UNIT 3

TOOLS AND TECHNIQUES FOR

CLASSROOM ASSESSMENT
 Unit – III
TOOLS AND TECHNIQUES FOR CLASSROOM ASSESSMENT

Introduction – Observation – Self-

Reporting – Anecdotal Records- Inventories
-cumulative Record – Check List – Rating
Scale
– Types of Tests .
-Rubrics- Meaning, Importance
Assessment Tools for Affective
Domain – Attitude Scale –
Motivation Scale – Interest Scale –
Types of Test Items –
Questionnaires -Essay Type
Questions – Short Answer Question
– Objective Type Questions
-Principles for Constructing Test
Items
INTRODUCTION
Assessment is a systematic process of
gathering information about what a student
knows,is able to do, and is learning to do
Assessment information provides the
foundation for decision-making and planning
for instruction and learning.
Assessment is an integral part of instruction
that enhances, empowers, and celebrates
student learning.
Using a variety of assessment techniques,
teachers gather information about what
studentsknow and are able to do, and
provide positive,supportive feedback to st
udents.
They also use this information to
diagnose individual needs and to
improve their instructional programs,
which in turnhelps students
learn more effectively.
Assessment must be considered
 Assessment techniques
• Its purpose is to improve the quality
of student learning
• It provides faculty with feedback about
their effectiveness as teachers
• It gives students a measure of their
progress as learners
• To provide faculty with information on
what, how much and how well
students are learning
 objective Observation Method

• Latin word
• Observare – to keep open
• Measurement without using any instrument
or device
• Understanding the environment by sense
organs
 Observation
• External behaviour of persons in appropriate
situations
• Controlled or uncontrolled
• Expert, purposive, systematic, carefully
focused and thoroughly recorded
• Should be accurate, valid and reliable
• Tools such as check list and score-card, tape-
recorder, thermometers, audiometer, stop-
watch, binoculars etc.
Type of Observation

Participant

Non-Participant
 Types
• Direct Observation
• Indirect Observation
• Natural Observation
• Artificial Observation
• Participant Observation
• Non-participant Observation
• Controlled Observation - laboratory
• Uncontrolled Observation - natural situation
• Known Observation
• Unknown Observation
• Group Observation
• Personal Observation
 Uses of Observation
• In descriptive research
• Significant aspects of personality which
express themselves in behaviour
• Physical aspects of school buildings or
students and teachers – through physical
examination, measurement, assessment and
comparison with fixed standards
• In classroom – learning behaviour
• Cumulative record – anecdotal evidence –
research studies
Requisites of a Good Observation

Proper Planning

Skillful Execution

Recording and
Interpreting
Observation
 Self reporting
• Type of survey, questionnaire, or poll
• Respondents read the question and select a
response by themselves without researcher
interference
• Any method which involves asking a
participant about their feelings, attitudes,
and beliefs and so on
• Examples - Questionnaires and interviews
• Used in observational studies and
experiments
❖ Questionnaires
• Consists of a set of questions usually in
a highly structured written form
• Open questions and closed questions
❖ Interviews
• Spoken questionnaire where the
interviewer
records the responses
• Structured - predetermined set of questions
• Unstructured - no questions are decided in
advance
• Questionnaires and interviews - to study
large samples of people fairly easy and
quickly.
• Ask people to reveal behaviour and feelings
which have been experienced in real
situations.
• Participants may not respond truthfully
• Social desirability bias can be a big problem
• If questionnaires are sent out, say via email or
through tutor groups, response rate can be
very low
• Unstructured interviews can be very time
consuming and difficult to carry out
• Structured interviews can restrict the
respondents' replies
• Psychologists often carry out semi-structured
interviews whichconsist of some pre-
determined questions and followed up with
further questions which allow the
respondent to develop their answers
 Case study
Indept Study about a Deep rooted
problem
● A Case may be an individual , a
group of individual or institution
1t aim to solve problem
Sociometric techniques

It Developed by J L Moreno (1953)

it is used for describing the social Performance
of individuals in a group
● it reveals the Social Acceptance of an
individual & their inter-personal relationship
● it help the teacher to identify
● STARS who choose by many
● CLIQUES (Small Groups, who have choosen
exclusivly among themselves
● ISOLATE who are choosen by Nobody
Socio Metric : Tabular
representation of Socio gram

Sociogram = Graphical
Representation of Sociometric
Projective Techniques

Used in Personality assessment

Used to Collect data which cannot be
collected Directly from the individual.

● Rorschachs inK blot test

● TAT .theamatic
● WAT. Word
● SCT. Sentence
● CAT. Childrens...
 Anecdotal Record
• Anecdote – short account of some happening
• Anecdotal records are factual descriptions of
the meaning incidents and events which the
teacher has observe in the lives of his
students
• An anecdotal record is a report of a
significant episode in the life of a student
- Raths Louis
❖ Meaning
• An anecdotal record is a running description
of actual examples of behavior of a student
is observed by teachers and the counselor.
❖ Definition
• "Anecdotes are descriptive accounts of
episodes or occurrences in a daily life of the
student."
- Brown and Martin
 A Specimen of an Anecdotal Record
• Name of the School
• Name of pupil observed _ Class _ Subject _
• Observer Date and place

•
• Objective Description

•
• Comment of Observer
Values and Uses of Anecdotal Records

• They provide specific and exact description

of personality and minimize generalizations.

