The document discusses various topics related to evaluation in computer science including the concept of evaluation, its objectives, types of evaluation, tools and techniques used for evaluation. Some key points: 1. Evaluation is the process of determining the extent to which objectives are being attained and determines the effectiveness of teaching and learning. 2. There are two major types of evaluation - measurement which is objective and exact, and appraisal which evaluates intangible qualities through observation and opinions. 3. Evaluation tools include written, oral and practical exams as well as observation, interviews, questionnaires, and student work. Item analysis and testing difficulty and discrimination are also discussed.

1. Evaluation in Computer
Science
By
Dr. I. Uma Maheswari
iuma_maheswari@yahoo.co.in

2. The concept of evaluation
• Evaluation is the process of determining
the extent to which an objective is being
attained.
• It determines the effectiveness of teaching
– learning experiences provided in the
classroom and the manner in which the
goals of education have been
accomplished.

3. Evaluation rests upon three pillars
1. Tools and techniques of evaluation.
2. Learning experiences and behavioural
changes.
3. Educational objectives.
There are two major types of evaluation
1. Measurement and
2. Appraisal

4. Measurement
• It must be based upon valid and reliable data.
• Techniques of testing are reasonably effective in
measuring individual person’s attitudes interest,
feelings, and values.
• It is the objective and exact part of evaluation,
which can be definitely ascertained and
accurately measured with the help of a number
of excellent tests.

5. Appraisal
• It is the process of evaluating intangible
qualities, characteristics, interests,
attitudes and understandings.
• It tests upon observation, interpretation
and finally upon subjective opinions.
• It operates in those areas to which
measurement cannot be applied.
• Appraisal has come into the forefront with
the emphasis on child psychology in the
educational field.

6. • “Evaluation is a continuous process, it
forms an integral part of the total system of
education and is intimately related to
educational objectives” – NCERT.
• “Evaluation is a new technical term
introduced to design a more
comprehension concept of measurement”
Evaluation - definitions

7. Objective based evaluation
• The teacher’s task remains to ‘evaluate’ in
order to find
– whether the desired behavioural changes
have been brought in his pupils?
– If so, to what extent?
– If not, why?
Evaluation
of a student
Stage 1
Aims and objectives
Stage 2
Learning experience
Stage 3
Desired behavioural change

8. • ‘Evaluation’ bridges the gap between the
‘objectives’ and the learning experiences as these
are to be organised according to the objectives
defined among the pupils.
• Evaluation is the test of both the objectives and
the learning Experiences.
• Evaluation also enables us to measure the
‘content’ as well as their ‘interests’ and ‘social
behaviour’, their way of thinking and doing things
in life and their ability to adjust in social
environment.

9. • Evaluation helps to clarify the educational
objectives.
• It helps to reform the educational process, ie., we
can know our strength (if it is there) and
weakness (if it is there) and can if required,
modify and bring changes in their learning
process.
• It offers opportunities for learning activities.
• It can guide and direct individuals in their
educational and vocational spheres.

10. • It helps to give a clear estimate of
educational activities and teaching
methods.
• It helps to know their tastes, interests,
aptitudes, behaviour and social adjustment
of our pupils.
• Teacher’s abilities and his own success
can also be known by it.

11. Tools of Evaluation
The following are the types of evaluation
techniques that may be followed.
• Written examination.
• Oral examination
• Practical examination.
• Observation
• Interviews.
• Questionnaires.
• Check lists.
• Records – cumulative, anecdotal, diaries
• Pupils product – drawings, models, charts, etc

12. Techniques of Evaluation
• The objective of computer science in respect of the
subject as a whole and of specific unit.
• The follow – up procedure to utilize the feedback in
the classroom.
• The varied purposes of evaluation ie., diagnosis,
guidance, grading, classification.
• The elementary theory and practice of
measurement.
• The techniques and tools of evaluation their
preparation and uses.
• The relationship between objective instruction and
evaluation.

13. Advantages of evaluation
1. Promotion of better learning.
2. Curriculum changes.
3. Improvement of instruction
4. Provision of the basis for Guidance.

14. Objective of evaluation
• Specific objectives of evaluation
• General objectives of evaluation

15. Specific objectives of evaluation
1. To help in diagnosing weakness of
students.
2. To help in measuring factual knowledge
3. To help in predicting future achievement
4. To stimulate instruction.
5. To meet criticism
6. To test the development of skills and
attitudes of students.

