Farook Training College Innovative Academia (FTCIA)

Online Collaborative Learning Project (OCLP)

Pre-Edited Version of Study Materials.

(Chance for minor errors)
 Farook Training College Innovative Academia (FTCIA)
Online Collaborative Learning Project (OCLP)
Project Team:
Project Head: Dr. T. Mohamed Saleem. Principal
Project Director: Dr. K. Vijayakumari. Associate Professor

Associate Directors:
1. Dr. G. Manoj Praveen. Associate Professor.
2. Dr. Niranjana. KP. Assistant Professor

Student Directors:
1. Sayooja. B.Ed Physical Science
2. Vibin. B.Ed Social Science
3. Basith. B.Ed SocialScience.
4. Mohammed Sadique. B.Ed Social Science.
5. Sreehari. B.Ed Malayalam
6. Rohit. B.Ed Natural Science.
7. Sreelakhsmi. B.Ed Malayalam
8. Athira. B Ed. English.
The entire materials are prepared by the B.Ed students (2019-21) of Farook
Training College, Calicut, Kerala.
It is expected that this will be a support for those who need simplified, concise but
comprehensive study materials for their examination preparation. It is a smart
footstep to self learning and peer learning.
A note of appreciation to all student teachers who are the workforce behind this
great endeavor.

Team OCLP
FTC
B Ed. II. Sem. EDU 08 ASSESSMENT FOR LEARNING

Unit 1
Basics of Assessment
 Group Members

Amala A K

Anjali.prasad

Arati Balan.T

Harifa p

Haritha k
 MEANING OF ASSESSMENT

● Assessment for learning is an approach to teaching and learning that creates

feedback which is then used to to improve students performance.
● The word ‘Assess’ is used in education to judge the extent of students
learning.
● The international dictionary of education explains: In education the process by
which one attempts to measure the quality and the quantity of learning and
teaching using various assessment techniques assignments projects
continuous assessment and objective type test.
 DEFINITION OF ASSESSMENT
● According to Wallace Larsen and Elksnin (1992): “Assessment
refers to the process of gathering and analysing information in
order to make instructional ,administrative and/or guidance
decision about or for an individual”.

● According to wakeford, (2003): “Assessment is the feedback to

the teacher for the purpose of improving instruction and other
aspect of the teaching process”.
Contd...
● According to Ghate P.,Huddar A.,etal (2006): “Assessment it is the process
of finding out present status of skills /knowledge /development/ functioning of
an individual or a group which can be used purposefully in future”.

● “Assessment is any systematic procedure for collecting information that can

be used to make inference about the characteristic of people object”(AERA
etal.,1999)
Nature of Assessment

1. Process: assessment is a complex process involving various steps like

preparing ,selecting ,adapting the rule, planning and administrating the
test analysis and interpretation and documentation of results and giving a
feedback.
2. Find out present status: The purpose of assessment is always to
explore the status at the time of assessment.
3. Individual or group :Assessment can be done for an individual or could
be done for a group.
4. Skill,knowledge ,development and functioning : During assessment
we are assessing skill ,knowledge ,development and functioning of a
individual aur child in a particular area.
 CRITERIA OF GOOD ASSESSMENT
1. objectivity

2. Consider all aspects of the student’s life

3. Simple

4. unbiased.
 Use of assessment in various classroom
situations
1. Educational assessment provide information that promote self
understanding and help students plan for the future.
2. Appropriate assessment procedure can provide information that allow
teachers to to modify and improve their instructional practices.
3. Capturing student time and attention.
4. Providing timely feedback which pay students attention to act on
feedback.
5. Educational test and assessment provide useful information to help
educator select ,place and classify students.
6. Generating appropriate student learning activity.
CHARACTERISTICS OF CLASSROOM
ASSESSMENT
1. Learner-centered-Its focus is on observing and improving learning, rather
than on observing and improving teaching.
2. Mutually beneficial-Students rain force course content and strengthen their
self assessment skills
3. Teacher -directed-The teacher decides what Assess, how to assess and how
to respond to the information gained through the assessment.
4. Context-specific-The assessment technique is chosen to fit the subject
matter and the need of the particular class
5. Ongoing-The process is creating and maintaining a classroom ‘feedback
Contd...
6. Formative-Its purpose is to improve the quality of students learning no to
provide evidence for evaluating for grading students

7.SMART-. Assessment should be SMART

S----–-----specified

M-----------Measurable

A------------Achievable

R------------Relevant

T-------------Time Restricted
 RELATED TERMS
1. MEASUREMENT

“Measurement is defined as the assignment of one of a set of

numbers to each of a set of persons or objects according to certain
established rules. The set of numbers depends upon the the nature of
the characteristics being measured and upon the type of measuring
instrument used”

( Prof.Richard H.Lideman)
FUNCTIONS OF MEASUREMENT
1. Measurement helps in and classification and comparison
2. Measurement helps in selection.
3. Measurement helps in classroom instruction.
4. Measurement helps in research.
5. Measurement helps in predicting the performance.
6. Measurement helps in guidance and counselling.
7. Measurement helps in making comparative study.
 2. Evaluation
● Evaluation is the process by which we judge the value of thing.
● Evaluation is the systematic assessment of the merit or worth of some objects.

“ Evaluation is a systematic process of determining the extent to which

instructional objectives are achieved by pupil”. ------- GRONLUND

“ Evaluation as a systematic collection and interpretation of evidence

leading as a part of process of judgement of value with a view of
action.” -------- C E BEEBY
 FUNCTIONS OF EVALUATION

➔ Evaluation enhances the quality of teaching.

➔ Evaluation helps in clarifying the objectives.
➔ Evaluation motivates learners.
➔ Guidance can be given on the basis of evaluation.
➔ Evaluation can help in bringing changes in the curriculum.
 TYPES OF EVALUATION
● Formative Evaluation.
● Summative Evaluation.

FORMATIVE EVALUATION :

★ Content to be taught is presented in the form of small teaching points.At the end
of each such items students are evaluated with respect to the anticipated
objectives.This type of evaluation is termed as formative evaluation.

★ It provides immediate feedback leading to knowledge of results,diagnosis and

remediation and the resulting reinforcement and motivation.
SUMMATIVE EVALUATION :

★ Summative evaluation is done at the end of something attempted,It can

be at the end a unit,it may be at the end of a term.
★ Annual exams are summative in nature.

Formative and summative evaluations differ in their nature and their

functions are complementary to each other.
 CONCEPT OF ASSESSMENT, MEASUREMENT
AND EVALUATION
● MEASUREMENT : Assigning numbers to individual or characteristics as per rules
● ASSESSMENT : Gathering information or evidence.
● EVALUATION : Use of that information or evidence to make judgement

Marks = Measurement

Marks + Meaning to marks = Assessment

Marks + Meaning to marks + value judgement = Evaluation

INTER-RELATIONSHIP BETWEEN MEASUREMENT,
ASSESSMENT AND EVALUATION

Measurement

Assessment

Evaluation
 DIFFERENCE BETWEEN
ASSESSMENT AND MEASUREMENT
ASSESSMENT MEASUREMENT

● Process by which information is obtained ● Process of collecting information relative to

relative to some known objective or goal. some rules and standards.

● More comprehensive and inclusive ● Less comprehensive and inclusive process

process than assessment.

● Includes both qualitative and quantitative ● Limited to quantitative description only.

descriptions

● Includes value judgement ● Assigning numbers to individual or

characteristics.
 COMPARISON BETWEEN
MEASUREMENT AND EVALUATION
MEASUREMENT EVALUATION

● Measurement is quantitative ● Evaluation is qualitative judgement of values

and purposes.

● It is objective and impersonal. ● It is subjective and personal to a great extent.

● It is precise and scientific. ● It is interpretative and philosophical

● It is not a continuous process. It is occational. ● It is a continuous process.

● Measurement is independant of evaluation. ● Correct evaluation depends on correct

measurement.

● Scope of measurement is limited. ● Scope of evaluation is unlimited.

 COMPARISON BETWEEN ASSESSMENT AND EVALUATION

ASSESSMENT EVALUATION
● Assessment is the information collected by ● Evaluation is to rate students with the help
teachers students for the purpose of instruction of some instruments by teachers.

● It is for students and teachers in the act of learning ● It is usually for others.

● It is process oriented ● It is product oriented

● It is diagnostic ● It is judgemental

● It is objective ● It is subjective

● Involves qualitative judgement ● It involves qualitative and quantitative

judgement

● Its aim is to provide information ● Its aim is to make value judgement

● Continuous formative,enhancement of learning ● End point,summative,determination of

quality
 ASSESSMENT PROCESS

ASSESSMENT

Measurement and/or Non Measurement

Eg.Testing Eg. informal observation

Plus Plus
Evaluation - Value judgement
3. TEST

● It is the means through which we evaluate students performance.

● It is used to measure intelligence,attitude,inherent aptitude,personality etc.
● It is a type of assessment consists of a set of questions administered during a
fixed period of time.

“Test is an instrument or a systematic procedure for measuring a sample

of behaviour.” --------- N E GRONLUND
4. EXAMINATION

● It is the act of examining or a state of being examined.

● It refers to written exercises,oral questions or practical tasks set to test a
student’s knowledge and skill on an examination paper.

H C Barnard and J A Lauwerys explains the concept of examination as, a

test of knowledge acquired or more generally a means of assessing
intellectual capacity or ability
 ASSESSMENT FOR LEARNING
● It is a type of formative assessment.
● It includes teacher assessment,student self and/or peer assessment.
● It is a ongoing process.
● The assessment for learning involves increased level of student autonomy,
but not without teacher guidance and collaboration.
● It is for diagnostic purpose.
● There is more emphasis towards giving useful advice to the student and less
emphasis on the giving of marks and the grading function.
CHARACTERISTICS OF ASSESSMENT FOR LEARNING

● It should be integral to instruction.

