EDUCATIONAL EVALUATION III Semester – Unit 1 As per the syllabus of University of Mysore Published by Dr. Priya Mathew, Principal, St. Joseph’s College of Education, Mysuru 2020-21

Unit 1: Educational Evaluation and Measurement Objectives: • To understand the theory of evaluation • To understand the relationship between Objectives, Learning experience and Learning Outcomes • To understand the steps in the process of evaluation • To know and apply the quantitative and qualitative tools and techniques of evaluation

Contents 1.1

Objectives and its relation to evaluation

1.2

1.3

Relationship between objectives, learning experiences and learning out comes Steps in the processes of evaluation

1.4

Holistic evaluation

1.5

Major techniques of evaluation

1.6

Test as measurable instrument

1.7

Measurable and non-measurable learning out comes Reporting evaluation results

1.8

Educational Evaluation And Measurement Unit 1 Dr.Priya Mathew

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Unit 1.1

Objectives and its relation to evaluation

Unit 1.2 :

Relationship between objectives, Learning experiences and learning outcomes Dr.Priya Mathew

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After going through this: You will be able to ◦ Define objectives ◦ List the importance of objectives ◦ Explain the new concept of evaluation ◦ Define Evaluation

◦ Define the Learning Activities (LA) ◦ Find out the relationship between objectives, learning experiences and learning outcomes Dr.Priya Mathew

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Objectives Are the short term immediate goals or purposes that may be achieved within an institution or in a specified classroom instruction. ◦ Are easily attainable. ◦Are a part of aim and realized through a school programme. ◦It helps in bringing changes in the learner for the ultimate realization of the aim. ◦

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Importance of Objectives Help the teacher: ◦To guide the ways. ◦To determine the nature of educational activities to be conducted in the classroom. ◦To avoid unnecessary activities and help to carry out his teaching smoothly and effectively. ◦Helps to grade learning experiences Dr.Priya Mathew

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Importance of Objectives

……….

◦In instructional planning, guide students’ learning and provide a criterion for evaluating their learning outcomes.

◦Ensure valid and reliable pupil’s evaluation for different purposes ◦Identify the strength and weakness of pupils learning as well as that of the system.

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Aim Educational Objectives

Instructional Objectives

Specification / specific Objectives (Action Verbs) Dr.Priya Mathew

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EVALUATION ◦It is the process by which we judge the quality of something. ◦It means to give value to an object according to its worth and quality. ◦It is a systematic process of collecting information/ evidences regarding the nature and extent of changes that take place in the behaviour of students. Dr.Priya Mathew

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◦ Good’s view: Evaluation is a process of ascertaining or judging the value or amount of something by careful appraisal. ◦ Values  the outcome of the learning activity

◦ Amount  signifies the acquisition of knowledge and skill. ◦ Evaluation concerns itself with the scholastic achievement as well as with behavioral changes.

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◦Evaluation in its broader concept includes appraisal of academic and nonacademic aspects of education. ◦Evaluation is the measurement of all round development of the pupil including his physical, social, moral, and intellectual development as well as his skills, abilities, aptitudes and interest.

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New concept of Evaluation ◦ Is based on three pillars: ◦ (Dr Benjamin S Bloom) –

Educational Objectives Learning Experiences

Evaluation (Learning Outcomes)

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Learning Experiences ◦ It is the after –effects as a result of learning activity in the form of understanding or realization or feeling or appreciation. ◦ It is the interaction of the learner and the situation provided by the teacher. ◦ In order to provide a particular type of learning experience, a variety of learning activities may have to be produced for. Dr.Priya Mathew

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Learning Activities (LA) ◦ LA are the activities which include an arrangement of teaching aids, questioning, explanations, observations, visits, handling of apparatus, models, charts and specimens, etc, reading, writing, drawing, etc. which ultimately lead the students to learning.

◦ The teacher provides these activities to the students. Dr.Priya Mathew

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Relationship between Objectives, Learning Experiences and Learning Outcomes Educational Objectives

Learning Experiences

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Learning Outcomes (Evaluation)

Relationship ◦ There is an interconnectedness between objectives, learning experiences and evaluation. ◦ It is an integral relationship. ◦ Educational objectives are to be operationally defined in terms of behavioral changes. ◦ Learning experiences are to be devised in such a way that they have a close bearing to the educational objectives in view. ◦ Evaluation procedures are to be devised that they measure pupils achievement in terms of educational objectives. Dr.Priya Mathew

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◦ Close relationship between objectives and learning activities leading to learning experiences in the learner ◦ Evaluation has to be based upon objectives.