16. General objectives of evaluation
1. To aid pupil – computer science teacher
planning.
2. To familiarize the computer science teacher with
nature of pupil learning development and
progress.
3. To appraise the status of and changes in pupil
behaviour
4. To expand the concepts of worthwhile goals
beyond pure achievement.
5. To serve as a means of improving school
community relation.

17. 6. To disclose pupil’s needs and possibilities.
7. To appraise the supervisor’s competence.
8. To facilitate the selection improvement of
measuring.
9. To serve as a guiding principle for the selection
of supervisory.
10. To relate measurement to the goals of the
instructional programme.
11. To serve as method of self – improvement.
12. To appraise the computer science teacher’s
competence.

18. Evaluation for achievement and
prediction
• An achievement test is a test for developed skill
or knowledge.
• It is used in educational system to determine what
level of instruction for which a student is prepared.
• High achievement scores usually indicates a
mastery of grade level material and the readiness
for advance instruction.
• The test includes three types of questions
– Multiple choice
– Short answer
– Essay type

19. Evaluation for Diagnosis and
prediction
• This test provides more detailed coverage of
skills
• This test emphasis on the low achiever who
likely needs specific help in certain areas, as
such it contains more easy questions.
• It test identifies weaknesses in students skills.
• This is an individualized test.
• This test identifies children with learning
disabilities, giftedness or other exceptionalities
with the diagnostic portion.

20. Criterion referenced test
• If the test helps to judge the final criterion, that
test is called criteria referenced test.
• Criterion referenced tests are interpretable
directly in terms of specified performance.
• Criterion test is administered at the completion
of teaching-learning process.
• The terminal behaviour is tested.

21. Norm referenced test
• Norm referenced test is almost standardized
test where certain norms are used.
• Norm is the average performance of a
grouped. The norms can be age norms,
grade norms etc.
• They help us to compare the individual with
the groups.
• From such comparisons the performance of
the individual can be found out and the
groups can also be compared.

22. Types of test
Summative
• This is done after finishing a particular unit
or course.
• Terminal examinations are examples of
summative evaluation.
• Summative evaluation helps in promotion,
prediction, modification of teaching methods
etc.

23. Formative:
– This is related to the development of students at
various levels.
– It is the evaluation during the teaching learning
process.
– It provides feed back at appropriate stage of the
teaching learning process.
– This helps in making changes in the curriculum,
teaching strategies and the learning environment.
– It helps to monitor student’s learning to evaluate
teaching effectiveness, to evaluate courses and
curricula for the purpose of modification and to
evaluate learning environment.

24. Prognostic tests:
– Prognosis is the indication of something to come.
– It is the capacity of foretelling and predicting the
future.
– In prognostic tests the questions are framed in such
a way that exact answer is elicited from the students.
Speed tests:
– Tests, which are administered, to find out how quickly
an activity or a performance is completed are called
speed tests.
– In this an activity is expected to be performed with in
a stipulated time.
– Speed tests coupled up with power testing in
performances are usually considered in sciences.

25. Subjective tests:
– Tests are called subjective when the
responses for their questions are not fixed
and pin pointed but can be according to the
interest of the respondent in quantity and
quality.
– When the extent and matter to be written is
not fixed it is called as subjective.
Objective tests:
– This requires specific answers in one or two
words.

26. Oral tests:
– Oral tests are normally used for lower
classes and for diagnostic work to
determine learning difficulties.
– They are used for testing individuals.
– The teacher meets the students face to face
and asks questions.
– Questions when not understood can be
repeated or rephrased so that students get
clarity in question.
– Oral testing is a highly flexible tool in the
hands of a skillful teacher.
– They are time consuming and subjective.

27. Written tests:
– These are tests where in the answers to
questions are to be recorded in sheets of paper
to be gone through and evaluated by the teacher
leisurely later.
– When long answer essay questions and short
answer paragraph questions the language
efficiency as well as specificity of the points of
presentation which are purely subjective can be
tested.
– In objective phrase response questions, recall or
recognition, the accuracy and correctness of the
responses with out subjectivity are tested.

28. Performance tests:
– These are tests concerning the psychomotor
activity assessment.
– The skills of observation, drawing,
experimentation, manipulation, articulation
etc. are significantly tested in performance
tests.
– The tests measuring skills or activity –
oriented knowledge are known as
performance tests.
– All practical experiment testing and non-
verbal diagrammatic presentation capacity
testing are examples for these.

