ASSESSMENT UNIT IV

Introduction : According to Encyclopedia of Educational Research

Evaluation is relatively a new technical term, introduced to designate a more comprehensive concept of measurement than is implied in conventional test and examination. It may also be defined as a systematic process of determining the extent to which educational objectives are achieved by pupils . Evaluation depends on the educational objectives . objectives is very deep. The relation between evaluation and

According to the booklet of NCERT named Concept of Evaluation ; the process of evaluation decides about the following three things: 1. To what extent the objective has been achieved? 2. The Learning Experiences provided in the class have been effective to what extent? 3. How will have the teaching objectives been completed? These three items complete the cycle of evaluation ,Teaching objectives, learning experiences and behavioural changes and linked to each other by the process of evaluation . The absence of any one makes evaluation incomplete.

Purpose of Assessment

Student evaluation is an integral part of teaching and learning process. The primary purpose of student assessment and evaluation is to support student learning. For teachers, assessment is intended to answer the question "have students learned?"

Teachers use assessment to determine the effectiveness of instruction and to guide future learning. Teachers analyse the results of assessment to determine which students require further instruction and to reflect on their practice in order to improve student learning. For the student assessment is beneficial because it provides timely constructive feedback about their understanding. Students use this feedback to adjust their learning and to identify areas for further growth. A comprehensive scheme of educational evaluation serves a number of purposes that

ultimately contribute to the improvement of the instructional methods, text books, curriculum and even an advancement of our educational goals. Evaluation helps us to set tasks and goals which are higher than what we aspired for earlier, thus facilitating advancement of education. The general purposes of evaluation can be summarized as: Providing information for grading, promoting students and reporting to parents; Evaluating the effectiveness of a single teaching method or to appraise the relative worth of several methods; Motivating the students; Evaluating the entire educational institution and to show how various aspects of it could be improved. Collecting information for effective educational and vocational counselling. However, in a broader perspective, the purposes of evaluation can be studied at various levels. These various levels are: Learning level Teaching level Guidance and counselling level Curriculum development level

 School administration level Classroom research level 1. Learning Level: If used properly, evaluation procedures can contribute substantially to improve pupils learning. This can serve the purpose of clarifying the intended learning outcomes; providing short term goals to work; offering feedback concerning learning progress and providing information for overcoming learning difficulties and selecting future learning experiences. 2. Teaching Level: Information from carefully developed evaluation techniques can be used to assess and improve instruction. Such information can assist in judging the appropriateness and attainability of the instructional objectives, the usefulness of the instructional materials and the effectiveness of the instructional methods. 3. Guidance and Counselling Level: The results of evaluation are especially useful for guidance and counselling. Assisting pupils with educational and vocational decisions, guiding them in the selection of curricular and extra curricular activities, helping them solve personal and social adjustment problems will require an objective knowledge of the pupils' abilities, interests, attitudes and other personal characteristics. Comprehensive feedback on the strengths and limitations on various areas of the pupil will make guidance and counselling effective and meaningful. 4. Curriculum Development Level: Evaluation procedures and purposes can be

suitably utilized at the curriculum development level. A common procedure is to appoint committees of teachers in each area to develop units of work in their respective areas. The committee in each unit of work should state the intended learning outcomes in terms of how the pupils are expected to perform at the end of the unit, list the instructional materials and learning activities for the unit, describe the evaluation procedures to be used for determining pupils progress towards the intended learning outcomes. 5. School Administrative Level: A comprehensive and continuous evaluation programme in the school aids the administration . From the collected data , it is possible to judge the extent to which the school objectives are being achieved. It can help in identifying the strengths and weaknesses of the curriculum and to appraise special programmes for the school. The information supplied by the evaluation

process can form the basis for administrative decisions concerning the placement, grouping and promotion of pupils. Evaluation programmes can be helpful in gathering the objective data to be used in interpreting the goals and accomplishments of the school to the community. 6. Classroom Research Level: Evaluation can be effective and important for the

school research programme. Objective measures of pupils performance can be carefully utilized in evaluating parameters like comparative effectiveness of different curricular, different teaching methods and different organizational plans. Planning for Assessment: Assessment tasks should provide students with an opportunity to display the knowledge, skills, understanding and attitudes they have developed and motivate them by recognising what they have accomplished. Determining how a unit of work will be assessed needs to be considered at the start of unit planning so that it ensures the characteristics of effective assessment are addressed. While planning for assessment is an essential part of preparation for teaching and learning, it is important that learning, creativity, initiative and risk taking are not curtailed by assessment driven activities. Stages of Assessment: Best practice in assessment requires the integration of the three steps listed below: Assessment for Learning: To provide information on student knowledge, skills and behaviours to inform the next stage of learning. Assessment as Learning: To provide feed back and opportunities for student reflection and for self-assessment to support future learning. Assessment of Learning: To provide information about what students have learnt in relation to the standards.