◦ Answers given for questions of a tool for evaluation will reflect only the experience gained by the learner through the learning activities. ◦ So test items for evaluating the level of realization of an objective and its specifications can be prepared only in relation to various types of objective based learning activities. Dr.Priya Mathew

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What did we learn?

1. What are the aims of Instructional Objectives?. 2. What are the Importance of Objectives?. 3. Explain the new Concepts in Evaluation. 4. What are learning Experiences? 5.Expalin the Relationship between Objectives, Learning Experiences and Learning outcomes. Dr.Priya Mathew

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UNIT 1.3 Dr.Priya Mathew

Steps in the process of Evaluation

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OBJECTIVES OF THIS SESSION  You

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will be able to list and brief about Steps in the process of evaluation  You will be able to explain the overview of the ‘process of evaluation’.

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Steps Identifying & Defining General Objectives

Selecting Teaching Points

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Identifying and Defining Specific Objectives

Planning Suitable Learning Activities SJCEM

Evaluating Using the Results as Feedback

1. Identifying and defining general objectives

   

What kind of abilities or skills should be developed when a student study……? What type of understanding should be developed in the pupil who learn his mother tongue? Unless the teacher identifies and states the objectives, these questions will remain unanswered. The process of identifying and defining the educational objectives is a complex one, and there is no simple or single procedure which suits all teachers.

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While stating the objectives we can focus our attention on the product- i.e. the pupils behaviour- at the end of study and state it in terms of his knowledge, understanding, Skill, application, attitudes, interests, appreciation etc. Eg. The pupil acquires the knowledge of the various terms used in ………… The pupil understand ……….. The pupil develop the skills in ……….. The pupil applies …… Dr.Priya Mathew

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2. Identifying and Defining Specific Objectives   



Learning is the modification of behavior in a desired direction. These changes arising out of the classroom instruction, are known as learning outcomes. What type of learning outcome is expected from a student after he has undergone the teaching learning process is the first and foremost concern of the teacher. So the teacher must first identifies and defines the objectives in terms of behavioral changes, i.e. learning outcomes.

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   



Ex: The pupil will be able to recognize….. The pupil will be able to recall…… The pupil will be able to compare….. The specific objectives determine two things:  The various types of learning situations to be provided by the class teacher to his pupils.  The method to be employed to evaluate both the learning objectives and learning experiences. Dr.Priya Mathew

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3. Selecting Teaching Points 

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Once the objectives are set up, the next step is to decide the content (curriculum, syllabus, course) to help in the realization of the objectives. It is the job of the philosophers and educationists to decide the objectives and to frame the content accordingly, i.e. curriculum, syllabus, and course. For the teachers, the objectives and courses of school subjects are ready at hand. Teachers job is: To analyze the content of the subject matter into teaching points i.e. content analysis To find out what specific objectives can be adequately realized through the introduction of those teaching points. Dr.Priya Mathew

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4. Planning Suitable Learning Activities   

The teacher will have to plan the learning activities to be provided to the pupils. Bear two things in mind- objectives as well as teaching points. The process becomes three dimensional.

 Objectives

Learning activities

Teaching points Dr.Priya Mathew

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The teacher gets the objectives and content readymade.  He is completely free to select type of learning activities he would like to provide  He may employ any method of teaching such as; Analytic synthetic method Inducto-deducto Experimental or demonstration Discovery Lecture method……..etc  He should select only such activities which will make it possible to realize his objectives  Learning activities will help him to determine the evaluation procedures to Mathew be used in future. Dr.Priya SJCEM 

5. Evaluating     

The teacher observes and measures the changes in the behaviour of his pupils through testing While testing he will keep in mind three thingsobjectives, teaching points and learning activities But his focus will be on attainment of the objectives Learning activities provided by the teacher result in the learning experiences A teacher will follow five steps in the evaluation:

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Five Steps  

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i. Planning the method of evaluation : - plan for oral or written test, essay type or objective type test, practical test ii. Preparing tools required for evaluation:- made on the basis of objectives. Tools may be – question paper, guidance for examiners, answer key, scoring key, graph papers, activities, games, practical activities iii. Organising test:- test should be in very light and good atmosphere and at the pre-decided time and place. iv. Scoring after test: - it will help the teacher to know what the students know and what they do not know v. Analysing the results of the test:- it is done, objectivewise, subjective-wise, standard wise, etc.  It may be presented in the form of various graphs like bar graphs or pie charts. Dr.Priya Mathew

