Unit 1.Evaluation, Assessment and Measurement pptx

Unit 1.Evaluation, Assessment and Measurement pptx

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  ASSESSMENT AND EVALUATION- MODERNVIEWPOINT
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  Syllabus- 1. Concept ofAssessment and Evaluation 2. Tests and its Application 3. Various aspects of Assessment and Evaluation 4. Statistics in Evaluation 5. Modern Trends in Assessment
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  UNIT 1- CONCEPT OFASSESSMENT AND EVALUATION
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  Syllabus of Unit1- 1. Measurement and Assessment-- Meaning, Nature, Need, Importance, and Scope 2. Evaluation-Meaning, Nature, Need, Importance, and Scope 3. Functions of Evaluation, Measurement and Assessment in Education 4. Interrelationship between Educational Objectives, Learning Experiences and Evaluation 5. Various Types of Evaluation and its Limitations
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  1.2.1-Measurement - Meaning ◦Measurement has been the practice with teachers since a very long time. They have been testing their students and assigning numbers regarding the progress of their students in studies, and adopt corrective measures accordingly. ◦ According to Bradfield & Moredock (1957), ‘Measurement is the process of assigning symbols to the dimension of phenomenon in order to characterize the status of phenomenon as precisely as possible’. Measurement is the process by which a characteristic of an object, person or activity is perceived and understood on specific standards and is described in standard words, symbols or definite units. ◦ Measurement requires the use of numbers but does not require the value judgments be made about the numbers obtained from the process. We measure achievement with a test by counting the number of test items a student answers correctly, and we use exactly the same rule to assign a number to the achievement of each, student in the class. ◦ Example: Raman got 93 marks in a test of Mathematics. Measurement is all about the numbers and being able to quantify the performance or the abilities. Measurements are more objective as they have numerical standards to compare and record. It answers the question “how much”.
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  Scope of Measurementin Education ◦ The scope of educational measurement includes measurement of educational achievement, intelligence, interest, ability, aptitude, and other traits of students. Using methods, tests, tools, and activities to determine a student's level and what he or she has learned and developed. Need and Importance of Measurement in Education– ◦ Measurement also helps in considering external assessment for the students, and it helps in understanding the cognitive areas of the individual. ◦ Measuring and evaluating pupils' progress is helpful in establishing how much they have learnt. ◦ Without measuring and analyzing what he has taught, the instructor would be unable to determine how far his students have progressed.
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  Assessment- Meaning, Nature,Need, Importance, and Scope ◦ Assessment is a process by which information is gained relative to some known purpose or goal. In addition, it is a large term that includes testing. Similarly, a test is also a form of assessment. Also, tests are for administrating assessment made under unnatural situations. ◦ In other words, assessment is a process of measuring performance. It also tests the knowledge of the students. For the reason, all tests are assessment but all assessment are not test. In addition, they conduct tests at the end of the lesson or unit. ◦ Assessment is tightly linked with the learning process. Similarly, it unites with the course of study and teaching. For keeping a check on students progress and achievement course of study play a constant role. Also, the teacher and students work to achieve the outcomes of the course of study. ◦ Classroom review helps teachers to continuously detect students learning. It gives students a calculation of their improvement as a pupil. Provides close examination chance to students in the learning process. ◦ They help in the collection of regular response to students’ learning. Also, how they respond to specific teaching approaches. It uses a variety of plans. The opinion has a deep impact on the self-respect of students. Also, it is dangerous for learning. ◦ Thus, the evaluation includes all those activities by teachers which help in reviewing students. Furthermore, this information used as a review and modifies teaching activity.
