Topic: Test Testing and Evaluation Student Name: Abdul Rauf Ansari Class: B.Ed. (Hons) Elementary Project Name: “Young Teachers' Professional Development (TPD)" "Project Founder: Prof. Dr. Amjad Ali Arain Faculty of Education, University of Sindh, Pakistan

1. Topic: Test Testing and
Evaluation.
Name: Abdul Rauf Ansari
Roll no: 2k16/BEDEL/63
Assigned by: Dr. Amjad Ali Arain
[University of Sindh]
Faculty of Education:

2. Test
and Testing

3. What is Testing?
It’s an activity whose purpose is to determine what
learners can do or know about something.
What is a Test?
It’s a formal instrument to measure what
candidates can do or know about something.

4. Definition of Test
• Test is a Process of identifying or detecting
Something in someone.
• Test is a mean to Examine the knowledge, skills
or ability of a learner.
• a procedure intended to establish the quality,
performance, or reliability of something, especially
before it is taken into widespread use.

5. Meaning of Test
• testing is finding out how well something works.
• testing tells what level of knowledge or skill has been
acquired.
• a test as an instrument of evaluation is a systematic
procedure of description, collection and interpretation in
order to measure the test taker’s achievement ability,
knowledge, and performance

6. Purpose of Test
• At the school level, educators create tests to measure their students'
understanding of specific content or the effective application of critical
thinking skills. Such tests are used to evaluate student learning, skill level
growth and academic achievements at the end of an instructional period,
such as the end of a project, unit, course, semester, program or school
year.
• Tests currently are being used to evaluate students, teachers, and the
entire educational system. Because of this emphasis, more
standardized tests are being examined and homework and classwork
time is being devoted to preparing students to take them while less
time is being spent on instruction.

7. Types of Test:
Test area a way of Checking knowledge or comprehension.
They are the main instrument used to evaluate your learning
by most education institutions.
1. Diagnostic tests
2. Placement test
3. Progress or Achievement
test
4. Proficiency test
5. Internal test
6. External test
7. Objective test
8. Subjective test
9. Combination test
10.Formative test
11. Summative test
12. Diagnostic Test
13. Norm-referenced test
14. Criterion-referenced test
15. Written Test
16. Oral Test
17. Practical tests
18. Essay tests
19. Objective Tests

8. Assessment

9. Definition of Assessment:
• Assessment is the process of documenting knowledge, skill, attitudes
and beliefs, usually in measurable terms. The goal of assessment is to
make improvements, as opposed to simply being judged.
• 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.
• The process of gathering quantitative and qualitative data of what a
student can do, and how much a student possesses.
• It is the vital component of the teaching learning process.
1. Gathering of data
2. Analyzing data
3. Interpreting data

10. Meaning of Assessment:
• Assessment is a process by which information is obtained
relative to some known objective or goal.
• Assessment is a broad term that includes testing.
• A test is a special form of assessment.
• Test are assessments made under contrived
circumstances especially so that they may be
administered.
• In other words, all tests are assessments, but not all
assessments are tests.

11. Purpose of Assessment:
1. Learning level
2. Difficulties
3. Strong and Weak Points
4. Learning Reviews
5. Improve Learning Environment
6. Skill Assessment
7. Diagnosis of Student and Teacher
8. Improve teaching instruction
9. To Motivate
10. Interest Checking and Development
11. To Promote
12. To Check Intelligence level
13. To Check Learning objectives
14. To Check Confidence and Anxiety Level
15. Level of Understanding
16. Attitude Development
17. To Increase Competition
18. To find the gaps between learning objectives
and learning outcomes.

12. Types of Assessment:
1. High stakes assessments
2. Pre-assessments
3. Formative assessments
4. Summative assessments
5. Interim assessments
6. Placement assessments
7. Screening assessments
8. Standardized assessments
9. Standard referenced or standards based assessments
10. Common assessments
11. Performance assessments
12. Portfolio-based assessments

13. Scope of Assessment
• The Scale of impact to which the skill, action or behavior is
Demonstrated with quality.
• The minimum threshold for the scope dimension is performance at the
needs improvement level.
• Collecting and analyzing information from previous capacity
assessment.
• Assessing current roles, responsibilities and capabilities of the
institutions for climate change adaptation planning
• Identifying gaps both individuals/technical institutional.