● It should be collaborative involving students in the process.
● It should be based on meaningful task,learning processes and contextual to a
student.
● It focuses on strength and knowledge of learner.
● It is continuous and comprehensive
 TEACHERS ROLE IN ASSESSMENT FOR LEARNING
● Designs learning.
● Designs assessment with feedback to the student.
● Arranging instructions properly.
● Identifying learning needs of students.
● Selecting and adapting learning materials and resources.
● Providing suitable learning opportunities for students.
● Enhancing students motivation to learning.
● Providing immediate feedback to students.
 ASSESSMENT AS LEARNING
● Learning take place through self assessment.
● It focuses on teaching students the metacognitive process to evaluate their
own learning and adjustments.
● Assessment as learning is the use of ongoing self assessment by students in
order to monitor their own learning.
● In this assessment teacher and students co-construct learning, assessment
and learning progress map.
● The learner become aware of how to learn more effectively through this.
 TEACHER ROLE IN ASSESSMENT AS LEARNING
● Guide students through the process of understanding their own cognitive
processes so that students learn to monitor their own learning and make
adjustments.
● Guide students in setting their own goals and monitoring their progress
towards them.
● Work with students to develop clear criteria of good practice.
● Guide students in developing internal feedback or self monitoring
mechanisms to validate and question their own thinking..
● Monitor students metacognitive processes as well as their learning and
provide descriptive feedback.
 ASSESSMENT OF LEARNING
● Assessment of learning is a summative assessment used primarily to compare
one students achievement with standard.
● It is conducted at the end of particular learning stage.
● For grading purpose.
● Assessment of learning is the assessment about how well students are
learning and is accompanied by a number or letter grade.
● Teacher direction is supreme and the student has little involvement in the
design or implementation of the assessment process.
● It is designed to provide evidence of achievement to teachers,students and
parents as well as the broader educational community in order to celebrate
success,plan intervention and support continual progress.
TEACHERS ROLE IN ASSESSMENT OF LEARNING
● A rationale for undertaking a particular assessment of learning at a particular
point in time.
● Clear descriptions of the intended learning.
● Alternative mechanisms for assessing the same outcomes.
● Transparent approach to make judgements and interpretations .
● Descriptions of the assessment process.
 FORMATIVE ASSESSMENT
● Formative assessment is used to monitor learning progress
during instruction.
● It is a tool used by the teacher to monitor student progress in a
non threatening,supportive environment.
● It involves regular descriptive feedback,a chance for the student
to reflect on the performance,take advice and improve upon it.
● It is also carried out for taking decisions regarding appropriate
modifications in the transactional procedures and learning
activities.
 PURPOSE

● To provide feedback to both student and teacher.

● To identify the specific learning error and misconceptions that need
correction.
● To provide information to the teachers for modifying instruction and for
prescribing group work and individual work.

CHARACTERISTICS

● Administered during the lesson taught or instruction imparted

● It is diagnostic and remedial
● Makes provision for effective feedback
● Provides a platform for the active involvement of students in their own
learning.
● Offers an opportunity to students to support their peer group and vice-
versa.
● Incorporates varied learning styles to decide how and what to teach.
● Builds on students prior knowledge and experience in designing what is
taught.
● It should be no way be used by the teacher for making comparison
among students or for making certifying judgements.

••••••••••••••••

Observation during class activities ,Homework,quizzes,question-

answers,assignments,tests,conferences,class activities are the
different types formative assessment.
 ADVANTAGES

● Helps in informing the students about their progress chiefly about

the amount they have yet to learn before achieving the set
objectives.
● Useful in planning remedial instruction,guiding the students and
prompting them to ask for necessary help.
● Enables teacher to adjust teaching by taking into account the result
of assessment.
● Encourages students to understand the criteria that will be used to
judge their work.
● Provide feedback to students,raises self esteem.
● Learning the subject matter,mastery of learning..
 SUMMATIVE ASSESSMENT
● Summative assessment is used to assess achievement at the end
of instruction.
● It is used to determine the extent to which the instructional goals
have been achieved and is used primarily for assigning course
grades or for certifying student mastery of the intended learning
outcomes.
● Summative assessment has increasingly seen used to sum up
learning(Black and Wiliam-1999)
● Final test or measure of the students progress.
 PURPOSE

● To pass or fail a student

● To grade or rank a student
● To allow progress to further study
● To assure suitability at work
● To predict success in future study and work.

CHARACTERISTICS

● Summarizes the final progress of the students as a result of a course

of learning.
● Carried out less frequently than formative assessment usually at the
end of a course of instruction.
● The result may be safely used for making comparison among
students,planning them in order of merit or taking decision about their
promotion and awarding degree.
● Usually a graded test.

•••••••••••••••••••

Teacher made achievement tests,practical

exams,portfolio,assignments and projects,instructor self evaluation
are different types of summative assessment.
 ADVANTAGES

● Grading or certification of student achievement

● Providing information for judging the appropriateness of the
course objectives
● Evaluating the effectiveness of instruction.
● Helps to demonstrate the sum of what they have or have not
learned
● Used to making comparison among students.
● Certifies the level of achievement
● Helps to taking decision about promotion and awarding degree
PURPOSES OF ASSESSMENT
Purposes of assessment can be grouped under five headings as:

1) TO SELECT

● Assessment helps for selection.Selection can be independent of the learners

wishes.
● Selection can help the learner to make a choice.
● eg:Between options at a certain stages in their school career.

2) TO CERTIFY

● Assessment used for certification , progress and transfer needs to be served

on both an institutional and individual level.
● Assessment certifies that a particular level of performance has been
achieved.
● This may be in the form of a simple pass or fail or whether competent or not
yet competent..
● Certification is necessary to endorse attainment of certain skills and
knowledge.
● It serve as the entrance to the next grade or level of learning.

3)TO DESCRIBE

● The outcome of assessment has been described as what a student has

learned or can do in greater detail.
● This can be done in the form of a profile.
 4)TO AID IN LEARNING

● Assessment can helps students to learn actively

● It can stimulate learning activity and directs it towards the learning task to be
assessed.
● Assessment feedback helps students to recognise their strength and
weakness.
● Receiving feedback is a motivating experience and an aid to future planning.

5)TO IMPROVE TEACHING

● Assessment information helps to review the effectiveness of learning

arrangement.
● It helps to know the impact of teaching and make adjustments accordingly.
● It helps to provide works , activities , remedial courses etc according to
students capacity.
 FUNCTIONS OF ASSESSMENT
FOR STUDENTS

1)DIAGNOSTIC

● To enable students to find out their level of competency , knowledge,

understanding etc at the beginning of the course.
● It detects all the activities during learning process.
● From making plans to estimating the results all activities are closely watched.
● It also helps in improving performance and achieving desired results.

2)FEEDBACK / RESPONSE

● This process hepls to validate how student’s marks are derived.

● It identifies and prizes specific character in students work.
● It guides students to make improvement in their work.

3)LEARNING OPPORTUNITIES

● To provide students with the opportunities to develop their mastery of ideas,

practices ,skills and competencies through articulating them in writing or oral
work or other forms of expression.

4)MAKING DECISION

● To decide what has to be done for improvement.

● It helps to focus on improvements.

5)SCREENING

● The teacher can assess the probable incidence of the learning problem.
● Assessment defines the problem, while screening it identifies and treats it.

6)INSTRUCTIONAL PLANNING

● It is a process for changing teaching.

● It helps the teachers to make a plan to target the course of study.
● It helps to address the diverse need of students.

7)SELF EVALUATION

● To encourage students to make judgement about the quality of their own

work.

8)MOTIVATION

● Assessment task can enhance student motivation by providing framework for

developing , reviewing or extending their understanding.
● It provides information about the type of environment and task which helps in
teaching - learning process.

9)PREPARATION FOR LONG TERM LEARNING

● Formative assessment can be used to help students develop the capacity to

self evaluate, an important competent for any future occupation.

10)STUDENTS CAN EVALUATE THEIR STATUS.

● If a student’s evaluation is below average , remedial courses should be

provided for them.

FOR TEACHERS

1)DIAGNOSTIC

● Teacher can use assessment task to ascertain what student bring into a course
● It helps to make the teaching and learning responsive to students needs and
build on existing knowledge.
● It helps the teachers to know what the strength of student,what he need to
learn.

2)FORMATIVE

● Provides information about the learning progress during the instruction.

● Helps to recognize where students are struggling and address problems
immediately.
● Helps to determine the next step during the learning process.
● Helps to take remedial measures.

3)SUMMATIVE

● It provide information about how well the student did at the end of a unit or
task.
4)FEEDBACK

● Teachers can gain feedback on students learning , detect misunderstanding ,

assess the effectiveness of their teaching and make appropriate modifications
and adaptations.

5)TEACHING AND LEARNING

● Teacher can use assessment task as teaching learning tool both through the
nature of the task themselves and through formative feedback.

6)PROMOTING SELF EVALUATION

● Teacher can assess the quality of their instruction which helps in improving
the teaching learning strategies.
● It encourages to make judgement about the quality of their own work and
prepare them for future participation in the workforce.
PRINCIPLES OF ASSESSMENT PRACTICES
1)PRINCIPLES RELATED TO SELECTION OF METHODS FOR ASSESSMENT

● Assessment methods should be developed or chosen so that inferences

drawn from the knowledge , skills , attitude and behaviours possessed by
each student are valid and not open to misinterpretation.
● Assessment methods should be clearly related to the goals and objectives of
instructions,and be compatible with the instructional approaches used.
● Consideration should be given to the consequences of the decisions to be
made in light of the obtained information.
● Should be used to ensure comprehensive and consistent indications of
student performance.
● Assessment method should be suited to the backgrounds ant prior
experiences of students.
● Content and language should not make any controversy.

