Dr. Jagannath K. Dange

Department of Education

Kuvempu University

Shankaraghatta

Dist: Shimoga,

Karnataka

jkdange@gmail.com

http://jkdange.blogspot.com

Evaluation is part of Life

Every situation, Relation, new things-

Undergo Evaluation process.

Education is Incomplete without

Evaluation

Every Individual is Unique

No two individuals are alike

Types of learners

Then why same type of Evaluation

EDUCATION

EVALUATION

Education system is as good as its Evaluation system

CREDIBILITY / AUTHORITY

ACCURACY

RELIABILITY

RELEVANCE

DATE

SOURCES BEHIND THE TEXT

SCOPE AND PURPOSE

To draw conclusions

and

make new predictions.

Measurement-Assessment-Evaluation

Measurement

Assessment Evaluation

Measurement

It involves carrying out actual measurement inorder to assign a quantitative meaning to aquality i.e. what is the length of the chalkboard?Determining this must be physically done.

Measurement is therefore a process of assigningnumerals to objects, quantities or events inother to give quantitative meaning to suchqualities.

If the child scores 80 in Mathematics, there is no other interpretation you should give it. You cannot say he has passed or failed.

Measurement stops at assining the quantity butnot making value judgement on the child’sperformance.

Assessment

• Assessment is a fact finding activity that describes

conditions that exists at a particular time.

• Involves measurement to gather data.

• Assessment to organise the measurement data into

interpretable forms on a number of variables.

It may describe the progress students have made towards a

given educational goal at a point in time.

In the classroom, assessment refers to all the processes and

products which are used to describe the nature and the extent

of pupils’ learning.

A number of instruments are often used to get

measurement data from various sources. These

include Tests, aptitude tests, inventories,

questionnaires, observation schedules etc.

All these sources give data which are

organised to show evidence of change and

the direction of that change. A test is thus

one of the assessment instruments.

It is used in getting quantitative data.

Evaluation Evaluation adds the ingredient of value judgement to

assessment.

It is concerned with the application of its findings

and implies some judgement of the effectiveness,

social utility or desirability of a product, process or

progress in terms of carefully defined and agreed

upon objectives or values.

Evaluation often includes recommendations for

constructive action.

Thus, evaluation is a qualitative measure of the

prevailing situation.

It is the estimation of the worth of a thing, process

or programme in order to reach meaningful decisions

about that thing, process or programme.

Evaluation is the process of examining a subject

and rating it based on

its important features

i.e. criteria

11

Measurement-Assessment-Evaluation

Measurement

Assessment

Evaluation

The Purposes of Evaluation

(i) to determine the relative effectiveness of the programme in terms of

students’ behavioural output;

(ii) to make reliable decisions about educational planning;

(iii) to ascertain the worth of time, energy and resources invested in a

programme;

(iv) to identify students’ growth or lack of growth in acquiring desirable

knowledge, skills, attitudes and societal values;

(v) to help teachers determine the effectiveness of their teaching techniques

and learning materials;

(vi) to help motivate students to want to learn more as they discover their

progress or lack of progress in given tasks;

(vii) to encourage students to develop a sense of discipline and systematic study

habits;

(viii) to provide adequate information about teachers’ effectiveness and

Institution need;

(ix) to acquaint parents or guardians with their children’s performances;

(x) to identify problems that might hinder or prevent the achievement of set

goals;

(xiii) to determining the promotion of students from one class to another as

well as the award of certificates;

Techniques and Tools of Evaluation

Tools and techniques are required to gather

information. These should be valid, reliable and

usable.

Interpretation of gathered information needs to

be given in numerical scores, grades as well as in

qualitative terms.

Judgement should be made not just on scholastic

aspects but also on co-scholastic aspects

As far as interpretation is concerned, attainment

can be measured in terms of three levels.

First is with reference to the learner

himself/herself and the current status of

progress. The learning gaps need to be identified

and marked upon.

The second level is to identify the status of the

learner with reference to his/her peer group.

(Percentile Rank)

The third level is with reference to the criteria.

The criteria means the expected level of

learning keeping in view the required skills.