Learning focus statements outline the learning that students need to focus on at each level. What students should know and be able to do at each level should be defined. Therefore, units of work based on activities described in the learning focus statements will be assessable against the expected standards. Assessment of student achievement against the standards requires a mix of summative assessment to determine what the student has achieved and formative assessment to inform the next stage of learning. This should be based on authentic assessment in which students are asked to perform real world tasks demonstrating the application of essential knowledge and skill. Assessment must also evaluate knowledge, skills and behaviours in an integrated way rather than treating each and every standard as discrete. This not only ensures a more efficient approach to student assessment that avoids unnecessary duplication of assessment tasks and subsequent reports, but also more clearly reflects how students actually learn and develops deep understanding in learners which can be transferred to new and different contexts. Planning assessment and evaluation should include the following: Curriculum focused long and short term planning, keeping the end in mind, what students need to know and be able to do. Selecting and using ongoing classroom assessment strategies and data to inform instruction and plan appropriate intervention to improve student achievement. Using assessment and evaluation strategies that are appropriate to the curriculum and the learning activities, are fair to all students, and accommodate the needs and experiences of all students. Providing students with numerous and varied opportunities to demonstrate the full extent of their achievement without overwhelming them. Collecting multiple samples of student work that provide evidence of their achievement. Referring to exemplars to assess and evaluate the student work. Types of Evaluation: Classroom evaluation procedures have been categorized in the following manner:

 Determine pupil performance at the beginning of instruction = Placement Evaluation. Monitor learning progress during instruction = Formative Evaluation Diagnose learning difficulties during instruction = Diagnostic Evaluation Evaluate achievement at the end of instruction = Summative Evaluation Placement Evaluation: Placement evaluation is concerned with the pupil's entry level performance and focuses on the following questions: (i) Does the student possess the knowledge and skills needed to begin the planned instruction? (ii) To what extent has the student already mastered the objectives of the planned instructions? Sufficient competence might indicate the advisability of being placed in a more advanced course. (iii)Which mode of instruction would suit the students needs, abilities and interest? The aim of placement evaluation is thus to determine the position in the sequence of learning activities and the mode of instruction that is likely to benefit the pupil the most. Formative Evaluation: It is used to monitor progress made during instruction and to provide continuous feed back to both the teacher and the student. Feed back to the teacher would enable him to modify modes of instruction and provide remedial mark if needed. Feedback to the student helps reinforce learning successes and identifies any lacunae in learning. The formative evaluation is directed towards improving learning and instruction. Diagnostic Evaluation: When learning difficulties persist, diagnostic evaluation is called for. This helps to identify the underlying causes of the problems and to formulate a suitable plan of remedial action. Summative Evaluation: It is designed to determine the extent to which the instructional objectives have been achieved and is used to assign grades and certificates to students. The techniques used include teacher

made achievement tests, rating of laboratory skills and evaluation of projects, models and project reports. Besides grading, this kind of evaluation provides information for judging the appropriateness of the course objectives and the effectiveness of the instruction. Evaluation procedure should not delimit its scope to only paper and pencil aspect for this may not reveal most of the inherent qualities of the child's personality and his participation in the day-to-day activities of the school programme. So, it is essential to maintain the systematic record of the pupil's progress in theoretical studies, practical work and the various curricular activities which form an integral part of educative process. This will give a true picture of the child's progress throughout the year and will thus give reliability and validity evaluation programme which is based upon the objectives of teaching science . Teaching, learning and evaluation are interdependent and science teachers should take these three aspects together to make instructional process effective. The relationship between evaluation and the entire instructional process is revealed by examining the following steps: 1. 2. Establishing the objectives to be achieved. Providing experience and activities expected to contribute to the achievement of objectives. 3. Evaluating to be sure that the desired results have been achieved. to the

These steps can be utilized for systematic organization of a unit in a course or even an entire course.