29. Speed tests:
– Tests, which are administered, to find out
how quickly an activity or a performance is
completed are called speed tests.
– In this an activity is expected to be
performed with in a stipulated time.
– Speed tests coupled up with power testing in
performances are usually considered in
sciences.

30. Construction of different types of
test
• Objective type tests
– Recall item
– Completion test
– True or false tests
– Multiple choice tests
– Matching tests
– Classification test

31. Principles of test construction
• A good test should be based on clear aims and
objectives.
• It should test what it seeks to test
• It should be reliable
• It should neither be too easy nor too difficult.
• It should promote learning and encourage good
teaching.
• It should be content and syllabus based.

32. • Test should provide time as per the length
or details of the given questions.
• Scoring marks should be easy.
• It should do justice between students
• One test item should test only one skill.
• Due weightage must be given for testing of
the knowledge of text book contents.
• Due weightage should be given for
practical.

33. Administration of an achievement
test
• Analyse the course content as well as the
objectives of teaching.
• The test should cover as large as segment of
knowledge and skills as possible.
• It should list the specific learning outcome.
• It should specify the number and type of
questions to be asked in respect of content
areas, objectives and specification selected for
testing as well as the weightage of marks to be
allotted to them.

34. Blue print
• Blue print is the design of test paper
• It depends on
– Coverage of the course content.
– The coverage of course objectives
– Determination of the type of questions framed
Determined the weightage of questions in
terms of mark allotted.

35. Design
1. Weightage to objectives
 Weightage to knowledge
 Weightage to understanding
 Weightage to application
 Weightage to skills
2. Weightage to content
3. Weightage to question types marks /
percentage
 Objective type
 Short answers
 Essay type

36. Characteristics of a Good Test
Objectivity:
• A score is objective when the scorer’s personal
judgment does not affect the scoring.
• Objectivity in a test makes for the elimination
of the opinion and bias judgment of the person
who scores it.
• Objective test items are so worded that only
one answer satisfies the requirements of the
statement. There should be no or little
disagreement as what is the correct answer.

37. Validity:
• This depends on the efficiency with which it
attempt to measure.
• A test must be used with pupils who possess
the proper intellectual maturity and background
experience.
• Sixth grade arithmetic test is not valid for use
in fourth grade.
Reliability:
• The reliability of a test depends on the
efficiency with which a test measures what it
does measure. A test may be reliable but not
valid.

38. Adequacy:
• Adequacy is the degree to which a test
samples sufficiently and widely into the
subject.
Practicability:
• The test should neither too long nor too
short.
• The pupils must be able to finish the test
within the stipulated time.
• The cost should be within the fund
provided.

39. Administrability:
• Administration of the test should not
involve problem.
• Definite, clear and simple instructions
should be provided for preparations,
distribution and collection of test
materials.
Interpretability:
• The scores of the test should be easily
interpretable on a common and
acceptable basis.

40. Types of tests
• Tests are conducted to measure the
progress of the pupils, to understand the
lack of success of an individual and to
plan appropriate classroom learning of
an individual.

41. Achievement tests:
• Achievement tests seek to measure
specific knowledge of learner.
• It is used to determine academic
standard.
• Nowadays achievement test have been
refined and improved to test the abilities
and skills rather than the knowledge
alone developed in academic course
work.

42. Diagnostic tests:
• The purpose is to locate learning difficulties or
pinpoint learning deficiencies.
Prognostic tests:
• Prognosis is the indication of something to come.
It is the capacity of foretelling and predicting the
future. In prognostic tests the questions are
framed in such a way that exact answer is
elicited from the students.
Criterion referenced test:
• Criterion test is administered at the completion of
teaching-learning process. The terminal
behaviour is tested.

43. Norm referenced test:
• Norm referenced test is almost standardised
test where certain norms are used.
Speed tests:
• Tests, which are administered, to find out how
quickly an activity or a performance is
completed are called speed tests.
Power tests:
• Tests that are administered to identify the
power of expression, language efficiency,
thinking, reasoning etc. and tests that expose
intelligence, skills and abilities can be called
power tests.

44. Subjective tests:
• Tests are called subjective when the
responses for their questions are not fixed and
pin pointed but can be according to the whims
and fancies of the respondent in quantity and
quality.
Objective tests:
• These contain questions the answers for which
are formed and closed in these there is no
scope for a respondent to answer as and how
he desires. Further these require specific
answers in one or two words. More details on
advantages, types etc. are given later.

