An article on measurement & evaluation

Measurement & Evaluation
Evaluation is a process or cluster of processes that people perform in order to gather data that will enable them to decide whether to accept, change, or eliminate something – the curriculum in general or an educational textbook in particular.
Daniel Stufflebeam has defined evaluation as the process of delineating, obtaining, and providing useful information for judging decision alternatives.
Formative Evaluation
Formative Evaluation encompasses those activities undertaken to improve an existing program.
Summative Evaluation
Summative Evaluation aims at getting the total picture of the quality of the produced curriculum. It focuses on the effectiveness of the total curriculum or the total course within the curriculum.
Concept of Continuous and Comprehensive Evaluation (CCE)
Definition
1. Continuity in Evaluation
2. Assessment of broad range of instructional objectives
(Scholastic (Cognitive) & Co-Scholastic (Affective & Psychomotor))
Objectives
1. To make evaluation an integral part of teaching – learning process
2. To use evaluation for improvement of students achievement through diagnosis and remediation
3. To make sound judgment and take timely decisions for learner’s growth, learning process, learning pace and learning environment.
4. To maintain desired standard of attainment
5. To provide scope for self - evaluation
Evaluation
Evaluation is the process that deals with the collection of evidences regarding the changes which occur in the pupil’s behaviour during the instruction. On the basis of evidences, interpretations and judgments regarding the progress of the child are made and decisions are taken. Thus evaluation consists of four main sub-processes. They are
Gathering information
Tools and techniques are needed. The tools and techniques are to be valid, reliable and objective.
Objectivity
“The extent to which a measure is a function of the trait measured is referred to as objectivity”
Reliability
“The accuracy of the data in the sense of their stability or precision”
- Fox
Validity
“Validity refers to the ability of a test to measure what it is supposed to measure.”
“The extent to which the procedure actually accomplishes what it seeks to accomplish or measure what is seeks to measure”
- Fox
Selection of appropriate tools
Interpretation of information
The numerical scores has to be interpreted in qualitative terms
Interpretation of attainment at three levels
1. w.r.t. student himself
2. w.r.t. peer group
3. w.r.t. a criteria
Making judgments
Judgments on pupil’s performance is based on total learning environment of the school (Physical facilities, personnel, curriculum and instructional setting)
Taking decisions
With regard to the students’ promotion or demotion
Principles of CCE
Flexibility
Functionality
Accountability
Economy
Illumination
Assessment of Scholastic Areas
(Has a fixed syllabus)
Area
All Subjects
Tecniques
Oral Test
Written Test
Project Test
Practical Test

Tools
Oral Questions
Class Work
Question Paper
Unit test
Assignments
Diagnostic tests

Peroidicity
Monthly
Terminal
Annual tests

Reporting
Grading

Self – appraisal
Self – appraisal is the analysis of the progress of the students by themselves.
SWOT Analysis for an imaginary person who is an under achiever
STRENGTH
Capacity to read, understand and do well
WEAKNESS
Highly Extrovert, Anger, Low motivation
OPPORTUNITIES
Good Teacher, Parents
THREAT
Improper attitudes of teachers and parents


Peer Appraisal
Anecdotal Record
Grading
Grading
Direct Grading
Co – scholastic areas on point scale
Example 3 point scale
A B C
Almost always Sometimes Rarely

Indirect Grading
Scholastic areas on three point scale
Rank Grade Description
75 – 100 A Excellent
50 - 74 B Good
0 - 49 C Below Average


Strategic Implementation of CCE
1. Principal and teachers should develop a action plan
2. In preparing the plan principles of CCE must be taken into account
3. Orientation for principals and teachers
4. Development of Q banks
5. Availability of Diagnostic and Criterion related tests
6. Monitoring and Follow up

Recording and Reporting
Recording
Recording refers to systematic documentation of evidences of pupil’s growth and development that have been captured through the use of various tools and techniques of assessment.
Reporting
Reporting refers to the categorization of pupils into appropriate ability bands in commensuration with the documented evidences of pupils’ growth for various purposes such as certification, promotion, selection etc.
Record Sheet for Scholastic Area
Year ………….
Class …………. Section ……………
Subject …………
Roll
No UT1 ….. UT TT1 …… TT AT Overall
Grade
M G M G M G M G M G

1
2
3
4
5
6


Curricular Areas aiming at development in affective & psychomotor domain
Health and Physical Education
Health Checkup
Sports
Games
Yoga
Drill

Art Education
Music
Dance’
Dramatics
Painting

Work Experience
Clay Modeling
Doll Making
Gardening
Buttoning Clothes
Other SUPW

Record Sheet for Co-Scholastic Area


Date of
Observation



Roll
No Activity 1 Grade Activity 2 Grade Overall
Grade
D1 D2 … D1 D2 …

1
2
3
4
5
6




OBJECTIVES OF TEACHING

Educational Objectives Instructional Objectives

Objective is why aspect of teaching



BENJAMIN BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES
Knowledge
Define
List out
Naming
Recognize
Recall
Identify
Label

Understanding
Convert
Distinguish
Compare
Estimate
Explain
Cite examples
Predict
Manipulate
Verify
Discriminate
Classify
Construct
Represent
Reorder
Rearrange
infer Prepare

Application
Produce
Solve’
Use
Show
Establish
Compute
Demonstration
Modify
Change
Find

Analysis, Synthesis Evaluation
Calculate Higher Order Thinking
Predict
Infer
Differentiate
Distinguish
Illustrate
Outline
Find relationship
Drive
Categorize
Design
Organize
Formulate
Reconstruct
Write a Theme’
Appraise
Criticize
Justify

Skill
Drawing diagrams,
Collection of materials,
Involving research in Lab works,
Demonstration,
Drawing Graph

Analysis
Break down, diagram, differentiate, discriminate, distinguish, identify, separate, subdivide, outline, and point out
Synthesis
Categorize, combine, compile, compose, create, design, devise, rewrite, summarize, tell, write
Evaluation
Appraise, compare, conclude, contrast, criticize, describe, discriminate, explain, justify, interpret, relate, summarize, support
Affective Domain
Receiving
Ask, choose, describe, follow, give, hold, identify, locate, name, point to, reply, select, sit, erect, use
Responding
Answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read, report, respond, select, tell, and write
Valuing
Complete, demonstrate, describe, differentiate, explain, follow, form, initiate, invite, join, justify, propose, read, recognize, report, select, share, study, work, and write
Organizing
Adhere, alter, arrange, combine, compare, complete, defend, explain, generalize, identify, integrate, modify, organize, report, order, prepare, relate, synthesize
Characterization
Act, discriminate, display, influence, verbs to use when listen, modify, perform, practice, propose, quality, question, revise, serve, solve, use, verify
Psychomotor Domain
Imitation
To repeat, to follow, to copy, to imitate, to aping, to echoe, to mimicry, to resemble, to reflect, to reproduce, etc
Manipulation
To design, to make, to compose, to connect, to mend, to twist, to manipulate, to handle, to upstate, to negotiate, to steer, to broker
Precision
To sketch, to weigh, to sharpen, to make with accuracy, to exactitude, to nicety, to particularity, to calibrate, etc
Articulation
To start, to grind, to stir, to drill, to emphasized, to enunciate, to express, to pronounce, to state, to voice
Naturalization
To drive, to speak, to write, to walk, to use, to act, to sing, to gesture, to recite, to become normal, to make routine, to do regularly etc