2)PRINCIPLES RELATED TO COLLECTION OF ASSESSMENT INFORMATION

● Students should be told why assessment information being collected and how
this information will be used.
● Assessment procedure should be used under conditions suitable to its
purpose and form.
● In assessment involving observations, checklists or rating scales the number
of characteristics to be assessed at one time should be small enough and
concretely described so that the observations can be made accurately.
● The directions provide to students should be clear, complete and appropriate
for the ability , age and grade level of the students.
● In assessment involving selection items (eg:true-false, multiple choice),the
direction should encourage students to answer all items without a threat of
penalty.
3)PRINCIPLES RELATED TO JUDGING AND SCORING OF STUDENT
PERFORMANCE

● A procedure for scoring should be prepared to guide the process of judging the
quality of a performance or product, the appropriateness of an attitude or
behaviour, or the correctness of an answer.
● Students should be told how their responses or the information they provide will be
judged or scored.
● Care should be taken to ensure that results are not influenced by factors that are
not relevant to the purpose of the assessment.
● Comments formed as part of scoring should be based on the responses made by
the students and presented in a way that students can understand and use them.
● Any changes made during scoring should be based up on a demonstrated problem
with the initial scoring procedure. The modified procedure should then be used to
restore all previously scored responses.
● An appeal process should be described to students at the beginning of each schoo
year or course of instruction that they may used to appeal a result.

4)PRINCIPLES RELATED TO SUMMARISATION AND INTERPRETATION OF

RESULTS

● Procedures for summarising and interpreting results for a reporting period should b
guided by a written policy.
● The way in which summary comments and grades are formulated and interpreted
should be explained to students and their parents .
● The individual results used and the process followed in deriving summary
comments and grades should be described in sufficient detail so that the meaning
a summary comment or grade is clear.
● different kinds of results should be graded separately.
● Summary comments and grades should be based on more than one assessment
result.
● Interpretations of result should be made with due regard for limitations, problems
encountered etc in method used, collecting, judging and scoring information.
● Assessment results that will be combined into summary comments and grades
should be stored in a way that ensures their accuracy at the time they are
summarized and interpreted.
● The basis for interpretation should be carefully described and justified.
● Interpretations of assessment results should take account of the background and
learning experiences of the students.

5)PRINCIPLES RELATED TO REPORTING OF ASSESSMENT FINDINGS

● The reporting system should be guided by written policy which is consistent with
applicable laws and with basic principles of fairness and Human Rights and its
confidentiality should be ensured.
● The report should contain a description of the goals and objectives of
instruction.
● Report should be complete in their descriptions of the strengths and
weaknesses of students so that strength can be build upon and problem
areas addressed.
● The reporting system should provide discussions with teachers, parents and
students.
● An appeal process should be described to students and parents so that they
may use to appeal a report.
● The report should be clear , accurate, and of practical value to the audiences
for whom they are intended.
GENERAL PRINCIPLES OF ASSESENT
● Before selecting or developing the assessment procedure the intended
learning goals should be clearly specified.
● Assessment procedure should be selected on the basis of its objectivity,
accuracy or convenience.
● Comprehensive assessment requires the use of a variety of assessment
procedure.
● Awareness of the limitations of assessment instruments or procedures is
needed to use them properly.
● Assessment procedure should be fair to everyone.
● Criteria for judging successful performance should be clearly specified.
● Assessment procedure should be , reliable and consistent.
● Assessment for improvement performance involves feedback and reflection.
● Good assessment provides useful information to teachers and parents on
student achievement.
● The instructional relevance of the assessment procedure should be
considered.
● The amount of assessed work should be manageable.
● Formative and summative assessment should be included in each
programme.
● Information about assessment should be explicit, accessible and transparent.
● Assessment should be inclusive and equitable.
2 Mark Questions
1. Distinguish between measurement and evaluation
2. Role of teachers in assessment for learning
3. What are the advantages of formative assessment?
4. Write two examples for summative and formative assessment types.
4 Mark Short Essays
1. Compare assessments in learning.
2. What are the purposes of assessment?
3. Write short note on summative and formative assessment.
4. Distinguish between assessment and evaluation.
10 Mark Essays
1.Explain Principles of assessment.
B Ed. II. Sem. EDU 08 ASSESSMENT FOR LEARNING

Unit 2
Assessment for Learning in Classroom
GROUP MEMBERS
1. HRIDYA M.P
2. MUHAMMED ARSHAD
3. NADA
4. NESMIYA
5. RESHMI
TRANSMISSION RECEPTION (Behaviouristic)MODEL
● It is teacher centred model of education
● Here direct instructions are given by teacher
● Teaching is mainly focussed on passive students
● Learning is considered as, simply remembering and restating
what is taught
● The role of teacher is to supply the body of knowledge in a
predetermined order and the students are only the receiver
Features of behaviouristic model
● Teacher centred education
● Content oriented
● Emphasises learning
● Learner as a receiver of knowledge
● Learner viewed as an empty vessel
● Rewards, punishment, reinforcement make learning effective
● Learning is behaviour modification
● Importance to product of learning
● Teachers role is a trainer
● Foundation of behaviouristic theories of learning
● Learning is a mechanical process
 A

Assessment in Transmission Reception model

● Assessment is done on the basis of predetermined
instructional objectives according to Blooms taxonomy
● The evidence for achievement are learner’s ability to
demonstrate and replicate the knowledge back to the
teacher
● Tests and Examinations are considered as act or
techniques for assessment
● Basically tests measures the extend of learning of students.
Drawbacks of this system
● Importance is given to academic achievement
● Emphasis is given to summative assessment
● Importance to low level cognitive areas
● Mental process of learner are not considered
● Importance to product aspects .
● Higher level cognitive process can not be sufficiently
evaluated
● It is a teacher structured teacher directed method
● It enhances rote learning
● Sometime it destruct confidence of learner
 Changing Assessment Practices
❏ SHIFT FROM TRADITIONAL VIEW TO CONSTRUCTIVIST VIEW OF
EVALUATION.
•In constructivist classroom student actively involved in the process of learning
•Traditional assessments are designed to examine whether the information
transmitted by teacher is effective or not.
•Traditional classrooms are converted to constructivism classrooms
•As a result there is a shift from teacher centered to learning centered rather
than just learner centered education.
•Now assessment paradigm have shifted from testing learning of students to
assessing for student learning.
PARADIGM SHIFT IN ASSESSMENT

1. Partial to holistic
2.Intermittent to continuous
3.Marking to grading
4.Autocratic to authentic.
5.Traditional to alternative
 Assessment in constructivist Approach
MAJOR IDEAS OF CONSTRUCTIVISM

1. Learning is an active process

2. The learner has prior knowledge
3. The learner takes responsibility for their own learning
Assessment in constructivist Approach

Constructivist believe that assessment should be used as a tool to

enhance both the student’s learning and the teacher’s understanding of the
student’s current understanding.

Brooks and Brooks(1993) describe what assessment in a constructivist

classroom look like:Rather than saying “No” when a student does not give the
exact answer being sought,the constructivist teacher attempts to understand the
student’s current thinking about the topic.
MAJOR IDEAS IN ASSESSMENT

● During assessment the process of learning does not

stop.
● Variety of techniques can be used.
● It includes inquiry .
● The application reflect the knowledge of students.
CHARACTERISTICS OF ASSESSMENT

In the context of constructivistic approach ..

● It is formative rather than summative

● Learning outcomes include conceptual understanding
abilities to perform scientific inquiry and understanding about
concept.
● Assessment is a continuous process .
STEPS INVOLVED IN ASSESSMENT PROCESS
● The criteria by which the work will be judged should make
clear right from the beginning
● Student must write or document their work
● Student came to know the complex nature of judging and
improving their work.
ASSESSMENT PRACTICES
● Constructivism calls for a reconsideration of evaluation and grading
procedures.
● Evaluation of the student understanding and performance should be
ongoing and cumulative rather than the summative evaluation.
● Constructivist evaluation is that form of evaluation which views knowledge
as the outcome of experience mediated by one’s own prior knowledge and
the experience of others.
ASSESSMENT PRACTICES
An evaluator should take into consideration of the following:

● What should be evaluated?ie.,the areas to be evaluated.

● How should it be evaluated?ie., the tools and techniques to be used for
assessing the output forward by the learner.
● Who should be evaluate? ie., the person who is engaged to know the
results for further application.
● What for the result should be evaluated? ie., for evaluating the
performance.
● When should be it evaluated?
● How the results should be recorded?
IMPORTANT TOOLS AND TECHNIQUES FOR
ASSESSMENT
● RUBRICS
● CONCEPT MAPPING
● ANECDOTAL RECORDS
● PEER ASSESSMENT
● PICTORIAL ASSESSMENT
● GRAPHIC ORGANIZER
● REFLECTIVE QUESTIONING
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)

