The tools of evaluation.

1. Major tools of evaluation
1. EVALUATION TOOLS .
2. Evaluation • The makingof a judgement aboutthe amount,number,orvalue of something.•The act
or resultof judgingthe conditionorvalue of • Educational evaluationisthe evaluationprocessof
characterizingandappraisingsome aspect/sof aneducational process.
3. Evaluation tools • Aninstrumenttotransferandimplementeducational objectivesintoapractice
whichengage participantsinthe learningprocess.•An educational tool shouldself sustain.(Thismeans
that itshouldshape,a mightbe short,but complete learningprocess.)
4. PAPER AND PENCIL TEST
5. Paper andPencil Test(PPT) • Alsocalledthe traditionaltest.•An instrumentforassessingindividual
differencesalongone ormore givendimensionsof behaviour.•In(PPT),studentsprovide written
responsestowrittenitems.
6. Use of paperand pencil test(PPT) •Whena large numberof people are togetherinone locationand
are beingtestedatthe same time,suchas an annual exam.• Computeraccessislimitedorwhere a
controlledtestingenvironmentisrequired.•The most widelyusedprocedure forcollectinginformation
ineducational research.
7. Purpose of Paperand Pencil Test(PPT• In quantitative educational researchprojectstomeasure
factors,e.g.school achievement,aptitude,self-concept,attitudes,personality.•Usuallynorm-
referenced(withascore to showhowthe individual'sperformancecompareswithotherindividuals.
8. DevelopingPaperandPencil Test:4 basicsteps• Step#1 Listingtopicareas/task• Step#2 Specifying
the response format,numberof questions,the time limitanddifficultylevelThe three mostcommon
-
9. Continue...•Step#3 Writingthe questionsanddevelopingscoringguide•Step#4 Reviewingthe
questionsandscoringguide
10. Paperand Pencil test(PPT) vs.ComputerBasedTest(CBT) Basedof Research• Readingspeed
Readingwassome 20 to 30% slower(intermsof proof- readingperformance)fromacomputerscreen
than frompaper.• ReadingaccuracyWhenconsideringreading accuracy,findingsgenerallyfavoured
paper.• ComprehensionPaperissuperiortocomputer,because of the displayscreenqualitieswhereby
the eyestire more quickly.
11. ORAL TEST
12. Oral Test or Exam • Its demonstrate the knowledge,presentation/speakingskills,aswell asabilityto
communicate.•Its formof assessmentwhereasetof stimulusquestionsare developedthataddress
critical areasof knowledge.•A student'sresponse tothe assessmenttaskisverbal,inthe sense of being
expressedorconveyedbyspeechinsteadof writing.

2. 13. Advantage of Oral TestFive suggestedkeyadvantage are- 1) The developmentof oral
communicationskills.2) More authenticthanmosttypesof assessment.3) May be more inclusive.4)
Powerful waystogauge understandingandencourage critical thinking5) Resistanttoplagiarism
14. How can make betteryourOral Test• Preparation- reviewingconceptsyou’ll be testedon.Identify
maindetailswithinlecture notes,textbooks,andothersources.•ListenCarefullytothe Questions•
Stay Focusedona Topic • Thinkin Threes-Providethree supportingpointstosupportyour
position,(supportedwitheffectivearguments.)
15. Continue…•Pay AttentiontoYourAppearance • Use Appropriate Language •What to Do If You
Don’tKnowthe Answer- Be honest• Make a Good Exit
16. Effectivenessof oral exams• Enablesinstructorstotestthe studentsonall five cognitive domainsof
Bloom'staxonomy• Alsothe psychomotorskill of oral expression.
17. Use • Not as a substitute,butas a complementtowrittenexams.•Theyare a way to ask whatisnot
feasible throughthe writtenformat.•Enablesinteractivedialogue betweencandidate andassessor.•
Potential tomeasure the student'sachievementincourse outcomesnotrestrictedtoknowledge,but
relatedtoindividual'sprofessionalism,ethics,interpersonal competence andqualities.•A useful
feedbackmechanismforthe examiners
18. How Improvingoral test• I say justthree word…..• Practice…..Practice….Practice
19. Performance Test• Studentstoperformatask rather thanselectananswerfrom a ready-made list.
• Permitanindividualizedapproachtoassessingabilitiesandperformance.•Putresponsibilityfor
monitoringwhatchildrenare learningandwhatteacherare teaching
20. Difference toStandardizedtest • Is evaluatesthinkingskillssuchasanalysis,synthesis,evaluation,
and interpretationof factsandideas — skillswhichstandardizedtestsgenerallyavoid.
21. HelpTeacher• To plana comprehensive,developmentallyorientedcurriculumbasedontheir
knowledge of eachchild.AndAlso•Theyprovide valuable,in-depthinformationforparents,
administrators,andotherpolicymakers.
22. Componentof Performance testThe three basiccomponentof performance test-•Developmental
checklists•Portfolios•Summaryreport
23. Developmental checklists •Coveringdomainssuchaslanguage andliteracy,mathematical thinking,
and physical development.•Teacheruse itsthroughoutthe year to create profilesof children’s
individualizedprogressindevelopingskills,acquiringknowledge,andmasteringimportantbehaviours.
WithoutChecklist•Teacherscouldnotkeeptrack of children’sprogresstowardwidelyaccepted
curriculumgoals.

3. 24. Portfolios• These purposeful collectionof children’sworkillustratetheirefforts,progress,and
achievementovertime.Withoutportfolio•Differencesinthe qualityof one child’sworkovertime
mightbe hidden,andchildren’sabilitytotake an active role inevaluatingtheirownworkignored.
25. Summary Report • Its consistsof a brief narrative summaryof eachchild’sclassroomperformance.
• Itsbasedon teacherobservationandrecordthatare keptas part of the system.• Teachershould
carefullyreviewthe checklistandportfolioandthenmake overall judgmentsinorderto- parents,
administrators,andothersabouteachchild’sactivitiesandprogress.
26. Withoutsummaryreport• Easilyunderstandableinformationforparents,teachers,andschool
administratorswouldbe unavailable.Together,the three componentsconstitute adynamic,authentic
performance system.
27. Use of Performance test • Recognize thatchildrencanexpresswhattheyknow andcan do inmany
differentways.•Evaluate progressaswell asperformance.•Evaluate the “whole child.”•Involve
childreninthe processof assessingtheirowngrowth.•Establishaframeworkforobservingchildren
that isconsistentwiththe principlesof childdevelopment.
28. 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.