4/7/2018 B.

Ed LEARNING RESOURCES: TEST, MEASUREMENT, ASSESSMENT, EVALUATION,l APPRAISAL

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B.Ed LEARNING RESOURCES

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TEST, MEASUREMENT, ASSESSMENT, EVALUATION,l APPRAISAL CATEGORIES

ASSESSMENT is any systematic procedure for collecting information that can be used to make inferences about characteristics of ASSESSMENT O
people or objects (to monitor progress and make educational decisions if necessary).
BLUE PRINT
ü Assessment focuses on learning, teaching and outcomes. It provides information for improving learning and teaching.
ü Assessment is the process of gathering, analyzing, interpreting and using information about student’s progress and achievement in EDUCATION AN
order to improve teaching and learning.
ü Assessment is an interactive process between students and faculty that informs faculty how well their students are learning what LEARNER AND
they are teaching. LEARNING(PSY
ü The information is used by faculty to make changes in the learning environment, and is shared with students to assist them in
LEARNING
improving their learning and study habits. This information is learner-centered, course based, frequently anonymous, and not RESOURCES(ED
graded. TECHNOLOGY)
ü Evaluation focuses on grades and may reflect classroom components other than course content and mastery level. These could
include discussion, cooperation, attendance, and verbal ability. MACRO LESSON
ü Assessment is used to determine what a student knows or can do, while evaluation is used to determine the worth or value of a
MICRO TEACHI
course or program. Assessment data effects student advancement, placement, and grades, as well as decisions about instructional
strategies and curriculum (Herman & Knuth, 1991). PEDAGY OF PH
ü Evaluations often utilize assessment data along with other resources to make decisions about revising, adopting, or rejecting a
course or program.
ü ASSESSMENT TECHNIQUES
• TESTS SEARCH
• REVIEWS OF HISTORICAL RECORD
• INTERVIEWS
• BEHAVIOR MONITORING
• OBSERVATIONS
ü Thus assessment is a broadertv, more comprehensive process than testing There was an erro
ü Measurement is set of rules for assigning numbers to represent objects, traits, attributes, or behaviour.
ü Measurement refers to the set of procedures and the principles for how to use the procedures in educational tests and assessments.
ü Some of the basic principles of measurement in educational evaluations would be raw scores, percentile ranks, derived scores, FOLLOW US
standard scores, etc.

MEANING OF TEST
ü A test is a procedure in which a sample of an individual’s behaviour is obtained , evaluated , and scored using standardized There was an erro
procedures
ü A method to determine a student's ability to complete certain tasks or demonstrate mastery of a skill or knowledge of content.
ü Some types would be multiple choice tests, or a weekly spelling test. While it is commonly used interchangeably with assessment, TRANSLATE IN
or even evaluation, it can be distinguished by the fact that a test is one form of an assessment
EXAMINATION Select Languag
ü An academic examination is a systematic arrangement for testing and measurement of the students’ knowledge , general ability or
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particular skill by some internal authority or external institutions
EVALUATION (Dictionary: assessment of value the act of considering or examining something in order to judge its value, quality,
importance, extent, or condition)
ü EVALUATION is a systematic assessment of a planned, ongoing or completed intervention to determine its relevance, efficiency,
effectiveness, impact and sustainability. The intent is to incorporate lessons learnt into the decision making process.
ü Evaluation = Quantitative description of pupils’ achievements +Qualitative description of pupils’ abilities +Valuejudgments about
achievements and abilities.
ü An evaluation is basically a more formal assessment. Evaluations are related to performance based goals obtained, and those
needing improvement.
ü Assessment is done at the beginning of the inquiry, whereas evaluation is usually done at the end.
ü Assessment seeks to note down all data, both subjective and objective, while evaluation notes down whether there has been changes
or improvements in the data.