•CCE refers to a system of school based evaluation of student that

cover all aspect of student personality.
• It is a curricular initiative, attempting to shift emphasis from mere
testing to holistic learning.
•It is a school based assessment with the coverage of all aspects of
students development
•This process includes continuity of testing with reasonable intervals
and covering different aspects of curricular and co-curricular areas so
as to help the students
Key words..C
Continuous
•It refers to continuity and regularity of assessment during the whole
session.
•The frequency of class tests, unit tests can make the evaluation
regular.
•The tests may be followed by the diagnosis of the hard spots of
learners and remedial intervention to correct them.
•Retesting and getting feedback may help the teachers and for their
self evaluation.
Comprehensive-C
•It refers to the areas of assessment which includes both scholastic
and co-scholastic aspects of pupils growth helping the all round
development of child.
•Scholastic aspect include curricular area or subject specific areas
and Co-scholastic aspects include life skills,co-curricular activities,
attitudes and values.
•The scholastic areas can be tested through written and oral tests,
whereas co-scholastic areas can be assessed basically through
observation and similar techniques...E?
Objectives of CCE
CORE OBJECTIVE: Continuity in evaluation and assessment of broad based
learning and behavioral outcomes.
•To make evaluation an integral part of teaching learning process
•To develop skills (Cognitive, psychomotor & affective)
•To lay emphasis of thought process & de-emphasize memorization.
•To use evaluation for improvement of students achievements.
•To guide teaching learning strategy on the basis of regular diagnosis followed
by remedial instructions.
•To make the process of teaching & learning a ‘Learner Centered Activity’.
•To maintain desired standard of attainment.
 Benefits of CCE
•Use of grade in place of marks in determining the level of pupils performance
and proficiency.
•Introduction of desired changes in instructional material and
methodology.(helps teachers to organize effective teaching strategies)
•Functional and meaningful declaration of results for effective use by all.
•Wider use of tests results for improvement through diagnosis and remedial
program .
•Encouragement of comprehensive evaluation covering scholastic and
co-scholastic aspects.
•Continuous evaluation provide scope of self evaluation.
•De-emphasis of memorization.
Drawbacks/Challenges of CCE
•Time consuming
•Heavy workload of teachers.
•Incomplete without external examination
•Large class strength
•High Pupil/Teacher ratio
•Absenteeism(Pupil/Teacher)
•Diversity of learners
•Monitoring and feedback
•Remediation and enrichment
 EVALUATION
Evaluation is the systematic collecting, analyzing and reporting of
information about a students knowledge ,attitudes, skills,
intentions and behaviours regarding specific content ,issues
,experience.
Two kinds of evaluation
•FORMATIVE :Evaluation for learning.
•SUMMATIVE : Evaluation of learning.
SCHOLASTIC AND CO-SCHOLASTIC EVALUATION

Scholastic and Co-scholastic evaluation is a part of

comprehensive evaluation which is carried out regularly
covering all aspects of student learning.
CCE ASSESS 3 DOMAINS OF LEARNER

SCHOLASTIC CO-SCHOLASTIC
NON-SCHOLASTIC
(Oral test ,written (Observation ,
(Personal and social
test, project work , interview, medical
qualities)
practical test) checkup, participation)
 PROJECT
Project is a method of building a comprehensive unit around an
activity which may be carried on in the school or outside

Criteria for assessment of project

Criteria for assessment fgjc *Planning
-identification of problem
-Relevance of topic
-Selection of appropriate tools for development of topic
*Data collection
*Analysis & Interpretation
 *Presentation of report
*Timeline
SEMINAR
Seminar may be defined as a gathering of people for the purpose of
discussing a stated topic. Such gatherings are usually interactive sessions
where the participants engage in discussions about the delineated topic
.
Criteria for assessment of seminar
*Planning & organisation
*Data collection
*content
*Preparation of Content
*Presentation of paper

ASSIGNMENT
Assignment refers to tasks assigned to students by their teachers
to be completed outside of class.

Criteria for assessment of assignments

*Understanding the content
*Comprehensiveness of content
*Ability to present
*Conclusion
*Timeline
 PORTFOLIO
Portfolios are purposeful, organized, systematic
collections of student work that tell the story of a student's
efforts, progress, and achievement in specific areas.

•The materials which can be included in the portfolio

are:notes or drawings,extracts from diaries or journl,laboratory
or project reports,charts,posters
,maps,diagrams,designs,painting,
photographs,artworks,artifacts,completed assignments and
others
PORTFOLIO ASSESSMENT
Portfolio assessment is the systematic purposeful
collection of students work created in response to specific
objectives and evaluated in relation to some criteria.

•Assessment is done by measuring the individuals work

as well as portfolio as a whole against specified criteria
with a specific purpose.
Criteria for portfolio assessment

*Quality appropriateness of students work

*Reflective analysis of growth process

*Description of action potential outcome in school

*Balance of growth in multiple key capacities

*Creativity
TYPES OF PORTFOLIOS

● Working Portfolios
● Showcase Portfolios
● Evaluation Portfolios
Working Portfolios:
This type is also known as documentation
portfolios.It is a planned compilation of work done by
student which is to be assessed for attainment of learning
objectives.One of the purpose of a working portfolio is
diagnosis and the teacher will be able to trace the students
level of understanding of the content area’s best evaluating
the samples submitted.
Showcase Portfolios :
This type of portfolio highlights the best products over
a particular time period or course.It contains what the
students selects as their exemplary work.it displays the
best work of a student, by discussions between student
and teacher.showcase portfolios displays photographs,
videotapes and electronic records of students completed
works.It also includes written analysis and reflections by
the students on why he choose those items.
Evaluation Portfolios:

Evaluation portfolios or assessment portfolios

documents what the students have learned through the
year.Tests, experiments,laboratory records,descriptive
answers,articles,projects and other artifacts etc can be
included in the assessment portfolio.This type of portfolio
records students learning on specific curriculum
outcomes.It is designed to help teachers determine
whether the students have met the standards of
performance.
STEPS IN CONSTRUCTION OF PORTFOLIOS
● Determine the purpose of portfolio
● Determine what type of portfolio
● Designing the portfolio
● Procedure establishing
MERITS

● Students are actively involved

● Develops self assessment skills
● Strengthens relationships between teachers and
students
● Focus on self improvement
● Collaborate assessment among teachers and
students
DEMERITS
● Time consuming
● Not suitable for all types of skills
● It is difficulty to fix standards
● Implementation and recommendation is difficult
● Burden for students
GRADING
Grading is a process of classifying students based on
their performance into groups with the help of
predetermined standards,expressed in symbolic form
ie,letters in English alphabet. As the grades are
corresponding symbols are predetermined and well
defined, everyone would understand them uniformly.
TYPES OF GRADING

Grading

Direct Grading Indirect Grading

Absolute Grading Relative Grading

 Direct Grading
It is the process by which any given phenomenon
(eg:achievements, personality traits, physical abilities etc)with
respect to each individual of the group concerned,is adjudged
by the evaluator in terms of most appropriate letter grade
only(A,B,C….) without assigning scores.In exams,this would
involve awarding of particular grades to the answer of each
question on the basis of quality judged by evaluator.The Grade
Point Average(GPA) will then have to be calculated for
obtaining the overall grade of students in a particular script as
given below.

Letter Grade A B C D E F G H I
9 8 7 6 5 4 3 2 1
Numerical value of
The grade

Suppose there are 15 questions in a question paper and

the grades obtained by a student on the test is presented
in the following table
 Question no 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Obtained grade F E A G D H E E B F C B E D B

Grade points 4 8 9 3 6 2 5 5 8 4 7 8 5 6 8

Grade Point Average (GPA) can be calculated as follows

GPA=4+8+9+3+6+2+5+5+8+4+7+8+5+6+ =5.86~6
15

GRADE =D
Indirect Grading
It is the process of awarding grades through marks.
In this procedure marks are first awarded as usual.The
marks are awarded to the individual questions on the basis
of the prescribed marking scheme and total score for the
paper arrived at.

The conversion of marks into grades are done in two

ways 1)Absolute Grading 2) Relative Grading
Absolute Grading
In absolute grading some fixed range of scores is
determined in advance for each grade. On the basis of this,
the score obtained by a candidate in a subject is converted
to the grade concerned. It is a type of criterion referenced
grading

Example:
Range of marks Letter grade Numericalvalue Grade
Of the grade Designation

91-100 A+ 6 Excellent

71-90 A 5 Very Good

51-70 B+ 4 Good

31-50 B 3 Average

11-30 C+ 2 Below Average

BelowAverage C 1 Unsatisfactory
Relative Grading

Relative grading allows for the teacher to

interpret the results of an assessment and
determine grades based on student performance.
One example of this is grading “on the curve.” In
this approach, the grades of an assessment are
forced to fit a “bell curve” no matter what the
distribution is. A hard grade to the curve would look
as follows.
A = Top 10% of students
B = Next 25% of students
C = Middle 30% of students
D = Next 25% of students
F = Bottom 10% of students
 TYPES OF ASSESSMENT
a)PRACTICE BASED ASSESSMENT

DEFENITION

Practice based Assessment may be considered as

aset of stratagies to prepare students for practice
environment.
Eg.written examination
Viva
Reports
Reflective portfolios
 Merits
1. It provides formative information about how
learning is progressing
2. Allow errors to be diagnosed
3. Combine practice,reinforcement,and
assessment
4. Non verbal as well as verbal responses can be
assessed
b)PERFORMANCE BASED ASSESSMENT

DEFENITION

Performance based assessment describes one or

more approaches for measuring student
progress,skills and achievement.
Eg. portfolios
Performance tasks
Exhibitions
 Types of performance tasks
Restricted performance task

They are more structured and require less time to administer

Eg.G`ive a, one minute speech on a given topic

Extended performance tasks

They are suited to assess more complex learning outcomes

such as gathering,organising,evaluating and presenting.

Eg.Read a novel and write a critical review on it.

 Functions of performance based assessment
● Performance criteria help to define the standards of
achievement
● Evaluation of student performance become more reliable
● Integration of assessment and instruction

Advantages
● They can clearly communicate instructional goals
● Provide a means of assessing process or procedure as well as
the product
● Engourage the application of learning to real life situation
● The use of performance assessment may result in better
 Limitations
`
● Requires considerable time and effort in use
● Evaluation must frequently be done individually rather than in
groups
● Judgement and scoring performance is subjective and and has
low reliability.

C)EXAMINATION BASED ASSESSMENT--Evidence based

assessment?