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6. Using the results as feedback 

If the objectives have not been realised to a great extent, he will use the results in reconsidering the objectives and recognising the learning activities

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Steps Identifying & Defining General Objectives

Selecting Teaching Points

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Identifying and Defining Specific Objectives

Planning Suitable Learning Activities SJCEM

Evaluating Using the Results as Feedback

WHAT DID WE LEARN ? •

•

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What are the steps involved in the process of evaluation ? Mention the three dimensional process in Planning Suitable Learning Activities ? What is learning Outcomes? How the teacher will follow five steps in the evaluation, mention them

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•

UNIT 1.4

Holistic Evaluation Dr.Priya Mathew

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OBJECTIVES

You will be able to I.

list the key elements of Holistic development.

II. state Holistic development. III. mention the Holistic assessment measures. IV. list the advantages of Holistic Assessments.

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Holistic assessment (also called 'integrated assessment') focuses on the assessment of whole work activities rather than specific elements. It looking at the units of a qualification at once, rather than individually, sometimes refereed to as multi-assessing. When assessing a unit of competence holistically, the assessment activities integrate a number of aspects of the competency.

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Advantages of Holistic Assessments • Can be utilized to evaluate various aspects of the leaner. • Students will actively involve in the learning process. Peer and self-assessments actively engage the student in the learning process. • Most of the holistic assessments incorporate a feedback from the assessors, which assist the student in having a clear understanding of what is expected in the learning process. Dr.Priya Mathew

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WHAT DID WE LEARN ? 1. What is Holistic approach? 2. Mention the Elements of Holistic Approach. 3. Mention the Holistic assessment measures. 4. List the Advantages of Holistic Assessments. Dr.Priya Mathew

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Unit 1.5 Major Techniques of Evaluation

Objectives You will be able to • give overview of techniques of evaluation and its types • list out the Quantitative techniques of evaluation Oral Written Practical/performance • list out Qualitative techniques of evaluation  Observation  Self Report  Socio-metric  Projective Dr.Priya Mathew

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Techniques of Evaluation

Quantitative

Qualitative

Quantitative Techniques

Oral Testing

Written Practical / Performance

Oral Tools

Oral questions

Debate

Drama

Written

Tools Achievement Test

Essay

Objective

Diagnostic test

Short answer

Standardized tests

Performance Tools

Activities

Practical Experiments

Art, music, painting, woodwork etc..

Techniques

Observation Self Report Qualitative

Socio-metric Projective

Observation The process of observing and recording an individual's behaviour is the observation technique.

Observation Tools

Checklist

Rating Scales

Cumulative Records

Anecdotal Records

Participation chart

Self Report • Gathering data by obtaining responses to questions • The wealth of information about the student is obtained from him by interviews, questionnaires, inventories, attitude scale etc.

Self Report Tools Interview schedule

Questionnaire

Inventories

Attitude Scale

Sociometric Techniques • Area of study dealing with the actual psychological structure of human groups, communities and society at large • It reveal :- a) the position of every pupil within the structure b) the nature of his relationships with other pupils

Socio metric Tools

Sociogram

Social Distance Scale

Guess –who techniques

Projective Techniques • It call upon the individual to interpret objects other than himself. • This may be pictures, incomplete sentences, drawing, etc.

Projective Tools

Ink blot

Thematic Appreciation test (TAT)

Personality assessment

Sentence Completion test

Word association

What did we learn ? • • • •

Mention the two Techniques of evaluation. What are observation techniques? Mention its tools. Mention the written techniques tools. What is socio metric techniques and its techniques tools. • What is achievement test? • Define rating scale.