RELATIONSHIP BETWEEN MEASUREMENT AND EVALUATION:

ü Measurement describes a situation; evaluation judges its worth or value.
ü Evaluation is a continuous and comprehensive process covering every aspect of the educative programme. It is an integral part of
education in which pupil and teacher are partners.
ü Thus, evaluation signifies a wider process of judging students’ progress. Measurement, On the other hand, implies only a precise
quantitative assessment of instructional outcomes
ü Evaluation is integrated with the whole task of education, and not only with measurement and examinations.
ü Measurement is only a tool to be used in evaluation.
ü Evaluation goes beyond measurement in judging the desirability or value of the measure Evaluation is not only quantitative but
also qualitative and includes value judgments.
ü The relationship is such that if the need of evaluation arises , it required measurement which will require the use of test

APPRAISAL
ü A performance appraisal is a systematic and periodic process that assesses an individual employee’s job performance and
productivity in relation to certain pre-established criteria and organizational objectives

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PRINCIPLES OF ASSESSMENT
ü Clearly specified what is to be assessed has priority in assessment process.
• Selection and development of assessment procedure
• Specifications of learning goals
• Based on content standard- various MCQ tests etc could be planned
ü Assessment criteria should be selected because of its relevance to the characteristics or performance to be measured.
• on the basis of objectivity, accuracy or convenience
ü Comprehensive assessment requires variety of procedures.
• MCQ, Short answers for measuring knowledge, understanding and applications.
• Project used differently, essay types have different purpose
• Use of observational techniques
ü Proper use of assessment criteria requires awareness about their limitations.
• assessment procedure range from highly developed measuring instruments Ex-standardised aptitude and achievement
test to observational and self report techniques
• No test is complete in itself
• Chance factors like guessing on objective tests, subjective scoring on essay test, error in judgments or observation
devices
ü Assessment is a means to an end and not an end in itself.
• Some useful purpose may be served and user must be clearly aware of that

PRINCIPLES OF ASSESSMENT (Thomas Angelo & Patricia Cross 1993)

ü To improve their teaching, faculty must define learning outcomes and measure their attainment.
ü To improve their learning, students must learn how to use feedback to assess their own progress (= “self-assessment”).
ü The best assessment derives from teachers’ questions about their own teaching.
ü Systematic assessment can be an intellectually challenging source of faculty satisfaction.
ü Assessment provides an impetus(energy or force) for active student involvement, a proven “best practice”.
ü Valid
— Assessment should provide valid information on the actual ideas, processes, products and values expected of students.
ü Educative
— Assessment should make a positive contribution to student learning.
ü Explicit
— Assessment criteria should be explicit so that the basis for judgements is clear and public.
ü Fair
— Assessment should be demonstrably fair to all students and not discriminate on grounds that are irrelevant to the
achievement of the outcome.
ü Comprehensive
— Judgements on student progress should be based on multiple kinds and sources of evidence.
ü Reliable
— Consistency

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
6. Evaluation is forward looking process which provides guidelines for future improvement.
7. Expertise is required in selection and construction of evaluation tools, its administration and analysis.
8. Evaluation goes simultaneously with planning of educational programme.

CLASSIFICATION OF ASSESSMENT
Classification of assessment is based on:
1.Purpose-prognostic, formative, diagnostic, summative
2.SCOPE- teacher-made, standardized
3.Attribute measured-achievement, attitude, aptitude
4.Nature of information-quantitative, qualitative
5.Mode of response-oral and written, selection and supply
6.Nature of interpretation-norm reference, criterion referenced
7.Context-internal, external

Formative Assessment
ü Assessment of pupil during instruction
ü At the end of unit students are given test and weakness are diagnosed
ü It provides feedback regarding the student’s performance in attaining instructional objectives.
ü It identifies learning errors that needed to be corrected and it provides information to make instruction more effective.
ADVANTAGES
1.To provide feedback

