UNIT
I
Perspectives
on Assessment and Evaluation (25 hrs)
Assessment and Evaluation in Education
Purposes of Evaluation
Types of evaluation-Formative and
Summative, Outcome Evaluation, Process Evaluation, Self Evaluation, Peer
Evaluation, Product Evaluation, External Evaluation, Internal Evaluation and
Objective based Evaluation.
Brief introduction to Instructional
objectives as the basis of scientific evaluation-Bloom’s taxonomy of
educational objectives; Domains of learning:
cognitive, affective and Psycho motor.
Factors to be considered for successful
assessment
Current practices in assessment and
evaluation –CCE- concept, need and relevance, Grading system- concept, types
absolute grading, direct grading and relative grading, merits and demerits.
Grade Point Average, Cumulative Grade Point Average, Weighted average and
weighted score/point. Classification of learners according to their level of
performance in Grading system (By giving letter grades such as: A+, A, B+,B
etc.
Assessment in Education
Assessment
is the process of gathering and discussing information from multiple and
diverse sources in order to develop a deep understanding of what students know,
understand, and can do with their knowledge as a result of their educational
experiences; the process culminates when assessment results are used to improve
subsequent learning.
Assessment
is the systematic process of documenting and using empirical data on the
knowledge, skills, attitudes and beliefs. By taking the assessment, teachers
try to improve student learning. This is a short definition of assessment.
Assessment
involves the use of empirical data on student learning to refine programs and
improve student learning.
Assessments are also used to identify
individual student weaknesses and strengths so that educators can provide
specialized academic support, educational
programming, or social services. In addition, assessments are developed by a
wide array of groups and individuals, including teachers, district
administrators, universities, private companies, state departments of
education, and groups that include a combination of these individuals and
institutions.
EVALUATION
1. James
M. Bradfield:
Evaluation is the assignment of
symbols to phenomenon, in order to characterise the worth or value of a
phenomenon, usually with reference to some social, cultural or scientific
standards.
2.
Gronlund and Linn:
Evaluation is a systematic process of
collecting, analysing and interpreting information to determine the extent to
which pupils are achieving instructional objectives.
3.C.E. Beeby (1977), who described
evaluation as “the systematic collection and interpretation of evidence leading as a
part of process to a judgement of value with a view to action.”
In
this definition, there are the following four key elements:
(i) Systematic collection of
evidence.
(ii) Its interpretation.
(iii) Judgement of value.
(iv) With a view to action.
Evaluation
in Education
Evaluation
focuses on grades and may reflect classroom components other than course
content and mastery level. Evaluation is a final review on your instruction to
gauge the quality. It’s product-oriented. This means that the main question is:
“What’s been learned?” Finally, evaluation is judgmental.
Difference between assessment and evaluation
Assessment
Evaluation
Is
ongoing
Provides closure
Improves
quality
Judges quality
Individualized
Applied against standards
Not
graded
Graded
Provides
feedback
Shows shortfalls
Process-oriented
Product-oriented
A
simple representation explaining the role of evaluation in the
teaching-learning process is shown below:
Evaluation
has its four different aspects namely:
(i) Objectives,
(ii) Learning experiences,
(iii) Learner appraisal and the
and
(iv) Relationship between the three.
CHARACTERISTICS OF EVALUATION
The
analysis of all the above definitions makes us able to draw following
characteristics of evaluation:
1. Evaluation implies a systematic
process
2. Evaluation is a continuous
process.
In an ideal situation, the teaching-
learning process on the one hand and the evaluation procedure on the other
hand, go together. It is certainly a wrong belief that the evaluation procedure
follows the teaching-learning process.
3. Evaluation emphasizes the broad
personality changes and major objectives of an educational programme.
Therefore, it includes not only subject-matter achievements but also attitudes,
interests and ideals, ways of thinking, work habits and personal and social
adaptability.
4. Evaluation always assumes that
educational objectives have previously been identified and defined.
5. A comprehensive programme of
evaluation involves the use of many procedures (for example,
analytico-synthetic, heuristic, experimental, lecture, etc.); a great variety
of tests (for example, essay type, objective type, etc.); and other necessary
techniques (for example, socio-metric, controlled-observation techniques,
etc.).
6. Learning is more important than
teaching. Teaching has no value if it does not result in learning on the part
of the pupils. Objectives and learning experiences should be so relevant that
ultimately they should direct the pupils towards the accomplishment of
educational goals. To assess the students and their complete development
brought about through education is evaluation.