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UNIT 1.7

MEASURABLE AND NONMEASURABLE LEARNING OUTCOMES DR.PRIYA MATHEW

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OBJECTIVES You will be able to  define Leaning outcomes.  explain the aims of Measuring the Learning outcomes.  mention the Measurable Learning outcomes  mention the Components of a Measurable Learning

Outcome  brief about the Bloom’s Taxonomy.  list the Process of Learning. DR.PRIYA MATHEW

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LEARNING OUTCOMES  Learning outcomes are statements that specify what learners will

know or be able to do as a result of a learning activity.  Learning outcomes are statements of what a learner is expected

to know, understand and/or be able to demonstrate after completion of a process of learning.  Outcomes are usually expressed as knowledge, skills, or attitudes.  Clear articulation of learning outcomes serves as the foundation to

evaluating the effectiveness of the teaching and learning process. DR.PRIYA MATHEW

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MEASURABLE LEARNING OUTCOMES  A measurable learning outcome is a statement that

clearly and precisely describes what it is that the student intends to accomplish during his or her learning experience.  Each learning outcome involves new learning and

expanded growth.  specific objectives - Measurable observable

behavioural changes DR.PRIYA MATHEW

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COMPONENTS OF A MEASURABLE LEARNING OUTCOME

Student learning behaviors Appropriate assessment methods  Specific student performance criteria /

criteria for success DR.PRIYA MATHEW

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When writing a measurable learning outcome, it is important to: ƒ  focus on student behavior ƒ  use simple, specific action verbs  ƒselect appropriate assessment methods ƒ

 state desired performance criteria DR.PRIYA MATHEW

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THE PROCESS OF LEARNING •

Before we can understand a concept we have to remember it

•

Before we can apply the concept we must understand it

•

Before we analyse it we must be able to apply it

•

Before we can evaluate its impact we must have analysed it

•

Before we can create we must have remembered, understood, applied, analysed, and evaluated.

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UNIT 1.6

TEST AS MEASURABLE INSTRUMENT DR.PRIYA MATHEW

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TESTING  Is the most common method of measurement,

especially from the point of view of a teacher  most frequently adopted instrument for measuring a variety

of aspects like achievement, intelligence, aptitudes, etc.  It is not the only technique of measurement  Other techniques will be able to collect additional data in

order to complete the incomplete data collected by testing

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 Different strategies and procedures can be adopted

in the testing process.  They are :  written test,  oral test &  performance test DR.PRIYA MATHEW

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WHAT DID WE LEARN ?  What is Leaning outcomes?  Define Measurable Learning outcomes?  List the measurable verbs?  Mention the Components of a Measurable Learning

Outcome and Non Measurable Learning Outcomes.

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UNIT 1.8

Reporting Evaluation Results Dr.Priya Mathew

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OBJECTIVES • You will be able to • Explain the bases for marking and reporting • Mention the Purpose of reporting to students , Teachers , Parents.

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• Analysis is a key evaluation step that begins to make meaning of the evaluation data you have collected. • Reporting the subsequent evaluation results is an important step in documenting findings and staying accountable to stakeholders.

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Basis for Marking and Reporting • What aspects or characteristic of a pupil should be reported? • What kinds of data the teacher should use as evidence in making the report?

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Basis for Reporting • Major factor :- The degree to which the students has achieved the educational objectives of the course. (Cognitive aspects) • Affective objectives :- teacher should attempt to measure them and then report the results • Informal test, classroom observations, products and standardized results are all useful data in reporting pupils’ progress • Data suggestive of reasons for the attainment of the objective: it include pupils ability level, attendance, effort, interest, cooperation Dr.Priya Mathew

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Continue………………

• Reporting system must be understood both by those making the report and those to whom it is sent. • Desirably affect students learning

• Promote desirable public relations • Reporting scheme vary depending upon the standard of the pupil.

• If the students general attitudes are to be reported , it should be marked separately from the one that reports achievement level.

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Purpose of reporting

Progress update Share information Change or develop new things Sustain positive outcomes

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Stake holders • Students • Teachers

• Parents • Administrators

• Society

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Purpose of reporting to Students 1. Guidance : • Feed back to the students serves the purpose of guidance. • Two stages of feedback : •

a) the measurement of the degree to which a student has reached the objectives. b) Communication of the information to him.

• It is important for the student to know how he is presently doing. • Knowledge of the results improves subsequent learning. • The students need information to guide them in their immediate decision making.

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Continue…….. • Formative evaluation is most helpful in the immediate decision making that the students face.

• The daily interaction between teachers and students should result in immediate decision making. • Effective feedback depends upon : 

Determining what a student needs to know to facilitate further learning.



Gathering accurate data.

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Presenting this data to student in a fashion he will comprehend.

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• Summative evaluation of the kind provided at periodic marking periods can assist the student in his decision making , particularly in the formulation of long-range plans

• Students cannot easily combine all the daily feedback provided and obtain an overall picture of how they are doing. • They need the insight teacher can provide.