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2.Diagnostic value
3.Learning the subject matter
4.Sequence of learning
5.Goal for learning
6.Mastery of learning
TYPES OF ASSESSMENT USED IN CLASSROOM INSTRUCTION
Diagnostic Assessment
ü To find out the specific weaknesses and strength of students at individual or class level
ü Detect pupil’s learning difficulties which somehow are not revealed by formative tests. It is more comprehensive and specific.
ü Problems which remain unchecked by formative assessment
ADVANTAGES
1.To search strengths and weaknesses
2.To find cause of problems
3.To solve the problems
4.To provides guidance
PLACEMENT ASSESSMENT
ü Knowing the real position of learner before he is placed in any learning situation
ü Habit of working ,interest personality characteristics
ü It defines student’s entry behaviors.
ü It determines knowledge and skills he possesses which are necessary at the beginning of instruction.
ADVANTAGES
1.Position of learner
2.Information about learner
3.Beneficial for the learner
SUMMATIVE ASSESSMENT
ü Used at the end of term course or programme
ü Used for purpose of grading, evaluation of progress certification
ü It determines the extent to which objectives of instruction have been attained and is used for assigning grades/marks and to provide
feedback to students.
Advantages
1. Knowledge of achievement
2. To provide feedback
3. Basis of assigning grades
WHEN DO YOU ASSESS?
Traditionally, teachers have assessed students at the end of an instructional unit or sequence. However, when assessment and
instruction are interwoven, both the students and the teacher benefit. Achievement targets (knowledge mastery, reasoning proficiency,
performance skills, and ability to create products) can be assessed.
PROGNOSTIC ASSESSMENT
The use of multiple processes in complementarily manner provides insight into “why” of an occurrence to adequately predict future
occurrence for continuous improvement.
PRE-ASSESSMENT
The purpose of pre-assessment is to determine what students know about a topic before it is taught. It will help the teacher determine
flexible grouping patterns and should be used regularly.
PRE-ASSESSMENT STRATEGIES

1. Pre-test
2. Graphic Organizers
3. Pre-test
4. Student Discussions
5. Student Demonstrations
6. Student Products
7. Student Work Samples
8. Show of hands/EPR (Every Pupil Response)
9. Standardized Test Data
10. Teacher Observation
11. Writing Prompts

FORMATIVE ASSESSMENT (Assessments FOR learning happens while learning is still underway)
ü conducted throughout teaching and learning to diagnose student needs
ü plan the next steps in instruction
ü provide students with feedback they can use to improve the quality of their work
ü help students see and feel how they are in control of their journey to success
Formative Assessment
1. Assessment for learning
2. Taken at varying intervals throughout a course to provide information and feedback that will help improve
a) the quality of student learning
b) the quality of the course itself
v This Type of Assessment is NOT about accountability. It is about GETTING BETTER. Formative Will comprise of; Class work,
Homework, Oral questions, Quizzes, Projects, Assignments/Tests
Key Elements of Formative Assessment
1. The identification by teachers & learners of learning goals, intentions or outcomes and criteria for achieving these.
2. Rich conversations between teachers & students that continually build and go deeper.
3. The provision of effective, timely feedback to enable students to advance their learning.

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4. The active involvement of students in their own learning.
5. Teachers responding to identified learning needs and strengths by modifying their teaching approach (es).

Formative
ü Little more complex
ü Completed during development of program
ü Conducted more than once
ü Research oriented--intent is to improve

Formative Assessment Strategies

ü Conference
ü Cooperative Learning Activities
ü Demonstrations
ü Graphic Organizers
ü “I Learned” Statements
ü Interviews
ü Journal Entry
ü Learning Logs
ü Oral Attitude Surveys
ü Oral Presentations
ü Peer Assessments
ü Problem Solving Activities
ü Products
ü Questioning
ü Quiz
ü Response Groups
ü Self-Assessments

SUMMATIVE ASSESSMENT
ü End of term or end of the year exams.
ü Provide feedback on learning to teacher and parents
ü This type of assessment is a successful end product and/or the fulfilling of the pre-stated objective.
ü Assessment of learning
ü Generally taken by students at the end of a unit or semester to demonstrate the "sum" of what they have or have not learned.
ü Summative assessment methods are the most traditional way of evaluating student work.
ü "Good summative assessments--tests and other graded Assesments--must be demonstrably reliable, valid, and free of bias" (Angelo
and Cross, 1993).
ü A summative assessment/Assesment is designed to provide information
ü make judgments about student achievement at the end of a sequence of instruction, (e.g., final drafts/attempts, tests, exam,
assignments, projects, performances)
ü It is a means to determine a student’s mastery and understanding of information, skills, concepts, or processes.

