Evaluation in education serves several purposes: to assess student achievement, help teachers judge their effectiveness, provide guidance, and improve curriculum, tools, and techniques. There are three main types of evaluation - diagnostic to identify weaknesses, formative to monitor learning and make adjustments, and summative to make judgements about performance. Effective evaluation is comprehensive, continuous, and uses valid and reliable tools such as tests, observations, and self-reporting techniques.
A curriculum Plan is the advance arrangement of learning opportunities for a particular population of learners.
Curriculum guide is a written curriculum.
Curriculum Planning is the process whereby the arrangement of curriculum plans or learning opportunities are created.
Assessment is part of the everyday activities of nursing professionals. Assessment is the only way by which a teacher can know how successful his teaching was and what areas in teaching need improvement.
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
A curriculum Plan is the advance arrangement of learning opportunities for a particular population of learners.
Curriculum guide is a written curriculum.
Curriculum Planning is the process whereby the arrangement of curriculum plans or learning opportunities are created.
Assessment is part of the everyday activities of nursing professionals. Assessment is the only way by which a teacher can know how successful his teaching was and what areas in teaching need improvement.
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
This PowerPoint described Procedures and Techniques of assessment which includes inventory. interview, checklist, questionnaire, sociogram and teacher made test briefly.
This presentation is about standardized achievement tests:
Definition of achievement tests
Definition of SAT
Functions of SAT
Types of SAT
Characteristics of SAT
SAT vs. Teacher made tests
Classification of SAT
SAT batteries
SAT in specific areas
Customized Achievement Tests
Individual Achievement Tests
This seminar-workshop was developed at the request of Ephesians Publishing Inc. for the Holy Angel School of Caloocan teacher training series for primary school, intermediate and high school teachers. This was conducted on June 3, 2013.
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
Evaluation in computer science, The concept of evaluation, Three pillars of evaluation, Measurement, Appraisal, Definition of evaluation, objective based evaluation, tools of evaluation, Techniques of evaluation, Advantages of evaluation, objective of evaluation, Specific objectives of evaluation, General objectives of evaluation, Evaluation for achievement and prediction, Evaluation for diagnosis and prediction, criterion referenced test, norm referenced test, types of test, construction of different types of test, Principles of test construction, administration of an achievement test, blue print, design, characteristics of good test, types of test, item analysis, the difficulty value, discrimination index, online examination, modular online testing frame work, salient features of online examination, benefits of online examination
KINDS OF TESTS
1. Intelligence test
This test measures the intelligent quotient (IQ) of an individual as genius, very superior, high
average, average, low average, borderline or mentally defective.
2. Personality test
This test measures the ways in which the individual’s interest with other individuals or in terms of the
roles an individual has assigned to himself and how he adopts in the society.
3. Aptitude test
This test is a predictive measure of a person’s likelihood of benefit from instruction or experience in
a given field.
4. Prognostic test
This test forecasts how well a person may do in a certain school subject or work.
5. Performance test
This test is a measure which often makes use of accomplishing the learning task involving minimum
accomplishment or none at all.
6. Diagnostic test
This test identifies the weaknesses of an individual’s achievement in any field which serves as basis
for remedial instruction.
7. Achievement test
This test measures how much the students attain the learning tasks. For example, NAT (National
Achievement Test)
8. Preference test
This test is a measure of vocational or academic interest of an individual or aesthetic decision by
forcing the examinee to make force options between members of paired or grouped items.
9. Scale test
This test is a series of items arranged in the order of difficulty. An example of this kind of test is the
Binet-Simon Scale.
10. Speed test
This test measures the speed and accuracy of the examinee within the time imposed. It is also called
the alertness test.
11. Power test
This test is made up of series of items arranged from easiest to the most difficult.
12. Standardized test
This test provides exact procedures in controlling the method of administration and scoring with norms
and data concerning the reliability and validity of the test.
13. Teacher-made test
This test is prepared by classroom teachers based on the contents stated in the syllabi and the
lessons taken by the students
14. Placement test
This test is used to measure the job an applicant should fill in the school setting and the grade or year
level the student should be enrolled after quitting from school.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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2. Evaluation
Evaluation is a wider concept than testing &
measurement.
