The document discusses different aspects of evaluation in teaching and learning including the concept, meaning, definition, characteristics, principles, types, and steps. Evaluation is defined as the process of making judgments about the effectiveness of teaching and learning based on criteria and evidence. There are different types of evaluation classified by function (formative, summative, diagnostic, placement), approach (criterion-referenced, norm-referenced), and interpretation (formative, summative). Effective evaluation is systematic, continuous, comprehensive, objective, reliable, and valid. It follows the planning, process, and product phases with steps like determining objectives, selecting instruments, and analyzing results.
Achievement test - Teacher Made Test and Standardized Test - Characteristics,...Suresh Babu
Achievement test - Teacher Made Test and Standardized Test - Characteristics, Steps in Construction (blueprint) and Standardization, Types of Test Items - objective, short answer and long answer- its merits and demerits.
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Achievement tests are designed to measure the knowledge and skills students learned in school or to determine the academic progress they have made over a period of time. The tests may also be used to evaluate the effectiveness of a schools and teachers, or identify the appropriate academic placement for a student—i.e., what courses or programs may be deemed most suitable, or what forms of academic support they may need. Achievement tests are “backward-looking” in that they measure how well students have learned what they were expected to learn.
“The type of ability test that describes what a person has learned to do is called an achievement test”.
__ Thornike and Hagen (1969)
It discuss on CONSTRUCTION OF AN ACHIEVEMENT TEST. It explains what is test, achievement test, history of the achievement test, STAGES OF ACHIEVEMENT TEST, types of achievement test, Basis of the purpose, content, time & quality. It also explain the weightage of the objectives, content, types of question, difficulty level, blue print and steps of blue print.
Achievement test - Teacher Made Test and Standardized Test - Characteristics,...Suresh Babu
Achievement test - Teacher Made Test and Standardized Test - Characteristics, Steps in Construction (blueprint) and Standardization, Types of Test Items - objective, short answer and long answer- its merits and demerits.
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Achievement tests are designed to measure the knowledge and skills students learned in school or to determine the academic progress they have made over a period of time. The tests may also be used to evaluate the effectiveness of a schools and teachers, or identify the appropriate academic placement for a student—i.e., what courses or programs may be deemed most suitable, or what forms of academic support they may need. Achievement tests are “backward-looking” in that they measure how well students have learned what they were expected to learn.
“The type of ability test that describes what a person has learned to do is called an achievement test”.
__ Thornike and Hagen (1969)
It discuss on CONSTRUCTION OF AN ACHIEVEMENT TEST. It explains what is test, achievement test, history of the achievement test, STAGES OF ACHIEVEMENT TEST, types of achievement test, Basis of the purpose, content, time & quality. It also explain the weightage of the objectives, content, types of question, difficulty level, blue print and steps of blue print.
The content provider has been teaching in a B.Ed. College. He was searching for content on this topic on the internet. But he failed to get relevant materials. eventually, he prepares one on his own and uploads the same in slideshare for the convenience of the learners. This topic will help B.Ed. trainess to a great extent.
Achievement test, Concept & Definition of Achievement test, Characteristics o...Learning Time
The type of ability test that describes what a person has learned to do is called an achievement test. Different kinds of tests, Achievement test, Concept & Definition of Achievement test, Characteristics of a good Achievement test, Classification of Achievement tests, Uses of Achievement tests
Measurement is all about the numbers and being able to quantify the performance or the abilities. Evaluation assists with using the data and information to judge success or failure. Evaluation can take place without numerical measurement as it measures performance.
ASSESSMENT: The term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.
TYPES OF ASSESSMENT:
There are four types of assessments
1) Prognostic assessment
2) Diagnostic assessment
3) Formative assessment
4) Summative assessment
Topic: Types of Evaluation
Student Name: Aneeqa Hashmi
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.
Measurement, Evaluation and Assesment of Nursing EducationWajid Farooq
One of the most basic and difficult task that teacher face in their work is the process of evaluation classroom. Evaluation include all the processes involved in making decision about students learning progress. It includes the observation of students written work. Their answers to questions in class, and performance on teacher made and standard tests.
