ASSESSMENT

ASSESSMENT IN EDUCATION IS THE

PROCESS OF
GATHERING,INTERPRETING,RECORDI
NG, AND USING INFORMATION
ABOUT PUPILS RESPONSES TO AN
EDUCATIONAL TASK
(HARLEN,1992)
 PURPOSE
• DIAGNOSTIC PURPOSE:
To identify the students current knowledge of a
subject,
Example: pretests, discussion
• FORMATIVE PURPOSE
It provides feedback during the instructional
process , while learning is taken place.
Example. Observation during in class
activities.,homework
• SUMMATIVE PURPOSE
It takes place after the learning has been
completed and provides information and
feedback example final examinations.
 EVALUATION
• Judgement made on the basis of a student’s
performance.
 SCOPE
• VALUE JUDGMENT
• EFFECTIVENESS OF APPRAISAL
• PROVIDE BASELING FOR GUIDANCE AND
COUNSELLING
 Cont..,
• PLACEMENT AND PROMOTIONS IN JOBS
• DEVELOPMENT OF ATTITUTE ,
INTEREST,CREATIVITY, KNOWLEDGE , etc.
• HELPFUL FOR CURRICULUM PLANNING AND
ADMINISTERS TO IMPROVE THE CURRICULUM
PATTERN.
 Criteria for selection of assessment
techniques
• Effective questioning
• Teacher observation
• Classroom tests
• Discussions
• Presentation
• Marking pupil works
 3 ways of assessment
• Assessment of knowledge
• Assessment of skills
• Assessment of attitudes
 Assessment of knowledge
Objective type test
Introduction
Objective test are quite different from essay
type, there examine is present with clearly
defined questions and asked to select the
correct answer from given list of possible
answer. The preparation of this type of test
require a high degree of skill.
• Characteristics
Examinee operates with in a completely
structured situation
Student selects his answer from a limited
number of given answer choices
Sample of items is large
Each item has predetermined key.
• TYPES OF OBJECTIVE TYPE TEST:
• True or False
• Matching type
• Multiple choice
• TRUE OR FALSE:
• In this type, student is asked to accept or
reject the statement given by placing tick mark
to the correct response as true and false , Yes
or No
• The uses of True or False are useful in testing
misconception, belief and attitude.
GENERAL PRINCIPLES OF TRUE OR FALSE:
• The item should be relevant to the indented
learning outcome
• The statement item itself must be confined to
one idea
• There should be approximate the same no of
true/false items
• The direction for answering the question must be
clear
• Avoid using two ideas in one statement
• Avoid the use of negative statement
• Detectable pattern of answer should be
avoided
MATCHING TYPE:
• The typical matching exercise is limited to
measure the information based on simple
association, whenever we want to test the
pupil or ability to identify the relationship
between two things and a sufficient no of
homogenous premises and responses can be
obtained in a matching exercise, seem to be
most appropriate for use.
GENERAL PRINCIPLES:
• The term used should be stated clearly
• More choices should be listed in the right
hand column
• The terminology in one column should not
give clue to response in the other column
• Each term in the right hand column can be
used more than once, the response
• Make the list and response relatively short
• Provide clear direction that explain the intended
basic for watching
• Arrange responses of both in alphabetical order,
to prevent clues to the response.
• Use the longer phrases and short as response
• Choose homogenous promises and responses to
any matching cluster, see the example as starting
• MULTIPLE CHOICE:
• It is an objective type of the test with the
prowled several alternatives given and ask to
select the most
• Appropriate which is correct.
• COMPONENT OF MULTIPLE CHOICE QUESTION:
• It consists of base or stem allowed by a series of 4 or 5
suggested ansewers or alternative
• The stem mainly statement questions case history,
situation chart, graph or picture
• The suggested answer other than the one correct
response or choice are called distracters. These
incorrect alternatives receive their names from their
intended functions.
• The correct answer is made as key.
• GUIDELINES FOR CONSTRUCTING MCQ;-
• The stem of the item should be meaningful by
itself and should prevent a definite problems
• The item should include the relevant material
and should be free from irrelevant material
• An item should contain only one correct
answer
• All the distracter should be away from the
correct answer who hasn’t achieve the learning
outcome being tested
• Provide a blank space against each item for
writing the no or letter of the answer
• If more than one type of MCQ is to be used in a
paper , than they may be grouped together
• Use the statement in the item, if re-statenebt is
used in the stem it should be underlined
• ADVANTAGES:
• Can test large sample of knowledge in a short
period of time
• Easy to score
• Objectivity and reliablility in scoring in
maintained
• DISADVANTAGES:
• MCQ can’t test ability to write logically and
sympathetically of expression
• MCQ.s can’t test motor skills.