UNIT 10 TOOLS AND TECHNIQUES FOR Notes ASSESSING …mooc.nios.ac.in/mooc/pluginfile.php?file=/11511/course/summary/U… · practical part of EVS. The oral questions, debate, discussion,

14

Notes

Tools and Techniques for Assessing Learning in EVS

Diploma in Elementary Education (D.El.Ed)

UNIT 10 TOOLS AND TECHNIQUES FORASSESSING LEARNING IN EVS

STRUCTURE10.0 Introduction10.1 Learning Objectives10.2 What is an assessment tool?

10.2.1 Developing and selecting assessment tools10.2.2 Assessment Tools: Points to Remember

10.3 Assessment Techniques10.3.1 Oral Techniques10.3.2 Written Techniques

10.3.2.1 Essay tests 10.3.2.2 Short-answer tests

10.3.3 Performance Tests10.3.4 Correcting mock answers in EVS (variation of an ‘essay test’)10.3.5 Observation technique10.3.6 Additional ideas for assessment in EVS

10.4 Points to consider while assessing various learning objectives in EVS10.5 Let Us Sum Up10.6 Model Answers to Check Your Progress10.7 Suggested Readings and References10.8 Unit-End Exercises

10.0 INTRODUCTION

In the last section, along with the approaches for assessment in EVS, you learntabout the purpose and types of assessment. Assessment is not meant to compareand rank children against each other or against some fixed norms but it helpsteachers to analyse how well each child is able to perform, to track his/her progressand to provide the necessary feedback to ensure further improvement.

Since, EVS learning objectives include cognitive, affective and psychomotorbehaviour, therefore multiple assessment techniques are needed for evaluatingthe outcomes. Therefore, you must recognise practical tools and techniques for

15


Block 3 : Assessment, Reporting and Remediation in EVS

Notes

recording of significant information for assessment of learning and for learning.In this section, Let us look at some tools and techniques which can be usedeffectively for assessment in EVS.

10.1 LEARNING OBJECTIVES

On completion of this unit, you will be able to discuss how to record information for assessment of learning and for

enhancing learning explain assessment techniques which can be beneficial for EVS describe, select and use different tools for assessment, including the

following:a. Testsb. Observation schedulec. Checklistsd. Rating Scalese. Audio-video recordings

Assessment of and for Learning.Effective and informative assessment involves teachers using a variety ofassessment strategies that give students multiple opportunities, in varyingcontexts, to demonstrate what they know, understand and can do in relation tothe learning objectives.You do it by recording the information about the level of learning of students.This information forms the basis of a record of each child’s progress anddevelopment at the class and school level. When you record information withthe help of any tool to know about the depth of learning of students, it isassessment of learning. On the basis of the recorded information, when youplan further activities for learning, you are practicing assessment for learning.This is also known as ‘Remediation’.For any assessment, recording of information is the centre point, around whichfurther activities are woven. Information is obtained through assessment tools.

Recording Information

Reporting: Assessment of learning Further enhancement in learning: Assessment for learning

16

Notes



10.2 WHAT IS AN ASSESSMENT TOOL?

Assessment tools are materials that enable you to collect data for your chosenmethod of assessment. Such tools provide information which is used to determinewhether a planned learning outcome has been achieved or not. It is important foryou as a teacher to learn about a variety of enhancing the assessment tools, thenadvantages and limitations.

Since EVS is related to life skills, teachers should continuously strive to developand upgrade their tools of assessment according to the demand of this compositearea of study. Some of the assessment tools relevant for EVS are observationschedule, checklist, rating scale, audio video recording instruments.

10.2.1 Developing and Selecting Assessment Tools?While developing assessment tools, you should need to ensure that tools aredesigned and live with the principles of assessment i.e. the tool is valid, reliable,flexible and fair. These four features will help you in developing quality assessmenttools. Thus the fundamental steps in developing an assessment tool includeclarifying the specific objective, choosing the most appropriate assessmenttechnique, designing a relevant tool, trailing and refining the tool to make valid,reliable and flexible.

10.2.2 Assessment Tools: Points to Remember1. The Tool should match the content of teaching-learning

Test items should be based on the content and skills that are most importantfor the children to learn. To keep track of how well your tests reflect thelearning outcomes can construct a grid, listing the learning outcomes in oneaxis and the assessment tools on the other. For each test item, check thelearning outcome it covers.