• They are very helpful in understanding

the child's behavior in diverse situations.
• They provide a continuous record.
• They provide data for pupils to use in self-
appraisal
• A summary of these records is valuable for
forwarding with a pupil when he is
transferred from one school to another.
 Limitations

• Anecdotal record tends to be less reliable

than other tools

• They are time consuming to write

 Check List
• Consisting of prepared list of items
• Used to record the presence or absence of
the item
• By checking ‘yes’ or ‘no’ or by inserting the
appropriate word or number
• Matter of fact and not judgement or opinion
• In educational studies
• Educational appraisal studies of school
buildings, text books, facilities available
• Recreation, laboratory, library etc.
 Characteristics of Checklist
• Checklist is used for evaluation of self and
others.
• It is used as an instrument of observation.
• It involves questions and its answers.
• It involves signs by the respondent.
• It involves the characteristics about a
particular subject to be evaluated
Construction and Application of Checklist
• The first horizontal line of the check list
is used to write the name or number of the
subject under observation.
• The characteristics of the subject or thing to
be evaluated are arranged in vertical column
of the evaluation sheet with the
corresponding blank options to place the tick
mark in the adjacent columns.
• Then the characteristics present in the
subjects under observation are decided and if
that characteristic is present in the subject
then the tick mark is placed in that column.
• Then after the frequency of all tick mark is
counted and marks are given to students on
the basis of predefinednorms or standards.
• Then the percentage, mean, median or
correlation is used.
• A check list is simple tool of evaluation.

• lt is easy to make, easy to use, and yet can be

constructed to cover various aspects of an
individual's behaviroural adjustment.

• In preparing a checklist a teacher must keep in

mind what kinds of behaviours are important
to record and what kind of objectives are to be
evaluated
Example
 Uses of Checklist
• It is useful for survey and research.
• The amount of characteristics or traits of
subjects can be known.
• It is helpful to give the appropriate guideline
to the subjects.
• To know the developmental direction of the
specific behavior pattern check list is used.
• It is useful for self-evaluation and other's
evaluation.
 Limitations of Checklist
• As only sign is used in checklist therefore
no other options are found. It is subjective
and biased

• It is difficult to evaluate the personality of

student or adjustment capacity through
checklist
 Rating Scale
❖ Meaning
• A rating scale is a set of categories designed
to elicit information about a quantitative or a
qualitative attribute.
• Rating Scale is an important technique of
assessment. 'Rating' is the assessment of a
person by another person.
• Ruth Strang calls it 'directed observation'
 Definition
• “Rating is a term applied to expression of
opinion or judgement regarding some
situation, object or character. Opinions are
usually expressed on a scale of values. Rating
techniques are devices by which such
judgments may be quantified"
- A.S.Barr
 Rating Scale
• Personality of a individual is not assessed by
himself but by other persons who know the
individual well
• Student – teacher
• Teacher rating, personality rating, testing the
validity of many objective instruments like
paper-pencil inventories of personality &
School appraisal
• A rating scale is an improvement over check
list.
• While a checklist simply records that
something happened, a rating scale adds
another dimension: how much or how well it
happened.
• In a commonest type of rating scale, the
columns opposite the list of traits may be
captioned wither in quantitative terms such as
- always, sometimes, Never or in
qualitative terms such as Good, Average,
Poor.
• Example :
• Limited number of items to which values on a
scale have to be assigned
• The value be represented in the form of a
number or one among a series of worded
descriptions
• Usual to have 5 to 7 points on the scale for
every item to be rated
Highly Occasionally Socially Very rarely Not at all
emotional emotional average emotional emotional
 Types of Rating Scales
❖ Numerical rating Scales:
• In this numbers are assigned to each trait.
• If is a seven-point scale, the number 7
represents the maximum amount of that trait
in the individual, and 4 represents the
average.
• The rater merely enters the appropriate
number after each name to indicate
judgement of the person
❖ Method of Paired Comparison :
• In this the rater compares each person being
rated with respect to the trait of every other
individual, being rated in the general terms
of 'equal', 'better', or 'worse‘.
❖Graphical Rating Scales - are most commonly
used
Examples are:
❖ Score cards
• It is a type of scale in which whatever is
being rated is analysed into its component
parts
• An expert assigns each part a maximum score
• The rater assigns a value to each items and
he passes judgement and these values are
totaled and a final score is pronounced
❖ Man to Man Scale
• In this case, an individual is asked to rate the
person to be rated (the rate) by comparing him
to a person already rated and assigned a
position on the scale.
• The rate is assigned his position
 Errors in rating
❖ Generosity Error.
• This means, sometimes the rater does not
want to run down the rate, the latter being
his favourite, by giving him low ratings.
❖ The Error of Halo Effect.
• Sometimes. the rating is done in terms of
general impressions about the rates formed
on the basis of some previous performance
❖ The Error of Central Tendency.
• Sometimes the rater has a tendency to
rate all or many of the rates near the mid-
point on the scale
 Limitations
• Hallo – Effect
• Rater frequently carry over one generalised
impression of the person from one rating to
another
• Generosity Error
• Rater develops a tendency to over estimate the
desirable qualities of the rate whom he likes
• Constant Error
• There is a tendency on the part of the rater to see
others as opposite to himself on a trait
• Average Category
• Rater have a tendency to play it safe and may
mark all items in the centre
 TEST
❖Definition
• "A test is a systematic procedure for
observing and describing one or more
characteristics of a person with the aid
of either a numerical scale or a
category system"
-
L..J.Cronback
• "A test is a compact task or series of
tasks designed to ascertain the merit or
quantity of something. Educational
tests constitute a series of items for
which a score is obtained. Depending
on how they are constructed, they can
serve a purpose"
- A Dictionary of Education
❖ Purposes:
• For the grading of students,
• For individual attention required by any
student,
• For creating merit and so on.
• It tells how to shape the learning
methodologies.
• There are a number of forms of tests that can
be taken in a classroom. Give insight of each
and every student of the classroom.
TYPES OF TEST