• So overall summary is of great value.

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2. Motivation : Second possible purpose of reporting to students is to enhance motivation  It is possible for feedback to either to reduce or enhance motivation  The same reporting scheme may have differential motivating impact on different students.

 Some students need friendly encouragement, some need mild punishment, others may need to motivated through fear.

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• Whatever the methods of reporting, all students should receive accurate reports of how they are doing • Teachers must be honest with their pupils in reporting

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B. Purpose of Reporting to Teachers • Helps to evaluate his own strengths and weaknesses. • If students are doing well in some area of a course but poorly in others, a teacher should examine his instructional procedures as why it is so.

• Teachers may not be so dependent upon a periodic reporting scheme for their feedback information. • Task of preparing a formal report may cause a teacher to look more carefully at students achievements.

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C. Purpose of Reporting to Parents  Parents do not know a). What are the school objectives? b) Whether or not their children are achieving those objectives? • Parents need to know how their children are doing in school • Good reporting practices improve relations between school and home.

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• Many parents would be willing to help their children in weak areas but without knowledge of what those weak areas • Parents do not have daily contact with the school, so the quality of the formal periodic reporting scheme and frequent informal formative reports are extremely important

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WHAT DID WE LEARN ? • What is the Basis for Marking and Reporting? ? • Mention the purpose of reporting to 1. Students 2. Teachers 3. Parents.

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Educational Evaluation

Unit 1

Supplementary Reading Material

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Educational Evaluation

Unit 1

Educational valuation In general ‘to evaluate’ means to give value of an object according to its worth and quality.Every educational system has certain objectives which aim at bringing about desirable changes in the pupils. In order to bring about these changes the school arranges learning experience for the pupils. Their learning experience can be judged in terms of behavioural changes which are observed in three domains – cognitive, affective and psycho motor. So educational evaluation is defined as “evaluation based on a systematic, continuous process of collecting information/evidence regarding the nature and extend of changes that take place in the behaviour of students and making education judgments”. The first stage of evaluation consists of collecting evidences/ information about students’ progress in respect of cognitive and noncognitive areas. The next stage of evaluation deals with making educational judgements based on collected and processed data/ information. From an instructional standpoint, evaluation may be defined as a systematic process of determining the extent to which instructional objectives are achieved by pupils. According to Dr Benjamin Bloom’s theory, educational process based on a triangular model showing relationship between educational objectives, learning experiences and evaluation procedures.

In other words we can say:-

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Educational Evaluation

Unit 1

“Evaluation is a measurement of all round growth of the child, including his physical, social and intellectual development, as well as his interest, aptitudes and abilities i.e.evaluation includes both qualitative and quantitative which describe pupils behaviour and judgement. MEASUREMENT AND EVALUATION Measurement in Education Measurement also plays an important role in the process of education. Educational measurement is the process of assigning numbers to individuals or their characteristics according to specified rules. Measurement requires the use of numbers but does not require the value judgment be made by the numbers obtained from the process. We measure achievement with a test by counting the numbers of test items a student answers correctly and we use exactly the same rule to assign a number to achievement of each student in the class.Measurements are useful for describing the amount of certain abilities that an individual have. Evaluation Educational evaluation is broader in scope and more objective than educational measurement. It is the process of carefully appraising the individuals from a variety of information giving devices. Beside testing and other tools of measurement evaluation seeks additional evidence from various sources of information supplementing each other like interviews, questionnaires, cumulative record, case study, conference, etc. and the selection through careful analysis of data, most pertinent to a wise just and comprehensive interpretation to make value judgment of the individual’s or group under study. Evaluation depends upon measurement but is not synonymous with it. Evaluation includes measurement but goes beyond it. If a teacher administers a test to a class and computes the percentage of correct response, it is said that measurement and testing has taken place. The scores must be interpreted which may mean converting them to A, B, C and so on or judging them to be excellent, good, fair or poor , this process is called evaluation. Differences between evaluation and measurement Evaluation

Measurement

The purpose is to judge the extent to which instructional objectives are The purpose is to represent the ability/attribute/achievement realized as a result of instructional inputs. of a pupil quantitatively (using numbers) Represents a continuous process of determining the extent to which Represents an act or an event that involves assigning a instructional objectives have been achieved. numerical index to whatever being assessed. Dr. Priya Mathew

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Educational Evaluation

Unit 1

Attempt is made to answer ‘how good’ and ‘how desirable’ is the Attempt is made to answer ‘how much’ is the achievement achievement. It is a new concept in education.