Evaluation in educational context implies broad programme that examines achievements, attitude, interests, personality, traits and skills factors which are taken into consideration. Thus cognitive, affective and psychomotor learning outcome is measured in the evaluation process. The evaluation is a two part process. The first part of evaluation is the determination of what is to evaluate (Goal) and the second part is the judgment of whether the goals are being achieved. The overall purpose will be to provide information to enable each student to develop according to his potential with in the frame work of educational objectives
The content provider has been teaching in a B.Ed. College. He was searching for content on this topic on the internet. But he failed to get relevant materials. eventually, he prepares one on his own and uploads the same in slideshare for the convenience of the learners. This topic will help B.Ed. trainess to a great extent.
Achievement test, Concept & Definition of Achievement test, Characteristics o...Learning Time
The type of ability test that describes what a person has learned to do is called an achievement test. Different kinds of tests, Achievement test, Concept & Definition of Achievement test, Characteristics of a good Achievement test, Classification of Achievement tests, Uses of Achievement tests
Measurement is all about the numbers and being able to quantify the performance or the abilities. Evaluation assists with using the data and information to judge success or failure. Evaluation can take place without numerical measurement as it measures performance.
ASSESSMENT: The term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.
TYPES OF ASSESSMENT:
There are four types of assessments
1) Prognostic assessment
2) Diagnostic assessment
3) Formative assessment
4) Summative assessment
Topic: Types of Evaluation
Student Name: Aneeqa Hashmi
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.
Measurement, Evaluation and Assesment of Nursing EducationWajid Farooq
One of the most basic and difficult task that teacher face in their work is the process of evaluation classroom. Evaluation include all the processes involved in making decision about students learning progress. It includes the observation of students written work. Their answers to questions in class, and performance on teacher made and standard tests.
Evaluation in educational context implies broad programme that examines achievements, attitude, interests, personality, traits and skills factors which are taken into consideration. Thus cognitive, affective and psychomotor learning outcome is measured in the evaluation process. The evaluation is a two part process. The first part of evaluation is the determination of what is to evaluate (Goal) and the second part is the judgment of whether the goals are being achieved. The overall purpose will be to provide information to enable each student to develop according to his potential with in the frame work of educational objectives
Note on evaluation and assessment Part - 1Babitha Devu
This is the introductory part of Evaluation in CET. The purpose, Principles & types of evaluation are elaborated here.
further, the criteria for selection of assessment techniques are also briefed.
Assessment of student learning must be directly connected to the learning objectives of your course. You should make these connections clear to students in your syllabus.
At the end of the session the learner will be able to:
Describe the concept of term test measurement
Objective Test, Subjective Test, Individual Test, Group Test, Unstandardized Test, Standardized Test
Purpose of test & measurement
Assessment and types of assessment
Evaluation and types of evaluation
Purpose of evaluation
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. CONCEPT
Evaluation is being use to measure student
progress, reform education systems, and
enhance accountability for outcomes. School
administrators and teachers alike are conducting
evaluations of their own to improve school
performance and foster creative spaces for
learning. Without evaluation teaching learning
process can not be completed
3. MEANING OF EVALUATION
Evaluation is the process of making judgment
based on criteria and evidence as well as it is a
process of examining the teaching learning
process on the basis of specific standards and
criteria.
A systematic, continuous and comprehensive
process of determining the growth and progress of
the pupil towards objectives or values of the
curriculum
4. DEFINITION OF EVALUATION
According to James M.lee:- “Evaluation is the
appraisal of pupil’s progress in attaining the
educational goals set by the school, the class and
himself. The chief purpose of evaluation is to guide
and further the students learning. Evaluation is thus
a positive rather than a negative process”.
