Unit 1.Evaluation, Assessment and Measurement pptx

ASSESSMENT AND EVALUATION-
MODERN VIEWPOINT

Syllabus-
1. Concept of Assessment and Evaluation
2. Tests and its Application
3. Various aspects of Assessment and Evaluation
4. Statistics in Evaluation
5. Modern Trends in Assessment

UNIT 1-
CONCEPT OF ASSESSMENT AND EVALUATION

Syllabus of Unit 1-
1. Measurement and Assessment-- Meaning, Nature, Need, Importance, and Scope
2. Evaluation-Meaning, Nature, Need, Importance, and Scope
3. Functions of Evaluation, Measurement and Assessment in Education
4. Interrelationship between Educational Objectives, Learning Experiences and Evaluation
5. Various Types of Evaluation and its Limitations

1.2.1-Measurement - Meaning
◦ Measurement has been the practice with teachers since a very long time. They have been testing
their students and assigning numbers regarding the progress of their students in studies, and
adopt corrective measures accordingly.
◦ According to Bradfield & Moredock (1957), ‘Measurement is the process of assigning symbols to
the dimension of phenomenon in order to characterize the status of phenomenon as precisely as
possible’. Measurement is the process by which a characteristic of an object, person or activity is
perceived and understood on specific standards and is described in standard words, symbols or
definite units.
◦ Measurement requires the use of numbers but does not require the value judgments be made
about the numbers obtained from the process. We measure achievement with a test by counting
the number of test items a student answers correctly, and we use exactly the same rule to assign a
number to the achievement of each, student in the class.
◦ Example: Raman got 93 marks in a test of Mathematics. Measurement is all about the numbers and
being able to quantify the performance or the abilities. Measurements are more objective as they
have numerical standards to compare and record. It answers the question “how much”.

Scope of Measurement in Education
◦ The scope of educational measurement
includes measurement of educational
achievement, intelligence, interest, ability,
aptitude, and other traits of students. Using
methods, tests, tools, and activities to
determine a student's level and what he or
she has learned and developed.
Need and Importance of Measurement in
Education–
◦ Measurement also helps in considering
external assessment for the students, and it
helps in understanding the cognitive areas
of the individual.
◦ Measuring and evaluating pupils' progress
is helpful in establishing how much they
have learnt.
◦ Without measuring and analyzing what he
has taught, the instructor would be unable
to determine how far his students have
progressed.

Assessment- Meaning, Nature, Need,
Importance, and Scope
◦ Assessment is a process by which information is gained relative to some known purpose or goal. In addition, it is a large
term that includes testing. Similarly, a test is also a form of assessment. Also, tests are for administrating assessment
made under unnatural situations.
◦ In other words, assessment is a process of measuring performance. It also tests the knowledge of the students. For the
reason, all tests are assessment but all assessment are not test. In addition, they conduct tests at the end of the lesson or
unit.
◦ Assessment is tightly linked with the learning process. Similarly, it unites with the course of study and teaching. For
keeping a check on students progress and achievement course of study play a constant role. Also, the teacher and
students work to achieve the outcomes of the course of study.
◦ Classroom review helps teachers to continuously detect students learning. It gives students a calculation of their
improvement as a pupil. Provides close examination chance to students in the learning process.
◦ They help in the collection of regular response to students’ learning. Also, how they respond to specific teaching
approaches. It uses a variety of plans. The opinion has a deep impact on the self-respect of students. Also, it is dangerous
for learning.
◦ Thus, the evaluation includes all those activities by teachers which help in reviewing students. Furthermore, this
information used as a review and modifies teaching activity.

Need and Importance of Assessment-
◦ Meaning of Assessment
◦ It is a systematic process. By which we assess the performance of students through tests. Furthermore, they help in collecting data related to
skills knowledge and attitude of students. In addition, they help to improve students’ performance. There is various type of assessment.
◦ Definition of Assessment
◦ “Assessment involves the use of experimental data on student’s learning to refine programs and improve students’ learning.” – Allen
◦ Functions of Assessment
◦ 1. Detecting all the activities during the elevation.
◦ 2. Making Decisions –
◦ 3. Screening
◦ 4. Student’s Placement in the Remedial Course –
◦ 5. Instructional Planning
◦ 6. Feedback/Response
◦ 7. Inspiration