• Achievement Test
• Diagnostic test
• Standardized test
• Teacher made test
• Prognostic test
• Norm Referenced test
• criterion referenced test
• Paper Pencil Test
• Performance test
• oral and Written test
• objective
• Subjective test
• Group test
• individual Test
• intelligence test
• Aptitude test
• Attitude test
• verbal Test
• Non verbal test- -- - - -
Achievement test

An achievement test is designed to measure a

person’s level of skill, accomplishment, or
knowledge in a specific area.
TYPES OF ACHIEVEMENT TESTS

STANDARDIZED TESTS

TEACHER-MADE TESTS
 EXAMPLES OF ACHIEVEMENT TEST
Spelling tests, timed arithmetic tests, and
map quizzes are all examples of
achievement tests.
Admission to colleges and graduate studies
depends on achievement tests such as the
Scholastic Assessment Test (SAT), which
attempts to measure both aptitude and
achievement, the Graduate Record Exam
(GRE), the Law School Admissions Test (LSAT),
and the Medical College Admissions Test
(MCAT). The Iowa Test of Basic Skills (ITBS)
and the California Achievement Test (CAT) are
examples of achievement tests given to many
elementary school students around the United
States.
 TYPES OF STANDARDIZED TESTS

APTITUDE ATTITUDE
TESTS TESTS

INTELLIGENCE INTEREST PERSONALITY

TESTS TESTS TESTS
TYPES OF TEACHER-MADE TESTS

WRITTEN

ORAL

PRACTICAL
 WRITTEN
•ESSAY TYPE

•SHORT ANSWER TYPE

•OBJECTIVE TYPE
 Achievement test
❖Meaning
• An achievement test has a great significance in
all types of instructional progresses of the
individual.
• A classroom teacher depends upon the
achievements testsfor measuring the progress
of his students in his are taken on their
performance in the achievement tests.
• It is, therefore, necessary thatthe teachers
should be well-versed with the meaning and
the characteristics of achievement tests.
 Definition
• 'The type of ability tests that describe
a person has learned to do is called an
achievement test."
- Thorndike and Hagen
(1969)
• A systematic procedure for determining
the amount a student has learned
through instruction."
- Gronlund (1997)
 CHARACTERISTICS OF
ACHIEVEMENT TESTS

❖RELIABILITY

• The degree of accuracy with which an

exam , test measures, what it seeks to
measure a given variable.
• A good test reliability means that the
test taker will obtain the same test score
over repeated testing as long as no
other extraneous factors have affected
the score.

• A good instrument will produce consistent

scores. An instrument’s reliability is
estimated using a correlation coefficient of
one type (or) another.
 VALIDITY
• Validity is the quality of a test which
measures what measures what it is
supposed to measure.
• It is the degree to which evidence,
common sense,(or) theory supports any
interpretations (or) conclusions about a
student based on his/her test
performance.
 A TEST IS VALID WHEN IT

• Produce consistent scores over time.

• Measures what it intends to
measures.
• Can be objectively scored
• Has representative norms
❖ EASE IN ADMINISTRATIVE
• A test is good only when the conditions of
answering are simple (scientific & logical ).
Its instrument should be simple and clear.
❖ COST
• A good test should be in expensive, not only
from the view point of money but also from
the view point of time & effort taken in the
construction of a test. Fortunately there is
no direct relationship between cost &
quality.
❖ TIME
• Generally the time given to students is
always in short supply however the students
too do not accept very long tests. Therefore
a test should neither be very long nor very
short.
❖ ACCEPTABILITY
• A good test should be acceptable to student
to whom its being given without regard to
any specific situation that is the question
given in the test should be neither very
difficult nor very easy.
❖ OBJECTIVITY
• A test is objective when the scorer’s personal
judgment doesn’t affect the scoring

❖ EQUILIBRIUM
• Achievement of the correct proportion among
questions alloted to each of the objectives
and teaching content.
❖SPECIFICITY
• The items in a test should be specificity to
the objectives.

• PRECISE & CLEAR

• Item should be precise, clear so that
the students can answer well and
score marks
Practical uses of achievement tests
• Tests help to evaluate the extent to which
the objectives of education are being
achieved

• Tests help to classify school objectives

• Tests discover the type of learning

experiences that will achieve these
objectives with the best possible results
• To evaluate, revise and improve the
curriculum in the light of these
results.
• To discover backward children who need
help and to plan for remedial instruction
for such students.
• To select talented pupils for special
classes and courses.
• To decide proper classification of students.
• To get a better understanding of the
needs and abilities of pupils.

• To select students for the award of

special merits or scholarships

• To group pupils in a class so that students

are put in such a way that individual
difference are as slight as possible
 FUNCTIONS OF
ACHIEVEMENT TESTS
• Provides basics for promotion to next
grade.
• Find out where each student stands in
various academic areas.
• Motivate the students before a
new assignments has taken up.
• Expose pupils difficulties which the
teacher can help them to solve
 Diagnostic tests
❖Meaning
• There are tests which have been devised
to provide information about the
specific nature of pupil's difficulties in
given subject areas. These tests are
called diagnostic tests.
• The word diagnosis is used more or less in
the same sense in education.

