Prepared By:

Mercy Parneetha K.A.

 Evaluation is part of Life

Every situation, Relation, new things-

Undergo Evaluation process.

Education is Incomplete without

Evaluation
 Every Individual is Unique
 No two individuals are alike
 Types of learners

 Then why same type of Evaluation

Education system is as good as its Evaluation system

EDUCATION

EVALUATION
 CREDIBILITY / AUTHORITY
 ACCURACY
 RELIABILITY
 RELEVANCE
 DATE
 SOURCES BEHIND THE TEXT
 SCOPE AND PURPOSE
To draw conclusions and
make new predictions.

Prepared By:
Mercy Parneetha K.A.
Measurement-Assessment-Evaluation

Assessment Evaluation

Measurement
 Measurement

 It involves carrying out actual measurement in

order to assign a quantitative meaning to a
quality i.e. what is the length of the chalkboard?
Determining this must be physically done.
 Measurement is therefore a process of assigning
numerals to objects, quantities or events in
other to give quantitative meaning to such
qualities.

 If the child scores 80 in Mathematics, there is no other interpretation

you should give it. You cannot say he has passed or failed.
 Measurement stops at assining the quantity but
not making value judgement on the child’s
performance.
 Assessment

• Assessment is a fact finding activity that describes

conditions that exists at a particular time.
• Involves measurement to gather data.
• Assessment to organise the measurement data into
interpretable forms on a number of variables.

It may describe the progress students have made towards a

given educational goal at a point in time.
In the classroom, assessment refers to all the processes and
products which are used to describe the nature and the extent
of pupils’ learning.
A number of instruments are often used to get
measurement data from various sources. These
include Tests, aptitude tests, inventories,
questionnaires, observation schedules etc.

 All these sources give data which are

organised to show evidence of change and
the direction of that change. A test is thus one
of the assessment instruments.
 It is used in getting quantitative data.
 Evaluation
 Evaluation adds the ingredient of value judgement to
assessment.
 It is concerned with the application of its findings
and implies some judgement of the effectiveness,
social utility or desirability of a product, process or
progress in terms of carefully defined and agreed
upon objectives or values.
 Evaluation often includes recommendations for
constructive action.
 Thus, evaluation is a qualitative measure of the
prevailing situation.
 It is the estimation of the worth of a thing, process
or programme in order to reach meaningful decisions
about that thing, process or programme.
Evaluation is the process of examining a subject
and rating it based on
 its important features
 i.e. criteria

11
Measurement-Assessment-Evaluation

Evaluation

Assessment

Measurement
 The Purposes of Evaluation
(i)to determine the relative effectiveness of the programme in terms of
students’ behavioural output;
(ii) to make reliable decisions about educational planning;
(iii)to ascertain the worth of time, energy and resources invested in a
programme;
(iv)to identify students’ growth or lack of growth in acquiring desirable
knowledge, skills, attitudes and societal values;
(v) to help teachers determine the effectiveness of their teaching techniques
and learning materials;
(vi) to help motivate students to want to learn more as they discover their
progress or lack of progress in given tasks;
(vii)to encourage students to develop a sense of discipline and systematic study
habits;
(viii)to provide adequate information about teachers’ effectiveness and
Institution need;
(ix) to acquaint parents or guardians with their children’s performances;
(x)to identify problems that might hinder or prevent the achievement of set
goals;
(xiii) to determining the promotion of students from one class to another as
well as the award of certificates;
 Techniques and Tools of Evaluation

 Toolsand techniques are required to gather

information. These should be valid, reliable and
usable.

 Interpretationof gathered information needs to

be given in numerical scores, grades as well as in
qualitative terms.

 Judgement should be made not just on scholastic

aspects but also on co-scholastic aspects
As far as interpretation is concerned, attainment
can be measured in terms of three levels.

 First is with reference to the learner

himself/herself and the current status of
progress. The learning gaps need to be identified
and marked upon.
 The second level is to identify the status of the
learner with reference to his/her peer group.
(Percentile Rank)
 The third level is with reference to the criteria.
The criteria means the expected level of
learning keeping in view the required skills.
 Tools and techniques
A tool is any physical item that can be used to achieve
a goal.
Tools that are used in particular fields or activities may
have different designations such as "instrument", "utensil",
"implement", "machine", "device," or "apparatus".
The knowledge of constructing, obtaining and using tools
is technology.