This is old concept in education.

It is a technical term.

It is a simple word.

The scope of evaluation is wider.

The scope of measurement is narrow.

The pupils’ qualitative progress can be tested and explored.

The quantitative progress of pupil can be tested and explored.

It includes quantitative and qualitative description of pupil’s behavior It is limited to quantitative description of student’s plus value judgment about the behavior. achievement/behavior only. Few illustrations to understand the concept of Evaluation and Measurement 1. A teacher measures John’s height to 180cm. He evaluates his height when he says that he is tall. 2. A teacher measures Mr. Ali’s achievement in economics to be 50%, he evaluates his achievement when he says that Ali’s achievement in economics is satisfactory. 3. A teacher measures the size of a classroom and finds that it is 4m x 3m. He evaluates the classroom is too small for 40 students.

EVALUATION PROCESS (Steps involved in Evaluation) 1. 2. 3. 4. 5. 6.

Identifying and defining general objectives Identifying and defining specific objectives Selecting the content through which specific objectives can be realized Planning suitable learning activities Evaluating the effectiveness of instruction Using the results as feedback to check the relevancy and attainability of objectives, to modify learning activities and to improve instruction

PRINCIPLES OF EVALUATION In order to make evaluation effective and sound it should be based on the following principles.

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Educational Evaluation

Unit 1

1. Determining and clarifying what is to be evaluated:No evaluation device should be selected or developed until the purposes of it have been defined clearly. When we are assessing pupil’s progress, we must first of all identify and define educational objectives. By identifying and determining educational objectives, we know what is to be evaluated. For example, in school situation, teachers must clearly know the objectives of teaching English, Mathematics or Science before she proceeds to evaluate the student’s progress in any of the subjects. 2. Evaluation tools and techniques should be selected in term of the purpose to be served:There are various techniques of evaluation one technique may be appropriate for some purpose but inappropriate for others. Eg. A written examination will not be appropriate tool for assessing a student’s skill in handling apparatus or his ability for social adjustment. 3. Comprehensive evaluation requires a variety of evaluation techniques:Evaluation includes both academic and non academic attainments. It includes all the changes that take place during the developments of balance personality and measure the qualities of the head, hand, health, and heart of an individual. These changes include the changes in attitude, appreciation and understanding as well as acquisition of knowledge and skills. No single evaluation technique is adequate for appraising pupil progress towards the entire important outcome of instruction. 4. Proper use of evaluation techniques requires an awareness of their limitations as well astheir strength Some of the evaluation techniques such as intelligence test and achievement test are fairly good measuring instruments. While a few tools such as rating scales are crude instruments. All these tools are subject to one or more types of error, when limitation is greater than consequently more skill needed in its use. 5. Evaluation is a means to an end and not an end in itself The use of evaluation technique implies that some useful purpose will be served that the teacher is clearly aware of the purpose. To blindly gather data about pupils and then to file the information away in the hope that it will someday prove useful is a waste of time or effort. Eg. Some schools collect information about children’s’ weight, height, eye-sight etc. But no follow up work is done. It means that thecollection is done just as a ritual or satisfies some inspection officers. FUNCTIONS / IMPORTANCE OF EVALUATION The important functions of evaluation are: Dr. Priya Mathew

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Educational Evaluation

Unit 1

1. To find out students academic achievements Evaluation is not limited to paper or pencil tests. It includes the interest, abilities, attitudes, skills etc. so that the pupil can achieve all round development. Pupils have the right to know the progress they are making whether they have attained the objectives of the subject matter or not. It can also encourage the students to study more. They will know the quality and amount of work they have to strive for. 2. To identifybehaviour modification of the students as a result of classroom instruction The process of teaching-learning denotes change in behavior. The recent trends in learning and evaluation link them to behavioral activities. According to behaviorist psychology learning is defined as a change in the behavior of an individual that can be described in terms of observable and measurable performance. 3. To determine the attainability of the instructional objectives Effective instructional planning and evaluation of students’ performance have always stressed upon the statement of instructional objectives so that they are of great help to the students. According to Muller, an instructionally usable objective must state the intended outcome in terms of the terminal behavior of students which include behavior of students after the classroom instruction and evaluation can be made if the learning outcomes are carefully specified. 4. To Identify the problems of the students and providing the suggestions for remedial measures The teacher must evaluate the problems of the students based on the feedback obtained from the evaluation the teacher has to identify the weak points of the students and carry remedial measures for their improvement. 5. To provide guidance and counseling Evaluations help to identify individual difference and helps to identify specific difficulties of students. 6. To find out the usefulness of the instructional materials 7. To improve instruction and instructional strategies 8. To motivates learners 9. To report pupil’s progress to parents 10. To classify students and give placement 11. To enhancethe quality of the teacher CONTINUOUS & COMPREHENSIVE EVALUATION (CCE)

