Tools n techniques of evaluation

Tools n techniques of evaluation in Higher Education

1. Tools and techniques of evaluation Dr. Jagannath K. Dange Department of Education Kuvempu University Shankaraghatta Dist: Shimoga , Karnataka [email protected] http://jkdange.blogspot.com

2. Evaluation is part of Life Every situation, Relation, new things- Undergo Evaluation process. Education is Incomplete without Evaluation

3. Every Individual is Unique No two individuals are alike Types of learners Then why same type of Evaluation EDUCATION EVALUATION Education system is as good as its Evaluation system

4. Think of CARRDSS C REDIBILITY / AUTHORITY A CCURACY R ELIABILITY R ELEVANCE D ATE S OURCES BEHIND THE TEXT S COPE AND PURPOSE

5. Evaluation is important! To draw conclusions and make new predictions.

6. Measurement-Assessment-Evaluation Measurement Assessment Evaluation

7. Measurement It involves carrying out actual measurement in order to assign a quantitative meaning to a quality i.e. what is the length of the chalkboard ? Determining this must be physically done . Measurement is therefore a process of assigning numerals to objects, quantities or events in other to give quantitative meaning to such qualities. If the child scores 80 in Mathematics, there is no other interpretation you should give it. You cannot say he has passed or failed. Measurement stops at assining the quantity but not making value judgement on the child’s performance.

8. Assessment Assessment is a fact finding activity that describes conditions that exists at a particular time. Involves measurement to gather data . Assessment to organise the measurement data into interpretable forms on a number of variables . It may describe the progress students have made towards a given educational goal at a point in time . In the classroom, assessment refers to all the processes and products which are used to describe the nature and the extent of pupils’ learning .

9. A number of instruments are often used to get measurement data from various sources. These include Tests, aptitude tests, inventories, questionnaires, observation schedules etc. All these sources give data which are organised to show evidence of change and the direction of that change . A test is thus one of the assessment instruments. It is used in getting quantitative data .

10. Evaluation Evaluation adds the ingredient of value judgement to assessment . It is concerned with the application of its findings and implies some judgement of the effectiveness, social utility or desirability of a product, process or progress in terms of carefully defined and agreed upon objectives or values. Evaluation often includes recommendations for constructive action . Thus , evaluation is a qualitative measure of the prevailing situation. It is the estimation of the worth of a thing, process or programme in order to reach meaningful decisions about that thing, process or programme .

11. What is evaluation? Evaluation is the process of examining a subject and rating it based on its important features i.e. criteria 11

12. Measurement-Assessment-Evaluation Measurement Assessment Evaluation

13. The Purposes of Evaluation ( i ) to determine the relative effectiveness of the programme in terms of students’ behavioural output; (ii) to make reliable decisions about educational planning ; (iii) to ascertain the worth of time, energy and resources invested in a programme ; (iv) to identify students’ growth or lack of growth in acquiring desirable knowledge, skills, attitudes and societal values; (v) to help teachers determine the effectiveness of their teaching techniques and learning materials; (vi) to help motivate students to want to learn more as they discover their progress or lack of progress in given tasks; (vii) to encourage students to develop a sense of discipline and systematic study habits; (viii) to provide adequate information about teachers’ effectiveness and Institution need; (ix) to acquaint parents or guardians with their children’s performances ; (x) to identify problems that might hinder or prevent the achievement of set goals; ( xiii) to determining the promotion of students from one class to another as well as the award of certificates ;

14. Techniques and Tools of Evaluation Tools and techniques are required to gather information . These should be valid, reliable and usable. Interpretation of gathered information needs to be given in numerical scores, grades as well as in qualitative terms . Judgement should be made not just on scholastic aspects but also on co-scholastic aspects

15. As far as interpretation is concerned , attainment can be measured in terms of three levels. First is with reference to the learner himself/herself and the current status of progress . The learning gaps need to be identified and marked upon. The second level is to identify the status of the learner with reference to his/her peer group . (Percentile Rank) The third level is with reference to the criteria . The criteria means the expected level of learning keeping in view the required skills.

