ASSESSING

INSTRUCTIONA
L OUTCOMES
 MEANING AND NATURE OF

EVALUATION
•
The collection of, analysis and interpretation
of information about any aspect of a program
of education or training as part of a
recognized process of judging its
effectiveness, its efficiency and any other
outcomes it may have."
• Evaluation is a systematic process of
collecting evidence about the students
progress and achievement in both
cognitive and non cognitive areas of
learning on the basis of which
judgement are formed and decisions are
made.
IMPORTANCE OF EVALUATION:
 Evaluation helps to build an educational
program, assess its achievements and improve
upon its effectiveness.
It serves as an in-built monitor within the
program to review the progress in learning from
time to time.
Evaluation plays an enormous role
in the teaching-learning process. It
helps teachers and learners to
improve teaching and learning.
SCOPE OF EVALUATION
• Value Judgement
• Effectiveness of Appraisal
• Provide Baseline for Guidance and
Counseling
• Placement and promotions job
• Developments of attitude, interest, capability,
creativity, originality, knowledge and skill etc.
• Development of tool and techniques
• Development of curriculum and its revision
• Helpful for curriculum planning and
administers to improve the curriculum
patterns.
GENERAL PRINCIPLE
Evaluation should be:
 Based on clearly stated objectives.
 Comprehensive
 Cooperative
 Used Judiciously
 Continuous and integral part of teaching- learning
process.
ASPECTS OF GROWTH
TO BE EVALUATED :

Cognitive and Non-

Cognitive
Cognitive and non-cognitive skill
assessments capture unique aspects of
work-related competencies. Together,
they provide a stronger, more
comprehensive, and complete picture of
an individual.
COGNITIVE ABILITIES
 Cognitive skills involve conscious
intellectual effort, such as thinking,
reasoning, or remembering .
NON-COGNITIVE ABILITIES
• Non-cognitive abilities are associated with an individual’s personality, temperament, and
attitudes.
CHARACTERISTICS OF
EVALUATION
 It involves assessment of all the teaching-
learning outcomes in terms of overall behavioral
changes. It goes beyond the knowledge
objectives to cover skill, application, interest,
attitude and appreciation objectives.
 It involves forming judgements and taking decisions
about the child’s progress, difficulties encountered by
him and taking corrective measures to improve his
learning.

 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 to another, from one class to other, from one school
to the other.
 Evaluation is comprehensive. It is not simply concerned
with the academic status of the student but with all aspects of
his grow i.e. which includes both cognitive and non-
cognitive aspects.

 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.
EVALUATIO
N DEVICES
TEACHER MADE TEST
 Used to evaluate the progress of the students in
school.
 Teachers can assess the strength and weaknesses of
the students.
 Test are conducted continuously and children get
immediate feedback.
TYPES :

• Essay type
Develops critical thinking.
OBJECTIVE TYPE

• Matching Type
STANDARDIZED
ACHIEVEMENT TEST
The answers are evaluated according to the same scoring
standards
 Identify students’ general academic strengths and
weaknesses
 Help create instructional plans
 Select students for inclusion in special programs
TYPES :

Intelligence Test:
It consists of an age-graded series of problems whose solution
involves arithmetical, memory, and vocabulary skills.
APTITUDE TEST

• Aptitude tests will test your ability to perform

tasks and react to situations at work.
ACHIEVEMENT TEST
BATTERIES

• Standardized Achievement Batteries are frequently

used in the form of survey test batteries.
• This makes it possible to determine the students
relative strengths and weaknesses in the different areas
covered by the test.
• This batteries are used mostly for elementary school Levels.

The complete battery contains the following test :

• Vocabulary
• Reading Comprehension
• Language (Revising written Materials)
• Mathematics (Problem Solving and Computation)
• Sources of Information
ADEQUACY OF
EVALUATION
PROGRAM
CRITERION REFERENCED
MEASUREMENT
• 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
• Criterion-referenced tests may include
multiple-choice questions, true-false
questions, “open-ended” questions
(e.g., questions that ask students to
write a short response or an essay), or a
combination of question types.
Distinction Between Criterion Referenced Test

Criterion-referenced assessments work similarly: An

individual’s score, and how that score is categorized, is
not affected by the performance of other students.
• Norm Referenced Test compared a students
performance against
the performance of their peers.
STEPS IN PREPARATION OF CRITERION
REFERENCED TEST

1) preliminary considerations
2) identification of possible content
3) preparation of domain specifications
4) review of domain specifications
5) additional test planning
•
6) preparation of test content
7) preparation of scoring method
8) test materials review
9) compilation of final form of test
10) determination of standards
11) preparation of report forms
12) preparation of technical manual
13) publication of test
THE USE OF THE TABLE OF
SPECIFICATION
It is use to identify the
achievement domains being
measured and to ensure that a fair
and representative sample of
questions appear on the test.
•A Table of Specifications provides
the teacher with evidence that a test
has content validity, that it covers
what should be covered.
SAMPLED TABLE OF SPECIFICATION