• Educational diagnosis is "the determination

of the nature of learning difficulties and
deficiencies".
➢The corrective diagnosis can be done at the
following levels.

• Classification
• Finding the nature of difficulties
• Finding the causes of difficulties
• Providing remedial measures
• Preventing the difficulties from occurring
 Uses of Diagnostic tests
• Point out inadequacies in specific skills
• Locate areas in which individual instruction is
required
• Furnish continuous information in order that
learning activities may be most productive of
desirable outcomes.
• Serve as a basis for improving instructional
method, instructional materials and learning
procedures
 Prognostic tests
• One of the important uses of tests is to
predict how individuals behave in
certain situations.
• Prognostic tests are intended for uses in
prognosis or prediction of future success
in specific subjects of the school
curriculum.
• They also frequently test some of the
aptitude factors that are not directly
dependent upon previous training of a
specific topic.
 STANDARDIZED TESTS
• Standardization means uniformity of
procedure in scoring, administering
& interpreting the results.
• Standardization test is one in which the
procedure, apparatus, & scoring have
been fixed so that precisely the same test
can be given at different times & places
- (LEE J CRONBACH).
• Standardization tool is one for which
norms have been established.

• A standardization test is prepared

after several trials of a test to a large
number of students.
 CHARACTERISTICS OF STANDARDIZED TESTS

❖ CONTENT IS STANDARDIZED:
• Item – selection done by component judges.
❖ ADMINISTRATION IS STANDARDIZED:
• direction , time limits
❖ SCORING HAS BEEN STANDARDIZED:
• rules of rules, scoring key are prepared.
❖ INTERPRETATION HAS BEEN STANDARDIZED:
• Norms are provided.
 TEACHER – MADE TESTS
• Teacher made tests are classroom
tests and are developed by the
teachers.

• These tests assess students learning

every period of time or after a
particular unit of study.
 FEATURES OF TEACHER- MADE TESTS

• Assess degree of students progress with

reference to classroom activities.
• Help the teacher to assess individual
pupil’s strengths and weakness and needs.
• Motivate the students.
• Simple to use.
• Provide feedback for teachers as to assess
the effectiveness of teaching methods.
 LIMITATIONS OF TEACHER –
MADE TESTS

• Tests are ambiguous and unclear.

• Tests are either too short .
• Tests do not cover the entire content.
• Tests serve limited purpose.
COMPARISON BETWEEN STANDARDIZED
TEST AND TEACHER MAID-TEST
 ELEMENTS STANDARDIZED TESTS TEACHER MADE TEST

PURPOSE MEASUREMENT OF MEASURE THE

EDUCATIONAL OUTCOMES OUTCOME OF A

OF STUDENTS OF A TEACHERS TEACHING OR

NUMBER OF SCHOOLS OUTCOME OF LEARNING

IN HIS CLASS

SCOPE ITS SCOPE IS VERY WIDE ITS LIMITED

ACCURACY MORE ACCURATE LESS ACCURATE

REFINEMENT THEY ARE DULLY EDITED IT IS CRUDE

ELEMENTS STANDARDIZED TESTS TEACHER MADE TEST

NORMS PROVIDE NORMS DOESN’T CONTAIN

NORMS

SOURCES USES SEVERAL SOURCES BASED ON

TEACHERS,EXPERTS,RES EXPERIENCE OF
EARCH WORKERS TEACHERS

PUBLICATION PUBLISHED NOT PUBLISHED

COVERAGE OF COVER STATE OR COVERS SMALL AREA

CURRICULUM REGIONAL OF CURRICULUM
CURRICULUM
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 a statistically selected
group of test takers, typically of the same age
or grade level, who have already taken the
exam.
• The norm-referenced test measures an
individual’s achievement at a given
period of time compare to students
elsewhere.
• The norm-reference test is valuable in
measuring higher and abstracts level
of cognitive domain
• The norm-referenced test is valuable for
heterogeneous groups in which the range
of abilities is wide and a test is intended
to measure a wide range of performance.
Criterion-referenced test
Criterion-referenced tests and
assessments are designed to measure
student performance against a fixed
set of predetermined criteria or
learning standards—i.e., concise,
written descriptions of what students
are expected to know and be able to
do at a specific stage of their
education.
• Scores from a criterion-referenced test do not
indicate a relative level of achievement or
produce standards because no comparisons
are made.
• The criterion-referenced test is valuable for
• measuring lower and concrete levels of
learning.
• The criterion-referenced test is more
useful in homogeneous groups in which the
range of abilities is narrow and a test is
intended to measure a limited range of
objectives and outcomes.
 Aptitude tests
❖Meaning
• An aptitude is the ability to learn or
to develop proficiency in an area

• Examples are various types of reasoning,

artistic ability,motor co-ordination,
musical talent.
 Aptitude Tests
• Science, literature as the latent
potentialities or skills
• Converted into special skills
• Potentiality of clerical
• Trained further to write exams in IAS
and IPS cadres
• Group I or II services
 Purpose of Aptitude test
• Human efficiency is not as easily defined
as that of a machine andit is not easily
measured.
• The working efficiency of an individual
varies with a number of factors, the most
important of which are
i. His aptitude for the task involved
ii. Adequacy of his training for the job and
iii. His mindset and conditions of work.
• Aptitude is measured in terms of individual
differences.
• In a given type of work, there are those who
learn rapidly and achieve a high level of skill
and those who are slow to learn and whose
achievement is low.
• The former are said to have good aptitude
for the work in question.
• Aptitude test batteries like General Aptitude
Test Battery (GATB) and Differential Aptitude
Test (DAT) are used to measure the aptitude
of individuals in general reasoningability,
verbal aptitude, numerical aptitude, spatial
aptitude, clerical perception, motor co-
ordination, finger dexterity, manual dexterity,
language usageetc. thus, these tests are
widely used to test the aptitude of the
students.
 Measurement of Aptitude
• Differential Aptitude Tests
1. Verbal reasoning
2. Numerical ability
3. Abstract reasoning
4. Spatial relations
5. Mechanical Reasoning
6. Clerical speed and accuracy
7. Language usage – Spelling and Grammar
❖ First three (1, 2, 3) – measure the functions
related to general intelligence
❖ 4, 5, 6 & 7 measure specific aptitudes
RUBRICS