2. Tests should be valid, reliable and balanced.

A test is valid, if its results are appropriate and useful for making decisionsabout an aspect of children’s achievement. A test is reliable, if it accuratelyand consistently evaluates a student’s performance. In general, ambiguousquestions, unclear directions and vague scoring criteria threaten reliability.It is also important for a test to be balanced, to address the key learningoutcome and learning ideas

3. Begin with simpler concepts

Begin a test with questions which are simpler. This will enable children toovercome their nervousness generally associated with assessment.

17



Notes

4. Try out the timing

No purpose is served by creating a test which is too long or too short. As arule of thumb, about one-half minute per item for true-false tests, one minuteper item for multiple-choice tests, two minutes per short-answer requiring afew sentences, ten or fifteen minutes for a limited essay question and aboutthirty minutes for a broader essay question should be allotted. Another fiveor ten minutes for students to review their work should be given and in timeto distribute and collect the tests should also be factored in.

5. Include both direct and indirect items

Direct items ask children to demonstrate their learning while indirect onesask them to reflect on their learning or apply the learning in given situation.Either Direct methods include objective type of tests, essays, presentationsand classroom assignments. Indirect methods include surveys, projects andexperiments.

Spend adequate amount of time developing the test. As you prepare a test, thinkcarefully about the learning outcomes you wish to measure, the type of itemsbest suited for measuring those outcomes, the range of difficulty of test items,the limits for the test, the format and layout of the test and also the scoring andanalysis procedure.

Check your progress-1

a) Differentiate assessment of learning and assessment for learning.

....................................................................................................................

....................................................................................................................

....................................................................................................................

b) Give key features of a good assessment tool.

....................................................................................................................

....................................................................................................................

....................................................................................................................

10.3 ASSESSMENT TECHNIQUES

A technique is the process/procedure of using a tool. Thus ‘tools’ are instrumentsand ‘technique’ is the procedure of using that instrument. A combination of qualitytools and well-organised technique results in effective and meaningful assessment.

18

Notes



In NCF 2005, emphasis has been given on knowledge construction by children.Children construct their own knowledge of the environment and that learningand progress is a continuum at individual pace of the child. When such is thedynamism involved in children’s learning, the question that emerges is, shouldall children be assessed at a single point of time through the same assessmenttechnique? Perhaps not, because each child is unique and so is her/his learningstyle and preference.

Considering the dynamic nature of children’s learning and their needs, the NCFhas emphasised the concept of comprehensive and continuous assessment. Asyou know, comprehensive assessment processes require the teacher to be equippedwith a variety of assessment techniques—oral, written and performance.

Let us explore some of the techniques used for assessing learning in EVS.

10.3.1 Oral TechniquesYou must be aware of oral tests. These may take place in front of one person, apanel or a class. It allows students to respond directly to the teacher’s questionsor present the prepared statements. It can be a supplementary testing for thepractical part of EVS. The oral questions, debate, discussion, quiz and drama areused for this purpose.

Advantages Both the knowledge of a subject and communication skills can be evaluated.

Important for development of vocabulary and reasoning power.

Provides immediate feedback thus allows the student to learn as they aretested.

A large number of children can be examined at one time.

Limitations Examination of the detailed knowledge and critical thinking skills may not

be done effectively.

More time is required for planning and organising.

Does not generate a written record automatically.

To ensure that students have access to written feedback, it is required that teacherstake notes during oral tests using a checklist and provide a photocopy of thenotes to the students.

19



Notes

10.3.2 Written Techniques

In such techniques, the students are provided with self-questions and/or scenariosto be responded in a defined time. Written technique may be of essay type, shortanswer type or objective type.

10.3.2.1 Essay Tests

Easy items take less time to construct. Easy items can test complex learningobjectives as well as processes used to answer the question. Items provide amore realistic and generalisable task for test. The items make it difficult for testtaker to guess the correct answers and require test taker to demonstrate theirwriting skills as well as correct spelling and grammar.

AdvantagesThe individual answers the question in an essay form and is able to express hisviews independently in which there is a clear impression of his personality. Bymeans of this, along with the achievement of the individual, his power ofexpression, writing ability and personality is also evaluated.

