Types of evaluationTypes of evaluation Categorized into four headings based Categorized into four headings based

on:on: The nature of measurementThe nature of measurement Use in classroom instructionsUse in classroom instructions Other terms and instruments of Other terms and instruments of

evaluationevaluation

1.The nature of measurement1.The nature of measurement Two categories;Two categories;Maximum performanceMaximum performance Determines a person's abilitiesDetermines a person's abilities What the individual can doWhat the individual can do Tests aptitude and achievement Tests aptitude and achievement Typical performanceTypical performance ReflectsReflects person's typical behaviourperson's typical behaviour

contd.contd. Tells what an individual can doTells what an individual can do Personality appraisals-interests, Personality appraisals-interests,

attitudes etcattitudes etc

2. Use in classroom instructions2. Use in classroom instructions

Placement evaluationPlacement evaluation Pupil’s entry before instruction/ Pupil’s entry before instruction/

sequence sequence Help to find out knowledge, capacity Help to find out knowledge, capacity

possessed by a pupil possessed by a pupil Main aim is to find out the level of Main aim is to find out the level of

understanding and apply appropriate understanding and apply appropriate mode of instruction to provide mode of instruction to provide optimum achievementoptimum achievement

Formative evaluationFormative evaluation Evaluation of pupil’s learning Evaluation of pupil’s learning

progress instructionprogress instruction Monitors learning progressMonitors learning progress Provide continuous feedback –Provide continuous feedback –

student/teacherstudent/teacher Student –reinforcement of successful Student –reinforcement of successful

learning, identification of specific learning, identification of specific learning errors that needs correctionlearning errors that needs correction

contd.contd. Teachers-modifying instruction, for Teachers-modifying instruction, for

prescribing individual/group remedial prescribing individual/group remedial workwork

Needs to test segment wise through Needs to test segment wise through tests and observational techniquetests and observational technique

Diagnostic evaluationDiagnostic evaluation Evaluation of pupil’s learning Evaluation of pupil’s learning

difficulties and their causes during difficulties and their causes during instructioninstruction

Formulate a plan for remedial actionFormulate a plan for remedial action Pupil show persistent difficulties, Pupil show persistent difficulties,

failure despite use of alternative failure despite use of alternative instructioninstruction

Formative provide first aid treatment Formative provide first aid treatment while diagnostic searches for while diagnostic searches for underlying causes of it underlying causes of it

Summative EvaluationSummative Evaluation Evaluation of pupil’s achievement at Evaluation of pupil’s achievement at

the end of instructionthe end of instruction To determine the achievement of To determine the achievement of

instructional objectivesinstructional objectives Certify pupil’s mastery of intended Certify pupil’s mastery of intended

learning outcomelearning outcome It includes teacher made It includes teacher made

achievement tests, rating and achievement tests, rating and evaluation of productsevaluation of products

3. Method of interpreting the 3. Method of interpreting the resultsresults

Criterion-referencedCriterion-referenced Interpretation of results describing Interpretation of results describing

the performance of a pupil in terms the performance of a pupil in terms of specific behaviour h/she can of specific behaviour h/she can demonstrate without reference to the demonstrate without reference to the performance of othersperformance of others

Norm-referencedNorm-referenced Interpretation describes his/her Interpretation describes his/her

performance in terms of relative performance in terms of relative position he/she holds in some position he/she holds in some unknown groupunknown group

Mostly used in standardized test to Mostly used in standardized test to maximize the differences in maximize the differences in performance, thus provide the most performance, thus provide the most reliable ranking and gradingreliable ranking and grading

4. Other terms and instruments 4. Other terms and instruments of evaluationof evaluation

Continuous vs terminalContinuous vs terminal Course work vs examinationCourse work vs examination Informal vs formalInformal vs formal Internal vs externalInternal vs external Convergent vs divergentConvergent vs divergent

Techniques of EvaluationTechniques of Evaluation Wide range of techniques availableWide range of techniques available Slection of most appropriate one Slection of most appropriate one

governed by:governed by: PurposePurpose Availability of time and resourcesAvailability of time and resources Age and abilityAge and ability Each technique has advantages and Each technique has advantages and

disvantages disvantages

Commonly used techniqesCommonly used techniqes Written assessmentWritten assessment Oral assessmentOral assessment Practical assessmentPractical assessment Observational techniques Observational techniques

Written assessmentWritten assessment Includes open ended-more writing Includes open ended-more writing

than reading to closed response – than reading to closed response – more reading than writing testsmore reading than writing tests

Levels of questioning, testing Levels of questioning, testing strategies, question paper format strategies, question paper format need to be consideredneed to be considered

Oral assessmentOral assessment Reading becomes listening, writing Reading becomes listening, writing

becomes speakingbecomes speaking Stage management is importantStage management is important Time consuming, less reliable than Time consuming, less reliable than

writtenwritten Also lacks validity if not used Also lacks validity if not used

throughout the coursethroughout the course

Practical assessmentPractical assessment Concerned with presentation of Concerned with presentation of

problems and with provision of problems and with provision of opportunities for students suggest opportunities for students suggest and justify solutions to these and justify solutions to these problemsproblems

Used wherever written or oral Used wherever written or oral assessment are not possibleassessment are not possible

Demands the use of psychomotor Demands the use of psychomotor skillsskills

Observational techniquesObservational techniques Difficult to make systematic and Difficult to make systematic and

meaningful observationmeaningful observation Sometime it can be used-’face is the Sometime it can be used-’face is the

window to mind’window to mind’ Some conclusion can be drawn about Some conclusion can be drawn about

what the pupil is thinking based on what the pupil is thinking based on what he/she is doingwhat he/she is doing