16. Tools and techniques A   tool  is any  physical  item that can be used to achieve a  goal . Tools that are used in particular fields or activities may have different designations such as "instrument", "utensil", "implement", "machine", "device," or "apparatus". The knowledge of constructing, obtaining and using tools is  technology . Technique: The basic method for making or doing something , such as an artistic work or scientific procedure Skill or command in a particular activity .  

17. Quality Evaluation Criteria Questions Techniques tools Quality How the evaluation will be done

18. Criteria Certain standard on which the achievements of a learner is measured

19. Good Quality Criteria V alidity R eliability R eproducibility S ensitive S pecific (VRRSS)

20. Types of Evaluation As per Quality of Evaluation Q uantitative Q ualitative As per Time of Evaluation F ormative S ummative P re – P ost Evaluation

21. Quality of Evaluation Quantitative Evaluation Provide a quantifiable objective measure Expressed in proportions Example: How many students have got >60%? Qualitative Evaluation Communicate general expectations Expressed in grading Open to interpretation Examples: What about his socio-economic status ?

22. Time of Evaluation Formative Evaluation Ongoing evaluation during an instructional period To know the perceptions of the students in comparison to instructor. Summative Evaluation Conducted at the end course. Purpose is to form a judgment about Performance of student Effectiveness of an instructor Effectiveness of the course Regularly scheduled at the end of academic terms. Pre and post Evaluation

23. Formative v/s Summative Evaluation Quality Formative Summative Purpose detect strengths & weakness Overall achievements Frequency During or end of unit In end – point of certification, promotion Area covered One unit/no. of units Course content Administrative utility Advisory, not always for permanent record Decisive, for permanent record Feedback to students Done immediately Inform regarding pass or fail Feedback to faculty If significant no. shows error than weakness in instruction Overall pass or fail

24. Pre- and Post-Evaluation Evaluate in the beginning to asses needs Evaluate in the end to assess outcome To assess degree of achievement of objectives through pre-post evaluation.

25. Questions Evaluation Questions should Include Each level of Evaluation

26. Levels of Evaluation Level I – Reaction How did the student react to the class? Level - II Learning √ What has the student learned? Level III – Skill √ How much did the student retain? Level – IV Impact √ What is the final impact or practical application of this learning?

27. Techniques of Evaluation T eaching dossiers( files,records,reports,databases ) S tudent ratings P eer observations I nterviews P ortfolios C lassroom A ssessment Projects Practical Evaluation should use a combination of techniques to take advantage of their inherent strengths as well as their individual limitations .

28. Techniques of Evaluation Teaching Dossiers Usually done in the end of unit and in the form of some written document . As an submission assessment of students – Assignments,Records Student Rating Rating of teaching by students/ students’ rating by Teachers C lassroom A ssessment Effectiveness of teaching on Learning can be used in a timely way to help instructors identify gaps

29. Observation: View with an intention Information can be best collected about students in 'natural' settings . observations about learners in the course of teaching. Other information is based on planned and purposeful observation of students on activities/tasks . TYPES Participatory and non-participatory

30. Advantages of Observation Various aspects of personality development can be assessed through observations. Can be used to assess individuals as well as groups . Assessments can be made during varying time periods . Evidence of student's performance/knowledge is based on an 'on-the-spot record '. Over time, detailed observations of behaviour as well as interests, challenges,-patterns/trends emerge which allow teachers to create a comprehensive picture/view of the student .

31. INTERVIEW Interview is a two-way method which permits an exchange of ideas and information . As a technique , the interview is a conversation carried out with the definite purpose of obtaining certain information by means of the spoken word . Interview is a process of communication or interaction in which the subject or interviewee provides information verbally in a face to face situation.