Limitations

Essay tests pose only a few questions and hence, their content validity may below. In addition, the reliability of essay tests is compromised by subjectivity orinconsistencies in grading. .

10.3.2.2 Short-Answer Tests

Depending on the requirements, short-answer questions can call for one or twosentences or a long paragraph. Short-answer tests are easier to write, though theytake longer to score, than multiple-choice tests.

10.3.2.3 Objective Type Tests

These are constructed by the teacher on the basis of his/her experience to fulfillthe objectives and requirements. These are highly objective, valid, reliable andeasy to score. These are preferred for quantitative assessment in EVS. Majortypes are:

Such tests may not necessarily be good for qualitative analysis.

20

Notes



Objective Type Questions1. Recall Type Items- Testing of previously learned facts and measuring the

power of retention.

a. What is the percentage of nitrogen in air?

b. Name any shrub growing in your school campus

2. Recognition Type Items- In these, the questions are to be recognised andanswered accordingly. These promote guess work and are of followingkinds.

a. The snake does not have a spine. (True/False)

b. Polythene is biodegradable. (True/False)

c. What percentage of oxygen is present in air?

Ans.- (a) 78% (b) 25% (c) 8% (d) 21%

3. Match the following- These items provide a definite term, test taker requiresto match identifying characteristics to the correct term

1. Frog a soil quality

2. Snake b amphibian

3. Earthworm c fangs

d mammal

4. Arrange the animals according to their size from smaller to bigger

Mouse, Elephant, Mosquito, Cow, Cat, Lion, Dog.

5. Completion type- There are two types –

a) provision of word bank of possible words that will be filled in the blank

(__________ is a bird(Bat, Pigeon, Honey bee, flying frog))

b) Provision of no word bank which require a higher level understandingand memory

(__________gas is most essential for a living being for its survival)

6. Multiple choice- It has number of sets of answers to a question. It hasminimum four alternatives from which the correct answer is to beidentified. It can be used at higher classes of Primary level

Advantages :- less time to administer, easy to score and grade,providegreater coverage of materials , allows wide range of difficulty

Limitation- more time to construct, do not test attitude, even encourage guessing

21



Notes

10.3.3. Performance Tests

Next technique is Performance assessment which focuses on the direct observationof a student’s performance. A performance test is an assessment that requires anexaminee to actually perform a task or activity. The performance is rated by ateacher or an experienced observer and useful remarks are made.

Performance tests ask children to demonstrate proficiency in conducting anexperiment, executing a series of steps in a reasonable amount of time, followinginstructions, creating drawings, manipulating material or equipment or reactingto real or simulated situations. It can be administered individually or in groups.Performance tests can be useful in assessing learning in EVS that require studentsto demonstrate their skills.

Advantages and LimitationsPerformance assessment can yield valuable insights into children’s learning andprovides teacher with comprehensive information about students’ learning styleand performances. Communication between teacher and children is oftenstrengthened and the opportunity for self-assessment is enhanced. While, it isbeneficial for assessing various life skills viz. cooperation, valuing others opinion,assisting characteristics etc., it is time consuming and requires good planning,organising observation and recording skills.

10.3.4 Correcting Mock Answers in EVS(Variation of An ‘Essay Test’)

Prepare a test, in which children have to correct, expand or refute mock answers.Two weeks before the test date, distribute ten to twelve essay questions anddiscuss with children in the class. For the actual test, select any four from thedistributed essays and prepare well-written but intellectually flawed answers forthe children to edit, correct, expand and refute. The mock essay answers shouldcontain common misunderstandings, correct but incomplete responses ormeaningless concepts. In some cases, the answer should have only one or twoflaws. Children will not only enjoy such tests but also develop the skills ofcomprehension, interpretation/judgement, editing, correcting and expression.Such tests provide opportunity for enhancing comprehension abilities at the sametime critical analysis.