Evaluation is the combination of quantitative
estimation + qualitative judgement of one’s behaviour.
3. Definition
“Evaluation may be defined as a systematic process
of determining the extent to which educational
objectives are achieved by pupil is” – Dandekar .
“Evaluation is the process of gathering &
interpreting evidence on changes in the behaviour of the
students as they progress through school”. – Quillen &
Hanna.
4. Evaluation In Education
Help in modify the objectives in the light of needs of the
individual & of society.
Help in judging the effectiveness of the methods of teaching.
helps in finding out the psychological logical soundness of the
material.
Tests the all – around development of the child.
Helps in the improvement & modification of the evaluation
tools & techniques.
6. Types of Evaluation
On the basis of the purpose and the time involved, the
evaluation can be classified as
1. Diagnostic Evaluation.
2. Formative Evaluation.
3. Summative evaluation.
7. Diagnostic Evaluation
Done in the beginning of the teaching learning process.
Help to find out the specific weaknesses in individual or
whole.
Helps in designing of the courses & curricula according
to the capabilities of the learner .
8. Formative Evaluation
Decision – making process for students
development & formulation of the curriculum for
particular class or examination.
Help in making changes in the curriculum, teaching
strategies & learning environment.
9. Objectives
To monitor students learning for providing them
individualized instruction.
To evaluate teaching effectiveness.
To evaluate courses & curricula with the purpose of
modification, updating or replacement , if necessary .
To evaluate curriculum material.
To evaluate the learning environment with a view to
improving it.
10. Summative Evaluation
Judgement – making process.
Terminal examination.
Cumulative assessments for the purpose of selection,
promotion, prediction, recording or other administrative
purposes should be considered as a series of summative
evaluation.
11. Steps in Evaluation Process
1. Formulating & selecting objectives.
2. Defining the objectives.
3. Developing the learning experiences.
4. Devising & Adopting assessment procedures.
12. Formulating & Selecting Objectives
The objective of teaching include the knowledge,
application, skills, attitude, appreciation etc.
The objective of teaching should not stress the
knowledge objective.
Importance in the formulation of objectives:
Needs & capabilities of the pupils.
The needs of the society in a specific environment.
The nature of the subject matter.
13. Defining the objectives in terms of
behavioural change.
Each objective is bi – dimensional in nature having
the behavioural aspect & the content aspect.
Content aspect – bring about the behavioural change
& to test the change.
In the concept of evaluation, the content is not the
end but the “means”
14. Developing The Learning
Experiences
“Learning experience is interaction between the learner & the
content & not a part of syllabus or unit or a lesson plan or mere
activity”.
Learning experiences brought through library, text – books,
experiments, radio, films, filmstrips, science clubs & any other
learning situations.
The methods for developing the learning experiences are
1. Contrast method.
2. Identification methods
15. Devising & Adopting Assessment
Procedures
Many procedures & techniques which are used to
evaluate the pupils achievements & objectives of teaching.
For the complete assessment of the child’s personality
tests, intelligence tests, aptitude tests, attitude scales, interest
inventories, achievement tests etc.
21. Characteristics Of Good Evaluation
A good tool which has the following characteristics
1. Validity.
2. Reliability.
3. Usability.
22. Validity
Quality of a tool which enables it to determine what it
was designed to determine.
Validity is always concerned with the results of a test
& not to the test itself.
Validity is a matter of degree [we say high validity,
low validity or moderate validity].
Validity is a specific & not a general quality.
23. Reliability
It is the quality of consistency that the tool maintains over
a period of time.
Example:
If two teachers use the some tool & obtain similar ratings
it can be concluded that the results have a high degree of
reliability from one teacher to another.
Consistency is an important quality but it is useful only if
validity is also there which has determined independently.
Reliability refers to the results obtained with an evaluation
instrument & not to the instruction itself.
24. Con/-
An estimate of reliability always refers to a particular
type of consistency.
Reliability is a necessary but not a sufficient
condition for validity.
Unlike validity, reliability is primarily statistical in
nature.
25. Usability
Practicability of procedure.
Economical from time & money.