• Rubrics is scoring guide that seeks to

evaluate a students performance
• It often presented in a table format and
can be used by teachers when marking
and by students when planning their
work
 Meaning
• A rubric is typically an evaluation tool
or set of guidelines used to promote the
consistent application of learning
expectations, learning objectives, or
learning standards in the classroom, or
to measure their attainment against a
consistent set of criteria.
• A rubric is a coherent set of criteria for
students‘ work that includes
descriptions of levels of performance
quality on the criteria.

• It should be clear from the definition

that rubrics have two major aspects:
coherent sets of criteria and
descriptions of levels of performance
for these criteria.
TYPES OF RUBRICS

1. Analytical rubrics
2. Holistic rubrics
3. General rubrics
4. Task specified rubrics
Analytical Rubrics

Each criterian (diamension,trait)evaluated

seperately

Advantage
Give diagnostic information to teachers
Give formative feedback to students
Good for formative assessment
Scoring more consistant
Holistic Rubrics

• Provide single score based on overall

impression of a students performance
• Advantages
• Scoring is faster than analytical rubrics
• Good for summative assessment
• Provide overview of student
achievement
 General Rubrics

• It can be used across similiar performance(all

blackboard posting across a semester.
• All group interaction in a semester)
• Advantage
• Support student self evaluation
• Can use the same rubrics across different
task
Task specified Rubrics

It can be used only for a perticular task or

assignment(rubrics for final xm)
Advantage
Require less time
More reliable
Easier
Rubrics
 Steps to Create a Scoring Rubrics
• Example
• Explaining the scoring rubrics by taking the
scoring of writing skill of student
• Step· 1
• Teacher uses the assignment of students for
scoring for assessing the writing skill, and
he gives a clear guideline for writing the
assignment.
• Step· 2
• Teacher discusses the qualities for writing
assignment with the students and fixes
criteria for the good qualities of an
assignment.

• Step· 3
• The teacher discusses how he grades the
quality of an assignmentand he also
discusses the grading of the assignment he is
going to give them in the classroom.
• Step· 4
• The teacher shows the students how he
gives marks to the assignment by using a
model assignment.

• Step· 5
• The teacher asks the students to create
scoring rubrics for the sample assignment
using the guidance given by him.
• Step· 6
• The teacher gives the scoring rubrics and
gets feedback from the students for
improving it.

• Step· 7
• Finally he uses the scoring rubrics for
scoring the assignment given to the
students.
 Rubrics Importance
• The main purpose of rubrics is to
assess performances.
• Rubrics help students and teachers define
"quality”
• When students use rubrics regularly to
judge their own work, they begin to accept
more responsibility for the end product. It
cuts down on the "am I done yet?“
questions.
• Rubrics reduce the time teachers spend
grading student work and make it easier
for teachers to explain to students why they
got the grade they did and what they can
do to improve.
• Parents usually like the rubrics concept once
they understand it, and they find rubrics
useful when helping with homework. As one
teacher says: "They know exactly what their
child needs to do to be successful"
 ASSESSMENT TOOL FOR AFFECTIVE DOMAIN
• Affective Domain
• Prepared in 1964 by Dr.Bloom, Kruthwohl and
Masin.
• Emphasizes the development of the heart.
• It deals with values, attitudes, interest, and
appreciation, social and emotional adjustment.
• If the objectives of the affective domain are
attended to and achieved, the evaluator will be
in a position to predict the behavior of an
individual.
• Affective taxonomy is divided into
five
major classes arranged in a
hierarchical order on the basis of the
level of involvement.

• Characterization
• Organization
• Valuating
• Responding
• Receiving
• Receiving
• Learner should be sensitized to the
existence of certain phenomenon and stimuli
in his environment. This includes
awareness, willingness to receive and give
controlled or selected attention. (Ability to
discriminate the stimuli)
• Responding (Interest objective)
• This is with response that goes beyond
merely attending to phenomena. A
person is actively involved in attending to
them.
• This involves responding, willingness to
respond and satisfaction in response. The
person attaches emotional significance to
the stimuli
• Valuating
• Stage of internalization-becomes part of the
person.
• This includes acceptance of a value, preference
for a value and commitment to a goal, idea or
belief or a conviction in regard to a point of
view.
• Consistence in behavior, which can be
predicted. Forms principles of life and
behavior is based on it.
• Organisation
• For situations where more than one value is
relevant the need arises for the organization
of the value into a system.

• The determination of the interrelationship

among them and the establishment of the
dominant and pervasive value.
• Characterisation by a value or value complex

• Organization becomes part of the personality

and develops his personality-characterisation
• Organization of values which control
his behavior is called value complex.
• Values like honesty, truthfulness,
friendship develop through these levels
of the affective domain.
• The values which are of importance to him
will be placed higher up on the hierarchy
and those which are of less value go down,
thus creating an organization of values.
• The individual will then behave in
different situations according to his/her
value organization.