5. CHARACTERSTICS OF EVALUATION
Systematic process
Continuous process
Identify and define educational objectives
Based on scholastic and non-scholastic parameters
Procedure for improving in the standards
Criteria based
Not confined to classroom only
Integral part of teaching learning Process
6. PRINCIPLES OF EVALUATION
Principle of Objectives of education
Principle of child centeredness
Principle of Continuity
Principle of comprehensiveness
Principle of broadness
Principle of flexibility
Principle of learning experiences and outcomes
Principle of Application
Principle of remedial action
7. NEED OF EVALUATION
Achievement of the educational objectives
Promotion of effective learning
To test achievement of the pupils
Adaptation and modification of the curriculum
To know the performance of the teacher and its
methodology
For promotion of the pupils
Awarding scholarship
To evaluate the Quality of administrators
Functioning of the authorities and stakeholders
For guidance and counselling purpose
Decision making
8. STEP AND PROCESS OF EVALUATION
Planning Phase
Process Phase
Product Phase
9. Steps involve in Planning phase
Situation Analysis
Determination of the
objectives
Selection and development
of measuring instruments
Selection of Strategies
10. PLANNING PHASE
Situation Analysis : Analyze the situation as it
presently exists in order to establish the
parameters of the effort. This step includes
activities such as the collection of background
information and assessment of existing constraints.
Determination of the objectives : objectives are
specific statements of what is to be accomplished
and how well and are expressed in terms of
quantifiable, measurable outcomes. Objectives may
process oriented or product oriented.
11. PLANNING PHASE
Selection and development of measuring
instruments : Selection of an instrument involves
examining those that are available and selecting the
best one. It means the one that is most appropriate for
objectives and users.
Selection of appropriate strategies : Strategies are
generally approaches to promoting achievement of
one or more objectives. There may be instructional
strategies, curriculum strategies, and program
strategies. Each strategy consists of number of
specific activities, and there are typically a number of
strategies to choose from. Execution of these strategies
must be planned for, to ensure the availability of
necessary resources.
12. PROCESS PHASE
The process phase involves making decisions based
upon events which occur during actual implementation
of the planned instruction, program or project.
The first step in the process phase is to administer
pre-tests, if such are appropriate. Based on the pre-test
results, decisions may be made concerning the
appropriateness of the already specified objectives.
Following initial testing, in the predetermined sequence.
planned strategies and activities are executed
Data collected during this phase provide feedback
concerning whether execution is taking place as
planned and whether and whether strategies and
activities are being effective.
13. PRODUCT PHASE
It involves making decisions at the end or more
likely at the end of one cycle of instruction, a
program or a project.
Decisions made during the product phase are
based on the results of the post-tests and on
other cumulative types of data.
The major purpose of the product phase is to
collect data in order to make decisions concerning
the overall effectiveness of instruction, a program or
project. During this phase it is determined
whether and/or what degree intended product
objectives were achieved. Data analysis and
interpretation is followed by preparation of the
report
14. ESSENTIAL ELEMENT OF GOOD
EVALUATION
For effective evaluation system following points should
be taken care
Validity :The extent to which the
results really measure what they are
supposed to measure
Objectivity : Independent
reality exists outside of any
investigation or observation
Comprehensiveness : should
cover all aspects of the syllabus
Reliability : The extent to which the
results can be reproduced when the
research is repeated under the
same conditions.
15. Types of Evaluation
On the basis
of the
Functions
On the basis
of approaches
On the basis
of
interpretation
Placement
Formative
Summative
Diagnostic
Criterion
Referenced
Norm
Referenced
SummativeFormative
16. ON THE BASIS OF FUNCTIONS
Placement Evaluation: It is designed to place the
right person in the right place. It ensures the entry
performance of the pupil. The future success of the
instructional process depends on the success of
placement evaluation.
Placement evaluation can be done through various
tests a) Aptitude test b) observational techniques c)
Self reporting inventories.
17. ON THE BASIS OF FUNCTIONS
Formative Evaluation: It is used to monitor the
learning progress of students during the period of
instruction. Its main objective is to provide
continuous feedback to both teacher and student
concerning learning successes and failures while
instruction is in process.
