This document discusses examination and evaluation in education. It defines key concepts like tests, measurement, and evaluation. It outlines Bloom's taxonomy of educational objectives, which categorizes learning objectives into cognitive, affective, and psychomotor domains. The document also discusses different types of tests, evaluation techniques, characteristics of good evaluation tools, and challenges in examinations like mass copying. It emphasizes using a variety of evaluation techniques to assess different domains of learning beyond just cognitive skills.

1. Examination and Evaluation
Dr. Jagannath K. Dange
P.G. Department of Education
Kuvempu University
Shankaraghatta.

2. Basic related concepts
 Test: an instrument or systematic procedure for
measuring a sample of behavior (How well)
 Measurement: The process of obtaining a numerical
description of the degree of which an individual
possesses particular characteristics. (How Much)
 Evaluation: the systematic process of
collecting, analyzing and interpreting information to
determine the extent to which students are achieving
instructional objectives (How Good)

3. Measurement
 Measurement means a characteristic is
defined and an instrument is selected to
measure it, e.g., height can be
measured with a tape measure, weight
can be measured with a weight scale.

4. Evaluation
 Evaluation means that
you gather information
to draw conclusions and
make new predictions.

5.  Good: Evaluation is a process of
ascertaining or judging the value of
something.
 Wiles:Evaluation is a process of making
judgments that are to be used as a basis
for planning.

6. Aims, Needs and Significance of
Evaluation
 To evaluate the achievements of students.
 To measure personality
 To help in diagnosis
 To act as a incentives
 To help in prognosis(prediction)
 To help in grouping
 To measure fitness for admission
 To help in selection of competition

7. Role of Evaluation in Education
1.Teaching: Assessing the effectiveness of
teaching, teaching strategies, methods and
techniques.
 It provides feedback to the teachers about their
teaching and the learners about their learning.
2.Curriculum:The improvement in courses or
curricula, texts and teaching materials is brought
about with the help of evaluation.

8. 3.Society: Evaluation provides accountability to
society in terms of the demands and
requirements of the employment market.
4. Parents: Evaluation mainly manifests itself in a
perceived need for regular reporting to parents.

9. Evaluation process

10. Examination
 Examination is a sub system in a wider system of
evaluation, which measures both qualitative as well
as quantitative aspects of a young human mind.
 It reflects the changes takes place in different
domains ( cognitive, affective and psychomotor) of
one’s personality as a result of structured instruction.

11. Evolution of Examination
system:
 Started when Man has come into existence.
 The Indian mythology is also replete with instances of
examination of intellectual and physical powers.
(Ramayana and Mahabharata)
 Takshashila(150BC to 180 BC)
 Nalanda (450ADS to 850AD)
 Since time, immemorial examinations are the inseparable
components of Educational system because they are
well accepted parameters to ascertain the level of
excellence of students.

12. Examinations Features
 All
the students are given the same task to perform,
same time.
 Students are not allowed to consult references and
information sources while performing the task.
 Students are not allowed to consult one another.
 Students are expected to experience at least some
sense of stress and urgency while performing the task.

13. Types of Evaluation
 Placement Evaluation: to determine
students performance at the beginning
of instruction, i.e. measures entry
behavior.
 Formative Evaluation: to monitor
learning process during instruction, i.e.
mid-term test.

14.  Diagnostic Evaluation: diagnose
learning difficulties during instruction, i.e.
identifies causes of learning problems.
 Summative Evaluation: to evaluate
achievement at the end of the
instruction, i.e. measure end of course
achievement.

15. Places where Evaluation is used:
 Research
 Education
 Business
 Sports
 Medicine
 Health
 Relation
 All most every aspect of life

16. Reasons for Evaluation
 Motivation
 Accountability
 Equipment
 Placement
 Diagnosis
 Evaluation of learning
 Prediction
 Program Evaluation

17. Characteristics of Evaluation tool
 Reliability: The reliability is a measure of the consistency
with which the question, test or examination produces the
same result under different but comparable conditions.
 Validity: A valid Evaluation is one which actually tests what
is sets out to test.
 Objectivity: In testing and scoring
 Sensitivity: Evaluation must be fair to all students.
 Practicability: Evaluation procedure should be realistic,
practical and efficient in terms of their cost, time taken and
ease of application.