9. Evaluation is the determination of
the congruence between the performance and objectives.
STEPS INVOLVED IN EVALUATION
(i) Identifying and Defining
General Objectives
In the evaluation process, first step
is to determine what to evaluate, i.e., to set down educational objectives. The
process of identifying and defining educational objectives is a complex one;
there is no simple or single procedure which suits all teachers. Some prefer to
begin with the course content, some with general aims, and some with lists of
objectives suggested by curriculum experts in the area. While stating the
objectives, therefore, we can successfully focus our attention on the product
i.e., the pupil’s behaviour, at the end of a course of study and state it in
terms of his knowledge, understanding, skill, application, attitudes,
interests, appreciation, etc.
(ii) Identifying and Defining Specific Objectives:
The setting of specific objectives
will provide direction to teaching-learning process. It determine two things;
one, the various types of learning situations to be provided by the class
teacher to his pupils and second, the method to be employed to evaluate
both—the objectives and the learning experiences.
(iii) Selecting Teaching Points:
The next step in the process of evaluation
is to select teaching points through which the objectives can be realised. Once
the objectives are set up, the next step is to decide the content (curriculum,
syllabus, course) to help in the realisation of objectives.
(iv) Planning Suitable
Learning Activities:
In the fourth step, the teacher will
have to plan the learning activities by caring the objectives as well as
teaching points. The process then becomes three dimensional, the three
co-ordinates being objectives, teaching points and learning activities. The
teacher gets the objectives and content readymade.
He is completely free to select the
type of learning activities such as analytico-synthetic method; inducto-deductive
reasoning; experimental method or a demonstration method; discovery method, lecture
method; or he may ask the pupils to divide into groups and to do a sort of
group work followed by a general discussion; and so on. One thing he has to
remember is that he should select only such activities as will make it possible
for him to realise his objectives.
(v) Evaluating:
In the fifth step, the teacher
observes and measures the changes in the behaviour of his pupils through evaluation
process.
Here the teacher will construct a
test by making the maximum use of the teaching points already introduced in the
class and the learning experiences already acquired by his pupils. He may plan
for an oral lest or a written test; he may administer an essay type test or an
objective type of lest; or he may arrange a practical test.
(vi) Using the Results as Feedback
If the teacher, after testing his
pupils, finds that the objectives have not been realised to a great extent, he
will use the results in reconsidering the objectives and in organising the
learning activities. He will retrace his steps to find out the drawbacks in the
objectives or in the learning activities he has provided for his students. This
is known as feedback. Whatever results the teacher gets after testing his
pupils should be utilised for the betterment of the students.
Purposes of Evaluation
Evaluation is a very important
requirement for the education system. It fulfills various purposes in systems
of education like quality control in education, selection/entrance to a higher
grade or tertiary level.
Functions of
Evaluation:
Evaluation plays a vital role in
teaching learning experiences. It is an integral part of the instructional
programmes. It provides information’s on the basis of which many educational
decisions are taken.
Evaluation
has the following functions:
1. Placement Functions:
·
Evaluation helps to study the entry behaviour of
the children in all respects.
·
That helps to undertake special instructional
programmes.
·
To provide for individualisation of instruction.
·
It also helps to select pupils for higher
studies, for different vocations and specialised courses.
2. Instructional Functions:
·
It helps
in systematic determination
of a subject's merit, worth and significance, using criteria governed by a set
of standards.
·
Evaluation helps to build an educational
programme, assess its achievements and improve upon its effectiveness.
·
It reviews the progress in learning from time to
time.
·
It also provides valuable feedback on the design
and the implementation of the programme.
·
Evaluation plays an enormous role in the
teaching-learning process. It helps teachers and learners to improve teaching
and learning.
·
Evaluation is a continuous process and a
periodic exercise.
·
It helps in forming the values of judgement,
educational status, or achievement of student.
·
In learning, it contributes to formulation of
objectives, designing of learning experiences and assessment of learner
performance.
·
Besides this, it is very useful to bring
improvement in teaching and curriculum.
·
It provides accountability to the
society, parents, and to the education system.
·
The improvement in courses/curricula, texts and
teaching materials is brought about with the help of evaluation.
·
It helps in selecting instructional strategies.
3. Diagnostic Functions:
·
Evaluation has to diagnose the weak points in
the school programme as well as weakness of the students.
·
To suggest relevant remedial programmes.