Technique: The basic method for making or doing

something, such as an artistic work or scientific
procedure
Skill or command in a particular activity.
 How the evaluation
will be done

Criteria Techniques
Questions tools

Quality
Certain standard
on which the
achievements of a
learner is measured
 Validity
 Reliability
 Reproducibility
 Sensitive
 Specific

(VRRSS)
 As per Quality of Evaluation
 Quantitative
 Qualitative
 As per Time of Evaluation
 Formative
 Summative
 Pre – Post Evaluation
Quality Formative Summative
Purpose detect strengths & Overall achievements
weakness
Frequency During or end of unit In end – point of
certification,
promotion
Area covered One unit/no. of units Course content
Administrative Advisory, not always for Decisive, for
utility permanent record permanent record
Feedback to Done immediately Inform regarding pass
students or fail
Feedback to If significant no. shows Overall pass or fail
faculty error than weakness in
instruction
 Affective
Cognitive Domain
Domain (Impact)
(Knowledge)
(25-40%)
(25-40%)

Psychomotor
Domain
(Skills)
(25-40%)

Evaluation Questions should Include Each level of Evaluation

 Level I – Reaction
 How did the student react to the class?

 Level - II Learning √
 What has the student learned?

 Level III – Skill √

 How much did the student retain?

 Level – IV Impact √
 What is the final impact or practical application of this
learning?
 1) Teaching dossiers(files,records,reports,databases)
2) Student ratings
3) Peer observations
4) Interviews
5) Portfolios
6) Classroom Assessment
7) Projects
8) Practical

 Evaluation should use a combination of techniques

to take advantage of their inherent strengths as well
as their individual limitations.
 Observation:
View with an intention

 Information can be best collected about students

in 'natural' settings.
 observations about learners in the course of
teaching.
 Other information is based on planned and
purposeful observation of students on
activities/tasks.

TYPES
 Participatory and non-participatory
Advantages of Observation

 Various aspects of personality development

can be assessed through observations.
 Can be used to assess individuals as well as
groups.
 Assessments can be made during varying time
periods.
 Evidence of student's performance/knowledge
is based on an 'on-the-spot record'.
 Over time, detailed observations of behaviour as
well as interests, challenges,-patterns/trends
emerge which allow teachers to create a
comprehensive picture/view of the student.
 Interview is a two-way method
which permits an exchange of ideas and
information.
As a technique, the interview is a conversation
carried out with the definite purpose of
obtaining certain information by means of the
spoken word.
Interview is a process of
communication or interaction in which the
subject or interviewee provides information
verbally in a face to face situation.
Structured interview:
The procedure is standardized and
determined in advance, follows certain degree of
formality
The interviewer asks questions in the
given order, no freedom to rephrase or add
questions or change order of questions

Unstructured interview:
-Questions and procedure may be decided in
advance
- Provides flexibility in order of questioning,
modifying or adding questions instantly,
if needed. Can take different forms
Focused interview – aims at some
particular event or experience rather
than general lines of inquiry.

In-depth interview – searching or giving

emphasis on psychological or social
factors.

Non-directive interview – provides

utmost freedom to the interviewees to
talk about the problem under
investigation
 ADVANTAGES OF INTERVIEW :

Depth Information: Interviews are particularly good at producing data

which deal with topics in depth and in detail.
Insighs : The researcher is likely to gain valuable insights based on the
depth of the information gathered and the wisdom of “key informants”.
Equipment : Interviews require only simple equipment and build
on conversation skills which researchers already have.
Information Priorities : Interviews are a good method for producing data
based
on informant’s priorities, opinions and ideas.
Flexibility : Interviews are more flexible as a method of data collection.
Validity : Direct contact at the point of the interview means that data
can be checked for accuracy and relevance as they are collected.
High response rate : Interviews are generally pre-arranged and scheduled
for a convenient time and location.
Therapeutic: Interviews can be a rewarding experience for the
informant, compared with questionnaires, observation and experiments,
there is a more personal element to the method.
Project: Kill Patrick
 Theseare undertaken over a period of time and
generally involve collection and analysis of data.