45. Oral tests:
• Oral tests are normally used for lower classes
and for diagnostic work to determine learning
difficulties.
Written tests:
• These are tests where in the answers to
questions are to be recorded in sheets of
paper to be gone through and evaluated by the
teacher leisurely later.
Performance tests:
• These are tests concerning the psychomotor
activity assessment. The skills of observation,
drawing, experimentation, manipulation,
articulation etc. are significantly tested in
performance tests.

46. Item analysis
• Item anlaysis involves calculation of two
important values in respect of each test
items
– difficulty value
– discrimination index or power.

47. The difficulty value
• The difficulty value of a test item depends upon
the proportion of students answering it correctly.
• The larger the proportion, the easier the item.
• Eg., if an item has been answered correctly by
85% of the pupils, it is comparatively an easy
item, its difficulty value being 0.85.
• If only 10% have answered it correctly, it is a
difficult item, its difficulty value being 0.10.
• Low difficulty value indicates a hard item, while
an easy item has a high difficulty value.

48. • Difficulty value or facility value FV
FV = R/N
Where R – No of correct answers
N – No. of pupils who took the test
• In practice the indices of difficulty lie within the
range of 3 to 7
• Inclusion of easy and difficult items along with
items at right level of difficulty.
• Items that are extremely easy (above 70%) and
items that are unreasonably difficult (below 30%)
will have to be discarded as not contributing
significantly to the measurement function of the
test.

49. Discrimination index
• For this purpose, we may first rank the
candidates on the basis of their total scores on
the test and then take the top 27% and the
bottom 27% of the candidates.
• Then the proportions of the two groups passing a
given item are found.
• For each item the proportion of bottom-scoring
students who get a particular item right is
subtracted from the proportion of the top-scoring
ones who also get it right. The resulting
proportion is called an index of discrimination.

50. • It helps us to find out if an item really
discriminates between the high and low
achievers of the sample taken.
• We finalize our test, rejecting those items
that have a very high or very low difficulty
value and also those which have a poor
discrimination power.

51. Online examination
• Online examination is a software
examination system conducted by several
agencies and companies for recruiting
employees for their respective concerns.
• The software application is developed and
deployed through net online and create
the largest chain of cyber cafes in the
country.

52. • Using technology the concerns create the entire process
which is simple and fast for both the candidate and the
institution.
• The candidates just walk into the designated place with their
admit cards to writ the exam.
• The examination environment is highly secure with lack
proof mechanisms.
• All the sites excepts for the examination site are blocked
and the question papers are also generated randomly for
each of the candidate.
• The online examination reduces the anxiety level of the
candidates because of the instant results after the
examination.

53. Modular online testing frame work
Back office Hosting
Centre Infrastructure
Support

54. • Test Centre Infrastructure
– Centre to the framework is a network of
professional and secure test centres where
candidates can take an exam at a test centre
of their choice, anywhere in the world.
• Test Deliver platform
– A universal test delivery platform is hosted to
enable the examination body to develop their
tests in a standard “off the shelf” test
environment and deliver the exams on line.

55. • Registration system
– An online registration interface that enables the
candidates to register for an exam through the
website of the Examination body
• Support system
– A support team to provide assistance to
candidates and the examination body.
On line examination system is flexible,
dependable and secure system which helps
any business to exceed their business
expectations by recruiting skilled resources.

56. Salient features
• Online examination system provides
customizable question database for exam
questions.
• Online Examination software provides
easy interface for updating by recruiters.
• Report generation for process examination
and refinement.
• It has automated scoring facility with
detailed and flexible reports.

57. • Online text can be conducted to different
levels like beginners, intermediate, expert
etc.
• Online Examination system provides
stability and security with disaster
recovery.
• It is completely a web – based online
recruitment system and so no downloads
or plug – ins is required.
• Online exams can be ‘sequenced’ the
instructor controls the sequence in which
the exams must be taken and unique
question number can also be displayed.

58. Benefits of online Examination
• It is accessed anywhere, anytime.
• It enhanced efficiency, speedier recruitment.
• The exams and questions can be edited, deleted
and reused anytime for a quick, feature rich
online examination system.
• It is simple and fast for both the candidates and
the institution.
• It reduces the anxiety level of the candidates
because of the instant results after the
examination.
• Online exam recruitment tool reduces the
recruitment and the administrative expenses
added to the flexibility and convenience.