◦ The term assessment is gaining importance in the present day, because it is widely accepted that what is
taught is assessed using various tools, and that the format of assessment influences the format of
learning and teaching. In this Unit, the term assessment is used frequently to describe the basics of
assessment practices. The word ‘assess’ is derived from the Latin verb ‘assidere’ meaning ‘to sit with’.
◦ This implies that it is something we do ‘with’ and ‘for’ students and not ‘to’ students. The importance of
assessment cannot be undermined. High quality assessment is at the very heart of quality education and
is the key to raising learning standards.
◦ Assessment is invaluable to both the teacher and the taught. It enriches learning, enhances pupil
motivation and at the same time enables teachers to reflect on the methods/strategies used and make
modification if necessary. To quote Freeman and Lewis (1998), the five main purposes of assessment are
“to select, to certify, to describe, to aid learning and to improve teaching” which give a balance to public
judgment and personal development.

◦ Some of the advantages of assessment practices are the following:
1. Provides valuable data on the breadth and depth of student learning.
2. Help to understand what children know and what they can do.
3. Act as lens for understanding students’ learning by identifying their strength and weaknesses.
4. Provide educators, parents, and families with critical information about a child’s development and growth.
in all developmental areas- cognitive, physical/motor, language, social-emotional, and approaches to
learning.
5. Determine the needs of students for providing additional support.
6. Help teachers to plan specific strategies of instruction for students based on their needs.
7. Contribute in improving learning outcomes and promote learning.
8. Identify the strengths and weaknesses within a program.
9. Facilitate teachers to use the information obtained to modify the teaching learning process and improve
pedagogical approaches.
10. Facilitate collaboration among parents, teachers and educators to support their child. As you can see, the
purpose of assessment is to gather valid, reliable and useful information about student learning which can
used for monitoring student progress and achievement with respect to learning outcomes and also for
taking appropriate measures to facilitate the students to reach the set goals.

1.2.2-Evaluation-Meaning, Nature, Need,
Importance, and Scope
◦ Evaluation is a continuous process not a periodic exercise. It helps in forming the values of judgement, educational
status, or achievement of students. Evaluation in one form or the other is inevitable in teaching-learning, as in all
fields of activity of education judgements need to be made.
◦ Unlike measurement, the concept of evaluation in the educational sector is comparatively new. Often the terms are
used interchangeably leading to ambiguity.
◦ There are some major differences between the two terms.
◦ For e.g. by testing a child in Mathematics by administering a single test based on Algebra we may measure his/her
mathematical ability in solving problems in Algebra and nothing else.
◦ But through evaluation we may get to know about the interests, abilities etc, of the child in Mathematics as well as his
skills, competencies, his/her critical thinking and problem solving abilities also.
◦ In education, evaluation is the process of using the measurements gathered in the assessments, analyze and interpret
the data obtained and use this information to find out if the objectives of the instruction have been achieved and
also use the information so gathered to determine what students know and understand, how far they have
progressed and how their scores and progress stand in comparison with other students.

Evaluation-
◦ To evaluate is to assess or appraise. Evaluation is the process of examining a subject and rating it
based on its important features. We determine how much or how little we value something,
arriving at our judgment on the basis of criteria that we can define. In short, evaluation is
judgmental.
◦ Example: Ravi got 90 marks in a science examination. His performance is good.
◦ What is the scope of evaluation in education?
◦ Evaluation is concerned with assessing the effectiveness of teaching, teaching strategies,
methods and techniques. It provides feedback to the teachers about their teaching and the
learners about their learning.

Evaluation
Quantitati
ve
Descriptio
n
Qualitative
Descriptio
n
Teacher’s
Remarks
Evaluation

1.2.3-Functions of Evaluation, Measurement and
Assessment in Education-
Evaluation
Assessment
Measurement
Test

1.2.4- Relationship between educational objectives, learning
experiences and Evaluation-
◦ Educational evaluation has now come to be recognized as a means of improving class room teaching and
testing. Viewed in relation to a specific-filed, evaluation based objectives help the subject teacher in
clarifying his ideas about the objectives of teaching.
◦ It also enables him to select worthwhile and realistic objectives of teaching that would best achieve those
objectives.
◦ It is also expected that the evaluation approach, if property and adequately followed, would provide specific
directions for improving the syllabus, teaching methods and pupil guidance, its greatest merit, perhaps, is
that it brings about an integral relationship between the educational trinity, namely, objectives, learning and
evaluation in such a way that one influences and strengthens the others.
◦ The above words sum up the core of modern approach to evaluation procedures in the teaching learning
process.