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  Need and Importanceof Assessment- ◦ Meaning of Assessment ◦ It is a systematic process. By which we assess the performance of students through tests. Furthermore, they help in collecting data related to skills knowledge and attitude of students. In addition, they help to improve students’ performance. There is various type of assessment. ◦ Definition of Assessment ◦ “Assessment involves the use of experimental data on student’s learning to refine programs and improve students’ learning.” – Allen ◦ Functions of Assessment ◦ 1. Detecting all the activities during the elevation. ◦ 2. Making Decisions – ◦ 3. Screening ◦ 4. Student’s Placement in the Remedial Course – ◦ 5. Instructional Planning ◦ 6. Feedback/Response ◦ 7. Inspiration
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  ◦ The termassessment is gaining importance in the present day, because it is widely accepted that what is taught is assessed using various tools, and that the format of assessment influences the format of learning and teaching. In this Unit, the term assessment is used frequently to describe the basics of assessment practices. The word ‘assess’ is derived from the Latin verb ‘assidere’ meaning ‘to sit with’. ◦ This implies that it is something we do ‘with’ and ‘for’ students and not ‘to’ students. The importance of assessment cannot be undermined. High quality assessment is at the very heart of quality education and is the key to raising learning standards. ◦ Assessment is invaluable to both the teacher and the taught. It enriches learning, enhances pupil motivation and at the same time enables teachers to reflect on the methods/strategies used and make modification if necessary. To quote Freeman and Lewis (1998), the five main purposes of assessment are “to select, to certify, to describe, to aid learning and to improve teaching” which give a balance to public judgment and personal development.
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  ◦ Some ofthe advantages of assessment practices are the following: 1. Provides valuable data on the breadth and depth of student learning. 2. Help to understand what children know and what they can do. 3. Act as lens for understanding students’ learning by identifying their strength and weaknesses. 4. Provide educators, parents, and families with critical information about a child’s development and growth. in all developmental areas- cognitive, physical/motor, language, social-emotional, and approaches to learning. 5. Determine the needs of students for providing additional support. 6. Help teachers to plan specific strategies of instruction for students based on their needs. 7. Contribute in improving learning outcomes and promote learning. 8. Identify the strengths and weaknesses within a program. 9. Facilitate teachers to use the information obtained to modify the teaching learning process and improve pedagogical approaches. 10. Facilitate collaboration among parents, teachers and educators to support their child. As you can see, the purpose of assessment is to gather valid, reliable and useful information about student learning which can used for monitoring student progress and achievement with respect to learning outcomes and also for taking appropriate measures to facilitate the students to reach the set goals.
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  1.2.2-Evaluation-Meaning, Nature, Need, Importance,and Scope ◦ Evaluation is a continuous process not a periodic exercise. It helps in forming the values of judgement, educational status, or achievement of students. Evaluation in one form or the other is inevitable in teaching-learning, as in all fields of activity of education judgements need to be made. ◦ Unlike measurement, the concept of evaluation in the educational sector is comparatively new. Often the terms are used interchangeably leading to ambiguity. ◦ There are some major differences between the two terms. ◦ For e.g. by testing a child in Mathematics by administering a single test based on Algebra we may measure his/her mathematical ability in solving problems in Algebra and nothing else. ◦ But through evaluation we may get to know about the interests, abilities etc, of the child in Mathematics as well as his skills, competencies, his/her critical thinking and problem solving abilities also. ◦ In education, evaluation is the process of using the measurements gathered in the assessments, analyze and interpret the data obtained and use this information to find out if the objectives of the instruction have been achieved and also use the information so gathered to determine what students know and understand, how far they have progressed and how their scores and progress stand in comparison with other students.
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  Evaluation- ◦ To evaluateis to assess or appraise. Evaluation is the process of examining a subject and rating it based on its important features. We determine how much or how little we value something, arriving at our judgment on the basis of criteria that we can define. In short, evaluation is judgmental. ◦ Example: Ravi got 90 marks in a science examination. His performance is good. ◦ What is the scope of evaluation in education? ◦ Evaluation is concerned with assessing the effectiveness of teaching, teaching strategies, methods and techniques. It provides feedback to the teachers about their teaching and the learners about their learning.
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  Evaluation Quantitati ve Descriptio n Qualitative Descriptio n Teacher’s Remarks Evaluation
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  1.2.3-Functions of Evaluation,Measurement and Assessment in Education- Evaluation Assessment Measurement Test
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  1.2.4- Relationship betweeneducational objectives, learning experiences and Evaluation- ◦ Educational evaluation has now come to be recognized as a means of improving class room teaching and testing. Viewed in relation to a specific-filed, evaluation based objectives help the subject teacher in clarifying his ideas about the objectives of teaching. ◦ It also enables him to select worthwhile and realistic objectives of teaching that would best achieve those objectives. ◦ It is also expected that the evaluation approach, if property and adequately followed, would provide specific directions for improving the syllabus, teaching methods and pupil guidance, its greatest merit, perhaps, is that it brings about an integral relationship between the educational trinity, namely, objectives, learning and evaluation in such a way that one influences and strengthens the others. ◦ The above words sum up the core of modern approach to evaluation procedures in the teaching learning process.