·
The aptitude, interest and intelligence are also
to be recognised in each individual child so that he may be energised towards a
right direction.
·
To adopt instruction to the different needs of
the pupils.
·
To evaluate the progress of these weak students
in terms of their capacity, ability and goal.
4. Predictive functions:
·
To discover potential abilities and aptitudes
among the learners.
·
To predict the future success of the children.
·
And also helps the child in selecting the right
electives.
5. Administrative Functions:
·
To adopt better educational policy and decision
making.
·
Helps to classify pupils in different convenient
groups.
·
To promote students to next higher class,
·
To appraise the supervisory practices.
·
To have appropriate placement.
·
To draw comparative statement on the performance
of different children.
·
To have sound planning.
·
Helps to
test the efficiency of teachers in providing suitable learning experiences.
·
To mobilise public opinion and to improve public
relations.
·
Helps in developing a comprehensive criterion
tests.
6. Guidance Functions:
·
Assists a person in making decisions about
courses and careers.
·
Enables a learner to know his pace of learning
and lapses in his learning.
·
Helps a teacher to know the children in details
and to provide necessary educational, vocational and personal guidance.
7. Motivation Functions:
·
To motivate, to direct, to inspire and to
involve the students in learning.
·
To reward their learning and thus to motivate
them towards study.
8. Development Functions:
·
Gives reinforcement and feedback to teacher,
students and the teaching learning processes.
·
Assists in the modification and improvement of
the teaching strategies and learning experiences.
·
Helps in the achievement of educational
objectives and goals.
9. Research Functions:
·
Helps to provide data for research
generalisation.
·
Evaluation clears the doubts for further studies
and researches.
·
Helps to promote action research in education.
10. Communication Functions:
·
To communicate the results of progress to the
students.
·
To intimate the results of progress to parents.
·
To circulate the results of progress to other
schools.
Types of evaluation-Formative and
Summative, Outcome Evaluation, Process Evaluation, Self Evaluation, Peer
Evaluation, Product Evaluation, External Evaluation, Internal Evaluation and
Objective based Evaluation.
Types
of Evaluation:
Evaluation can be classified into
different categories in many ways.
Some
important classifications are as follows:
1. PLACEMENT EVALUATION:
Placement evaluation is designed to
place the right person in the right place. The future success of the
instructional process depends on the success of placement evaluation. Placement evaluation aims at evaluating the
pupil’s entry behaviour in a sequence of instruction. In other words the main
goal of such evaluation is to determine the level or position of the child in
the instructional sequence.
This type of evaluation is helpful
for admission of pupils into a new course of instruction.
Examples:
i. Aptitude test
ii. Self-reporting inventories
iii. Observational techniques
iv. Medical entrance exam.
v. Engineering or Agriculture
entrance exam.
2.
FORMATIVE EVALUATION:
Formative evaluation are given at
regular and frequent intervals during a course to monitor the learning progress
of students during the period of instruction. It helps a teacher to ascertain
the pupil-progress from time to time.
Its main objective is to provide
continuous feedback to both teacher and student, concerning learning successes
and failures while instruction is in process.
Feedback to students provides reinforcement
of successful learning and identifies the specific learning errors that need
correction. The pupil knows his learning progress from time to time. This type
of evaluation is an essential tool to provide feedback to the learners for
improvement of their self-learning. Thus, formative evaluation motivates the
pupils for better learning.
Feedback to teacher provides
information for the teachers to improve their methodologies of teaching, nature
of instructional materials, etc. and to modify instruction and for prescribing
group and individual remedial work.
Thus, it aims at improvement of
instruction. “The
idea of generating information to be used for revising or improving educational
practices is the core concept of formative evaluation.”
Therefore, evaluation and development
must go hand in hand. The evaluation has to take place in every possible
situation or activity and throughout the period of formal education of a pupil.
The
functions of formation evaluation are:
(a) Diagnosing:
Diagnosing is concerned with
determining the most appropriate method or instructional materials conducive to
learning.
(b) Placement:
Placement is concerned with the
finding out the position of an individual in the curriculum from which he has
to start learning.
(c) Monitoring:
Monitoring is concerned with keeping
track of the day-to- day progress of the learners and to point out changes
necessary in the methods of teaching, instructional strategies, etc.
Characteristics of Formative
Evaluation:
The
characteristics of formative evaluation are as follows:
1.
It is an integral part of the learning process.
2.