Steps of Evaluation-
For an evaluation procedure to be complete, it must pass through three well-defined
steps, which are;
Step 1: Formulating objectives of teaching and translating them in terms of desired
changes to be brought about in the child.
Step 2: Determining and providing learning experiences appropriate to the objectives.
Step 3: Preparing tools of evaluation to measure or assess the extent to which the
contemplated learning experiences have actually taken place in the child.

1.2.5- Various Types of Evaluation and its Limitations-
◦ The way evaluation techniques are used in classroom instruction provides a convenient
framework for describing evaluation procedures.
◦ One such classification system follows the sequence in which evaluation procedures are likely to
be used in classroom instruction. These categories are related to their role in teaching in the
following manner:
1. Evaluation of pupil learning progress during instruction (Placement evaluation)
2. Evaluation of pupil learning progress during instruction (Formative evaluation)
3. Evaluation of pupil achievement at the end of instruction (Summative evaluation)
4. Evaluation of pupil’s learning difficulties during instruction (Diagnostic Evaluation)
◦ The functions of each of these types of classroom evaluation are unique enough to require
instruments specifically designed for the intended use.

Evaluation Types-
Evaluation
Placement
Evaluation
Formative
Evaluation
Summative
Evaluation
Diagnostic
Evaluation

PLACEMENT EVALUATION-
◦ Placement evaluation is concerned with the pupil’s entry behavior and typically focuses on questions
such as the following
◦ (1) Does the pupil possess the knowledge and skills needed to begin have a sufficient command of
computational skills?
◦ (2) To what extent has the pupil already mastered the objectives of the planned instructions?
Sufficient mastery might indicate the desirability of the pupil’s skipping certain units or of his being
placed in more advanced course.
◦ (3). To what extent do the pupil’s interest, work, habits and personality characteristics indicate that
one mode of instruction might be better than another e.g. group instruction versus independent
study. Answers to questions like these require the use of a variety of techniques; readiness tests.,
aptitude tests, pre-tests on course objectives, self-report inventories, observations techniques and
so on.
◦ Approaches to Evaluation The goal of placement evaluation is to determine the position in the
instructional sequence and the mode of instruction that are most likely to provide optimum
achievement of each pupil

FORMATIVE EVALUATION-
◦ As noted earlier, formative evaluation is used to monitor learning progress of students during
instruction. Its purpose is to provide continuous feedback to both pupil and teacher concerning
learning successes and faults. Feedback to students provides reinforcement of successes of learning
and identifies the specific learning error that needs correction. Feedback to the teacher provides
information for modifying instruction and for prescribing group and individual work. Formative
evaluation depends heavily on specially prepared test for each segment of instruction (e.g., Unit
Chapter).
◦ These are usually mastery tests that provide direct measures of all the intended learning outcomes of
the segment prescriptions for alternative of remedial instruction are typically keyed to each item in the
test or to each set of items measuring a separate skill. Tests used for formative evaluation are most
frequently teacher-made, but customized testes (tests made to order by publishers ) can also useful in
monitoring pupil progress and identifying learning errors. Since formative evaluation is directed
toward improving learning and instruction the results are typically not used for assigning course
grades

DIAGNOSTIC EVALUATION-
◦ Diagnostic evaluation is concerned with the pupil’s persistent or recurring learning difficulties
that are left unresolved by the standard corrective prescriptions of formative evaluation. if a
pupil continues to experience failure in reading, mathematics. or other subjects.
◦ Despite the use of prescribed alternate methods of instruction (e.g. programmed materials
visual aids).
◦ Then a more detailed diagnosis indicated. To use a medical analogy, formative evaluation
provides first aid treatment for simple learning problems, and diagnostic evaluations searches
for the underlying causes of those problems that do not respond to first aid treatment.
◦ It involves the use of specially prepared diagnostic tests as well as various observational
techniques. Serious learning problems are also likely to require the services of remedial,
psychological and medical specialists.
◦ The primary aim of diagnostic evaluation is to determine the causes of learning problems and to
formulate a plan for remedial action.

SUMMATIVE EVALUATION-
◦ Summative evaluation typically comes at the end of a course (or unit) of instruction. It is designed to
determine the extent to which the instructional objectives have been achieved and is used primarily
for assigning course grades or for certifying pupil mastery of the intended learning outcomes.
◦ The techniques used in summative evaluation are determined by the instructional objectives, but
they typically include teacher made achievement tests ratings on various types of performances (e.g.
laboratory, oral report).
◦ Although the main purpose of summative evaluation is grading, or the certification of pupil mastery,
it also provides information for judging the appropriateness of the course objectives and the
effectiveness of the instruction.