Basic functions of formative evaluation is
a) Diagnosing
b) Placement
c) Monitoring
18.
19. ON THE BASIS OF FUNCTIONS
Diagnostic Evaluation :It is concerned with
identifying the learning difficulties or weakness
of pupils during instruction. It tries to locate or
discover the specific area of weakness of a pupil in
a given course of instruction and also tries to
provide remedial measure.
Diagnosis can be made by employing observational
techniques, too. In case of necessity the services of
psychological and medical specialists can be
utilized for diagnosing serious learning handicaps.
20. ON THE BASIS OF FUNCTIONS
Summative Evaluation: Summative evaluation is
done at the end of a course of instruction to
know to what extent the objectives previously fixed
have been accomplished. In other words, it is the
evaluation of pupils’ achievement at the end of a
course.
The main objective of the summative evaluation is
to assign grades to the pupils. It indicates the
degree to which the students have mastered the
course content. It helps to judge the
appropriateness of instructional objectives.
Summative evaluation is generally the work of
standardized tests and teacher made tests
22. ON THE BASIS OF INTERPRETATION
Norm-Referenced Evaluation : A norm-
referenced test is a uniform test. It ranks and
compares students in relation to one another. Also,
they measure performance on the basis of the
theoretical average. Besides, it compares the result
of a statistically selected group.
23. ON THE BASIS OF INTERPRETATION
Criterion reference test : It is a method which
uses test score to judge students. Also, they help to
generate statements about students’ behavior. Also,
they use test scores as their reference. Criterion
reference mostly uses quizzes. The main objective
of this is to check whether students have learned
the topic or not. It is used to ascertain an
individual’s status with respect to a defined
achievement domain.
24. DIFFERENCE BETWEEN BOTH
Each student is independently
assessed
It does not compare a student’s
performance with other students.
its main objective is to help
students learn without getting
questioned about grades
They have fixed criteria for
assessment.
Clinical skill competency tools.
Judged on the basis of other
student’s performance.
it compares a student’s
performance with other students.
its main objective is to assess a
student’s performance with other
students.
Their criteria changes with
outcomes
Criterion-Referenced Test Norm-Referenced Test
25. SCHEME OF EVALUATION
Evaluation of
Physical
development Evaluation of
Social
development
Evaluation of
Academic
development
Evaluation of
Personality
development
Academic
achievement
Achievemnt in
skill
Written Test
Oral test
Free
Response
Tests
Fixed
response test
Essay type
test
Short answer
type test
Very short answer
type test
Objective type
test
26. ESSAY TYPE TEST
According to John M. Stalnkar , “Essay question
are defined as a test item which require a response
composed by the examinee, usually in the form of
one or more sentences , of a nature that no single
response or pattern of response can be listed as
correct , and the accuracy and quality of which can
be judged subjectively only by one skilled or
informed in the subject.
27. CHARACTERISTICS OF ESSAY TYPE TEST
Require great deal of thinking and planning ability
Develop ability to summarize and organise data
Subjective judgement by experts
Self composed answers
Answer vary according to the perception
Factual recall of knowledge
Analysis and explanation of relationships
Assessment of the creativity of the students
Evaluate cognitive skills
Freedom of response
28. TYPES OF ESSAY TYPE TEST
Restricted response essay type questions :
these type of questions usually limits both the
content and the response by restricting the scope of
the topic to be discussed. Useful for measuring
learning outcomes requiring interpretation and
application of data in a specific area.
30. EXTENDED RESPONSE ESSAY TYPE
QUESTIONS
Extended response essay type questions :
These question allows student to select information
that they think is pertinent, to organize the answer
in accordance with their best judgment, and to
integrate and evaluate ideas as they think suitable.
They do not set limits on the length or exact content
to be discussed.