14. Principles of Assessment:
Principle 1- Assessment Should Be Valid.
Principle 2- Assessment should be reliable and
consistent.
Principle 3- Information about assessment should
be explicit, accessible and transparent.
Principle 4- Assessment should be inclusive and
equitable.
Principle 5- Assessment should be an integral part
of program design and should relate directly to the
program aims and learning outcomes.

15. Principle of Assessment:
Principle 6- The amount of assessed work should be
manageable.
Principle 7- Formative and summative assessment should
be included in each program.
Principle 8- Timely feedback that promotes learning and
facilitates improvement should be an integral part of the
assessment process.
Principle 9- Staff development policy and strategy should
include assessment.

16. Evaluation

17. Definition of Evaluation
• A critical appraisal of the degree to which student has
achieved set learning objectives
• Careful application of scientific methods to assess different
aspects of what students learnt through certain program
during specific period.
• “The process of determining to what extent the educational
objectives are actually being realized” (Tyler, 1950,)
• “Evaluation is the process of determining merit, worth, or
significance; an evaluation is a product of that
process”(Scriven, 1991,)

18. Meaning of Evaluation
• Evaluation means to as certain the growth and changes, taking place
in pupils as a result of teaching learning experience.
• To evaluate means to characterize the work or value of something.
• It is a Method of determining the extent to which established goals or
objectives have been achieved.
• It is a “Process of making an overlay of the outcomes as an educative
experience against the background of anticipated or stated
objectives”.
• It is not restricted to the result of tests and examination or the
teacher’s estimate.

19. Purpose of Evaluation:
• Incentive to Learn
• Feedback to Students
• Modification of Leaning Activities
• Selection of Students
• Success or Failure
• Feedback to teacher
• School public relations
• Protection of society

20. Scope of Evaluation
• Effective ness of appraisal or methods of instruction
• Identifies the pupil’s strengths, weakness, difficulties and problem,
needs and demands.
• Provides baseline for guidance and counseling
• Placement and promotions in jobs
• Development of attitudes, interests, creativity, capability, originality,
knowledge. and skills
• Development tools, techniques and curriculum

21. Four Steps of Student Evaluation
Step 1- The criteria of the educational objectives.
Step 2- Development and use of Measuring
Instruments.
Step 3- Interpretation of measurement date.
Step 4- Formulation of judgments and taking of
appropriate action.

22. Types of Evaluation:
Process of Evaluation:
• To make adjustments in an educational activity
• Adjustments may need to be made after one class or
session before the next is taught
• Occurs more frequently during and throughout every
learning experience than any other type.
• This ongoing evaluation prevents problems before they
occur or identify problems as they arise.

23. Content Evaluation
• To determine whether learners have acquired the
knowledge or skills taught during the learning experience.
• To answer the Question “To what degree did learners
achieve specified objectives”.
• Focusing on how the teaching learning process affected
immediate, short-term outcomes.

24. Outcome Evaluation (Summative)
• To determine the effects or outcomes of teaching efforts.
• Its intent is to Sum what happened as a result of education.
• Outcomes evaluation occurs after teaching has been completed or
after a program has been carried out.
• Focuses on measuring long-term change that persists after the
learning experience.
• Outcome Evaluation would focus on course.
• Guiding Questions:
a. Was teaching appropriate?
b. Did the individual’s learn?
c. Were behavioral objectives met?

25. Impact Evaluation
• To determine the relative effects of education on the
institution or the community.
• The scope of impact evaluation is broader, more complex,
and usually more long term than that of process, content,
or outcome evaluation.
• Impact evaluation would focus on course goal.

26. Program Evaluation:
• To determine the extent to which all activities for an entire
program over a specified period of time meet or exceed
goals originally established.
• Scope of program evaluation is broad, generally focusing
on overall goals rather than on specific objectives.
• It is encompassing all aspects of educational activity
(process, content, outcome, impact)
• The time period over which data are collected may
extend from several months to 1 or more years.