It occurs, frequently during the course of instruction.
3.
Its results are made immediately known to the learners.
4.
It may sometime takes form of teacher observation only.
5.
It reinforces learning of the students.
6.
It pinpoints difficulties being faced by a weak
learner.
7.
Its results cannot be used for grading or placement
purposes.
8.
It helps in modification of instructional strategies
including method of teaching, immediately.
9.
It motivates learners, as it provides them with
knowledge of progress made by them.
10. It
sees role of evaluation as a process.
11. It
is generally a teacher-made test.
12. It
does not take much time to be constructed.
Examples:
i. Monthly tests.
ii. Class tests.
iii. Periodical assessment.
iv. Teacher’s observation, etc.
3. Diagnostic Evaluation:
Formative evaluation provides
first-aid treatment for simple learning problems whereas diagnostic evaluation
searches for the underlying causes of those problems that do not respond to
first-aid treatment. It is concerned with identifying the learning difficulties
or weakness of pupils during instruction. It tries to locate or discover the
specific area of weakness of a pupil in a given course of instruction and also
tries to provide remedial measure.
When the teacher finds that inspite
of the use of various alternative methods, techniques and corrective
prescriptions the child still faces learning difficulties, he takes recourse to
a detailed diagnosis through specifically designed tests called ‘diagnostic
tests’.
Diagnosis can be made by employing
observational techniques, too. In case of necessity the services of
psychological and medical specialists can be utilized for diagnosing serious
learning handicaps.
4.
SUMMATIVE EVALUATION:
Summative evaluation is done at the
end of a course of instruction or at the end of a fairly long period (say, a
semester) to know how far the extent the objectives previously fixed have been
accomplished. In other words, it is the evaluation of pupils’ achievement at
the end of a course. The traditional examinations are generally summative
evaluation tools.
The main objective of the summative
evaluation is
·
to assign grades to the pupils.
·
the degree to which the students have mastered
the course content.
·
judge the appropriateness of instructional
objectives.
·
generally the work of standardised tests.
·
to compare one course with another.
·
imply some sort of final comparison of one item
or criteria against another.
The
functions of this type of evaluation are:
(a)
Crediting:
Crediting is concerned with
collecting evidence that a learner has achieved some instructional goals in
contents in respect to a defined curricular programme.
(b)
Certifying:
Certifying is concerned with giving
evidence that the learner is able to perform a job according to the previously
determined standards.
(c)
Promoting:
It is concerned with promoting pupils
to next higher class.
(d) Selecting:
Selecting the pupils for different
courses after completion of a particular course structure.
Characteristics
of Summative Evaluation:
a. It is terminal in nature as it
comes at the end of a course of instruction (or a programme).
b. It is judgemental in character in
the sense that it judges the achievement of pupils.
c. It views evaluation “as a
product”, because its chief concern is to point out the levels of attainment.
d. It cannot be based on teachers
observations only.
e. It does not pin-point difficulties
faced by the learner.
f. Its results can be used for
placement or grading purposes.
g. It reinforces learning of the
students who has learnt an area.
h. It may or may not motivate a
learner. Sometimes, it may have negative effect.
Examples:
1. Traditional school and university
examination,
2. Teacher-made tests,
3. Standardised tests,
4. Practical and oral tests,
and
5. Rating scales, etc.
5.
NORM-REFERENCED AND CRITERION-REFERENCED EVALUATION:
(i) Criterion-Referenced Evaluation:
When the evaluation is concerned with
the performance of the individual in terms of what he can do is termed as
criterion- referenced evaluation. There is no reference to the performance of
other members of the group. In this evaluation there is a reference to a
criterion. In it we refer an individual’s performance to a predetermined
criterion which is well defined. The purpose of criterion-referenced
evaluation/test is to assess the objectives. It is the objective based test.
The objectives are assessed, in terms of behavioural changes among the
students. Such type of test assesses the ability of the learner in relation to
the criterion behaviour.
Examples
(i) Raman got 93 marks in a test of
Mathematics.
(ii) A typist types 60 words per
minute.
(iii) Amit’s score in a reading test
is 70.
(ii) Norm Referenced Evaluation:
A norm-referenced test is used to
ascertain an individual’s status with respect to the performance of other
individuals on that test.
Norm-referenced evaluation is the
traditional class-based assignment of numerals to the attribute being measured.