32. MERITS AND DEMERITS OF ESSAY TYPE TEST
Merits of Essay type test
a) Develop the ability of interpretation and analysis of
the information
b) Organisation of the content
c) Easy to construct
d) Brings language mastery
e) Ensure content validity
Demerits of Essay type test
a) Encourage memorisation
b) Time consuming
c) Lack of reliability
d) No objectivity
33. SHORT ANSWER TYPE QUESTION
Short answer type questions are the type, that can
be answered by a word or a few sentences. It uses
a direct question .
It contains objectives individually like knowledge,
understanding, synthesis, application, analysis and
evaluation.
It is used to test a large amount of knowledeg and
abilities in a short span
More comprehensive in nature
Example : Q1 what is multimedia ?
Q 2. What is ICT ?
34. ADVANTAGES AND LIMITATIONS OF
SHORT ANSWER TYPE QUESTIONS
Merits of short answer type
a) Large portion of content can be covered
b) Easy to construct, because it measures simple
learning outcomes
c) It provides little opportunity for guessing as well as
useful in interpreting diagrams, charts etc.
Demerits of short answer type
a) Can not test expression ability of students
b) Leads to rote learning
35. OBJECTIVE TYPE TEST
Objective type questions are questions, that require
a specific answer. An objective question usually has
only one potential correct answer and they leave no
room for opinion
An Objective test is so named because the system
of scoring is objective rather than subjective.
USES
to measure variety of knowledge out comes
Specific facts, terminology, principles, methods and
procedures etc.
36. TYPES OF OBJECTIVE TEST
Types of objective
type test
Multiple
choice
questions Alternative
type
questions
Matching type
questions
Sentence
completion
type
questions
37. MULTIPLE CHOICE QUESTION
MULTIPLE CHOICE QUESTION The item
A) should be clear, accurate and unambiguous.
B) should give either a direct or an incomplete
statement.
C) should have only one correct answer.
D) should keep the blank only at the end of the
statement. should avoid negatively stated items
E) should avoid grammatical clues, repetition of item
responses of words or phrases that have been
used in the item stem
38. EXAMPLE :MCQS
Example : 1. What do you mean by the supply of
goods?
a) Stock available for sale
b) Total stock in the warehouse
c) The actual production of the good
d) Quantity of the good offered for sale at a
particular price per unit of time
Answer- d
39. TRUE- FALSE ITEMS
The statement
No. of statements are given
should not be very long.
should not use statements with words like always,
never, no , only(*false) , sometimes & often(* true).
should avoid negative statements.
40. EXAMPLE: TRUE FALSE ITEMS
Consumption is creation of utility .(True/False)
Banks are nationalised in 1969 . (True/False)
First step in the process of management is directing
.(True/False)
41. MATCHING BLOCK ITEM
The statement
should give clear directions.
should contain small premises and responses.
should contain homogenous premises and
responses.
Have to match items from one list with appropriate
items of other list.
42. EXAMPLE : MATCH THE FOLLOWING
Match the following
List-I List-II
(A) Capital Market (i) IRDA
(B) Monetary Policy (ii) SEBI
(C) Telecom (iii) RBI
(D) Insurance (iv) TRAI
43. COMPLETION TYPE TEST
Test knowledge of facts
Sentence completion required
Fill in the blank space
Example : Complete the statement
1. Indian Economy is ____________ economy .
2. The price at which demand is _________supply, is
the equilibrium price .
44. MERITS AND DEMERITS OF OBJECTIVE TYPE
TEST
Merits of objective type test
a) More objectivity in scoring
b) Comprehensive
c) Easy to score
d) Free from irrelevant factors
e) More scientific and logical
Demerits of Objective type test
a) Takes more time in construction
b) Guess work can work
c) Content validity can not be tested
d) Easily get copied
45. SUGGESTIONS
The question should be planned to measure one
defined objectives of instruction for no valid or
reliable short answer test is available.
Before giving questions, should prepare model
answers to know how much time will take & the
score will it contribute
Instructional objectives should be kept in mind so
as to achieve maximum content validity.
The question should give clarity.
Instructions and detailing of the marks should be
provided for the students