Dr. Priya Mathew

St. Joseph’s College of Education

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Educational Evaluation

Unit 1

In the normal practice evaluation is used in the form of written tests and examinations, but in the real sense, it should not be used in this limited use. The concept is much broader and comprehensive. It is a continuous process. The root idea of the CCE lies in the fact that growth in the human beings takes place simultaneously in the diverse dimensions of the personality of pupils. Such a growth takes place continuously. CCE incorporates both scholastic and non-scholastic aspects of students’ performance spread over total span of instructional time. Then underlying assumption of CCE are i) changes/progress in pupil’s behavior takes place regularly ii) only one or two tools are inadequate to measure wide variety of changes in pupils behaviour. CCE system was introduced by the Central Board of Secondary Education in India for students. The main aim of the CCE is to evaluate every aspect of the child during their presence in the school. This is to help reduce the pressure on the child during or before examinations. The purpose of evaluation should not be limited to declare the student has passed or not in the examination. It should identify his academic strengths and weaknesses, making good his deficiencies and enriching his potentials. The CCE process should aim at the development of the student’s all round progress. Continuous nature of evaluation refers to the assessment at regular intervals of time right from the beginning till the end of an academic year. It could include one or series of tests conducted to assess entry behavior at the beginning of a course of instruction. Testing procedure might include oral, written or performance in nature. Unit tests, assignments, and procedures to assess project work, practical work, individual and group activities, semester examinations are all part of continuous evaluation that should take place in an educational institution. Comprehensive nature of evaluation includes collecting evidence/information about student’s progress not only in respect scholastic areas but also in respect of non-scholastic areas like interest, attitude, personal/social qualities, sports and games, literary cultural and other activities using a wide variety of tools and techniques apart from employing different marking/grading schemes. Importance of CCE 1. 2. 3. 4. 5. 6. 7.

It is based on objectives, drawn from academic as well as non academic areas. It suggests remedial teaching immediately for the deficiencies found in the learning process. It helps students to take interest and participate in the teaching –learning process. It helps to guide the students according to their individual differences. It helps to make adequate changes in the teaching method/ learning plan. It encourages self-learning habits. It helps to test the progress of student in various stages.

Dr. Priya Mathew

St. Joseph’s College of Education

Mysuru

Educational Evaluation

Unit 1

8. It gives adequate directions if the teaching or learning is found incomplete. 9. It retains interest in learning till the end. 10. It helps to inform the parents about the progress of the students. Outcome and effect:  Though most of the schools implemented it quickly, teachers and students who are connected to the older system of evaluation faced difficulties in coping with changes.  The main aim of CCE is to reduce the pressure, a mass of students enjoy it. The system of hardwork is lost from the mind of lazy children.  With more and more students with A1 grade, pupils have a harder time getting admission for higher educations.  The workload is in no way reduced in truth, because eventhough the exams have been cut off, students wrestle with time and effort making projects and preparing for oral test all the year round.  No exams, but still pressure – that seems to have become the message of CCE. FORMATIVE EVALUATION Evaluation has been classified into two types1. Formative evaluation 2. Summative evaluation Formative Evaluation Formative evaluation in the instructional process is the evaluation done by teacher at every stage to know whether he is leading the learner in the proper way. The evaluation is done during the course of instruction & not at the end of a course of instruction. It ensures that the learner is progressing on the way at every stage. Thus it lays stress on development for immediate feedback both for teacher & student. It does a diagnostic function which enables the teacher to identify the exact nature of the difficulties of each student & remedial measures. Teacher made tests and observational techniques are used in formative evaluation. It is directed towards improving learning and instruction and the results are not usually employed for assigning couse grades and promotion purposes. Importance of Formative Evaluation in Schools 1. By the formative evaluation the difficulties of the student can be identified immediately & remedial measures may be done. 2. The learning progress can be known systematically throughout the year. Dr. Priya Mathew