It means that the measurement act relates to some norm, group or a typical
performance. It is an attempt to interpret the test results in terms of the
performance of a certain group. This group is a norm group because it serves as
a referent of norm for making judgements. Test scores are neither interpreted
in terms of an individual (self-referenced) nor in terms of a standard of
performance or a pre-determined acceptable level of achievement called the
criterion behaviour (criterion-referenced). The measurement is made in terms of
a class or any other norm group.
Almost all our classroom tests,
public examinations and standardised tests are norm-referenced as they are
interpreted in terms of a particular class and judgements are formed with
reference to the class.
Examples:
(i) Raman stood first in Mathematics
test in his class.
(ii) The typist who types 60 words
per minute stands above 90 percent of the typists who appeared the interview.
(iii) Amit surpasses 65% of students
of his class in reading test.
OUTCOME
EVALUATION
Outcome evaluation is
a method of determining how well a program achieved its objectives by measuring
results. For this, it is first important to have clearly defined objectives. Next, there must
be a way to measure how
well the objectives are being achieved. The third aspect of outcome-based
evaluation is analyzing the
measured results to determine how well the program performed. Utilizing the
analysis, it can then be determined if corrective action should be taken to
improve, terminate, or continue the program. Outcome evaluations
are undertaken when it is important to know whether and how well the objectives
of a project or program were met.
For example,
outcome questions for a smoking cessation program might include:
·
Did the program succeed in helping people to stop smoking?
·
Was the program more successful with certain groups of
people than with others?
·
What aspects of the program did participants find gave the
greatest benefit?
A comprehensive outcome evaluation will include:
·
An assessment of the impacts of each
program component
·
Data from a population group
·
Choices of evaluation designs
·
A selection of comparison groups which
acts as a control, so they should not be receiving the same environmental
intervention.
PRODUCT EVALUATION:
'Product Evaluation' indicates the strengths and weaknesses
of Educational Technology. Whether Educational Technology has been successful
in producing expected outcomes or not; to what extent it has been successful in
this direction; what are the limitations of products of Educational Technology
can be' identified through product evaluation.
For example, we can assess the impact of the use of OHP on
the final learning outcomes of students' achievement at the end of your
teaching through product evaluation.
PROCESS EVALUATION
Process Evaluation determines whether program activities have
been implemented as intended and resulted in certain outputs. Monitoring the
day-to-day operations of a programme and record keeping may generate a lot of
data to identify strengths and weaknesses in the procedures adopted therein.
It helps us in making on the spot decisions about the
programmes, bringing suitable modifications in the strategy etc. For example,
you want to assess the impact of lecture method on the students' learning
outcomes, you assess the processes of lecture. At each stage of the processes,
you may evaluate the lecture method and ensure that it follows the right path.
Results of a process evaluation
·
will strengthen your ability to report on your
program
·
use information to improve future activities.
·
It allows to track program information related
to Who, What, When and Where questions
·
the barriers/facilitators to implementation of
program activities
SELF
EVALUATION
Self-assessment is a process of
formative assessment during which students reflect on and evaluate the quality
of their work and their learning, judge the degree to which they reflect
explicitly stated goals or criteria, identify strengths and weaknesses in their
work, and revise accordingly.
Andrade and Du (2007)
Self-evaluation builds on a natural
tendency to
·
check out the progress of one’s own
learning
·
recognition of what needs to be
learned.
·
may motivate further learning.
·
encourages reflection on one‟s own
learning.
·
promote learner responsibility and
independence.
·
encourage student ownership of the
learning.
·
Self-assessment emphasizes the formative
aspects of assessment.
·
Self-assessment encourages a focus on
process.
·
Self-assessment can accommodate
diversity of learners’ readiness, experience and backgrounds.
·
Self-assessment practices align well
with the shift in the higher education literature from a focus on teacher
performance to an emphasis on student learning
·
self-assessment process can help to
prepare students not just to solve the problems we already know the answer to,
but to solve problems we cannot at the moment even conceive
·
helps them to deepen their understanding
of what constitutes quality outcomes in a specified area.
·
Self-assessment needs to be designed to
be appropriate for particular discipline contexts.
·
Self-assessment can be used in
conjunction with peer and teacher assessment.