18. Three Types of Learning/Teaching
Benjamin S. Bloom (1956), identified three domains of
Educational activities:
Cognitive: mental skills (Knowledge)
Affective: growth in feelings or emotional areas (Attitude)
Psychomotor: manual or physical skills (Skills)

19. Taxonomy of Educational Objectives (Benjamin S. Bloom 1956)
Cognitive Domain
The cognitive domain
(Bloom, 1956) involves
knowledge and the
development of intellectual
skills

20. Category
Knowledge: Recall data or information.
Comprehension: Understand the meaning, translation, and
interpretation of instructions and problems.
Application: Use a concept in a new situation.
Analysis: Separates material or concepts into component.
Distinguishes between facts and inferences.
Synthesis: Put parts together to form a whole, with emphasis on
creating a new meaning or structure.
Evaluation: Make judgments about the value of ideas or materials.

21. Affective Domain
The affective domain
(Krathwohl, Bloom, Masia,
1973) includes the manner in
which we deal with things
emotionally, such as feelings,
values, appreciation,
enthusiasms, motivations,
and attitudes.

22. The five major categories are
Receiving : Awareness, willingness to hear, selected attention.
Responding : Active participation on the part of the learners.
Attends and reacts to a particular phenomenon.
Valuing: The worth or value a person attaches to a particular object,
phenomenon, or behavior.
Valuing is based on the internalization of a set of specified values.
Organization: Organizes values into priorities.
The emphasis is on comparing, relating, and synthesizing values.
Internalizing values (characterization): Has a value system that controls their
behavior.
The behavior is, consistent, predictable, and most importantly, characteristic of
the learner.

23. Psychomotor Domain
includes physical movement, coordination, and use of the motor-
skill areas.
Development of these skills require practice and is measured in
terms of speed, precision (exactness), distance, procedures, or
techniques in execution

24. The major categories are:
Imitation: Observing and patterning behavior after someone else.
Performance may be of low quality. Example: Copying a work, or cycling.
Manipulation: Being able to perform certain actions by following instructions
and practicing. Example: Creating work on one's own, sitting on bicycle, holding
handle.
Precision: Refining, becoming more exact. Few errors are apparent.
Example: Working and reworking something, so it will be "just right."
Articulation: Coordinating a series of actions, achieving harmony and
internal consistency. Example: Holding handle properly, peddling, balancing,
etc.
Naturalization: Having high level performance become natural, without
needing to think much about it. Riding bicycle perfectly.

25. Types of Tests:
 Informal versus Standardized tests: developed by
classroom teachers but ST designed by specialists,
administered, scored and interpreted under standard
conditions.
 Individual versus Group:
 Mastery versus Survey: measure the degree of mastery
of a limited set of specific outcomes, others measure
general level of achievement over a broad range of
outcomes.

26.  Supply versus Selection:
Essay type, Multiple choice type.
 Speed versus Power:
 Number of items an individual can complete in a given
time,
 Measure level of performance under ample power
conditions. Power tests usually have the items arranged
in order of increasing difficulty.
 Objective versus Subjective:
Multiple choice type and Essay.

27. TYPES OF QUESTIONS
 There are mainly three kinds of questions - Essay, short
answer and objective type.
 Essay Type: commonly used tools of evaluation,
 outcome of learning (e.g. organising, summarising, integrating
ideas and expressing in one's own way)
 Examples:
 Evaluative recall :e.g. Why did the First War of Independence in 1857 fail?
 Comparison of two things - on a single designated basis.
 e.g. Compare the contributions made by Dalton and Bohr to Atomic theory.
 Comparison of two things - in general.
 e.g. Compare Early Vedic Age with the Later Vedic Age.
 Decision - for or against.
 e.g. Which type of examination do you think is more reliable -Oral or Written. Why?

