ASSESSMENT LEARNING

1. V. SURESH KUMAR
Assistant professor of mathematics
Rajalakshmi college of education.
Tuticorin

2. “Test is used to gather information,
that information is presented in the form
of measurement, that measurement is
then used to make evaluation.”

3. Instrument, Protocol or Technique that measures
attribute of interest.
Designed to measure any quality, skill or
knowledge.

4. Determine a students ability to complete certain
tasks or demonstrate mastery of a skill or knowledge
of content.
Measure the level of skill or knowledge that has
been reached

5. Subjection to conditions that show the real
character of a person or thing in a particular situation.
Test has two major ingredients
1. Instrument containing a set of questions
or exercise.
2. To measure the characteristics such as
knowledge, skills, intelligence, aptitude etc of an
individual or group of individual.

6. Technique to measure one or more aspects of
human behavior through samples of verbal or non-
verbal responses.

7. A good test should have
1. Valid.
2. Reliable.
3. Practical.
4. Comprehensive.
5. Relevant.
6. Balanced.
7. Appropriate in difficulty.
8. Clear

8. 9. Authentic.
10. Appropriate for time.
11. Objective.
12. Economical.

9. Measure what it is supposed to measure.
Reliable:
Provide consistency in measuring the items being
evaluated.
Practical:
It is easy to be conducted, easy to score without
wasting too much time or effort.

10. It covers all the items that have been taught or
studied.
Relevant:
It measures reasonably well the achievement of the
desired objectives.
Appropriate in difficulty:
Progressive in difficulty to reduce stress & tension.
Clear:
Questions & instructions should be clear.

11. The language of the test should reflect everyday discourse.
Appropriate for time:
A good test should be appropriate in length for the allotted
time.
Objective:
If it is marked by different teachers, the scores will be the
same.
Marking process should not be affected by the teacher’s
personality.

12. Balanced:
Tests linguistic as well as communicative
competence & its reflects the real command of the
language.
Economical :
Use of the teacher’s limited time for preparing &
grading & it makes the best use of the pupil’s assigned
time for answering all the items.

13. Test results utilized for various purposes such as
1. Assessment of the present status of an individual
on a particular trait or variable.
2. Expressing the probability of future success.
3. Diagnosing the causes of lack of expected
performance & suggesting remedial measures.
4. providing academic & vocational guidance.

14. 5. Classification ie) comparing & categorizing
individuals or groups of individuals.
6. Undertaking research to answer various
questions.

15. Motivation.
Improvement.
Achievement.
Diagnosis.
Grading.
Prescription.
Classification.
Prediction.

16. Evaluation (Measure
the teaching –learning
process)
Assessment
(Documentation)
Measurement
(Data in numerical
value )
Test
(Measure skill or
knowledge)

17. A measurement take place when a “Test” is given
& a “Score” is obtained.
Collection or gathering of Data.
What is data?
Information represent in the form of Numerical
Value.

18. Student’s score in an examination.
Physical properties of objects such as length &
mass.

19. Measurement is the assignment of a numerical
value to an attribute of an object.
The units that we use to measure are most often
standard units.

20. It should be quantitative in nature.
It must be precise & accurate (instrument).
It must be reliable.
It must be valid.
It must be objective in nature.

21. Quantitative.
Easy to understand.
Encourage appropriate behavior.
Visible.
Defined & mutually understood.
Encompasses both inputs & outputs.

22. Measures only what is important.
Multidimensional.
Uses economies of effort.
Facilitates trust.

23. Three main function.
1. Prognosis function.
2. Diagnosis function.
3. Research function.

24. Tells differences among people’s performance.
Has the administrative function such as
classification, selection, promotion & gradation of
students.
Guidance & counseling service based on prognosis
function of measurement.
Effectiveness of method, instruction & treatment are
evaluated on the basis of students achievement.

25. Indentifies the weakness of the student –learning.
Remedial instruction prepared on the basis of
diagnosis.
Established the cause effect relationship but
prediction implies the simple relationship.

26. Verification of scientific hypothesis of research.
Used for research purpose.
Complete valid measure of certain human
characteristics.
Provide objective & dependable basis for
comparison.

27. There are measurement scales (or types of data).
1. Nominal scale.
2. Ordinal scale.
3. Interval scale.
4. Ratio scale.