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  Steps of Evaluation- Foran evaluation procedure to be complete, it must pass through three well-defined steps, which are; Step 1: Formulating objectives of teaching and translating them in terms of desired changes to be brought about in the child. Step 2: Determining and providing learning experiences appropriate to the objectives. Step 3: Preparing tools of evaluation to measure or assess the extent to which the contemplated learning experiences have actually taken place in the child.
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  1.2.5- Various Typesof Evaluation and its Limitations- ◦ The way evaluation techniques are used in classroom instruction provides a convenient framework for describing evaluation procedures. ◦ One such classification system follows the sequence in which evaluation procedures are likely to be used in classroom instruction. These categories are related to their role in teaching in the following manner: 1. Evaluation of pupil learning progress during instruction (Placement evaluation) 2. Evaluation of pupil learning progress during instruction (Formative evaluation) 3. Evaluation of pupil achievement at the end of instruction (Summative evaluation) 4. Evaluation of pupil’s learning difficulties during instruction (Diagnostic Evaluation) ◦ The functions of each of these types of classroom evaluation are unique enough to require instruments specifically designed for the intended use.
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  Evaluation Types- Evaluation Placement Evaluation Formative Evaluation Summative Evaluation Diagnostic Evaluation
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  PLACEMENT EVALUATION- ◦ Placementevaluation is concerned with the pupil’s entry behavior and typically focuses on questions such as the following ◦ (1) Does the pupil possess the knowledge and skills needed to begin have a sufficient command of computational skills? ◦ (2) To what extent has the pupil already mastered the objectives of the planned instructions? Sufficient mastery might indicate the desirability of the pupil’s skipping certain units or of his being placed in more advanced course. ◦ (3). To what extent do the pupil’s interest, work, habits and personality characteristics indicate that one mode of instruction might be better than another e.g. group instruction versus independent study. Answers to questions like these require the use of a variety of techniques; readiness tests., aptitude tests, pre-tests on course objectives, self-report inventories, observations techniques and so on. ◦ Approaches to Evaluation The goal of placement evaluation is to determine the position in the instructional sequence and the mode of instruction that are most likely to provide optimum achievement of each pupil
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  FORMATIVE EVALUATION- ◦ Asnoted earlier, formative evaluation is used to monitor learning progress of students during instruction. Its purpose is to provide continuous feedback to both pupil and teacher concerning learning successes and faults. Feedback to students provides reinforcement of successes of learning and identifies the specific learning error that needs correction. Feedback to the teacher provides information for modifying instruction and for prescribing group and individual work. Formative evaluation depends heavily on specially prepared test for each segment of instruction (e.g., Unit Chapter). ◦ These are usually mastery tests that provide direct measures of all the intended learning outcomes of the segment prescriptions for alternative of remedial instruction are typically keyed to each item in the test or to each set of items measuring a separate skill. Tests used for formative evaluation are most frequently teacher-made, but customized testes (tests made to order by publishers ) can also useful in monitoring pupil progress and identifying learning errors. Since formative evaluation is directed toward improving learning and instruction the results are typically not used for assigning course grades
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  DIAGNOSTIC EVALUATION- ◦ Diagnosticevaluation is concerned with the pupil’s persistent or recurring learning difficulties that are left unresolved by the standard corrective prescriptions of formative evaluation. if a pupil continues to experience failure in reading, mathematics. or other subjects. ◦ Despite the use of prescribed alternate methods of instruction (e.g. programmed materials visual aids). ◦ Then a more detailed diagnosis indicated. To use a medical analogy, formative evaluation provides first aid treatment for simple learning problems, and diagnostic evaluations searches for the underlying causes of those problems that do not respond to first aid treatment. ◦ It involves the use of specially prepared diagnostic tests as well as various observational techniques. Serious learning problems are also likely to require the services of remedial, psychological and medical specialists. ◦ The primary aim of diagnostic evaluation is to determine the causes of learning problems and to formulate a plan for remedial action.