32. TYPES OF INTERVIEW Structured interview: The procedure is standardized and determined in advance , follows certain degree of formality The interviewer asks questions in the given order, no freedom to rephrase or add questions or change order of questions Unstructured interview: - Questions and procedure may be decided in advance Provides flexibility in order of questioning , modifying or adding questions instantly , if needed. Can take different forms

33. Focused interview – aims at some particular event or experience rather than general lines of inquiry. In-depth interview – searching or giving emphasis on psychological or social factors. Non-directive interview – provides utmost freedom to the interviewees to talk about the problem under investigation

34. ADVANTAGES OF INTERVIEW : Depth Information : Interviews are particularly good at producing data which deal with topics in depth and in detail .   Insighs :    The researcher is likely to gain valuable insights based on the depth of the information gathered and the wisdom of “key informants”. Equipment : Interviews require only simple equipment and build on conversation skills which researchers already have. Information Priorities : Interviews are a good method for producing data based on informant’s priorities, opinions and ideas .   Flexibility : Interviews are more flexible as a method of data collection . Validity :   Direct contact at the point of the interview means that data can be checked for accuracy and relevance as they are collected. High response rate : Interviews are generally pre-arranged and scheduled for a convenient time and location. Therapeutic: Interviews can be a rewarding experience for the informant , compared with questionnaires, observation and experiments, there is a more personal element to the method.

35. Project : Kill Patrick These are undertaken over a period of time and generally involve collection and analysis of data . Projects are useful in theme-based tasks to be completed as assignments in groups. They can be open ended or structured and can be both individual or group projects . They should be based on contexts outside the textbooks and related to the student's environment/culture/ lifestyle/ community based social programs .

36. Advantages Of projects Provide opportunities to explore and work with one's hands . Observe , collect data, analyze, organize and interpret data and draw generalizations. Provides an opportunity to work in groups and in real life situations. Helps develop a positive attitude towards group work, sharing and learning from each other

37. Project Assignments Gets students working outside the class In groups, helps develop people skills Negatives Hard to standardize Potential plagiarism May measure only end product and not consider the process 37

38. Portfolio: Collection of evidences of students' work over a period of time . It could be day-to-day work or selection of the learner's best piece of work . Advantages : Provide a cumulative record . In the process, a picture of how a skill or knowledge area develops emerges. Enables the student to demonstrate to others, his/her learning and progress. The learner becomes an active participant in learning and assessment.

39. Practical Exams Demonstration of a skill in the context of a scenario Demonstration of steps of performing a skill 39

40. Tools of Evaluation

41. RATING SCALE : Rating is the expression of opinion or judgment regarding some situation, object or character. The opinions are usually expressed on a scale of values . Rating scale refers to a scale with a set of points which describe varying degree of the dimension of an attribute being measured. Can be used to evaluate human behavior – reactions, tendencies, opinions, values etc. Can be used to record the quantified observations of a social situation – program, campaign, customs etc. Can be used to describe activities of an entire group and the changes in the situation surrounding them

42. PURPOSE OF RATING SCALE: Rating scales have been successfully utilized for measuring the following : •Teacher Performance/Effectiveness •Personality , anxiety, stress, emotional intelligence etc . • Institutional appraisal including appraisal of courses, practices and programmes .

43. TYPES OF RATING SCALES 1.Numerical scales – A sequence of defined numbers is assigned to each behavior criterion/description , e.g . Use of stimulus variation: 1 . Excellent 2 . Very good 3.Good 4 . Fair 5 . Poor 2. Graphic scale – A straight line is shown, vertically or horizontally, with various cues related to the behavior to mark the appropriate one, e.g. Q . How effective was the interaction during presentation? ------------ ----------------- ---------- ------------- ---------- Highly Substantially Average Fairly Less Effective Effective Effective Effective 3. Standard scale – A set of standards (pre-existing scale values) is presented to the rater following which he marks the rating , e.g The standard can be rated by A, B, C, D, E showing superiority to inferiority.

44. Questionnaire: Meaning Questionnaire is a device for securing answers to a series of questions related to the problem under investigation by using a form which the respondent fills in self. Barr , et.al(1953), define questionnaire as " a systematic compilation of questions that are submitted to a sampling of population from which information is desired ". FEATURES : Widely used to obtain information about conditions or practices, or to inquire into the opinions or attitude of individual or group . Can be administered personally or mailed to the respondents so as to save time and money .

45. Styles of Questions Open-ended questions Closed Scalar Multi-choice Ranked Combining open-ended and closed questions