• So much so that gradually they become a

part of his personality and define his/her
character.
 Attitude Scales or Opinionnaire
• Opinion and Attitude are allied but
not Synonymous terms
• Attitude - Inner feeling or belief of a
person towards a particular
phenomenon
• Opinion – what a person says about
his attitude towards some
phenomenon
 ATTITUDE SCALES
• An attitude is a mental and natural
state of readiness exerting directive or
dynamic influence upon the individual's
response to all objects and situations
with which it is related.
 Measurement of attitude
• There are numerous types of attitude tests.
• The most common among them is self-report
inventory.
• A large number of statements are given
here and the person is directly asked what
his attitude toward particular statement is.
• They are technically called attitude scale.
 Two basic underlying assumptions
• An individual's behavior with respect to
object or event will be consistent from one
situation to another.

• Attitude cannot be measured directly. It is

actually inferred from the statements or
actions of the person. i.e., it is inferred from
verbal and non-verbal behavior of the subject
 Types of Attitude Scales

• Thurstone Technique of
Scaled Values
• Likert Method of
Summated Ratings
 Thurstone scale
• Five Steps
• Step-I
• Several hundred statements expressing
various degrees of negative and positive
attitude towards the objects or events are
collected. These statements can be
obtained from experienced people or from
popular literature on the issue
• Step-II

• Each statement is written on a separate slip

of papers or cards. These statements are
given to different judges to pile them on 11
point scale ranging from favourable to
unfavourable.
• Step-III

• This is the scale construction stage. These

statements are put into different scale points
on the basis on consensus of judges. On those
statements where judges do not agree are
eliminated here.
• Step-IV

• Final statement for the scale is selected here.

Then the subject is asked to mark those
statement with which he is fully agreed and
he is then given 10 scored
Thurstone Technique of Scaled Values
Step v
• 20 or more statements – express – groups,
institution, idea or practice
• Submitted – panel of 50 or more judges
• 11 groups – assigning a position to an item
• Disagreement – discarded
• Median scale value – falls between 1 to 11
• Given to the subjects – check - agreement –
responses - quantified
 Likert scale
• The Likert Scale is the most commonly used
scale in quantitative research.
• It is designed to determine the opinion or
attitude of a subject.
• It contains a number of statements with a
scale after each statement.
• The original version of the scale included 5
response categories, and each response
category was assigned a value.
• Usually, the most negative response is given a
numerical value of 1, while the most positive
response has a numerical value of 5.
• Obviously you can work out that the point in the
middle would have a numerical value of 3.
• Response choices in a Likert Scale usually
address:
➢Agreement
➢Evaluation
➢Frequency
• Example of a Likert Scale:
• Statement:
• This method of teaching you about
quantitative research methodology is useful
• Likert Scale:
➢ Strongly agree 5
➢ Agree 4
➢ Uncertain 3
➢ Disagree 2
➢ Strongly 1
disagree
 Likert Method of Summated Ratings

• Without the panel of judges

• Less time and efforts to construct
• Collecting a number of statements
• Express definite favourableness or
unfavourableness
• Approximately equal statements
• Trial test – administrated to the subjects
• Eliminate – ambiguous
• SA, A, U, DA & SDA
• Favourable statements – 5, 4, 3, 2 & 1
• Unfavourable statements – 1, 2, 3, 4 & 5
• 50 * 5 = 250 – Most Favourable response
• 50 * 3 = 150 – Neutral attitude
• 50 * 1 = 50 – Most Unfavourable attitude
 MOTIVATION SCALE
• The Motivation Assessment Scale (MAS) is a
rating scale that assesses functions of problem
behavior in individuals with developmental
disabilities through informant responses.
• It includes 16 questions and is comprised of
four subscales that each represents a possible
function of the behavior: attention, escape,
sensory, and tangible.
• Each question has six response options
• (0 = never, 1 = almost never, 2 = seldom, 3 =
half the time, 4 = usually, 5 = almost always,
and 6 = always).

• Scores are calculated by summing the item

ratings within a particular
subscale/function and calculating the mean
rating for that subscale.
• High scores for one or more of the subscales
suggest that those functions may be maintaining
the individual's problem behavior
➢ Never=O
➢ Almost Never=l
➢ Seldom=2
➢ Half the Time=3
➢ Usually=4
➢ Almost Always=5
➢ Always=6
 Cumulative Records

❏ Complete history of life

❏ This is a Longitudinal Records of pupils

educational history - the Progress of the
developmental Pattern of each student is
recorded cumulatively from Period to period
in comprehensive record designed for the
purpose. Such record is known as Cumulative
records
 which include
❏ Data On Achievement in
various Subject of Study
❏ Physical Development
❏ Health Matters
❏ Participation in Cocurricula
Activities (NCC , sports )
❏ Special Achievement
❏ , Personal Details etc….
 Interest Inventories
• The tools used for describing and measuring
interests of individuals – Interest Inventories
or Interest Blanks
• Self-report instruments – in which the
individuals note their own likes and dislikes
• Frequently used in educational and
vocational guidance and in case studies
• Defined as eagerness, attention, curiosity,
likes and dislikes
 Measurement of Interest
Minnesota vocational interest
inventory

G.F.Kuder Preference Record

(KPR)

Occupational Interest Inventory

THE MINNESOTA VOCATIONAL INTEREST
INVENTORY

THE MINNESOTA VOCATIONAL INTEREST

INVENTORY HAS SUFFICIENT RELIABILITY TO BE
USED WITH ADOLESCENTS SUCH AS THOSE
SAMPLED IN THE PRESENT STUDY’ TO MEASURE
VOCATIONAL INTERESTS.
G.Fredric.Kuder Preference Record
(KPR)
G.F.Kuder Preference Record (KPR)
• The Kuder Preference Record has been
developed for high school and college
students.
• Each item of this inventory consists of three
preferences such as-
(a) Study Physics
(b) Study of Musical Composition and
(c) Study Public Speaking.
• It consists of 198 items in all, each item has
three preferences. Preference is measured in
nine fields - mechanical, scientific,
computational, artistic, literacy, persuasive
social service and clerical etc.

