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.

1. Welcome

2. MEASUREMENT
AND
EVALUATION
KHUSHBOO
RANI
MSC (N) 1ST
YEAR

3. Measurement

4. INTRODUCTION
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.

5. MEANING OF MEASUREMENT
The English word measurement is originated from the
Latin word mensura and the action “ of measuring
something , “accurate measurement is essential”

6. DEFINITION OF MEASUREMENT
Measurement is an act or a process that
involves the assignment of numerical index
to whatever is being assessed.

7. CONCEPT OF
MEASUREMENT
 Measurement is the assignment of a
numerical value to an attribute of an object.
 The units that we use to measure are most
often standard units.
 Evaluation and measurement terms have to
do with the systematic process of collecting
data and analyzing those data to make
decision.
 These may all mean the same thing, but
there are some important differences among
them . Especially to teachers who engage in
these processes in their classrooms

8. NATURE OF
MEASUREMENT
It should be quantitative in nature.
It must be precise and accurate.
It must be reliable
It must be valid and objective in
nature

9. Purposes of measurement
It measures
pupils'
achievement
It motivates pupil
in student
learning learning
It encourages
the pupil to
study more
Modification
of teaching
methods
For guidance
and
counselling

10. Evaluation

11. MEANING OF
EVALUATION
Evaluation has its origin from the
Latin word “Valupure” which means
the value of a particular thing, idea
or action. Evaluation means finding
out the value of something

12. Definition
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 the
students for further learning. Evaluation is a positive rather than
a negative process

13. OTHER DEFINITIONS OF EVALUATION
• Evaluation is the process of determining to what the extent
the educational objectives are being realized
Ralph Tylor (1950).
• Evaluation is essential and never-ending process, viscous
cycles of formulating goals, measuring the progress towards
them and determining the new goals which emerges as a
result of new warning.
Chara .M

14. Concept of evaluation
Evaluation is a way of understanding the effects of our teaching
on students ‘learning. It implies collecting information about
our work ‘ interpreting the information and making judgments
about which action we should take to improve practices
Evaluation is a science of providing information for decision
making

15. Nature of evaluation
Science of providing information
Information gathering
Judgement forming
Decision making

16. CHARECTERISTICS OF EVALUATION
Characteristics
of evaluation
Procedure
for improving
the product Discover the
needs of an
individual
Designing
learning
experience
Evaluation
is purpose
Continuous
process
Includes
academic and
non-
academic
subjects

17. Purposes of evaluation
• DR DS BLOOM (1971) has enlisted the following main purposes of
evaluation:
• To diagnose the strengths and weakness of the learner with a view to find
him in future
• To predict the educational practices with a student teacher can best make
us of.
• At the end of the carrier to certify the student's degree of competency in a
particular field.
• To provide information to enable each pupil to develop his potentialities
within the framework of the education program.
• To assess pupils progress from time to time.

18. PROCESS OF EVALUATION
Identifying and
defining the general
objectives
Identifying and
defining the specific
objectives
Selecting teaching
points

19. PROCESS OF EVALUATION
Planning learning
activities
Appraisal Using the result
as feedback

20. PROBLEMS IN EVALUATION AND
MEASUREMENT
Lack of time
Problem of lack
of curriculum
guidelines for
internal
assessment
Continuous
evaluation is
not cost
effective
Problem of
workload of
the teacher

22. Introduction
Assessment can be defined as the
process as the purposeful process in the
classroom to collect the data ,both
quantitative and qualitative. Hence, it is a
broader term than measurement. For
teachers the purpose of assessment is
usually to make decisions about students
either as a group or individually.

23. Definition
In education, 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.

24. Principles of
assessment
• Validity
• Authenticity
• Inclusiveness
• Veracity
• Feedback
• Reliability
• Evaluation

25. Types
 Formative and summative
 Continuous and final
 Divergent and convergent
 Criterion-referenced
 Criterion – referenced assessment and
norm referenced
 Formal and informal
 Formative assessment

26. Formative assessment
It is concerned with judgment made during the design and/or
development of a program, which is directed towards modying
forming or otherwise improving the program before it is
completed.

27. Purposes of Formative Assessment
Formative assessment 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.

28. Uses of Formative Assessment
Formative assessments are ongoing assessment
,reviews, and observations in a classroom
Determine areas needing modifications
improvement in the teaching-learning process.
Determine the great extent the outcome of
summative evaluation.

29. Summative
Assessment
Summative assessment is done at the
end or on completion of a particular
instructional program whose
duration may vary from a semester to
whole year and to know whether the
student is competent enough for
certification.

30. Purposes of
Summative
Assessment
Summative assessment is designed
to find out the extent to which the
instructional objectives have been
achieved usually at the end of a
terminal period.
It is used primarily for assigning
course grades or for certifying
student mastery of the intended
learning outcomes at the end of the
end of a particular course
Summative assessment is used
primarily to make decision for
grading progression.

31. Informal Assessment
Assessment that is usually occurs in a more
casual manner and may include
observation, inventories, checklists, rating
scales, rubrics, performance and portfolio
assessments, participation, peer and self
evaluation, and discussion. It does not
contribute to a student's final grade.

32. Formal
Assessment
Formal assessment occurs when students
are aware that the task that they are
doing is for assessment purposes, e.g., a
written examination or OSCE. Most
formal assessments also are summative
in nature and thus tend to have greater
motivation impact and are associated
with increased stress. Given their role in
decision-making, formal assessments
should be held to higher standards of
reliability and validity than informal
assessment

33. Internal
Assessment

34. Definition
Internal assessment is the process in
which the teachers and schools judge the
students’ performance on the basis of his
performance. Also, this process does not
involve any outside person for
assessment.

35. Need of
internal
Assessment
To give credit in final assessment
To reduce tension associated with
final examination.
To provide link for feedback in
teaching.
To provide opportunity to the
teacher to the teacher to evaluate his
or her students.

36. Advantages of Internal Assessment
It reduces the weight age of external assessment
students engage themselves in study throughout the year.
The students will be more attentive to studying in class
It reduces the chances of anxiety and nervous breakdown in students.

37. Problems in
Internal
Assessment
As per the existing University guidelines,
average of the marks in college-level tests
constitute 25% of the Internal
Assessment.
Owing to the above factor, different
colleges use arbitrary methods to convert
performance in college tests into Internal
Assessment marks.
-Variation in Internal Assessment is
reflected in a large number of students
being awarded too liberal marks on one
hand, and very stringent overall marking
on the other.

38. External Assessment

39. Definition
Outside persons prepare these assessment methods
and they are responsible and involved in it. Besides,
it is done to give students the required certificate or
degree or diploma for which the student has
applied.

40. Advantages
of External
Assessment
It also helps them to know their knowledge
level it encourages them to learn and
improve their knowledge and grades
It creates a competitive spirit in students.
This spirit pushes them to do their level
best. For development, building personality
and confidence it is very important.

41. Disadvantage
s of External
Assessment
There are various disadvantages
which can cause harm to student life
and her/his career These include the
use of unfair means like talking and
cheating in the examination hall.
Some students just give a paper to
only pass the exam to get average
marks. In addition, external
assessment only covers a part or
partial course of study.