Self-evaluation can be integrated into learning activities by regularly
providing
PEER
EVALUATION
“Peer assessment requires students to provide either
feedback or grades (or both) to their peers on a product or a performance,
based on the criteria of excellence for that product or event which students
may have been involved in determining”
Falchikov
Peer
Evaluation or Peer review is a type of performance evaluation that is done by
one or more people of matching competencies. Peer review is usually done among
the members of the same team. This is a method employed to preserve the quality
standard at a desired level and improve productivity and performance. It helps
in pointing out the strengths and weaknesses at the ground level.
Peer
evaluation helps in
·
collaborative learning through
interchange about what constitutes good work.
·
Students can help each other to make
sense of the gaps in their learning and understanding and to get a more
sophisticated grasp of the learning process.
·
The conversation around the assessment
process is enhanced.
·
Very effective in the development of
students‟ writing skills.
·
Students engaged in commentary on the
work of others can heighten their own capacity for judgment and making
intellectual choices.
·
Students receiving feedback from their
peers can get a wider range of ideas about their work to promote development
and improvement.
·
to lessen the power imbalance between teachers
and students and can enhance the students‟ status in the learning process.
·
The focus of peer feedback can be on proces,
·
Encouraging students to clarify, review and
edit their ideas.
·
It is possible to give immediate feedback, so
formative learning can be enhanced.
·
Peer assessment processes can help
students learn how to receive and give feedback which is an important part of
most work contexts.
·
to support future learning
Uses of Peer and self-assessment in total
In Peer and self-assessment students assess
each other and themselves, can encourage students to take greater
responsibility for their learning. Through this, students can learn from their
previous mistakes, identify their strengths and weaknesses and learn to target
their learning accordingly. Getting students to become more active in their
learning in this way can help to alter the perception of learning as being a
passive process whereby students listen to you and absorb the information in
order to regurgitate during a subsequent assignment. Peer and self-assessment also give
students a sense of all the things to effectively 'internalise' academic
standards and assessment criteria. This enables students
to have a better understand of assessment expectations and work towards
improving their own performance. Getting students more actively involved in
their assessment can make assessment itself a means by which they can learn and
develop.
INTERNAL ASSESSMENT
Internal assessment is often called “Home examination”,
“Class room test” or “Teacher made test. There are the assessments for which
all the arrangement is made by the teachers of the same institution. Its main
aim is to evaluate the progress of students in different classes at different
levels. Teachers themselves frame the question papers, take the exam, examine
the answer scripts/answer copies and decide about the Fail/Pass of the
students.
Objectives
of Internal Assessment:
·
To evaluate the Mental Nourishment of students.
·
To estimate the student’s educational progress,
speed of achieving and ability of learning.
·
On passing the internal exam, promotion is given
to next class.
·
Internal assessment creates the competing
environment, which make pleasant effects over the educational achievements.
·
Students and teacher both know the status of
each student, who is leading and who is lagging and how much.
·
Teacher evaluates his progress and his teaching
methods and tries to overcame his weakness.
·
It evaluates the particular curriculum for a
particular class.
·
Parents of the students are informed about the
progress of students so that they can care for their children.
·
Teacher can group the students according to
Ability, Hardwork, Intelligence on the basis of the result and make
arrangements for weak students’ betterment.
·
Result of these test work as motive for further
study and encourage or admonish the students accordingly.
·
It fulfills the objective of learning and
retaining it for along time.
·
Teacher knows the hidden abilities,
capabilities, desires and interests of the students, and became able to guide
them accordingly on the basis of there.
Types of
Internal Assessment
Following are the types of Assessment
·
Daily Test
·
Weekly Test
·
Fortnightly Test
·
Monthly Test
·
Three monthly or Terminal Test
·
Annual exam or Annual Promotion Test
·
Entrance Test or admission Test
Merits:
1.
It is direct, flexible and can easily be tied with the
unit of instruction.
2.
It is economical in terms of time and money and can be
conducted frequently.
3.
There is little scope of mal-practices and the students
get satisfaction (by receiving back their scripts) that they have been
accurately graded.
4.
It permits the use of a variety of evaluation tools and
the results can be used for the improvement of teaching learning processes and
providing remedial teaching.
5.
The student accepts it as of a variety of evaluation
tools and the results can before the improvement of teaching learning processes
and providing remedial teaching.
6.
The student accepts it as part of teaching learning
process and faces it without squirm or fear.
7.
It provides essential date for the cumulative record,
for grouping students according to their ability, and for reporting to parents
as well as for making decisions with regard to annual promotion.
8.
It has content validity and scares are sufficiently
reliable.
9.