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  SUMMATIVE EVALUATION- ◦ Summativeevaluation typically comes at the end of a course (or unit) of instruction. It is designed to determine the extent to which the instructional objectives have been achieved and is used primarily for assigning course grades or for certifying pupil mastery of the intended learning outcomes. ◦ The techniques used in summative evaluation are determined by the instructional objectives, but they typically include teacher made achievement tests ratings on various types of performances (e.g. laboratory, oral report). ◦ Although the main purpose of summative evaluation is grading, or the certification of pupil mastery, it also provides information for judging the appropriateness of the course objectives and the effectiveness of the instruction.
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  Difference between Formativeand Summative Evaluation- Sr. No. Formative Evaluation Summative Evaluation 1. It is used during the course of instruction. It is used only at the end of the course of instruction. 2. It is an on-going process. It is an end process. 3. It is developmental evaluation. It is judgmental evaluation. 4. Immediate feedback is given here. Immediate feedback is not given. 5. Specific skills are tested. Objectives of the course and effectiveness of instruction are tested 6. Improvement of learning instruction is aimed here. Assigning grades, promotion and certifying the pupils’ mastery is aimed here.
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  Some other Typesof Evaluation at School/College Level- Types of Evaluatio n Continuous Comprehensive Evaluation Internal Evaluation Peer Evaluation Authentic Assessment Summarized Evaluation Continuous Evaluation Self Evaluation
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  Functions of Evaluation- 1.Motivation 2. Achievement 3. Improvement 4. Diagnosis 5. Prescription 6. Grading 7. Classification 8. Prediction Limitations of Evaluation- 1. Poor Planning. 2. Lack of Readiness. 3. Ineffective Approaches. 4. Bad Questions. 5. Bad Data. 6. Too Much Data. Principles of Evaluation – 1. Based on clearly stated objectives 2. Comprehensive 3. Cooperative 4. Used Judiciously 5. Continuous and integral part of the teaching – learning process
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  What Are LearningOutcomes? ◦ The learning outcomes provide an overview of what students should know, be able to do, or be able to value after completing a course or program. Learning outcomes means how much knowledge or skills a student should acquire through various assignments, course, class or programs, by the end of a specific time period. They are observable and measurable by knowledge, skills, abilities, values, etc. Learning outcomes describe clearly what it is you want your students to be able to do by the end of a course. ◦ The learning outcomes focus more on student performance rather than they do on traditional techniques or courses. ◦ However, in a broader perspective, the term “Learning Outcomes” can be defined as an amalgamation of a learner’s knowledge, skill set, and the ability to leverage them in real-time situations. There are several taxonomies such as SOLO (Structure of Observed Learning Outcomes), Bloom’s Taxonomy, Fink's Taxonomy, Wiggins and McTighe Taxonomy on education. ◦ An ideal learning outcome would be something that abides by all the aspects of Bloom’s Taxonomy as it promotes knowledge & skill development in individuals and makes them life-long learners.
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  5 Types OfLearning Outcomes- 1. Intellectual skills This type of learning outcome enables the learner to understand rules, concepts, or procedures. 2. Cognitive strategy In this type, the learner uses his or her thinking abilities to make strategies and organize, learn, think, and behave. 3. Verbal information 4. Motor skills 5. Attitude
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  Characteristics of GoodLearning Outcomes- ◦ Good learning outcomes mainly emphasize the integration and application of the knowledge and skills acquired in a particular unit of instruction, and emerge from a process of reflection on the important contents of a course. ◦ Some of the key characteristics of good learning outcomes include: 1. Good Learning Outcomes are Very Specific and Use Active Language 2. Are Primarily Concerned with the Student 3. Are Practical, Not Inspirational 4. Focus on the Application and Integration of Acquired Knowledge and Skills 5. Indicate Useful Modes of Assessment
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  Key Benefits OfLearning Outcomes 1. The following list depicts the key benefits of learning outcomes attainment. 2. Makes students skillful, smart & efficient 3. Develop capability to analyze & deal with real situations 4. Enables students to be a lifelong learner 5. Students emphasize innovation rather than norms 6. Enhances the value of education 7. Learner gains knowledge, values & becomes successful in every manner 8. Encourages learners to create a better society
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  Questions for Self-Study 1.What is Educational Measurement and evaluation? Explain its nature and functions with examples. 2. What are the various types of Learning Experiences? Explain with examples. 3. What criteria are applied to evaluate the learning outcome of particular set of objectives 4. What is the interrelationship among Educational Objectives, Learning Experiences, and Evaluation? Explain with examples.