28. Used for labeling variables, without any
quantitative value.
Simply be called “Labels”.
Mutually excusive & none of them have any
numerical significance.
“Nominal” sounds a lot like “Name”.

29. 1. What is your gender?
M – male.
F - Female.
2. What is your hair colour?
1- Brown
2 – black
3 – Cray
4 - other
.
.

30. Order of the values is what’s important
&significant but the differences between each one is
not really know.
Measures of non – numeric concepts like
satisfaction, happiness, discomfort etc.
“Ordinal” is sounds like “order”.

31. 1. How do you feel today?
1 – Very unhappy.
2 – Unhappy.
3 – Ok.
4 – Happy.
5 – Very happy.
2. How satisfied are you with our service?
1 - Very unsatisfied.
2 – Somewhat unsatisfied.
3 – Neutral.
4 – Somewhat satisfied.
5 – Very satisfied.

32. Numeric scales.
Difference between the vales is the same.
“Interval scale” means interval itself means
“Space in between”
Not clear idea about zero.

33. Time is an example of an interval scale in which
the increments are known, consistent & measurable.

34. Allows for a wide range of both descriptive &
inferential statistics to be applied.
Have absolute zero.
Variables can be meaningfully added, subtracted,
multiplied, divided.
Central tendency can be measured by mode, median
or mean, measures of dispersion such as standard
deviation & coefficient of variation can be calculated
from ratio scales.

35. 1. Ruler.
2. Income.
3. GPA(Grade point average).
4. Years of work experience.
5. Number of children.

36. Process of making value judgments over a level of
performance or achievement.
Based on qualitative data.

37. “Evaluation is the collection, analysis &
interpretation of information about any aspect of a
programme of education, as part of a recognized
process of judging its effectiveness, its efficiency &
any other outcomes it may have”

38. Evaluation is a science of providing information
for decision making.
It includes measurement, assessment & testing.
It is a process that involves.
Information gathering.
Information processing.
Judgement forming.
Decision making.

39. Measures the effectiveness of the instructor.
Measures the effectiveness of impact in meeting
objectives.
Provide feedback to students.
Provide students gratification & motivation.

40. Validity.
Reliability.
Practicability.
Fairness.
Usefulness.
Interpretation Of Results.

41. Actually tests what is sets out to test.
Example:
Questions that are intended to test recall of
factual material but which actually test the
candidate’s powers of reasoning.

42. Measure of the consistency with which the
question, test or examination produces the same result
under different but comparable conditions.
One evaluative question should test only
one thing at a time.
Adequately reflect the objectives of the
teaching unit.

43. It should be realistic, practical & efficient in
terms of their cost, time taken & case of
application.

44. Reflect the accurate ranger of expected
behaviours as desired by the course objectives.
Information provided to the students about the
evaluation such as nature of the materials, the form &
structure of examination, length of the examination &
value(in terms of marks)

45. Useful for students knowing their strength &
weakness.
Suggest all the needful requirements for the
needful requirements for the students improvement.

46. A test score is meaningful, if the teacher or
counsellor is able to decide what significance or
importance should be attached to it & to make
some judgement concerning its relationship to
other kind of information about the student.

47. 1. Formative evaluation.
2. Summative evaluation.
3. Continous & comprehensive evaluation.

48. Monitor student learning to provide on going
feedback that can be used by instructors to improve their
teaching & by students to improve their teaching & by
students to improve their learning.
Help students identify their strengths & weaknesses
& target areas that need work.
Help faculty recognize where students are struggling
& address problems immediately.
Low stakes.

49. Ask the students to:
1. Draw a concept map in class to represent their
understanding of a topic.
2. Submit one or two sentences to identifying the
main point of a lecture.
3. Turn in a research proposal for early feedback.

50. Evaluate student learning at the end of an
instructional unit by comparing it against some standard
or benchmark.
High stakes means that they have a high point value.
Example:
Mid term exam.
Final project.
Paper.
Senior recite.

51. Use to formulation of objectives, designing of
learning experiences & assessment of learner
performance.
Useful to bring improvement in teaching &
curriculum.
Provide accountability to the society, parents & to
the education system.

52. New concept in the discipline of education.
Revolutionalized the process of education.
Emphasis on realizing the objectives of education in
behavioral terms.
Three types of activities are done in the evaluation process.
1.How far have the teaching objectives has realized?
2. How far are the learning experiences effective?
3. What are the changes of behavior that have occurred
in the students?