DEFENITION

It means assessment of ability,achievement or performance in a

subject with the help of examination,it is the assessment of the
Functions of examination based assessment
● To evaluate cognitive ,affective ,and psychomotor
abilities
● To help in diagnosis
● To assess the progress of learning
● To motivate students
● Provide opportunity to the students for self evaluation.
Practice of assessment
DIALOGUE
● It can be defined as talk between two or more people in which thoughts and
ideas are expressed, questions are asked and answered or information
exchanged.
● In the context of assessment, it refers to the communication of assessment
evidences to the learners.
● The verbal encounter between the teachers and students or among students
is termed as an instructional dialogues.
● It can take place through an email exchange, comments on a blog, instant
messaging, etc.
Using dialogue as an assessment tool.
It can be used to:
1. Assess knowledge
2. Assess practice
3. Provide evidence of reflection on practice
4. Assess professional learning

Different examples or types of dialogues are:

1. Critical discussions
2. Reflective dialogues
3. Presentations
4. Group assessment
5. Narrative
6. Professional conversations
7. Dialogue with evidence
8. Story telling
FEEDBACK THROUGH MARKING
● Marking is a tool for assessing students work and providing feedback about
their progress.
● The principle purpose of marking is to provide students with feedback on their
performances.
● Student will be graded or marked depending on their performances.
● Mark should reflect academic achievement when it is related to academic
subjects.

Marking and feedback take place to:

● Assess the level at which students are working.

● Motivate students to produce work of a high quality.
● Provide opportunity to give praise and encouragement.
● Monitor effectiveness of teaching and to aid future planning.
Functions

● It help the teachers to acquire information about the level of understanding

among students.
● It helps to modify the instructional activities
● It helps ti achieve the the desired learning goals.
● It promotes students learning.
● Helps to understand what and how students are thinking.
● Enable to recognize student language, communication skills, etc.

Characteristics

● Dialogue should be conducted with a learning goal in mind.

● Ith should be interactive in nature.
● It should act as supportive tool of social participation and social cognition
MARKING SYSTEM

● Marks are assigned to provide feedback about academic achievement in

order for students to be compared according to their achievement.
● Marks are awarded for individual assessment items, grades are awarded for
courses. A grade is the overall level of achievement for a course, usually
determined by combining the marks of the individual assessment items that
make up the course.

Two type of marking systems are:

1. Type of comparison involved

2. Type of symbols used
 1. Type of comparison

Marks are based on comparison usually, comparison of student with:

a) Other students---Grades are depends on how well the achievement of a

student did compared with the achievement of other students. Such an
approach is called norm referenced.
b) Established standards ----Grades dependent on how well a students
performance compare with pre established standards. Such an approach is
called criterion referenced.
c) Aptitude ---In this students are compared themselves.
d) Effort---Mark depend on how hard the student work.
e) Improvement ---Such system compare the amount of improvement between
the beginning and end of instruction.
2.Type of symbols

The most commonly used symbol in marking systems are :

a) Letter grade---such as A-F is used to report marks.

b) Numerical grades ---In this 100 as the highest mark, also shows letter grade
equivalent for the range of numerical grades.

c)Pass-Fail symbol---In this P orF is employed in marking.

Feedback
Definition:

Feedback is a process in which learners make sense of information about their

performance and use it to enhance quality of their work or learning strategies.

● Feedback is any information that a learner receives as a result of an

assessment.
● It may written or oral, stated or implied.
● It helps to maximize their potential, raise their awareness of strengths and
areas for improvement.
● The main purpose is to reduce a gap between current understanding and
performances and a goal.
Characteristics of good feedback
1. Good feedback is relevant

Feedback needs to be relevant to the individual student. Their

previous work and stage of development should be considered.

2. Good feedback is informative

Information should be given on student strength. This encourages and

motivates the students and also helps to plan ahead.

3. Good feedback encourage self assessment

Student should assess their own work critically and internalise criteria
and standards.
4. Good feedback encourage dialogues

It stimulate a response and a continuing dialogues.

Criteria of feedback

To be most effective, feedback must meet the following criteria

● Should be given immediately following or during assessment.

● Should be detailed and understandable to students.
● Should provide remedial measures for correcting errors
● Should be positive and provide guide for improving both performance and self
assessment.
● Should focus on successful elements of the performances and the error
should be corrected.
Principles of marking and feedback
1. Teachers should provide written or verbal feedback to students.
2. Feedback should be clear.
3. Hand written feedback should be legible and should use simple languages.
4. Feedback should be accurate.
5. It should directly related to learning outcomes and given assessment criteria.
6. Marking should be regular, frequent and consistent across the school.
7. It is best provided as soon as possible after the assessment took place.
8. Standard criteria and marking symbols should use in marking.
9. Students should be trained in marking, self evaluation and peer assessment.
10. Parents should have access to the schools marking procedures.
Peer Assessment
Peer assessment is the assessment of students work by other students of
equal status. Student often undertake peer assessment in conjunction with formal
self assessment. It refers to one student assessing other students.

● It require students to provide either feedback or grades to their peers on a

product or performance based on the criteria for excellence that product or
event which students may have been involved in determining.
● In this learns make judgement about one anothers work.
● This require them to give and/or receive feedback.
● It allows students insight into the thinking and reasoning abilities of their
peers.
Purpose
● To give and receive feedback for learning
● To make formal judgement about the quality of other students work

Advantage
● It helps to develop interpersonal skill.
● Give feedback to students
● Helps to clarify assessment criteria
● Reduce the marking load of teacher
● It saves tutorial time
● It helps to develop the ability to make judgement
Disadvantage
● Students may lack the ability to evaluate each other
● Students will have a tendency to award everyone the same mark
● Additional briefing time can increase teachers work load
● Without lecturer intervention, students may mis inform each other.

Self Assessment
● It is a process of formative assessment during which students reflect
on and evaluate the quality of their work and their learning
● self-assessment is the process of looking at oneself in order to
assess aspects that are important to one's identity. It is one of the
motives that drive self-evaluation, along with self-verification and
self-enhancement.
● It is the assessment where the student is the source - that is the person who
makes judgement on their own learning.
● It provide student with an opportunity to review concepts and identify process.
● According to Boud(1995) self assessment comprises two main elements :

1.making decision about the standards of performance expected.

2.making judgement about the quality of the performance in relation to these

standards.

Teachers can increase students self assessment habit by:

● Involving students in developing assessment criteria

● Involving students in peer assessment
● Establishing a protocol for students to reduce dissatisfaction on teacher
assigned marks or performance level.
Advantage
● Develop self directed learning
● Helps to identity the assessment criteria
● Increase student motivation
● Encourage student involvement, responsibility and independence
● Focus on development of students judgement skills
● Encourage student ownership of the learning
● Provide information for goal setting

Disadvantage
● Briefing time can increase teachers work load
● It is difficult to apply in lower levels
● It can be time consuming if not planned adequately
Formative use of summative assessment
● Summative assessment is the assessment that involves an evaluation of
student achievement resulting in a grade or a certification.
● Both formative and summative assessment have vital role to play in the
education of students, and although on the surface they may not seem to have
much in common, there are identified ways they can work together to improve
student learning.
● Making formative use of summative assessment means using information
derived from summative assessment to improve future student performance.
For the teacher it involves :
● Providing a range of assessment task and opportunities to make certain that a
range of student learning styles are catered for.
● Teaching students to prepare more efficiently for summative assessment by
making use of knowledge about themselves as learners.
● making use of the results of summative assessment so that learning is
emphasised.

For the student it involves:

● developing the ability to identify 'where I am now' and 'where I need to be'…
and to prepare for summative assessment accordingly
● recognising that summative assessment experiences are an opportunity for
further learning and a chance to improve future achievement.
2 Mark Questions & Answer key words
? Distinguish between Relative grading and absolute
grading.

? What is the difference between direct and indirect

grading.

? Define Portfolio Assessment.1.write the characteristics of

good feedback?
? what are the disadvantages of a behaviouristic model of
education?

? Describe peer assessment

? Define practice based assessment and give two exambles?

? which are the two types of performance tasks and give

Examples?

? Define examination based assessment?

4 Mark Short Essays & Value Points

1. Comment on Portfolio assessment & its advantages

2.Distinguish between absolute grading and relative

grading .

3.Give brief description of Portfolio & mention advantages

of Portfolio assessment.
1. 4. Comment on different types of grading.Make a
comparitive study between peer and self assessment
2. 5.Explain the advantages and disadvantages of self
assessment
3. 6.Mention any four advantages and limitations of
performance based assessment?

7.What is practice based assessment and mention any four

advantages?

8.Distinguish between practice based assessment and

examination based assessment?
9.Give a description of changing assessment practices in constructivist
classrooms?
10 Mark Essays & Value Points
1. Describe the three types of assessment ?compare the
advantages and limitations of each?

Value points

● Defenition of practice based,performance based and

examination based assessment with examples
● Comparison of advantages of the 3 types of assessment
● Comparison of the limitations of the 3 types of assessment
 2. Explain different assessment practices used in continuous
comprehensive evaluation?
(Explain CCE, explain each terms, expalin assessment practice )
(2016)

3. Critically evaluate changing assessment practices in education?

(2017)
(Explain assessment practice, crtical evaluation, general view)
 B Ed. II. Sem. EDU 08 ASSESSMENT FOR LEARNING

Unit 3
Tools & Techniques for Classroom Assessment
GROUP MEMBERS
1.RITU

2.SAYOOJA V M

3. SHAHINA M

4. SHIFA SANAN

5. SNEHA. K.k

6. THANVEER JAHAN
● TOOLS FOR ASSESSMENT
○ The word “ Tools” literary means- implement for mechanical operation
○ In educational assessment, Tool - as an instrument to collect evidence of
students achievement
○ Major tools used for classroom assessment are
● Tests
● Cumulative record
● Anecdotal record
● Check list
● Rating scale
● Questionnaire
● Inventory
● Questionnaire
● Techniques for Assessment
● Techniques refers to procedure used to collect relevant information
● Major techniques used for classroom assessment are
■ Observation
■ Self reporting
■ Testing
■ Projective techniques
■ Interview
■ Case study
■ Sociometry
Techniques:
1. Observation
○ Observation is the process in which information is
collected by direct observation without asking the
respondent
○ In observation process, teacher observe what is occurring
in the real life situations of students and record that
happening according to some planned scheme
○ It is purposive, systematic, carefully focused and
thoroughly recorded
○ It is a means of obtaining first hand information
 Type of observation
● Participant observation / Non - participant observation