Tools and techniques

A tool is any physical item that can be used to achieve

a goal.

Tools that are used in particular fields or activities may

have different designations such as "instrument",

"utensil", "implement", "machine", "device," or

"apparatus".

The knowledge of constructing, obtaining and using tools

is technology.

Technique: The basic method for making or doing

something, such as an artistic work or scientific

procedure

Skill or command in a particular activity.

Criteria

Questions

Techniques

tools

Quality

How the evaluation

will be done

Certain standard

on which the

achievements of a

learner is measured

Validity

Reliability

Reproducibility

Sensitive

Specific

(VRRSS)

As per Quality of EvaluationQuantitative

Qualitative

As per Time of EvaluationFormative

Summative

Pre – Post Evaluation

Quality Formative Summative

Purpose detect strengths &

weakness

Overall achievements

Frequency During or end of unit In end – point of

certification,

promotion

Area covered One unit/no. of units Course content

Administrative

utility

Advisory, not always for

permanent record

Decisive, for

permanent record

Feedback to

students

Done immediately Inform regarding pass

or fail

Feedback to

faculty

If significant no. shows

error than weakness in

instruction

Overall pass or fail

Affective Domain

(Impact)

(25-40%)

Psychomotor Domain

(Skills)

(25-40%)

Cognitive Domain

(Knowledge)

(25-40%)

Evaluation Questions should Include Each level of Evaluation

Level I – Reaction

How did the student react to the class?

Level - II Learning √

What has the student learned?

Level III – Skill √

How much did the student retain?

Level – IV Impact √

What is the final impact or practical application of this

learning?

1) Teaching dossiers(files,records,reports,databases)

2) Student ratings

3) Peer observations

4) Interviews

5) Portfolios

6) Classroom Assessment

7) Projects

8) Practical

Evaluation should use a combination of techniques to

take advantage of their inherent strengths as well as

their individual limitations.

Observation: View with an intention

Information can be best collected about students

in 'natural' settings.

observations about learners in the course of

teaching.

Other information is based on planned and

purposeful observation of students on

activities/tasks.

TYPES

Participatory and non-participatory

Advantages of Observation

Various aspects of personality development

can be assessed through observations.

Can be used to assess individuals as well as

groups.

Assessments can be made during varying time

periods.

Evidence of student's performance/knowledge

is based on an 'on-the-spot record'.

Over time, detailed observations of behaviour as

well as interests, challenges,-patterns/trends

emerge which allow teachers to create a

comprehensive picture/view of the student.

Interview is a two-way method

which permits an exchange of ideas and

information.

As a technique, the interview is a conversation

carried out with the definite purpose of

obtaining certain information by means of the

spoken word.

Interview is a process of

communication or interaction in which the

subject or interviewee provides information

verbally in a face to face situation.

Structured interview:

The procedure is standardized anddetermined in advance, follows certain degree offormality

The interviewer asks questions in thegiven order, no freedom to rephrase or addquestions or change order of questions

Unstructured interview:

- Questions and procedure may be decided inadvance

- Provides flexibility in order of questioning,modifying or adding questions instantly,

if needed. Can take different forms

Focused interview – aims at someparticular event or experience ratherthan general lines of inquiry.

In-depth interview – searching or givingemphasis on psychological or socialfactors.

Non-directive interview – providesutmost freedom to the interviewees totalk about the problem underinvestigation

ADVANTAGES OF INTERVIEW :

Depth Information: Interviews are particularly good at producing data which

deal with topics in depth and in detail.

Insighs : The researcher is likely to gain valuable insights based on the depth of

the information gathered and the wisdom of “key informants”.

Equipment : Interviews require only simple equipment and build on

conversation skills which researchers already have.

Information Priorities : Interviews are a good method for producing data based

on informant’s priorities, opinions and ideas.

Flexibility : Interviews are more flexible as a method of data collection.

Validity : Direct contact at the point of the interview means that data can be

checked for accuracy and relevance as they are collected.

High response rate : Interviews are generally pre-arranged and scheduled for a

convenient time and location.