• It has high reliability index 90.

• It provides the basis for selection of
individuals for different jobs.
• It has the administrative function.
• Information about the interests of students
is much more useful for teachers in school.
• In selecting the study subjects after delta
class, interests of the students are basic for
their choices.
G.F.Kuder Preference Record (KPR)
• High school and college 198 items
• Comprises of three preferences
• Ten fields – outdoor, mechanical,
computational, scientific,
persuasive, artistic, literacy, musical,
social service and clerical.
Occupational Interest Inventory
 Occupational Interest Inventory
• Occupational Interest Inventory is designed
to be used in a wide spectrum of career
guidance activities.

• It helps candidates choose an occupation,

plan their career, and grow as professionals
in the workplace.
• The assessment, which is based on the
RIASEC (Realistic, Investigative, Artistic,
Social, Enterprising and Conventional)
model,
measures levels of interest in 12 domains
and matches the candidate's profile with a
list of 80 occupations across various sectors
and fields.
Occupational Interest Inventory

Orientation and mobility

Skills assessment/training courses

Recruitment
TYPES OF TEST ITEMS

• OBJECTIVE TYPE
• SHORT-ANSWER TYPE
• ESSAY TYPE
TYPES OF OBJECTIVE TEST
True-False type

Multiple choice type

Matching type

Completion type
Suggestion for the construction of
true or false
• Avoid text book language
• Avoid double negetive
• Avoid use all,always,never,only…
• Limit 2or more statement to a single idea
• Avoid long statement and complex sentence
structure
• True or false statement approximately equel
in length
Suggestion for the construction of
multiple choice
• Avoid copied sentence from textbook
• Each item should have 4 or 5 alternative
• Avoid pattern of correct answers
• Be sure only one correct answer is given
• Some of the term used in there are not
repeated in the correct response
• Avoid use of double negetive
• Don’t repeat the words in each option which
can be included in there.
• All response should be homogenious
• No intentional clue to correct answers
• Arrange the option in chronological order
• Avoid all the above,as far as possible
Suggestion for the construction of
matching type
• Should not give same number of option in
both the coloumn
• Item should be neither too long or too short
• Item both the coloum should be relatively
homogenious
• Option should be some sort of logical order
• Complete item should appear on the same of
the question paper and not we carried over
to the next page
 Suggestion for the construction of
completion type

• Avoid textbook language

• Be sure that the response will know exactly
what kind of answer you expect
• Do not omit too many goals
• Omit key words only
• Avoid irrelevent clue like a,an,etc before
blank.
Merits and Demerits of objective type

Merit
Scored objectively.
Reduce subjective elements.
Reduce Role of Luck & Cramming

Demerit
Difficult in Preparing good item
problem of Guessing
high Printing cost
 Short-answer type
• A question requiring 3 or 4 value points at
the most may be defined as Short
Answertype question
• Make Questions Simple, Short &
Dramatically correct
• Maximum length of expected Answers
should be precisely inticated
• Avoid Qualitative terms like many, all, Much,
always, Most etc
• Avoid subjective terms like “ Discuss” “What
do you know about” etc
 Advantage and disadvantages of
Short-answer type

Advantage
A relatively large portion of the content
provide little opportunity for guessing
carefully evaluating the abilty to interpret
diagrams, charts graphs etc.
Disadvantage
it is More Subjective than objective type
Questions
ESSAY TYPE

• It is an old & traditional type of question, So

well known & frequently Used in our
country.
• An essay type test item is a free response
test item.
• Directions & Scope of the Respond Should be
well defined
• it is better to start beginning essay Question
with Compare , Contract, Give reason,
Predicts etc then what , when , who etc..
Merits and Demerits of essay type

Merits Demerits
• Easy to Administer • time consuming
• Largly eliminate • cannot comprehensively
guessing cover the content
• it is easy to prepare • Subjective in nature
• Reduce chances of • No sufficient validity &
on the spot copy Reliability
• it promote Creative
thinking.
Principles for the Construction of Test Items

Five principles

b) d) Principle
a) c) Principle
Principle of e) Principle of
Principle of Practicabilit
of Standardisation
of Validity Sensitivity y
Reliability

(2) Internal
1. 2. 3. consistency
Content Criterion Construct (1) of Nine steps
Validity Validity. Validity. measures.
Stability
.