 Projects
are useful in theme-based tasks to be
completed as assignments in groups.

 Theycan be open ended or structured and can

be both individual or group projects.

 They should be based on contexts outside the

textbooks and related to the student's
environment/culture/ lifestyle/ community based
social programs.
Advantages Of projects

 Provide opportunities to explore and work

with one's hands.
 Observe, collect data, analyze, organize and
interpret data and draw generalizations.
 Provides an opportunity to work in groups
and in real life situations.
 Helps develop a positive attitude towards
group work, sharing and learning from each
other
Portfolio:
 Collection of evidences of students' work over a
period of time.
 It could be day-to-day work or selection of the
learner's best piece of work.

Advantages:
 Provide a cumulative record. In the process, a
picture of how a skill or knowledge area
develops emerges.
 Enables the student to demonstrate to others,
his/her learning and progress.
 The learner becomes an active participant in
learning and assessment.
 Rating is the expression of opinion or judgment
regarding some situation, object or character.
The opinions are usually expressed on a scale of values.
Rating scale refers to a scale with a set of points which
describe varying degree of the dimension of an attribute being
measured.
 Can be used to evaluate human behavior –
reactions, tendencies, opinions, values etc.
 Can be used to record the quantified observations
of a social situation –
program, campaign, customs etc.
 Can be used to describe activities of an entire group and the
changes in the situation surrounding them
PURPOSE OF RATING SCALE:

Rating scales have been successfully

utilized for
measuring the following:

•Teacher Performance/Effectiveness
•Personality, anxiety, stress, emotional
intelligence etc.
•Institutional appraisal including
appraisal of courses,
practices and programmes.
1.Numerical scales – A sequence of defined numbers is assigned to
each behavior criterion/description,
e.g. Use of stimulus variation:
1. Excellent 2. Very good 3.Good 4. Fair 5. Poor

2.Graphic scale – A straight line is shown, vertically or horizontally,

with various cues related to the behavior to mark the appropriate
one, e.g.
Q. How effective
------------ was the interaction
----------------- during-------------
---------- presentation? ----------
Highly Substantially Average Fairly Less
Effective Effective Effective Effective

3. Standard scale – A set of standards (pre-existing scale values) is

presented to the rater following which he marks the rating, e.g The
standard can be rated by A, B, C, D, E showing superiority to
inferiority.
 Questionnaire is a device for securing answers to a
series of questions related to the problem under investigation
by using a form which the respondent fills in self.

Barr, et.al(1953), define questionnaire as "a systematic

compilation of questions that are submitted to a sampling of
population from which information is desired".

FEATURES :
Widely used to obtain information about conditions or
practices, or to inquire into the opinions or attitude of
individual or group.

Can be administered personally or mailed to the

respondents so as to save time and money.
 MultipleChoice
 True/False
 Matching
 Completion or fill in the
blank
 Essay
 Short Notes
 Long Essay
52
 Step 1. Define Purpose & Scope
Step 2. Specify Evaluation Question
Step 3. Specify Evaluation Design
Step 4. Create Data Collection Action Plan
Planning

Step 5. Data Collection

Step 6. Data analysis
Implementation Step 7. Finding data Inference

Step 8. Disseminate Information

Step 9. Feedback for improvement

Feedback
 Decide level of Evaluation
 Type of Evaluation
 Type of Evaluation Technique
 What Evaluation Questions ?
 From whom/Data Sources ?
 By whom ?
 When Collected ?
 How Collected ?
 How Data are to be Analyzed ?
why in process: Purpose of evaluation
When in process: Formative vs. Summative
style of evaluation: laboratory vs. field
type of measures: qualitative vs. quantitative
level of information: high level vs. low level
resources available:time, subjects, tools &
equipment, expertise etc.
Feedback Status
Evaluation
“If you can not measure it,
you can not improve it.

so

Evaluation is important