Therapeutic: Interviews can be a rewarding experience for the informant,

compared with questionnaires, observation and experiments, there is a more

personal element to the method.

Project: Kill Patrick

These are undertaken over a period of time andgenerally involve collection and analysis of data.

Projects are useful in theme-based tasks to becompleted as assignments in groups.

They can be open ended or structured and canbe both individual or group projects.

They should be based on contexts outside thetextbooks and related to the student'senvironment/culture/ lifestyle/ community basedsocial programs.

Advantages Of projects

Provide opportunities to explore and work

with one's hands.

Observe, collect data, analyze, organize and

interpret data and draw generalizations.

Provides an opportunity to work in groups

and in real life situations.

Helps develop a positive attitude towards

group work, sharing and learning from each

other

Portfolio:

Collection of evidences of students' work over a

period of time.

It could be day-to-day work or selection of the

learner's best piece of work.

Advantages:

Provide a cumulative record. In the process, a

picture of how a skill or knowledge area

develops emerges.

Enables the student to demonstrate to others,

his/her learning and progress.

The learner becomes an active participant in

learning and assessment.

Rating is the expression of opinion or judgment

regarding some situation, object or character.

The opinions are usually expressed on a scale of values.

Rating scale refers to a scale with a set of points

which describe varying degree of the dimension of an

attribute being measured.

Can be used to evaluate human behavior – reactions,

tendencies, opinions, values etc.

Can be used to record the quantified observations of a

social situation – program, campaign, customs etc.

Can be used to describe activities of an entire group and

the changes in the situation surrounding them

PURPOSE OF RATING SCALE:

Rating scales have been successfully utilized for

measuring the following:

•Teacher Performance/Effectiveness

•Personality, anxiety, stress, emotional intelligence

etc.

•Institutional appraisal including appraisal of

courses, practices and programmes.

1.Numerical scales – A sequence of defined numbers is assigned to each

behavior criterion/description,

e.g. Use of stimulus variation:

1. Excellent 2. Very good 3.Good 4. Fair 5. Poor

2. Graphic scale – A straight line is shown, vertically or horizontally, with

various cues related to the behavior to mark the appropriate one, e.g.

Q. How effective was the interaction during presentation?

------------ ----------------- ---------- ------------- ----------

Highly Substantially Average Fairly Less

Effective Effective Effective Effective

3. Standard scale – A set of standards (pre-existing scale values) is

presented to the rater following which he marks the rating, e.g The standard

can be rated by A, B, C, D, E showing superiority to inferiority.

Questionnaire is a device for securing answers to a seriesof questions related to the problem under investigation by using aform which the respondent fills in self.

Barr, et.al(1953), define questionnaire as "a systematiccompilation of questions that are submitted to a sampling ofpopulation from which information is desired".

FEATURES :

Widely used to obtain information about conditions or practices, or to inquire into the opinions or attitude of individual or group.

Can be administered personally or mailed to the respondents so as to save time and money.

Multiple Choice

True/False

Matching

Completion or fill in the

blank

Essay Short Notes

Long Essay

52

Step 1. Define Purpose & Scope

Step 2. Specify Evaluation Question

Step 3. Specify Evaluation Design

Step 4. Create Data Collection Action PlanPlanning

Implementation

Step 5. Data Collection

Step 6. Data analysis

Step 7. Finding data Inference

Step 8. Disseminate Information

Step 9. Feedback for improvement

Feedback

Decide level of EvaluationType of EvaluationType of Evaluation Technique What Evaluation Questions ?From whom/Data Sources ?By whom ?When Collected ?How Collected ?How Data are to be Analyzed ?

why in process: Purpose of evaluation

When in process: Formative vs. Summative

style of evaluation: laboratory vs. field

type of measures: qualitative vs. quantitative

level of information: high level vs. low level

resources available:time, subjects, tools & equipment, expertise etc.

Status

Evaluation

Feedback

“If you can not measure it,

you can not improve it.

so

Evaluation is important

Dr. Jagannath K. DangeDepartment of EducationKuvempu UniversityShankaraghattaDist: Shimoga, Karnataka

jkdange@gmail.comhttp://jkdange.blogspot.com