(i) the
(i) (ii) (i) (ii) Discrimina (i) Test - (ii) (ii)
(i). Face concordan
Concurrent Predictive Convergen nt validity retest Parallel split-
Validit t value of
validity validity. t validity. reliabilit form half
y items
y reliability method.
 Principles for Constructing Test Items
• Five principles for test items construction
a) Principle of Validity
• If a measuring tool measures what it intends
to measure then it is a valid instrument. The
validity of measuring tool includes the
following.
1. Content Validity.
2. Criterion Validity.
3. Construct Validity.
1. Content Validity
• If a measuring tool contains all the
measurement of a particular things then it is
called the tool with content validity. This tool
measures all the dimensions of a thing to be
measured.
# Face Validity
• One of the fundamental indicators of a good
measuring tool is the face validity. If a
measuring tool shows outwards that it can
fulfil the measuring needs of a teacher, then it
is called the measuring tool with the face
validity. For instance, if a test is prepared to
measure whether students can perform
multiplication, and the people to whom it is
shown all agree that it looks like a good test of
multiplication ability, this demonstrates face
validity of the test
2. Criterion - Related Validity
• Criterion - Related validity of a measuring tool is
that the measuring tool is constructed with
reference to a standard for measuring a particular
aspect of a thing. It should be similar to a
measuring tool that is based on the same
criterion.
• This validity includes
• (i) Concurrent validity and
• (ii) Predictive validity.
i). Concurrent Validity
• One of the indicators of a measuring tool is
its concurrent validity. It means that this
measuring tool should concur with the
standardised measuring tool that is
constructed already that measures the same
aspect of an object.
ii). Predictive Validity
• If a measuring tool measures an aspect of
any thing by determining a values for it, and
if it is used to measure the same aspect of
the some thing in the future and if it gives
the same values for it, then it is called the
measuring tool that has a predictive validity.
3. Construct Validity
• The construct validity of a measuring tool is
that all indicators of this measuring tool
showing the same value at all times in all
situations if it is used to measure an aspect of
anything. It includes the following in it.
i) Convergent validity.
ii) Discriminant validity
i) Convergent Validity
• The convergent validity shows that if a
measurement is made by a measuring tool
using more than one indicator of it, and if all
the indicators of the tool gives the same value
in the measurement, then we call this property
of the tool as the convergent validity of the
measuring tool.
ii) Discriminant Validity
• If the different items in a measuring tool give
different values and results for each item while
measuring an aspect of a thing, then this
tool has the discriminant validity question
items when we administer it on individuals,
then this questionnaire (measuring tool) has
discriminant validity.
b) Principle of Reliability
• The reliability of a measuring tool is that
quality of that measuring tool that shows the
ability of the tool to give the same
measurement values if it is used to measure an
aspect of a thing at different times.
• This includes
(1) Stability and
(2) Internal consistency of measures.
1. Stability of Measures
• The stability of measures of a measuring tool
indicates that the particular tool will give
measures that are stable if it is administered in
different times.
• The stability of an measuringtool can be
found out by
(i) Test - retest reliability and
(ii) Parallel form reliability
i). Test - Retest Reliability
• If we conduct a test for measuring the
achievement of student, and if we conduct the
same test again after a month or so, then if we
get the same result for their achievement, we
can call this as test - retest reliability. It indicates
the stability of measures of the measuring tool.
• Sometimes in the test - retest reliability we will
see a slight variation in the result, it is because of
the fact that we conduct these tests based on
the memory power of the students
ii). Parallel - Form Reliability
• To conduct a test using parallel form question
papers, we prepare two question papers and
both of them have the same questions but
worded differently and the order of the
questions are different in the question
papers. If we conduct a test immediately one
after another one the same students and if we
get the same responses from them, then the
measuringtool (question paper) has the
parallel form reliability.
2. Internal Consistency of Measures - Reliability
• Internal consistency of measures of a
measuring tool is that quality of the tool that
shows the ability of the tool containing items in
the tool that measure the same aspect of a
thing and giving the same measures. It is the
consistency between two items of the tool
measuring the same aspect of a thing.
• It can be found out by
(i) the concordant value of items and
(ii) split- half method.
i) Concordant Value of Items
• The concordant value of items in a measuring
tool is such a quality of the tool that the
different items of the measuring tool
measuring the same aspect of a thing and
giving the same value. If the tool measures the
same value for its different items for the same
aspect of a thing then it has internal
consistency of measures.
ii) Split - Half Method for Finding Internal
Consistency
• If we split a question paper that measures the
achievement of students into two halves, one
half containing even numbered questions, and if
we conduct two tests, one with odd numbered
questions and the other with the even
numbered questions for the same students, and
if we compare the marks of the students for
these two tests and if we get more or less the
same marks, then we will call the question
paper as having split - half reliability of internal
consistency.
c) Principle of Sensitivity
• This is the property of a measuring tool
that shows small variations in its
measurement when we make some small
changes in the measuring tool.
d) Principle of Practicability
• This is the property of a measuring tool that
its simplicity of administering it easily on the
individual to measure the aspect of them. So,
the practicability of a measuring tool is its
easy usage in practice.
e) Principle of Standardisation
Nine Steps involved in the construction and
standardisation of a test.
i) Planning.
ii)Writing the test items.
iii). Field try out of the test.
iv). Item analysis.
v) Organising the test items.
vi)Conducting the test and marking.
vii).Establishing the reliability and validity of the
test.
viii).Estabilishing the objectivity of the test and,
ix). Usage of the test
 I. Planning the Test
1. Determining the general objectives the thing to
be measured and using marks awarded in the
valuation of the test.
2. Consulting experts in the subject matter.
3. Determining the time limit for the test.
4. Determining the conduction of field try - out.
5. Determining the difficulty level of the test
items so that the awarding of marks and the
conduction of test may be practicable.
 II. Writing the Test Items
i) The test items should be written considering
the accuracy of it, suitability to the content of
the subject and its revelence to educational
standards.

ii)Test items should be properly worded and

its meaning should not be confusing.
THANK YOU. . . .