Methods of Present Day

Evaluation System

Dr. Tapan K. Dutta Ph.D.

H.O.D.
Teachers' Training Department
Panskura Banamali College
Purba Medinipur
West Bengal
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 Test,
Examination,
Assessment
and
Evaluation 3
 Test
A specific object based
process or protocol intended
to measure the respondents'
(students) knowledge or
other abilities
4
 Examination
The act of examining, or state
of being examined; a careful
search, investigation, or
inquiry; scrutiny by study or
experiment.
5
 Examination
A detailed inspection or
investigation.
The action or process of
conducting such an
inspection or investigation
6
 Examination
1. the act of examining or state of being examined
2. (Social Science / Education) Education
a. written exercises, oral questions, or practical tasks, set
to test a candidate's knowledge and skill
b. (as modifier) an examination paper
3. (Medicine) Med
a. physical inspection of a patient or parts of his body, in
order to verify health or diagnose disease
b. laboratory study of secretory or excretory products,
tissue samples, etc., esp in order to diagnose disease
4. (Law) Law the formal interrogation of a person on oath,
esp of an accused or a witness examinational
7
 Assessment
The evaluation or estimation
of the nature, quality, or ability
of someone or something:
"the assessment of
educational needs

8
 Assessment
Assessment is the systematic
collection, review, and use of
information about educational
programs undertaken for the
purpose of improving learning
and development.
9
 The Definition
Assessment is the process of gathering
and discussing information from multiple
and diverse sources in order to develop a
deep understanding of what students
know, understand, and can do with their
knowledge (application) as a result of
their educational experiences; the
process culminates when assessment
results are used to improve subsequent
learning. 10
 Assessment for learning
comprises two phasesinitial or
diagnostic assessment and formative
assessment
assessment can be based on a
variety of information sources (e.g.,
portfolios, works in progress,
teacher observation, conversation)
verbal or written feedback to the
student is primarily descriptive and
emphasizes strengths, identifies
challenges, and points to next steps
11
 Assessment for learning
as teachers check on understanding
they adjust their instruction to keep
students on track
no grades or scores are given -
record-keeping is primarily
anecdotal and descriptive
occurs throughout the learning
process, from the outset of the
course of study to the time of
summative assessment 12
 Assessment for learning
begins as students become aware of the
goals of instruction and the criteria for
performance
involves goal-setting, monitoring
progress, and reflecting on results
implies student ownership and
responsibility for moving his or her
thinking forward (metacognition)
occurs throughout the learning process
13
Assessment of learning
assessment that is accompanied by
a number or letter grade
(summative)
compares one students
achievement with standards
results can be communicated to the
student and parents
occurs at the end of the learning
unit 14
 The Higher Learning Commission
Assessment of student learning is a
participatory, iterative process that:
Provides data/information you
need on your students learning
Engages you and others in
analyzing and using this
data/information to confirm and
improve teaching and learning
15
 The Higher Learning Commission
Produces evidence that students
are learning the outcomes you
intended
Guides you in making educational
and institutional improvements
Evaluates whether changes made
improve/impact student learning,
and documents the learning and
your efforts. 16
 Diagnostic assessment
(pre-assessment)
assessment made to determine what a student
does and does not know about a topic
assessment made to determine a student's learning
style or preferences used to determine how well a
student can perform a certain set of skills related to
a particular subject or group of subjects
occurs at the beginning of a unit of study
used to inform instruction:makes up the initial
phase of assessment for learning
17
 Formative assessment
Formative assessment is generally carried
out throughout a course or project.
Formative assessment, also referred to as
"educative assessment," is used to aid
learning. In an educational setting,
formative assessment might be a teacher
(or peer) or the learner, providing feedback
on a student's work, and would not
necessarily be used for grading purposes.
Formative assessments are diagnostic. 18
 Formative assessment
assessment made to determine a
students knowledge and skills, including
learning gaps as they progress through a
unit of study
used to inform instruction and guide
learning
occurs during the course of a unit of study
makes up the subsequent phase of
assessment for learning
19
Summative assessment
Summative assessment is generally
carried out at the end of a course or
project. In an educational setting,
summative assessments are typically
used to assign students a course
grade. Summative assessments are
evaluative.
20
Summative assessment
assessment that is made at the
end of a unit of study to determine
the level of understanding the
student has achieved
includes a mark or grade against
an expected standard
21
 Evaluation
Judgment made on
the basis of a
students
performance
22
 Evaluation
There are two common purposes in educational
evaluation which are, at times, in conflict with one
another. Educational institutions usually require
evaluation data to demonstrate effectiveness to
funders and other stakeholders, and to provide a
measure of performance for marketing purposes.
Educational evaluation is also a professional activity
that individual educators need to undertake if they
intend to continuously review and enhance the
learning they are endeavoring to facilitate.
23
 The Personnel Evaluation Standards
The propriety standards require that evaluations be
conducted legally, ethically, and with due regard for the
welfare of evaluatees and clients involved in.
The utility standards are intended to guide evaluations so
that they will be informative, timely, and influential.
The feasibility standards call for evaluation systems that are
as easy to implement as possible, efficient in their use of
time and resources, adequately funded, and viable from a
number of other standpoints.
The accuracy standards require that the obtained
information be technically accurate and that conclusions be
linked logically to the data.
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 The Program Evaluation Standards
The utility standards are intended to ensure that an
evaluation will serve the information needs of intended
users.
The feasibility standards are intended to ensure that an
evaluation will be realistic, prudent, diplomatic, and frugal.
The propriety standards are intended to ensure that an
evaluation will be conducted legally, ethically, and with due
regard for the welfare of those involved in the evaluation,
as well as those affected by its results.
The accuracy standards are intended to ensure that an
evaluation will reveal and convey technically adequate
information about the features that determine worth or
merit of the program being evaluated. 25
 The Student Evaluation Standards
The Propriety standards help ensure that student
evaluations are conducted lawfully, ethically, and with
regard to the rights of students and other persons affected
by student evaluation.
The Utility standards promote the design and
implementation of informative, timely, and useful student
evaluations.
The Feasibility standards help ensure that student
evaluations are practical; viable; cost-effective; and
culturally, socially, and politically appropriate.
The Accuracy standards help ensure that student
evaluations will provide sound, accurate, and credible
information about student learning and performance. 26
 Test
and
Evaluation

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