Participant observation : observer participate with the activities of the group and observes the behaviour of the
participants

Non participant observation: observer observes the group without participating in the activities of group

● Controlled observation / uncontrolled observation

Controlled observation : observation of events under controlled conditions

Uncontrolled observation: observation take place in natural settings - Activities are performed without guidance
of any external force

● Structured observation/ unstructured observation

Structured observation : Observation of phenomena under pre-planned scheme-in a formal manner-based on

predetermined criteria

Unstructured observation : observation is take place in natural setting as they occur spontaneously
MERITS
LIMITATIONS
● It can be used in every situation ● Time consuming
● It can be used with children of all ● There is great scope for personal prejudice
age and bias of the observer
● It is independent of respondent ● Only overt behaviours are observed
willingness to respond ● Sometimes unforeseen factors may
● Information obtained is related to interfere with the observational task
what is currently happening
● Economical
2 Self reporting
● Self reporting provide valuable evidence about student's perception of
themselves and how they want others to view them
● Self reporting techniques are used to collect information directly from the
students
■ Matters related to student‘s personal Life
■ Past experience of students
● This report including report on student’s attitude, interest and personal
feelings etc
● It is very useful for understanding students
● It is useful for guiding students learning, development and adjustment
● It is helpful to discover complex personality traits
3 Testing
● Testing measures the level of skill or knowledge that has
been reached
● Testing is used to measure how much of the assigned
materials students are mastered, and how well students
are learning the materials.
● It is used to measure one or more aspects of human
behaviour through verbal and non-verbal responses
MERITS OF TESTING DEMERITS OF TESTING

● They are used to determine the ● In many tests more importance is given
achievement level and progress of to measure verbal abilities
pupils ● All traits or behaviour cannot be
● Help to identify the interest of the measured
students ● Condition such as socio-cultural or
● Help to identify talented and slow environmental may influence unduly on
learners the students
● Help to improve teaching ● The results of the test may tend to
learning techniques invalidate due to indifference, lack of
● They are objective attention, low commitment etc
● Economical and less time
consuming
Tools :
1 Anecdotal Record

● It is report of teacher observation regarding his pupil

● When teachers observe certain behaviour of his students
during specific occasion, either in classroom or outside , should
be recorded accurately and objectively.
● Such behaviour of students reveal their attitude or certain
personality traits
● This type of record help the teacher in evaluating a student
from the point of view of his personality.
 A specimen of an Anecdotal Record
Name of the student : ……………………... class: …….. Division: ……

Name of the school : …………………………………………………..

Date of observation: …………………... Place: ……………………..

Name of the observer: ………………………………………………..

Incident No. 1 .: …………………………………………………………….

……………………………………………………………………………….

Interpretation:.....................................................................................
………………………………………………………………………………

Recommendations : ……………………………………………………..
Merits and demerits of Anecdotal Record

Merits
Demerits
● They are very helpful in
● A careless recording of behaviour
understanding the child’s
will harm than good
behaviour in diverse situation
● When the observer project his own
● They provide data for pupils to use
feelings,then the record will
in self appraisal
useless
● A new teacher may use these
● Many useful details of incident may
records and acquaint himself with
be left unrecorded due to the time
the students
lapse between the incident and
●
recording.
CHECK LIST
● Consist of prepared list of items.
● Simple laundry-list type of device
● Easy to construct and easy to use
● Tool has the advantage of systematising and facilitating
the recording of observation and of helping to assure the
consideration of all aspects of action or object observed
● Result is recorded by putting tick mark
● Used to check whether a trait is present or absent
HAMER AND KEMFER SUGGESTED 4 TYPES OF
ITEMS
● Those item for which respondent put tick mark against
programmes are arranged in your school.
● Items whose answer to be recorded encircling the “yes”or
“No”
● questions are in the form of statements and answered by
putting tick mark
● Items are multialternative and respondent have to mark
the alternative
RATING SCALE
● Modified version of check list.
● It means the judgement of one person by another
● An object is judged in absolute terms against certain specified
criteria.
● Rating may be in such forms as “good”, “average “, “poor”,
“above average “, “average “, “below average “.
TYPES OF RATING SCALE

1. NUMERIC RATING SCALE

2. DISCRIPTIVE RATING SCALE
3. GRAPHIC RATING SCALE
4. PERCENTAGE GROUP SCALE
a)Numeric rating scale
● Numbers are assigned to each trait.
● Each number describes one character of behaviour
● The numbers on 5 point or 7 point scale are provided with bipolar
adjective at both ends
● In 7 point scale, ‘ 7 ‘represents the ‘maximum ‘, ‘4’represents
the’average’.
b) Descriptive Rating scale
The rater puts a tick mark in the space provided before the
characteristics or trait.
C) Graphic Rating scale
● Also called ‘behavioural statement scale’
● Traits are important for effective performance

Eg: quality of work, team work, ethics...

d) percentage Group Scale
● Rater is asked to give the percentage of the group.

Eg: highest = 5%

Second highest =5%

Average = 20%

Second lowest =10%

Lowest =5%
ADVANTAGES OF RATING SCALE
1. Specified outcomes or objectives of education can be
measured
2. Help the students to rate himself
3. To find out the needs of students
4. To suppliment other source of understanding about the child
5. Provides a stimulating effect upon the individual who are rated.
LIMITATIONS OF RATING SCALE
1. Personal bias
a) Some raters mark the high end of the scale due to bias
called generosity error
b) Some raters tend to rate everyone average this is called
central tendency error

2. Haloeffect

Raters general impression of a person influence his ratings.

3. Logical error

Raters rate two characteristics of the trait more alike or less alike,
because he felt they are logically related to each other.

4. Proximity error

Adjustment characteristics of a behaviour tend to intercorrelate with

each other.As a result rater tends to give both of them same rating.
TEST
Meaning

Device or procedure confronting a subject with a standard set of

questions or task to which the student is respond independently
and the result of which can be treated in such a way as to
provide a quantitative comparison of performance of different
students.
DEFINITION

“ Asa systematic procedure for observing and describing one

or more characteristics of person with the aid of either a
numerical scale or category system “

- L.J Cronback -
USES OF TEST
1. They are objective
2. They are handy
3. To motivate and direct effect to learn
4. To monitor students progress in attaining learning goals
5. They are economical and less time consuming.
TYPES OF TESTS
● BASED ON RESPONSES
a) Performance test
b) Maximum performance test
intelligent test
Achievement test
Aptitude test
C) Habitual performance

Deals with affective domain of educational objective, to measures

the typical behaviour and characteristics of examinee.

interest test

personality test

value test

adjustment test
d) paper pencil test
There required the respondant to write the answers to
the question, by putting a tick mark and circling or
underlining, one of the alternative answer given to the
test items.some times respondant asked to provide
answers by writing word, phrase, or sentence.
● BASED ON ADMINISTRATIVE CONDITIONS
a) Individual test b) group test
● It is administered to an
● It is administered to a
individual at a time
group at same time.
● It is useful for small
● Less costly in terms of
children
administration and time.
● Costly in terms
● Suitable for older children
administration and time
and adults
● A trained tester is required
● No trained person is
to administer it.
required to administer it.
c) oral test
● Examiner ask question to the students in oral form
● Students has to answer the question in such a way to
demonstrate subject knowledge in oral form

d) writen test

● Respondent has to write answers to the question in

the form of objective type, short answer type,
essay type.
● BASED ON TIME
a) Speed test
● Speed with which the examinees answer the test items is
more important than the content of response.
b) Power test
● Emphasis is given on assessing the knowledge and
understanding and less emphasis is given to speed.
● BASED ON MEDIUM USED
a)Verbal test
● Make use of language
●Cannot used for testing subjects who lack linguistic ability.
●Less expensive
b)Non verbal test
●It make use of pictures design or activities
●Subjects who lack language ability can also be tested by using
non verbal test
● More expensive
● BASED ON THE USE OF CULTURE
a) Culture specific test

Knowledge and experience of a specific culture or sub culture.

b) Culture free test

● It was prepared by cattel in 1933
● Free of cultural content and context

C ) culture - fair test

● Language free and attempts to eliminate culturally determined

values and attitudes.
● BASED ON ITEMS
a) Objective tests

Here the examinee has to select the correct answer amoung one or
more several alternative or supply a word that demands an
objective judgement when it is used

b) Subjective test

Student has to present or write an original answer. It includes short

answer, essay question.
● BASED ON STANDARDISATION PROCEDURE

Standardisation refers to degree to which the

observation, procedures, administrative
procedures equipment and materials, scoring
rules have been fixed.
a) Standardised test
● An instrument of measurement which measures what it aims to
measure quite correctly with constant results
● It has standard norms and therefore result gives us a true
assessment of individual.