St. Joseph’s College of Education

Mysuru

Educational Evaluation

Unit 1

3. The evaluation can be made at the same time when teaching process is going on. 4. It provides a data which is analyzed & used to classify students so that those students who cannot understand the concept can be given remedial teaching. 5. It can help to know which students are gifted students so that she can give them more difficult topics. 6. It helps the teacher to select students for certain specific purposes. 7. It gives an encouragement to the students who are average so that they don’t feel discouraged. 8. It also helps the teachers to test how effectively he has explained the concepts in the initial stage itself so that before proceeding further he can know if students have understood the basic ideas. 9. It is very helpful in initial stages. It is important that students should thoroughly know the basic concepts so that they can grasp further concepts. This help in analyzing it. SUMMATIVE EVALUATION The term summative evaluation refers to assigning a grade for learner’s achievement at the end of term, semester,course, or instructional program.The test aims to summarize learning up to that period. The test may also used for diagnostic assessment to identify any weakness and then build on that using formative evaluation. The term summative evaluation used pedagogically for the purpose of the student, instructor, and instructional remediation following completion of the instructional effort. Summative test is given to the learners after he/she has passed successfully all the formative tests. Summative evaluations are often high stakes which means that they have a high point value. Examples of summative evaluation include. 1. 2. 3. 4.

Midterm exam A final project A paper Terminal/Final exam.

Summative evaluation is meant to meet the school or districts need for teachers accountability and looks to provide remediation for substandard performance and also provides grounds for dismissal if necessary. Areas evaluated include classroom climate, instruction, professionalism, planning and preparation. Definition

Dr. Priya Mathew

St. Joseph’s College of Education

Mysuru

Educational Evaluation

Unit 1

“Summative evaluation describes judgment about the merits of an already completed programmed, procedure or product”. A.J Nikto(1983) “Summative evaluation typically comes at the end of a course (or unit) of instruction. It is designed to determine the extent to which the instructional objective have been achieved and is used primarily for assigning course grades or certifying pupil mastery of the intended learning outcomes”.N.E Gronlund (1985) “Summative evaluation is conducted at the end of an instructional segment to determine if learning sufficiently complete to warrant moving the learner to the next segment of instruction”.Ebel R.L and Frisbie (1986) “Summative evaluation is done at the conclusion of instruction and measures the extent to which student has attained the desired outcomes”.W.Wiersma and S.G Gurs (1990) Purpose of Summative Evaluation

1. Pupil cannot easily combine all the daily feedback provide and obtain an overall picture of how they are doing. The summative evaluation can provide such overall picture. 2. From the summative test the general level of the learner is judged. On the basis of learner performance the effectiveness of teaching and instruction and instruction is evaluation. 3. It serves the purpose of assigning grades or certifying learner’s mastery of the intended learning outcomes. This acts as the basis for prediction and placement. 4. It will help in organizing the total system of education more effectively. 5. It provides information on the product efficacy. 6. It provides reinforcement to teacher and instruction. 7. It helps in planning and organizing the further teaching. 8. It judges to what extent objectives are realized on the basis of learner’s performance. Major difference between formative and summative 1. They differ in nature, purpose, and timing.

Dr. Priya Mathew

St. Joseph’s College of Education

Mysuru

Educational Evaluation

Unit 1

2. Limited content area in formative evaluation where as summative evaluation there will be more restricted sampling across a large content area. 3. Formative evaluation forces and reinforces learning mastery by providing data that can direct remedial teaching. Summative evaluation is the final test of learner’s achievement covering large block content. 4. Formative evaluation is conducted during the development or improvement of program or a product.Summative evaluation is conducted after completion of a program or course of study. 5. Formative evaluation is organized for the benefit of internal decision maker. Summative evaluation for the benefits of external decision makers. 6. Formative evaluation takes place the form of a dialogue between the teacher and learner. Summative evaluation tests learning outcomes against a set objectives criteria. 7. Formative evaluation is process oriented where as summative is product oriented. 8. Formative evaluation uses the method of daily assignments, observation etc. whereas summative evaluationuses well defined evaluation designed methods like achievement test and projects etc.

Dr. Priya Mathew

St. Joseph’s College of Education

Mysuru