53. Education is tri - polar process.
Teaching
objectives
Change of
behaviour
Learning
experiences

54. Three steps used in evaluation approach
1. Education objective.
2. Learning experience.
3. Change of behaviour.
Above steps are closely related to each other &
performed in a sequence.
Teaching & testing are objective centre.

55. Failure of the student is due to the
inappropriateness of learning experiences of teaching.
Change of behaviour are evaluated in terms of
teaching objectives.
School subjects are taught for providing learning
experiences.

56. Teaching Objectives Learning Experiences Change Of Behaviour
Knowledge objective
Lecture or question
answer method, home
assignment & study
1. Oral test.
2. Written test.
3. Observation.
Skill objective
Demonstration,
practical work,
reading, writing,
speaking, performance.
1. Observation.
2. Practical test
Knowledge –
Application objective
Discussion on some
problem, use of
understand causes –
effect.
1.Written test.
2. Oral test.
Interest, Attitude,
Value objective.
Linking, with
lifesituation, life
adjustment, lecture,
1. Rating.
2. Inventory.
3. Observation.

57. 1. Observation.
2. Anecdotal Record.
3. Inventories of Personality Traits.
4. Questionnaire.
5. Rating Scales.
6. Interviews.
7. Contract With Parents.

58. 8. Autobiographical Records.
9. Case History.
10. Sociometric Techniques.
11. Projective Techniques.
12. Tests Of Various Kind.
13. Cumulative Records.

59. Yoakaya & Simpson give the following classification
of evaluation tests according to different criteria.
Classification according to form:
Evaluation Test
Oral Examination Written Examination

60. Education Tests
Prognostic Diagnostic Power Speed
Accuracy Quality Range

61. Education Tests
Essay Objective

62. Education Tests
Daily Weekly Monthly Term Year

63. Education Tests
Short Long

64. Education Tests
Non – Standardized Standardized

65. Education Tests
Speed Comprehensive Organization
Judgment Retention Appreciation, Etc

66. Education Tests
Arithmetic Language Reading Spelling
Writing Etc

67. Education Tests
Association Memory Recall Recognition
Writing Etc.

68. Education Tests
Alternative Response Multiple Response
True – False Yes – No Best Answer Correct Answer
Plus – Minus Completion Matching
Essay Identification Enumeration

69. “Evaluation should be conceived primarily in terms
of educational purposes which the programme of
supervision is intended to serve.”
1. To stimulate teacher to improve their technique
of classroom instruction.
2. to determine which the pupils are really deriving
greater educational value from the “enriched” &
“vitalized” programme than they did formerly.

70. 3. To assess in various ways the degree of
improvement in personal & professional attitude in
human relations & ultimately, therefore in efficiency of
teaching & learning.
4. To promote greater educational attention to
individual needs of pupils.

71. 1. To appraise the status of a changes in pupil
behaviour.
2. To disclose pupil’s needs & possibilities
3. To aid pupil – teacher planning.
4. To expand the concept of worthwhile goals
beyond pure achievement.
5. To serve as a means of improving school
community relation.

72. 6. To familiarize the teacher with the nature of pupil
learning, development & progress.
to relate measurement to the goals of the instructional
programme.
7. To facilitate the selection & improvement of
measuring instrument.
8. To appraise the teacher’s competence.
9. To appraise the supervisor’s competence.
10. To serve as a method of improvement.
11. To serve a guiding principle for the selection of
supervisory techniques.

73. S. No Evaluation Measurement
1. New concept Old concept
2. Technical term Simple word
3. Qualitative progress & behavioral
change are tested
Only qualitative test
4. Scope is wider Scope is narrow
5. Content skill & achievement of the
ability is tested.
Content skill & achievement of the
ability is not tested result of testing is
expressed in numerical, scores, average
& percentage.
6. Qualities are measured as whole Qualities are measured as separate units.

74. S.NO Evaluation Measurement
7. Behavioral changes are tested Test a particular ability of the pupil.
8. Various technique like
observation, hierarchy, criteria,
interest etc are used for testing
the behavioral changes.
Personality test, intelligence test &
achievement test etc are included.
9. Interests, attitudes, tendencies,
ideals, behaviors & social
adjustment etc of pupils are
tested.
Interests, attitudes tendencies, ideals &
behaviors cannot be tested.
10. Modification of education
system by bringing a change in
Aims at measurement only