10.3.5 Observation TechniqueThe word observation means seeing things with a purpose. Observing behaviouris a valuable assessment technique and is indispensable in EVS assessment. Youcan also use this in assessing learner’s skills in applying understanding of a conceptor value in EVS in different situations. Besides information and knowledge,helps

22

Notes



in determining students’ attitudes and values. Observation techniques can beeffectively used to observe classroom interactions. For example,

Work habits and attitudes towards environment Ability to work independently as well as collaboratively Problem solving abilities Response to diversity in the classroom Development of ideas and understanding

The various tools used during observation technique include observation schedule,rating scales and score cards. Now, let us discuss some of the tools used forrecording information for assessment in EVS.

a) Observation schedule

A page in your assessment register could be assigned to each child in yourclass. Throughout a school term or a year, you may maintain detailedobservation record for each child. Some points that you may consider forthis could include:

You can develop Observation schedule for assessing your students byconsidering following points.

a. Student’s engagement at work

b. Working in teams

c. Independent work

d. Attitude/ thoughts toward team members

e. Resource use and management

f. Respect for all

g. Dignity of labour

h. Passion for learning

i. Applying knowledge in different settings

j. Recommendations/follow up/feedback

b) Rating Scale

Rating is a term applied to the expression of opinion or judgment regardingsome situation, object or an action. These opinions are usually expressed ona scale either quantitatively or qualitatively. For the construction of ratingscale, the teacher needs to identify the factors to be measured, places unitsand categories on a scale to differentiate varying degree of that factor, anddescribes these units in a coherent manner.

23



Notes

Rating scale on understanding of waste disposal and associated values andimpressions

S. Statements Strongly Agree Indefinite Disagree StronglyNo. Agree Disagree

1. Keeping house clean isthe responsibility ofmother only

2. Waste material shouldbe disposed out ofthe house

3. There should beseparate dustbins fordifferent kinds ofwastes

4. Polythene bagsshould be reused

5. Use of paper bags inplace of polytheneis undesirable

6. I am responsible forcleanliness ofmy home

7. Waste materialshould be burnt

8. Soil gets pollutedby polythene bags

9. Vegetable wasteshould be composted

10 There should be awell-managedsanitarysystem in eachresidential colony

c) Audio video recordings

Such recordings also provide valuable feedback to a teacher about his ownperformance as well. Such recordings can capture a range of non-verbalcommunication that takes place during a learning situation. Having a machinerecord leaves you free as it is completely unbiased and objective.

24

Notes



10.3.6 Additional Ideas for Assessment in EVS

1. “Create-a-game” test

Students can be asked to create either a board game or a word game thatcovers a range of information relevant to EVS say the ‘world of plants’ or‘water’etc. Students should also be asked to include the rules and norms ofthe game.

2. Take-home tests

These tests allow students to work at their own pace with access to books,material and other available educational resources. Take-home tests alsopermit longer and more involved questionsand reflections, without necessarytaking away the limited classroom interaction time that a teacher gets withhis students.

3. Open-book tests

In an open-book test, as the name suggests, children can write their responseswith the help of books. Such tests discourage unrequired rote learning.

4. Group tests

Conducted either in the class or as take-home projects. Students generallyrespond positively to group tests. Especially for EVS, this technique will bemore advantageous. You are aware about the cooperative learning (ReferBlock 2). Remember the theory behind the cooperative learning and relatewith the following example.

Sukeshi, an enthusiastic teacher, followed group test technique to assesslearning in EVS in class V. She divided the class into 7 small groups ofrainbow colours (Violet, indigo, blue, green, yellow, orange and red) with 5children in each. The children in the groups had different learning abilitiesand styles. In the red group, Shamim and John had a fast pace of learning;Raman was average while Siddharth and Maninder enjoyed comparativelyslow pace of learning. While forming the groups, Sukeshi teacher ensuredthat each group has a variety of learners.

5. Testing in Pairs:

Pairs of children work on a single problem/concern/question. Pairs can beself-selected or assigned. A variation can be done by allowing the childrento work in pairs with open books and discussion in pairs allowed but submitindividual answer sheets.

25



Notes

Check Your Progress-2

1. Which technique of assessment is better for EVS and why?

....................................................................................................................

....................................................................................................................

....................................................................................................................

....................................................................................................................

....................................................................................................................

10.4 POINTS TO CONSIDER WHILE ASSESSINGVARIOUS LEARNING OBJECTIVES IN EVS

Apply a variety of approaches

Considering that EVS is concerned with a variety of leaning outcomes, themixed way approach of using multiple approaches is important.