TYPES OF STANDARDISED TEST

● Achievement test
● Aptitude test
● Intelligent test
b) Teacher made test
● Teachers use tests to constructed by themselves and
standardised test for evaluation.
● To measure the outcomes of learning which a teacher in
particular has in mind.
● It is not for public use
● No uniform procedure for administration.
● BASED ON SCORING REFERENCE SCHEME
a)Non reference test
●To measure the individual difference.
●To classify and grade learners in various categories.
b)Reference test
●To measure the effectiveness of a programme or
instruction
● Provides specific information on individual level of
performance with respect to objectives.
● BASED ON PURPOSE
a) Achievement test
● To measure knowledge, understanding, skills in a particular
subject or group of subjects taught in schools.
● To assess the level of achievement of each student
b) Prognostic test
● Predict the future performance of a individual in particular area.
C) Diagnostic test

● To identify and investigate the difficulties, disabilities and

inadequacies of pupil in specific fields.
● Used to identify learning difficulties
● To examine the student’s current level.
 RUBRICS
MEANING OF RUBRICS
● It is a scoring guide used to evaluate the performance of the
students
● Evaluation is done on the basis of the scale of Rubrics
● It is a formative evaluation tool quite often presented in table
format,can be used by teachers,when marking and by
students,when planning their work
● It is a chart that describes the criteria that one uses to evaluate
or rate performance
● Used for assessing assignments,projects,presentations,skill
performance and knowledge of subject matter
IMPORTANCE OF RUBRICS
● It provides descriptive feedback to students
● It allows accurate,unbiased and consistent scoring
● Help the students to understand the learning target and
their level of performance
● It help the teachers to teach and assess the students

TYPES OF RUBRICS
1. Holistic Rubrics
2. Analytic Rubrics
3. General Rubics
4. Task specific Rubrics
HOLISTIC RUBRICS
● It provides a single score based on overall
impressions of learner achievement on a task
● Eg : Course grades

Merits:

● Scoring is faster than Analytic Rubrics

● Good for Summative assessment
● Provide overview of students achievement
ANALYTIC RUBRICS
● It provides specific feedback along several
dimensions
● Each assessment criteria is evaluated separately
● Eg : Assessment of communication skills
■ Fluency in language
■ Clarity
■ Speed
■ Use of grammer
Merits:

● Provides diagonostic information to teachers

● Provides formative feedback to students
● Scoring is more consistent
GENERAL RUBRICS
● It contain criteria that are general across tasks
● Eg : Assessment of chart / model workshop
■ Preparation
■ Neatness
■ Appropriate content
■ Timely completion

Merits:

● It helps the students for self evaluation

● The same Rubric can be used across different tasks
TASK SPECIFIC RUBRICS
● It can be used only for a particular task or assignment
● Eg : Evaluating Micro teaching skils

Merits:

● More reliable assessment of performance on

the task
● It provides the detailed guidance regarding the
specific task or assignment
RUBRICS CONSTRUCTION - STEPS
1. Decide the essential elements present in the students
work
2. Decide the levels of achievement to be included in the
Rubrics
3. Develop a clear description of performanceat each
achievement level
4. Provide space for additional comments and final
grade
ADVANTAGES OF RUBRICS
● Data analysis becomes easier
● Grading consistency
● Reduce time spend on grading
● Reduce uncertainity by giving description
● Help instructors to communicate requirements to
students
● Clarity in assessment
● Provides both qualitative and quantitative data
● Helps to improve performance
● Understand strength and weakness clearly
● Shows areas in need of improvement
DISADVANTAGES OF RUBRICS
● Development of Rubrics is a comolex and time
consuming process
● Less flexible
● If the criteria used in the rubrics is complex,the
chance for success becomes less
ASSESSMENT TOOLS FOR AFFECTIVE DOMAIN

Affective domain is one of the

three domain in Bloom’s taxonomy. It is
related with feeling field and concerned
with the
feelings,emotions,values,motivation and
attitude of an individual.
The tools used in affective domain
are
1. ATTITUDE SCALE
2.MOTIVATION SCALE
3.INTEREST INVENTORY
 1. ATTITUDE SCALE
Meaning of attitude
It is the tendency of an individual to react in a certain way
toward a particular stimulus,object,situation,process or
phenomenon. It may be positive,neutral or negative

Definition of attitude

According to Thurstone “attitude is the degree of

positive and negative affect associated with some
psychological object (idea,phenomenon….)
 Meaning of Attitude scale
● The scale used for the purpose of measuring people’s
attitude to a phenomenon
● It consist of numbers of items that have been
carefully edited and selected in accordance with
certain criteria.
● Each items are known as statement.
●
 Types of attitude scale
There are two main ways of constructing and standardizing attitude
scale :

A. LIKERT SCALE (summated rating)

B.THURSTONE SCALE (equal appearing intervals)

 LIKERT SCALE

● Developed by RENSIS LIKERT in 1932.

● Consist of both favourable and unfavourable
statement.
● Evaluation is on the basis of how well it discriminates
between those persons whose total score is high and
whose total score is low.
 Steps in attitude scale construction
● Define the attitude
● Determine related areas or components
● Write the statement
○ The statement should be favourable & unfavourable
which are approximate equal . Provide clear direction
in the beginning.
● Graded responses are given for the each statement.
generally odd numbers are graded response and most
frequently 5 point scale is used.
● Which consist of options such as
strongly agree (SA)
Agree (A)
Undecided (U)
Disagree(D)
strongly Disagree (SD)
● The response of the statement are to be score as per the
scoring procedure
For positive statement ;
5,4,3,2,1
For negative statement ;
1 ,2 ,3 ,4 ,5
● As the scores of individual items are added together, it is
known as summated state
Merit of attitude scale Demerit of attitude scale

● Easy to construct ● Central tendency bias

● Require less time ● Halo effect
● Relative attitude is ● Some of them are
more difficulty to rate
measured
● Decrease objectivity
● Direct and reliable
information
 THURSTONE SCALE

Steps for preparing Thurstone scale

❏ A large number of items regarding an attitude object is
collected
❏ The items are given to large numbers of judges
❏ Sort out these item into 11 categories independently
❏ The 6 th one denote neutral position
❏ 11th : highest favourablness
❏ 1 st : utmost unfavourablness
❏ Items having wide variability are omitted
❏ About 20 to 30 or even more number of items is
selected
❏ The score of each individual on the scale is
determined by finding out his mean position on
various statements
 2.MOTIVATION SCALE
Meaning of Motivation
The word is derived from the Latin word ‘ moutum ‘
which means to motion. Motivation is an internal force
which accelerates a response or behaviour.
 Definition of motivation
-J.P. GUILDFORD - “ A motive is a particular
internal factor or condition that tends to initiate and
sustain activity”
★ It leads to self actualization in learning
★ Motivation sustaining interest in learning
★ It directed to selective goal
★ Internal condition or factor of learning
 Meaning of Motivation scale
● The tool prepared to measure the level of motivation
of the subject.
● It is a type of Likert scale .
● It consist of a set of statements indicating
favourablness or unfavourablness. The numbers
should be approximately equal.
● The cumulated scores represent his relative position
on the scale.
 Types of Motivation scale
1. Motivation Scale
● The first version developed by Wolf and Smith
in 1995
● It consist of 8 items and was undimensional
● Sundre revised the original scale , Students
Opinio Scale(sos).
● It comprised of 10 items using a five point Likert
Scale ranging from 1( Strongly Disagree) to 5 (
Strongly Agree).
● Four of the ten items ( 3,4,7,&9) should be reverse
coded , prior to scoring and analysis
● The responses to items are summed to form 3
scores ;
Total Motivation, Importance and Effort
● The Total motivation score is the sum of all the
ten items.
● The Importance scale derived by summing the
items 1,3,4,5 & 8
● 2,6,7,9 & 10 form Effort Scale
● Higher score are indicative of greater self report
of Motivation
 Motivation Assessment Scale
(MAS)
● MAS is developed by Mark Durand
● Used to assess the functions of problem
behaviour in individuals.
● It consist of 16 questions with 4 sub scales,
each represent
Attention, Escape , Sensory , Tangible
● Each question has six response options
(0 = never , 1 = almost never , 2= seldom
3= half the time , 4 = usually , 5= almost
always and 6 = always )
● Scores are calculated by summing the items
rating and calculating the mean rating.
● High scores means that those function may be
maintaining the individuals problem behaviour.
 Achievement Motivation Scale
● It have been constructed on the pattern of attitude
Motivation scale.
● Eg; CIE Achievement Motivation Test , constructed by
Dr.N.K.Dutt and Dr.K.G.Radtogi.
● Numbers of partly completed sentences in this test.
● The task is to select only one answer which seems to
correspond most with our feelings and then put tick mark
● There are 30 items in this test
● All the items have to be answered
● With the help of response get an idea of the
relative level of achievement Motivation
 TAT Type approach

● Here certain pictures are used to obtain stories from

the subject for analysing their Motivation.
● These stories are scored in a suitable way
● Criteria for evaluation;
○ Success in competition with some standard
of excellence
○ Unique accomplishments
○ Long term involvement
 INTEREST INVENTORY
Meaning of interest
In latin the word interest means ‘it concerns ‘or ‘it
matters.Interest is the feeling that prompts us to
spontaneous activity.
According to Bingham “ an interest is a tendency to
become absorbed in an experience and to continue it.
 Nature and characteristics of interest

● Interest can be measured

● Interests of individuals differ
● Interest are fixed and permanent
● Interests are innate as well as acquired dispositions
● Pursuit of one’ s interest provides strength to resist
fatigue
 Measurement of interest of students
● There is some relationship between interst and
abilities. Interest gives some indication of our abilities.
● Interest is one of the most impelling motives.A person
may have aptitude for a vocation but if he is not
interested in it he is not likely to be successful in that
vocation
● Measurement may suggest alternative fields- academic
and vocational which the student has not seriously
considered
 INTEREST INVENTORIES
1. They are self report instruments in which the
individuals note their own likes and dislikes
2. Interest inventories attempt to yield to yield a measure
of the types of activities that an individual has a
tendency to like and to choose
Important interst inventories are

● Strong ‘s vocational interest inventory, Cleeton’ s vocational interest

inventory, Lee- Thorpe occupational interest inventory etc.
 Cleeton’s vocational interest inventory

This inventory contains separate forms for men and

women. The form for men contains a total of 630 items to
be checked and 40 questions to be answered in ‘yes’ or ‘
no’
 Lee- Thorpe occupational interest inventory

This inventory consists of120items having preferences in

couplets and additional 33 having preferences in triplets. It
measures interest in six occupational fields- business,
arts, natural, personal, social and sciences.
 Stewart and Brainard’s specific interest
inventory
There are four forms available, one each for men, boys,
women and girls. The forms for boys and girls are meant
for age group ten to sixteen years.Each form contains 100
questions and the questions are divided into 20 groups.
Each group deals with one type of interest.
PRINCIPLE FOR CONSTRUCTING TYPE OF TEST
ITEMS
1. The items should cover, as far as possible, the whole range of topics
prescribed in the syllabus
2. No item or part of the item should be set which is outside the syllabus
3. More items should be set to test higher objectives. For this purpose
items should be in the context of new situations
4. Items should provide clear direction to the students regarding the
scope and length of responses
5. The language of the items should be simple and within the easy grasp
of students
 TEST ITEMS
● subjective type/ free response type
short answer type
Essay type
● objective/ fixed response type
Supply type
Selection type
 Short Answer Type