SUMMATIVE ASSESSMENT STRATEGIES

ü Unit Test
ü Performance Task
ü Product/Exhibit
ü Demonstration
ü Portfolio Review
Summative Assesment
ü occurs at the end of instruction (e.g., end of chapter, end of unit, end of semester)
ü typically used for administrative decisions (e.g., assigning grades, promoting/retaining students)
ü based solely on formal assessment methods
ü is primarily about grading and certification
ü Too strong a focus on summative assessment can hinder or even diminish effective learning

FORMATIVE ASSESMENT SUMMATIVE ASSESSMENT(SA)

· Decision making that occurs during
instruction for purposes of making
adjustments to instruction
· More of an Assesment of one’s own teaching
rather than of students’ work
· May be based on formal or informal methods
· is about effective learning
· Will be Term End Examination:
• Curriculum and syllabus as circulated by the
board
• Question papers to be prepared by schools as
per the CBSE format and have to be only from
the Question Bank on the CBSE website.
• Exam to be conducted by schools
• Assesment of Answer scripts will be done with
in the school.

ALTERNATIVE ASSESSMENT TECHNIQUES

ü lab work / research projects

ü portfolios
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ü presentations
ü research papers
ü essays
ü self-assessment / peer assessment
ü lab practical
ü classroom “clickers” or responder pads

CLASSIFICATION OF ASSESSMENT BASED ON NATURE OF INFORMATION

1) Quantitative
2) Qualitative
Qualitative Assessment
ü Collects data that does not lend itself to quantitative methods but rather to interpretive criteria. Qualitative assessment is based
on system knowledge, experience and judgment.
ü It is usually verbal. These assessments depend on the personal experience level of the users. Therefore, written guidance and
report forms are required.
Quantitative Assessment
Collects data that can be analyzed using quantitative methods, i.e. numbers, statistical analysis. Quantitative techniques involve the
extensive use of mathematics and reports based on graphs and numbers. Its numerical reporting lacks meaning or requires extensive
explanation.

Characteristics of Quantitative Assessment

ü Collects data that can be analyzed using quantitative methods.
ü Includes methods that rely on numerical scores or ratings.
ü A quantitative measurement uses values from an instrument based on a standardized system that intentionally limits data collection
to a selected or predetermined set of possible responses.
ü Quantitative assessment approaches work by the numbers, collecting, analyzing, interpreting, and charting results, trends, and
norms.
ü Gives only external view of individual performance
ü Not feasible to assess all areas of personality development with quantitative assessment techniques.
Characteristics of Qualitative Assessment
ü Collects data that does not lend itself to quantitative methods but rather to interpretive criteria.
ü Includes methods that rely on descriptions rather than numbers.
ü Qualitative measurement is more concerned with detailed descriptions of situations or performance.
ü It is much more subjective but can also be much more valuable in the hands of an experienced teacher.
ü Done on the basis of different perspectives of the subject
ü In-depth
ü Holistic
ü Complex
ü Inductive
ü Iterative and fluid
ü Cumulative
ü Supplementary to explain, validate and reinterpret data

ASSESSMENT TOOLS
ü Quantitative tools are used to determine more specific, usually numeric values of performance.
1) Surveys
2) Existing databases
3) Tests
ü Qualitative tools are used to determine innate qualities such as why things are done the way they are
1) Questionnaires
2) Surveys
3) Interviews
4) Observations
5) Rating Scales

Neither approach to assessment is likely to yield a full picture of the effects of the curriculum and teaching on students. Various
methods, both quantitative and qualitative, are necessary, including, where feasible, actual student performance data.

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