Method

Objective
Evaluation tools or techniques

Curriculumm mmmmm

Relationship between teaching, learning and evaluation. Evaluation Tools: The main useful and important tools which are commonly used for evaluating service are given below: 1.Evaluation by paper and pencil devices : a) b) c) 2. Verbal tests, either objective or essay type in form. Diagrams, sketches, pictures, charts and models. Rating scales and checklists Analysis of work products : According to acceptable criteria which can include apparatus set-ups, improvised apparatus, note-books, students collections, report of committees etc. 3. 4. Classroom questioning and discussions. Observation of significant behaviour a) Day-by-day classroom or laboratory activities. Or b) Systematic as in arranged situation to know specific type of behaviour. 5. Conferences and Interviews with individuals or with groups.

Evaluation of Performance:

Evaluation in teaching play a central role in the instructional processes. It is through evaluation that a teacher comes to know how far he has been successful in achieving instructional objectives, diagnose learning difficulties of pupils, determine the effectiveness of instructional procedures utilized by him in the teaching-learning process. In education, one may evaluate an instructional process, an educational programme, an educational institution, teacher performance, pupil's learning etc. From the stand point of instruction, evaluation is a systematic process of determining the extent to which instructional objectives are achieved by pupils. Evaluation in connection to instruction thus is a systematic process requiring collection of data (quantitative and/or qualitative) with some degree of precision in a planned manner. It requires prior determination of objectives which form the basis of judging the pupils learning. Evaluation = Qualitative and/or quantitative description + Value judgement

Evaluation is a process of collecting evidences about students attainment or growth, on the basis of which judgements are formed which in turn are used for making decisions. Therefore, information gathering, judgement forming and decision making are the three components of evaluation. Measurement is a pre-requisite to evaluation, which goes a step further to give value to that measurement. For example, if a student secured 60 marks in science (measurement); his performance was not satisfactory in science since the average score of the class was 80 (value judgement). Thus, Evaluation = Measurement + Value judgment

Evaluation is a relatively new term in the field of education that has been introduced to replace the terms like testing measurement or examination. The old concept of testing and examination is limited in terms of objectives, scope and methodology. In comparison, the term evaluation carries a wide meaning as it stands to assess all the educational outcomes and outputs that are brought about as a result of teaching learning process. Today, teaching of a particular subject is not confined to impart the knowledge of the subject matter of topics mentioned in the syllabi but it is also aimed to teach the application of that knowledge as well as to help the learner to learn basic essential skills and imbibe desirable interests, attitudes and feeling of appreciation. In fact, a change in total behaviour of the learner related with all the three domains, i.e. connotive, cognitive and affective is expected as a result of learning experiences given to him. To what extent these expected behavioural changes have taken

place in the children must become the target of any process of assessment, measurement, testing or examination. The term evaluation has been coined to make it more wide, comprehensive and meaningful than the old term examination. Characteristics of Evaluation: 1. Evaluation includes all the means of collecting information about the student's

learning. The evaluator should make use of tests, observation, interview, rating scale, check list and value judgement to gather complete and reliable information about the students. 2. 3. It involves systematic collection of quantitative and qualitative data. Evaluation is comprehensive. It is not simply concerned with the academic status of the student but with all aspects of his growth i.e. which includes both cognitive and non-cognitive aspects. 4. Evaluation is continuous. It is not confined to one particular class or stage of education. It is to be conducted continuously as the student passes from one stage/grade to another, from one class to other, from one school to the other. It starts at the time the child seeks admission in a particular grade in the form of placement evaluation; it continues as the child proceeds, from one unit to another unit of instruction in the form of formative and diagnostic evaluation and ends in summative evaluation at the end of instruction in a particular grade. 5. 6. Evaluation requires interpretation of data in a careful manner. It involves forming judgements and taking decision about the child's progress, difficulties encountered by him and taking corrective measures to improve his learning. 7. It involves assessment of all the teaching learning outcomes in terms of overall behavioural changes. It goes beyond the knowledge, objectives to cover skill, application, interest, attitude and appreciation objectives. Therefore, the area and field of testing the stipulated objectives has been greatly increased by adopting this new term. In this way, evaluation as a part of the scheme of education may be considered as a comprehensive and continuous system of assessment that may help in knowing the extent to which the stipulated objectives have been realized and the expected behavioural changes have taken place in the learners. This will help to know the extent to which the learners have been

in the right path of learning and the teachers can assess their means and ways of teaching, administrators can bring desirable reforms in the overall educational and administrative set up. Evaluation thus may work as a connecting bridge between the objectives of teaching science and the ways and means of attaining these objectives in the form of learning experiences, learning method and learning environment.