Difference between Formative and Summative
Evaluation-
Sr.
No.
Formative Evaluation Summative Evaluation
1. It is used during the course of instruction. It is used only at the end of the course of instruction.
2. It is an on-going process. It is an end process.
3. It is developmental evaluation. It is judgmental evaluation.
4. Immediate feedback is given here. Immediate feedback is not given.
5. Specific skills are tested. Objectives of the course and effectiveness of instruction
are tested
6. Improvement of learning instruction is
aimed here.
Assigning grades, promotion and certifying the pupils’
mastery is aimed here.

Some other Types of Evaluation at School/College Level-
Types of
Evaluatio
n
Continuous
Comprehensive
Evaluation
Internal
Evaluation
Peer Evaluation
Authentic
Assessment
Summarized
Evaluation
Continuous
Evaluation
Self Evaluation

Functions of Evaluation-
1. Motivation
2. Achievement
3. Improvement
4. Diagnosis
5. Prescription
6. Grading
7. Classification
8. Prediction
Limitations of Evaluation-
1. Poor Planning.
2. Lack of Readiness.
3. Ineffective Approaches.
4. Bad Questions.
5. Bad Data.
6. Too Much Data.
Principles of Evaluation –
1. Based on clearly stated
objectives
2. Comprehensive
3. Cooperative
4. Used Judiciously
5. Continuous and integral
part of the teaching –
learning process

What Are Learning Outcomes?
◦ The learning outcomes provide an overview of what students should know, be able to do, or be able to value
after completing a course or program. Learning outcomes means how much knowledge or skills a student
should acquire through various assignments, course, class or programs, by the end of a specific time period.
They are observable and measurable by knowledge, skills, abilities, values, etc. Learning outcomes describe
clearly what it is you want your students to be able to do by the end of a course.
◦ The learning outcomes focus more on student performance rather than they do on traditional techniques or
courses.
◦ However, in a broader perspective, the term “Learning Outcomes” can be defined as an amalgamation of a
learner’s knowledge, skill set, and the ability to leverage them in real-time situations. There are several
taxonomies such as SOLO (Structure of Observed Learning Outcomes), Bloom’s Taxonomy, Fink's Taxonomy,
Wiggins and McTighe Taxonomy on education.
◦ An ideal learning outcome would be something that abides by all the aspects of Bloom’s Taxonomy as it
promotes knowledge & skill development in individuals and makes them life-long learners.

5 Types Of Learning Outcomes-
1. Intellectual skills This type of learning outcome enables the learner
to understand rules, concepts, or procedures.
2. Cognitive strategy In this type, the learner uses his or her thinking
abilities to make strategies and organize, learn, think, and behave.
3. Verbal information
4. Motor skills
5. Attitude

Characteristics of Good Learning Outcomes-
◦ Good learning outcomes mainly emphasize the integration and application of the knowledge and
skills acquired in a particular unit of instruction, and emerge from a process of reflection on the
important contents of a course.
◦ Some of the key characteristics of good learning outcomes include:
1. Good Learning Outcomes are Very Specific and Use Active Language
2. Are Primarily Concerned with the Student
3. Are Practical, Not Inspirational
4. Focus on the Application and Integration of Acquired Knowledge and Skills
5. Indicate Useful Modes of Assessment

Key Benefits Of Learning Outcomes
1. The following list depicts the key benefits of learning outcomes attainment.
2. Makes students skillful, smart & efficient
3. Develop capability to analyze & deal with real situations
4. Enables students to be a lifelong learner
5. Students emphasize innovation rather than norms
6. Enhances the value of education
7. Learner gains knowledge, values & becomes successful in every manner
8. Encourages learners to create a better society

Questions for Self-Study
1. What is Educational Measurement and evaluation? Explain its nature and functions with
examples.
2. What are the various types of Learning Experiences? Explain with examples.
3. What criteria are applied to evaluate the learning outcome of particular set of objectives
4. What is the interrelationship among Educational Objectives, Learning Experiences, and
Evaluation? Explain with examples.

Unit 1.Evaluation, Assessment and Measurement pptx

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Unit 1.Evaluation, Assessment and Measurement pptx