The document discusses different types of evaluation tools used in education including paper and pencil tests, oral tests, and performance tests. Paper and pencil tests are the most widely used method for collecting information in educational research and can be used to measure factors like school achievement. Oral tests evaluate speaking skills and ability to communicate, while performance tests assess skills like analysis and interpretation by having students perform tasks. Developmental checklists, portfolios, and summary reports are key components of performance tests that track student progress over time.

1. EVALUATION TOOLS
Presented by
Rahul K Arya

2. Evaluation
• The making of a judgement about the amount,
number, or value of something.
• The act or result of judging the condition or value
of
• Educational evaluation is the evaluation process
of characterizing and appraising some aspect/s of
an educational process.

3. Evaluation tools
• An instrument to transfer and implement
educational objectives into a practice which
engage participants in the learning process.
• An educational tool should self sustain.
(This means that it should shape, a might be
short, but complete learning process.)

4. PAPER AND PENCIL TEST

5. Paper and Pencil Test (PPT)
• Also called the traditional test.
• An instrument for assessing individual
differences along one or more given
dimensions of behaviour.
• In (PPT), students provide written responses
to written items.

6. Use of paper and pencil test (PPT)
• When a large number of people are together in
one location and are being tested at the same
time, such as an annual exam.
• Computer access is limited or where a
controlled testing environment is required.
• The most widely used procedure for collecting
information in educational research.

7. Purpose of Paper and Pencil Test (PPT
• In quantitative educational research projects to
measure factors, e.g. school achievement,
aptitude, self-concept, attitudes, personality.
• Usually norm-referenced (with a score to show
how the individual's performance compares
with other individuals.

8. Developing Paper and Pencil Test: 4
basic steps
• Step #1
Listing topic areas/task
• Step #2
Specifying the response format, number of
questions, the time limit and difficulty level
The three most common response formats are:
multiple-choice
short answer
essay.

9. Continue...
• Step #3
Writing the questions and developing
scoring guide
• Step #4
Reviewing the questions and scoring guide

10. Paper and Pencil test (PPT) vs.
Computer Based Test (CBT)
Based of Research
• Reading speed
Reading was some 20 to 30% slower (in terms of proof-
reading performance) from a computer screen than from
paper.
• Reading accuracy
When considering reading accuracy, findings generally
favoured paper.
• Comprehension
Paper is superior to computer, because of the display screen
qualities whereby the eyes tire more quickly.

11. ORAL TEST

12. Oral Test or Exam
• Its demonstrate the knowledge, presentation/speaking
skills, as well as ability to communicate.
• Its form of assessment where a set of stimulus
questions are developed that address critical areas of
knowledge.
• A student's response to the assessment task is verbal, in
the sense of being expressed or conveyed by speech
instead of writing.

13. Advantage of Oral Test
Five suggested key advantage are-
1) The development of oral communication skills.
2) More authentic than most types of assessment.
3) May be more inclusive.
4) Powerful ways to gauge understanding and encourage
critical thinking
5) Resistant to plagiarism (साहिहयिक चोरी).

14. How can make better your Oral Test
• Preparation- reviewing concepts you’ll be tested on.
Identify main details within lecture notes, textbooks,
and other sources.
• Listen Carefully to the Questions
• Stay Focused on a Topic
• Think in Threes-Provide three supporting points to
support your position,(supported with effective
arguments. )

15. Continue…
• Pay Attention to Your Appearance
• Use Appropriate Language
• What to Do If You Don’t Know the Answer- Be
honest
• Make a Good Exit

16. Effectiveness of oral exams
• Enables instructors to test the students on all
five cognitive domains of Bloom's taxonomy
• Also the psychomotor skill of oral expression.

17. Use
• Not as a substitute, but as a complement to written exams.
• They are a way to ask what is not feasible through the written
format.
• Enables interactive dialogue between candidate and assessor.
• Potential to measure the student's achievement in course
outcomes not restricted to knowledge, but related to
individual's professionalism, ethics, interpersonal competence
and qualities.
• A useful feedback mechanism for the examiners

18. How Improving oral test
• I say just three word…..
• Practice…..Practice….Practice

20. Performance Test
• Students to perform a task rather than select an
answer from a ready-made list.
• Permit an individualized approach to assessing
abilities and performance.
• Put responsibility for monitoring what children
are learning and what teacher are teaching

21. Difference to Standardized test
• Is evaluates thinking skills such as analysis,
synthesis, evaluation, and interpretation of
facts and ideas — skills which standardized
tests generally avoid.

22. Help Teacher
• To plan a comprehensive, developmentally
oriented curriculum based on their knowledge
of each child.
And Also
• They provide valuable, in-depth information
for parents, administrators, and other policy
makers.

23. Component of Performance test
The three basic component of performance test-
• Developmental checklists
• Portfolios (जानकारी संग्रि)
• Summary report

24. Developmental checklists
• Covering domains such as language and literacy,
mathematical thinking, and physical development.
• Teacher use its throughout the year to create profiles of
children’s individualized progress in developing skills,
acquiring knowledge, and mastering important behaviours.
Without Checklist
• Teachers could not keep track of children’s progress toward
widely accepted curriculum goals.

25. Portfolios
• These purposeful collection of children’s work
illustrate their efforts, progress, and achievement
over time.
Without portfolio
• Differences in the quality of one child’s work
over time might be hidden, and children’s ability
to take an active role in evaluating their own work
ignored.

26. Summary Report
• Its consists of a brief narrative summary of each
child’s classroom performance.
• Its based on teacher observation and record that
are kept as part of the system.
• Teacher should carefully review the checklist and
portfolio and then make overall judgments in
order to- parents, administrators, and others about
each child’s activities and progress.

27. Without summary report
• Easily understandable information for parents,
teachers, and school administrators would be
unavailable.
Together, the three components constitute a
dynamic, authentic performance system.

28. Use of Performance test
• Recognize that children can express what they know and
can do in many different ways.
• Evaluate progress as well as performance.
• Evaluate the “whole child.”
• Involve children in the process of assessing their own
growth.
• Establish a framework for observing children that is
consistent with the principles of child development.

29. Continue..
• Contribute to meaningful curriculum planning
and the design of developmentally appropriate
educational intentions.
• Give parents specific, direct, and
understandable information about their child.
• Collaborate with other teachers, thus
enhancing your own professional skills.