28.  Causes or effects: Discuss the effects of environmental pollution on our lives.
 Explanation :
 Bringing out: The concepts of Joint Stock Company.
 Summary of some unit of the text or of some article.
 Analysis (the word itself need not be involved in the question.)
 What was the role played by Mahatma Gandhi in India's freedom struggle?
 Statement of relationship.
 e.g. Why is knowledge of Botany helpful in studying agriculture?
 Classification: Classify the following into Physical change and Chemical
change with explanation.

29.  Application of rules or principles in given situations.
 Discussion.
 Criticism - as to the adequacy, correctness, or relevance.
 New methods of procedure.
Can you solve this mathematical problem by using another method?
Describe:
 Justify:
 Enumerate:

30.  Short Answer Questions:
They usually take less than five minutes to read and
answer,
The size of answer, space or specific instruction such as "In
not more than 20 words ...“
Examples:
 Completion Type: In the human eye light enters the (I) ...... which is
surrounded by the part called the (2) ......As the amount of light
increases this part (3) ...., but (4) .....a gain when the amount of light
decreases. On reaching the (5) ..... at the back of the eye the light
stimulates two types of nerve cell called (6) r. .....and (7) c ......

31. Objective Type Questions
 Multiple choice,
 True/false,
 Matching block
 Fill in the blanks
Blue print

32. Evaluation techniques:
 Experiments
 Oral tests
 Discussion
 Interview
 Observation
 Rating scales
 Personality tests
 Attitude and aptitude tests
 Anecdotal record: used to assess the past
behavior of the student.

33. CONTINUOUS COMPREHENSIVE EVALUATION
 Scholastic and Non-scholastic domain
 The desirable behaviour related to the students'
knowledge and understanding in subjects and his
ability to apply it in an unfamiliar situation are
described as objectives in scholastic domain.
 The desirable behaviour related to students'
attitudes, interests, personal and social qualities
and physical health are described as objectives in
non-scholastic domain.

34. Challenges of Examination:
 Three broad areas.
 1.Questioning: Clear cut guidelines, number of
questions, weightage of marks, syllabus coverage.
 2. Conduct of Examination: Mass copying, dictation of
answers, writing answers on black board, use of
electronic devices, using muscle power to threaten
invigilators.
 3.Evaluation: Biased, Hand writing, number of pages,
Language, evaluating non teaching content scripts, less
number of evaluators.

35. Defective Examination
 System of evaluation is limited to written examinations.
 Lack of desired level of validity and reliability
 Only cognitive domain is measured-memorization occupies dominant
place.
 Questions very few measuring Comprehension and application.
Analysis, synthesis and evaluation hardly find a place in the question
paper.
 The test items lack variety (only essay type)
 Evaluation of co-scholastic aspects like interests, attitudes, values,
appreciation, adjustments, habits.
 Personal-social qualities like, regularity, punctuality, discipline, co-
operation and leadership etc are missing.
 The need for the use of other tools and techniques like interview,
observation, rating scales, check lists, projects.

36. Examinations lack definite aim
Elements of chance
Lowering of moral standard
Subjectivity
Heavy mental strain
Develop frustration

41. Introduction of new types of tests
Thought provoking questions
Viva voce tests
Standard of marking
Balanced questions
Cumulative records
Variety of evaluation techniques
Introduction of grade system
Introduction of CBCS system

42. S.NO Objectives Marks % OF MARKS
(a) Knowledge 30 30%
(b) Understanding 45 45%
(c) Application 15 15%
(d) Skill 10 10%

43. S.NO Form of question Marks for each % of marks
question
1. Essay type 8 32
2. Short answer 8 40
3. Objective 9 18
4. Map/figure 1or2 10
100

44. Long Answer upto 200 words each
Short Answer upto 100 words each
(a)Easy 15%
(b)Average 70%
(c)Difficult 15%

45.  Thesuccess of any Education system
depends on its Evaluation procedures.
 Education is key for Nation’s development
“Education builds a man, interns man
builds a Nation.”

46. H N Y U
T A K O
E-Mail:
jkdange@gmail.com