achievement & achievements in various type of skills ” – Indian Education Commission.(1964 – 1966)

28. Types of Tests Achievement Test Standardized Test Teacher Made Test Written Test Oral Test Practical Test Essay Type Test Short Answer Type Objective Type

29. Types Of Standardized Achievement Test Standardized Achievement Test Aptitude Tests Personality Tests Attitude Tests Interest Tests Intelligence Tests

30. Norm – Referenced Test “ Norm – referenced tests report whether test takers performed better or worse than a hypothetical average student, which is determined by comparing scores against the performance results of test takers, typically of the same age or grade level, who have already taken the exam ” .

31. Con/- Refers to standardized tests Calculating norm – referenced scores is called “ Norming process”. Comparison group is known as the “ norming group”. Test developers use a variety of statistical methods to select norming groups, interpret raw scores & determine performance levels.

32. Con/- Scores are generally reported as a percentage or percentile ranking. Norm – referenced tests often use a multiple – choice format, though some include open – ended, short – answer questions, they are usually based on some form of national standards. Distribution of scores that resembles when graphed the outline of a bell.

33. List of Norm – Referenced Tests 1. IQ Test – Developmental Screening Tests. 2. California Achievement Test. 3. Lowa Test of Basic Skills. 4. Stanford Achievement Test. 5. Terra Nova.

34. Uses of Norm – Referenced Tests To determine a young readiness for preschool or kindergarten. To evaluate basic reading, writing & math skills. To identify specific learning disabilities, such as auction, dyslexia or non – verbal learning disability. To make program – eligibility or college – admissions decision, scores on SAT or ACT exams are a common example.

35. Criterion – Referenced Tests Designed to measure student performance against a fixed set of pre – determined criteria or learning standard ie ). Concise, written descriptions of what students are expected to know & be able to do at a specific stage of their education. Used to evaluate whether students have learned a specific body of knowledge or acquired a specific skill set. Created by individual teachers are also very common.

36. Types 1. High – Stakes Tests. to make important educators, schools or districts. 2. Low – Stakes Tests to measure the academic achievement of individual students, identify learning problems or inform instructional adjustments 3. Advanced Placement Exams. 4. National Assessment Of Educational Progress.

37. Uses Of Criterion – Referenced Tests to determine whether students have learned expected knowledge & skills. to determine if students have learning gaps or academic deficits that need to be addressed. to evaluate the effectiveness of a course, academic program or learning experience by using “pre – tests” & “post – tests” to measure the learning process.

38. con/- to evaluate the effectiveness of teachers by factoring test results into job – performance evaluation. to determine if a student or teacher is qualified to receive a license or certificate. to measure the academic achievement of students. to compare the academic achievement of two nation students, we can use international comparison tests such as

39. Con/- 1. Programme for international students assessment (PISA). 2. Progress in international reading literacy study (PIRLS). 3. Trends in international mathematics & science study (TIMSS).

40. Uses of Evaluation 1. For the assessment of student’s performances & academic achievement. 2. For the teachers for judging the achievement of objectives. 3. For guidance workers. 4. For the researcher. 5. For educational administration. 6. For improving schools activities. 7. For promoting co – curricular activity.