Use a variety of testing techniques

Children have different personalities and learning preferences so using avariety of assessment tests will help to every child to grow and learn.

Write questions that test skills

As it is important for tests, and since EVS aims also to develop higher-orderskills, teacher should use other than recall items in the test. To assess skillssuch as problem solving, application concepts etc.applying concepts andprinciples to new situations), questions should include Demonstrate, Modify,Operate, Prepare, Produce, Relate, Show, Solve and Use.

To understand children’s analytical abilities (recognition of unstatedassumptions or logical fallacies, ability to distinguish between facts andinferences) test items like Diagram, Differentiate, Distinguish, Illustrate,Infer, Point out, Relate, Select, Separate, Subdivide etc. are useful.

To learn about ability of synthesis (integrate learning from different areasor solve problems by creative thinking)

Ask questions like: Categorise, Combine, Compile, Devise, Design, Explain,Generate, Organise, Plan, Rearrange, Reconstruct, Revise, Tell.

To know about evaluation skills (judging and assessing),

Questions should include: Appraise, Compare, Conclude, Contrast, Criticise,Describe, Discriminate, Explain, Justify, Interpret, Support.

26

Notes



Give feedback on student performance and adapt, plan, organise activitiesto meet the identified needs of children. Remember to be flexible whileassessing the children.

10.5 LET US SUM UP

Purpose of Assessment includes both assessment of learning and also enhancinglearning (assessment for learning). If assessment of learning is reporting ofrecorded information about learning then assessment for learning should beplanning and conducting activities for further improvement in learning of EVS.Recording information of learning is the key for effective assessment. Informationabout learning can be obtained through assessment tools. There are various toolsand techniques which can be used efficiently for gathering and recordinginformation for assessment in EVS.

Teacher should identify appropriate assessment tool for specific goals and tasksand ensure that the tools are valid and reliable. They should be very careful whileselecting or developing any test for assessment. Some of the tools are observationschedule, checklist, rating scale, audio video recordings. Tests should have clearand direct links with the learning outcomes and it should be balanced,comprehensive and varied. Teachers should use qualitative as well as quantitativemeasures. They should choose assessment methods that allow providing bothpositive and suggestive feedback for enhancement of learning.

10.6 MODEL ANSWERS TO CHECK YOURPROGRESS


a) When you record information with the help of any tool to know about thedepth of learning of students, it is assessment of learning

On the basis of the recorded information, when you plan further activitiesfor learning, you are practicing assessment for learningwhich is otherwiseknown as ‘Remediation’

b) A good tool should:1. match the content of teaching-learning2. be valid, reliable and balanced3. begin with simpler concepts 4. be provided with try out the timing5. include both direct and indirect items

27



Notes


Give your justified answer

10.7 SUGGESTED READINGS AND REFERENCES

Source Book on Assessment for class I-V (Environmental Studies, 2008)NCERT, New Delhi

NCF 2005, National Council for Educational Research & Training, NewDelhi

EVS textbooks class III to V, NCERT, New Delhi

Assessment in primary Schools, draft document,National Council forCurriculum and Assessment, Feb.2004

www.ncca.ie/uploadedfiles/publications/assessprim

www.direct.gov.uk/en/Parents

web.mit.edu/tll/assessment-evaluation

www.ncert.nic.in/html/pdf/schoolcurriculum/ncfsc/ch4.pdf

http://en.wikipedia.org/wiki/Educational_assessment

http://unesdoc.unesco.org/images/0012/001262/126231e.pdf

http://www.lbrt.nl/national-professional-association-for-remedial-teachers/faq.php

http://www.mondofacto.com/facts/dictionary?remedial+teaching

http://www.edb.gov.hk/index.aspx?nodeID=2607&langno=1

10.7 UNIT-END EXERCISES

1. Develop an observation schedule for assessment learning of your studentsin a an EVS topic of your choice.

2. Describe with example, how audio-video recording can be beneficial forassessing learning in EVS?

Documents

UNIT 10 TOOLS AND TECHNIQUES FOR Notes ASSESSING …mooc.nios.ac.in/mooc/pluginfile.php?file=/11511/course/summary/U… · practical part of EVS. The oral questions, debate, discussion,