Cheaper: Hiring an external evaluator often means
someone HARC with lots of graduate education and years of expertise, and that
doesn’t come cheap
10.
Doesn’t require collaboration: This makes the process
faster
Demerits
1. Every
teacher is not competent to construct and use these techniques of evaluation.
2. Internal
assessment tends to lead to indiscreet comparison of students.
3. It
is not possible to apply internal evaluation in respect of thousands of private
candidates.
4. Teacher
can yield to local pressures.
5. Grades
will vary from school and will not have uniform significance.
6. Pupils
and their parents have lessor faith in internal evaluation.
7. Teachers
having freedom of evaluating their own students, may tend to be lax in covering
the prescribed syllabus.
8. Perceived
lack of objectivity
9. Lack
of “outside the box” thinking
EXTERNAL EVALUATION
1. External
Assessment is organized and conducted through standardized test, observation,
and other techniques by an external agency, other than the school.
2. Process of External Assessment Conduct
a. Setting
and moderation of question papers.
b. Printing
and packing of question papers confidential nature of printing work.
c. Selection
of examination centres
d. Appointment
of superintendents and invigilators and staff for the fair conduct of
examination at centres.
e. Supply
of stationary to centres.
f. Distribution
of question papers to examinees under the supervision of the centre
superintendent.
g. Posting
of police personnel at the centres.
h. Packing
of answer scripts and sending them to Board’s office or examining body’s
office.
i.
Deployment of special squads for checking unfair means.
j.
Assignment of fake of fictitious or secret roll numbers
to answer books at the Board’s office.
k. On
the spot evaluation at some specified centres where head examiner and examiners
mark the scripts.
Importance & Objectives of External
Assessment:
External evaluation provides
1. Degree/Certificate
2. A
standard
3. Comparison
of abilities.
4. To
evaluate the progress of Institution
5. Selection
for Higher education
6. To
get employment
7. Popularity/Standard
of educational institution.
8. Selection
of intelligent students.
9. Competition.
10. Evaluation
of teacher’s performance
11. Evaluation
of objectives and curriculum.
12. Creation of
good habits in students
13. Satisfaction
and happiness of parents
Merits
1.
Conducted by experts
2.
Perceived objectivity: Having a third-party do
your evaluation is like a stamp of approval. People tend to take the results
more seriously.
- Outside-the-box perspective:
Being one step removed, evaluators can see changes that have happened that
might have gone unnoticed (or at least unmeasured) by you and your team.
De-Merits of External Assessment
1. Use
of unfair means in the examination hall.
2. Just
pass the exam/to get degree
3. Partial
curriculum is covered
4. In
complete evaluation of personality.
5. Un
reliable results.
6. Use
of helping books & guess papers.
7. Chance/Luck
8. Corruption
9. Exams
without specific objectives.
10. Negative
effect/Impact on the students.
11. It is time
consuming.
12. Standards
vary from Board to Board and University in the same year.
13. Marking is
not up to the standard.
14. Expensive:
A good evaluator doesn’t come cheap, and you get what you pay for.
15. Requires
collaboration: Collaboration is awesome when done right, but it does take time
and effort on both parties, and there can be miscommunications between two
teams just getting to know each other.
Suggestions for Improvement
1. Comprehensive
Evaluation
2. Employees
of examining bodies to be controlled.
3. Invigilating
staff.
4. Secrecy
sections should be fool proof.
5. Appointment
of Examiners
6. Change
in examination point of view, It should not be objective, It should be mean to
achieve objectives.
7. Reform
in question papers.
8. Marking
of Answer Scripts.
9. Ban
on helping books and guess papers.
10. Amalgamation
of Internal and External exam.
11. Oral test
should be taken.
12. Amalgamation
of subjective and objective type test.
13. Record of
students.
14. Question
paper should be based on curriculum rather than text book.
In-spite of these flaws both are necessary for the betterment
of education system. Internal assessment prepares the students for external
Assessment. Therefore we can’t avoid any one. But we have to replace/remove the
negative points from these to make more effective to these systems.
OBJECTIVE-BASED EVALUATION
Objective-based evaluation is pre-determined. The evaluation
indicates the success or failure of Educational Technology in the context of
achievement of objectives.
Ie is whether the objectives are worth or worthless should be
determined first. Evaluation of objectives helps the developers to determine
what the goals of the Educational Technology programme should be.
Once suitable objectives are finalized, the evaluator's major
task is to determine the extent to which the programme achieves the objectives
in practice.
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