Assessment, Scoring, Assessment, Scoring, and Evaluationand Evaluation

C+

Pass/Fail A85% F

SD

B93%

Process of EvaluationProcess of EvaluationThe general pattern of educational evaluation consists of The general pattern of educational evaluation consists of

four important steps. four important steps. 

1.Selection and Clarification of Objectives1.Selection and Clarification of Objectives : Evaluation  : Evaluation and teaching should start with the clear formulation and and teaching should start with the clear formulation and statement of all educational objectives. statement of all educational objectives.

2. Gathering of data in Terms of the Objectives2. Gathering of data in Terms of the Objectives : The  : The gathering of data on pupil progress and evidence relating gathering of data on pupil progress and evidence relating to stages of growth and development in terms of the to stages of growth and development in terms of the objectives. This involves some kind of measurement objectives. This involves some kind of measurement procedure which might shed light on learning.procedure which might shed light on learning.

  

3.Ordering of Data3.Ordering of Data  : It will be necessary for the : It will be necessary for the teacher to bring the data together in some teacher to bring the data together in some systematic manner so that an appraisal can be systematic manner so that an appraisal can be made on the basis of all evidence availablemade on the basis of all evidence available

4. Judgement: 4. Judgement: When the first three steps have When the first three steps have been completed, teachers will make been completed, teachers will make judgements by means of the collected data and judgements by means of the collected data and with respect to the identified objectiveswith respect to the identified objectives

TYPES OF EVALUATIONTYPES OF EVALUATION

Classified in following ways:Classified in following ways:

Based on frequency of conductingBased on frequency of conducting Based on the nature of measurementBased on the nature of measurement Based on method of interpreting resultsBased on method of interpreting results

FORMATIVE EVALUATIONFORMATIVE EVALUATION A A formative evaluationformative evaluation (sometimes  (sometimes

referred to as internal) is a method for referred to as internal) is a method for judging the worth of a program while the judging the worth of a program while the program activities are program activities are formingforming (in  (in progress).progress).

Monitor how well the instructional goals Monitor how well the instructional goals and objectives are being met.and objectives are being met.

Its main purpose is to catch deficiencies Its main purpose is to catch deficiencies so that the proper learning interventions so that the proper learning interventions can take place.can take place.

Formative evaluation is individualized by Formative evaluation is individualized by comparison of the students achievement comparison of the students achievement during the various stages of course or during the various stages of course or curriculum,curriculum,

Formative evaluation puts the student against Formative evaluation puts the student against himself and not by comparison with other himself and not by comparison with other students.students.

This enable the student to control his learning This enable the student to control his learning behavior at every point of course and seek behavior at every point of course and seek appropriate teacher guidance.appropriate teacher guidance.

Formative evaluation is also useful in Formative evaluation is also useful in analyzing learning materials, student learning analyzing learning materials, student learning and achievements, and teacher effectivenessand achievements, and teacher effectiveness

Summative evaluationSummative evaluation A A summative evaluationsummative evaluation (sometimes  (sometimes

referred to as external) is a method of referred to as external) is a method of judging the worth of a program at the end judging the worth of a program at the end of the program activities (summation). The of the program activities (summation). The focus is on the outcome.focus is on the outcome.

Summative evaluation refers to assigning Summative evaluation refers to assigning a grade for students achievement at the a grade for students achievement at the end of the course or instructional program.end of the course or instructional program.

Formative evaluation Summative evaluation

Evaluation is performed to determine how well students have mastered various element.

Evaluation is performed simply to grade the students at the end of course

Deals with only a segment Deals with the whole in detailed manner.

Test can be administered after completion of the units.

Test can be given after the completion of the course/program

Immediate feedback Feedback not possible immediately

Diagnostic and progress test can be possible

Achievement examination can be possoble.

Weakness and strenghts of the students can be understand

Success and failure of the students will be possible.

Maximum performance Maximum performance evaluationevaluation

Determines what an individual can do when Determines what an individual can do when performing at their best.performing at their best.

Determines a person’s abilities and how well Determines a person’s abilities and how well an individual perform when motivated to an individual perform when motivated to obtain high score as possible.obtain high score as possible.

Typical performance Typical performance evaluationevaluation

Determines what an individual will do Determines what an individual will do under natural conditions i.e. their typical under natural conditions i.e. their typical behavior.behavior.

How does an individual usually behave in How does an individual usually behave in normal or routine situations.?normal or routine situations.?

Indicates what an individual will do rather Indicates what an individual will do rather than what they can do.than what they can do.

Criterion-Referenced Criterion-Referenced EvaluationEvaluation

EvaluationEvaluation  of performance by judging an   of performance by judging an individual's behavior, performance, or individual's behavior, performance, or knowledge against specific criteria or knowledge against specific criteria or standards. Based on a predetermined set of standards. Based on a predetermined set of criteria.criteria.

For instance,For instance, 90% and up = A90% and up = A 80% to 89.99% = B80% to 89.99% = B 70% to 79.99% = C70% to 79.99% = C 60% to 69.99% = D60% to 69.99% = D 59.99% and below = F59.99% and below = F

Determine individual performance in Determine individual performance in comparison to some standard or criterion.comparison to some standard or criterion.

It enable us to describe what an individual It enable us to describe what an individual can do, without reference to other’s can do, without reference to other’s performance.performance.

Norm-referenced EvaluationNorm-referenced Evaluation   Norm-referenced measures are designed to Norm-referenced measures are designed to

compare students performance according to compare students performance according to relative position in some known group.relative position in some known group.

It determine individual performance in It determine individual performance in comparison to others.comparison to others.

it is inappropriate to use NRMs to determine it is inappropriate to use NRMs to determine the effectiveness of educational programs and the effectiveness of educational programs and to provide diagnostic information for individual to provide diagnostic information for individual studentsstudents

Norm and Criterion ComparedNorm and Criterion Compared

Dimension Criterion-ReferencedTests

Norm-ReferencedTests

Purpose

•To determine whether each student has achieved specific skills or concepts.•To find out how much students know before instruction begins and after it has finished.

•To rank each student with respect to theachievement of others in broad areas of knowledge.•To discriminate between high and low achievers.

ContentMeasures specific skills which make up a designated curriculum. These skills are identified by teachers and curriculum

Measures broad skill areas sampled from a variety of textbooks, syllabi, and the judgments of curriculum experts.

ItemCharacteristics

Each skill is tested by at least four items in order to obtain an adequate sample of studentperformance and to minimize the effect of guessing.

•Each skill is usually tested by less than four items. Items vary in difficulty.

•Items are selected that discriminate between high and low achievers.

ScoreInterpretation

•Each individual is compared with a preset standard for acceptable achievement. •The performance of other examinees is irrelevant•A student's score is usually expressed as a percentage.

•Each individual is compared with other examinees and assigned a score--usually expressed as, a grade .

•Student achievement is reported  for broad skill areas, although some norm-referenced tests do report student achievement for individual skills.