Selection of evaluation instruments, case of
administration, time factor, ease of scoring, ease of
interpretation & application, availability of equivalent or
comparable forms & cost are important.
26. Comprehensive evaluation
Evaluation is comprehensive in the sense that the overall
personality of the child is assessed.
A few things are
1. Physique – weight, height, appearance, cleanliness.
2. Habit like regularity, punctuality, company of good
persons, reading good books & good literature.
3. Interest in music, art etc.
4. Desirable attitudes – democracy, national integration,
secularism, socialism, attitude towards school property, school
programmes etc.
5. Proficiency in co – curricular activities – indoor &
outdoor.
27. Continuous Evaluation
Continuous evaluation helps the teacher in knowing
about their effect side by side.
The learners also come to known their deficiency with
regard to different things & get remedy by proper guidance &
making more efforts.
“Education should concern itself with pupil’s physical
development, personality & character, social achievement,
academic achievement & achievements in various type of
skills” – Indian Education Commission.(1964 – 1966)
28. Types of Tests
Achievement Test
Standardized Test Teacher Made Test
Written Test Oral Test Practical Test
Essay Type Test Short Answer Type Objective Type
29. Types Of Standardized Achievement
Test
Standardized Achievement Test
Aptitude Tests Personality Tests Attitude Tests
Interest Tests Intelligence Tests
30. Norm – Referenced Test
“Norm – referenced tests report whether test takers
performed better or worse than a hypothetical average
student, which is determined by comparing scores
against the performance results of test takers, typically
of the same age or grade level, who have already taken
the exam”.
31. Con/-
Refers to standardized tests
Calculating norm – referenced scores is called
“Norming process”.
Comparison group is known as the “norming group”.
Test developers use a variety of statistical methods to
select norming groups, interpret raw scores & determine
performance levels.
32. Con/-
Scores are generally reported as a percentage or
percentile ranking.
Norm – referenced tests often use a multiple – choice
format, though some include open – ended, short – answer
questions, they are usually based on some form of national
standards.
Distribution of scores that resembles when graphed
the outline of a bell.
33. List of Norm – Referenced Tests
1. IQ Test – Developmental Screening Tests.
2. California Achievement Test.
3. Lowa Test of Basic Skills.
4. Stanford Achievement Test.
5. Terra Nova.
34. Uses of Norm – Referenced Tests
To determine a young readiness for preschool or
kindergarten.
To evaluate basic reading, writing & math skills.
To identify specific learning disabilities, such as
auction, dyslexia or non – verbal learning disability.
To make program – eligibility or college –
admissions decision, scores on SAT or ACT exams are a
common example.
35. Criterion – Referenced Tests
Designed to measure student performance against a
fixed set of pre – determined criteria or learning standard
ie). Concise, written descriptions of what students are
expected to know & be able to do at a specific stage of their
education.
Used to evaluate whether students have learned a
specific body of knowledge or acquired a specific skill set.
Created by individual teachers are also very common.
36. Types
1. High – Stakes Tests.
to make important educators, schools or districts.
2. Low – Stakes Tests
to measure the academic achievement of individual
students, identify learning problems or inform instructional
adjustments
3. Advanced Placement Exams.
4. National Assessment Of Educational Progress.
37. Uses Of Criterion – Referenced Tests
to determine whether students have learned expected
knowledge & skills.
to determine if students have learning gaps or
academic deficits that need to be addressed.
to evaluate the effectiveness of a course, academic
program or learning experience by using “pre – tests” &
“post – tests” to measure the learning process.
38. con/-
to evaluate the effectiveness of teachers by factoring test
results into job – performance evaluation.
to determine if a student or teacher is qualified to
receive a license or certificate.
to measure the academic achievement of students.
to compare the academic achievement of two nation
students, we can use international comparison tests such as
39. Con/-
1. Programme for international students assessment
(PISA).
2. Progress in international reading literacy study
(PIRLS).
3. Trends in international mathematics & science
study (TIMSS).
40. Uses of Evaluation
1. For the assessment of student’s performances &
academic achievement.
2. For the teachers for judging the achievement of
objectives.
3. For guidance workers.
4. For the researcher.
5. For educational administration.
6. For improving schools activities.
7. For promoting co – curricular activity.