A question requiring four value points at the most may be

defined as a shirt answer question.The term value points
indicates a point to be given credit in the expected answer.Thus
the length of the answer expected from a short answer
question becomes very short. This diminishes subjectively.
Suggestions for constructing short answer type

● Make questions simple, short and grammatically correct

● Avoid qualitative terms like seldom, most, many, much etc.
● Avoid absolute terms like all, none, never, etc.
● Give clear, specific and complete directions.
● Give due consideration to time allotted for the test.
 ADVANTAGES LIMITATIONS
● A relatively large portion of ● It is more subjective than the
the content covered in a test objective type of items.
● It is easy to construct, ● It is excessive use may
because it measures a encourage a student to
memorise facts and develop
relatively simple learning
poor study habits.
outcome
● Mechanical scoring is not
● It is useful in evaluating the
possible because of the
ability to interpret diagrams,
subjectivity involved
charts, graphs etc.
ESSAY TYPE
● Traditional type
● Free response item
● Help evaluation of complex skills and similar
behavioural patterns
● Question calling for long answer with a number of
points and variety of objectives
● It is the only mean to evaluate pupils ability to express
facts in an organised manner , to assimilate and
organise subject matter, reason logically ,to invite
individual opinions n,criticism etc..
ADVANTAGES

● Simple to administer
● Easy to prepare
● Improve language
● Guess work can be eliminated
● Reduce spot copying
● Helpful for appraisal of skills
LIMITATIONS

● Subjective nature leads to different

scores
● Selective study of content
● Cannot comprehensively cover the
contents
OBJECTIVE TYPE

Definition
“One that can be provided by with simple
pre-determined test of correct answers so that
objective opinion or judgement in the scoring
procedure is eliminated”

- R.L .EBEL and D.A.FRISBIE -

 TYPES ITEMS

● Supply type

● Selection type
 SUPPLY TYPE

Respondents supply response

Two types

A.Simple recall type

Requires to recall response to direct question.

Rzesponse is short like a word,number,phras

Eliminate chances of guessing.

B.Completion type

Consists of a series of sentences with certain words omitted

and replaced by blanks.

Respondents are expected to fill blanks using words ,phrases,

number.

Guess work is completely eliminated.

SELECTION TYPE
Three types
1.True or false items
2..Matching type test items
3.multiple choice test items
True or false
● Alternative response type
● A true or false items consists of a statement or proposition which the
examinee must judge and mark as either true or false
● A.J.NIKTO
● Chances of guesses
● Emphasise rote memorization
● Can be attempted by those who are unaware of subject matter
● Large subject sample coveted in short time
MATCHING TYPE
● modified form of MCQ
● economised form of MCQ
● consists of two parallel columns consists of words
,numbers,phrases matched to each other’ in respective columns
● Promises/stem- the items in column for match is sought
● Responses/ options- items in column from which selection is made
MULTIPLE CHOICE
● Consists of four or more responses which is either correct or better than
others
● StEM-first part of item- Presented in the form of direct questions or incomplete
statement
● OPTIONS /RESPONSE- usually four or five in number
● One is keyed response ,others are distractors or misleads
Advantages of objective type
1.can be scored objectively and easily

2.good tool for ensuring coverage

3.reduces subjective element to minimum

4.economic in time

5.it creates many skills and abilities

Limitations
1.difficulty in preparing good items

3.problem of guessing

3.problem of cheating

4.emphasise on testing superficial knowledge

5.high printing cost

6.inefficiency in testing complicated skills

10 Mark Essays & Value Points
1. Explain different tools and techniques for classroom
assessment

(Tool meaning, 5 different types of tool and advantages

and disadvantages of that tools, techniques meaning, 5
different types techniques and it's characteristics)

2. Explain different types of tests.

(Meaning definition of test, 2 classifications of test

and their explantion with examples ).
3. .Explain Rubrics,its construction and types

( Meaning and importance of rubrics,steps of construction,4

types of Rubrics,advantages and disadvantages)

4. Explain different types of test items? Explain the

appropriate situation to each.

(Definition of each test item, classification and its

explanations)

5. Explain Rating scales with appropriate examples?

(Meaning of rating scale, different types of rating scale with

examples)
6. Explain important interest inventories?
(Mention two interest inventorirs and write its
characteristics, drawbacks)
 4 Mark Short Essays & Value Points

1. commend on the advantages of self reporting

2. what is anecdotal record and commend on the merits
and demerits of Anecdotal Record
3. What are the major difference between standardised
test and teacher made test?
4. What is a Rubric?How it is used for student
evaluation (June-2017)
5. Explain the importance of Rubrics in evaluation
(May-2018)
6. Give an account of any two assessment tool for
affective domine
7. Name any two evaluation tools in affective
domine with a brief description.
8. What are the disadvantages of essay type test
item?
9.based on the administrative conditions how can
we classify the types of tests?
10.How can we measure the interest of students?
B Ed. II. Sem. EDU 08 ASSESSMENT FOR LEARNING

Unit 4
Issues in classroom assessment
1- Basith V P
2-Anees .K
3-Aswathy Jayaram
4-Ayisha N P
5-Fathima Thasni.P
1-Commercialisation of assessment

● Commercialisation of education is an ongoing process in our contemporary

society.It creates a lot of issues along with its positive aspects.
● Readymade assessment tools/study materials are easily available in the
market and most of these tools are not up to the quality.The respective
agencies prepared the materials without following any principles.
● Normally teachers as well as students depend on this type of tools and
materials.This often affects the standard of classroom assessment.
2.Poor test quality
● The class test conducted by teachers usually does not maintain the required
quality
● Most of the teachers are not well versed with the techniques of preparing
assessment tools
● Assessment with poor quality tests will result in bad than good
● Most of the test check only rote memorisation and fail to test higher order
skills as reasoning ,analysis ,creativity and judgement
3.The domain dependency
● Domain can be defined an area of control or sphere.
● Conceptualise and instantiate formative assessment within the contexts of
specific domain is the possible approach to deal with the domain dependency
issue.
● Assessment requires the interaction of general principles, strategies and
techniques with reasonable deep understanding of various domains.
● A teacher who has weak domain understanding is less likely to know what
questions to ask students, what to look for in their performance, what
inference to make from that performance about students knowledge and what
actions to take to adjust instruction.
 4.THE MEASUREMENT ISSUE

● Measurement involves for activities designing opportunities to gather

evidence, collecting evidence, interpreting it and acting on interpretations.
● Formative assessment is not the elicitation of evidences but includes making
inferences from that evidence.
● Formative assessment is an inferential process.
● The measurement issues lies in the interpretation of evidence for learner
performance and achievement.
● Formative inferences are uncertain and also subjected to unintentional
biases.
 THE MEASUREMENT ISSUE….. CONTINUATION

● So we should try to decreases uncertainty and bias by considering data

from multiple sources, occasions and contexts.
 5.THE SYSTEM ISSUE

● Assessment components can be considered internally coherent when they

are mutually supportive
● That's formative and summative assessment need to be aligned with one
another.
● Such components must also be externally coherent in the sends that
formative and summative assessment are consistent with accepted theories
of learning as well as with socially valued learning outcomes.
● In case if these two type are not coherently present, the system will either
work against one another or work against larger societal goals.
 THE SYSTEM ISSUE….. CONTINUATION

● But today for practical reasons summative tests are relatively short and
predominantly take the multiple choice or short answer formats.
● Such tests will measure a subject of the intended curriculum, omitting
important processes, strategies and knowledge that cannot be assessed
efficiently in that fashion.
Reforms in Assessment

● Assessment becomes an integral part of the educative

process.
● According to NCF 2005 the purpose of assessment is
necessarily to improve the teaching learning process
and materials, and to be able to review the objectives
that have been identified for different school stages by
gauging the extent to which the capabilities of learner
have been developed.
● Traditionally, assessment used to be conducted at the
end of the teaching learning process and served only
the summative functions.
● But now, with advent of modern theories of learning
and instruction, the process of assessment has
acquired new dimensions with an interventionist role in
the improvement of instructional process.
OPEN BOOK ASSESSMENT

● Open book allow students to takes notes at the time of

examination.
● It aims at developing the skills of critical and creative
thinking.
● Open book assessments often comprises task based on a
problem or argument to which the student is ten required to
respond employing their knowledge of the subject and
making use of the reference material as appropriate.
Types of Open Book Assessment

Restricted type -

Students are permitted to bring one or more specific

documents approved by the course instructor.

Unrestricted type -

Students are free to bring whatever they like.

Merits of the OBA
● To reduce the tendency of rote memory.
● To develop higher order thinking.
● To develop better understanding of subject matter.
● To develop positive attitudes towards examination.
● To reduce stress and fear.
● To eliminate the tendency of copying.
● Development of self study habits.
● Encourages creative abilities.
● To develop regular study habits among students.
Demerits of the OBA

● Time consuming.
● Difficult to ensure equitable resources.
● More space is needed during the examination.
● Less important to rote memorisation.
● Non availability of of infrastructure facilities.
● There is a possibility of consultation among examinees
in the hall.
INSTITUTION BASED ASSESSMENT

It is a individual institutions of higher education design and

evaluate their own assessment programmes by addressing
specific needs and progress of students assessment
instruments vary by discipline,programme and institutions.
● IBA is an approaches in evaluating students academic
progress in which teachers are given greater
responsibility to design quality assessment that align with
their students learning outcomes.
● Which is more comprehensive, it focus being an
assessment of holistic development of the learner.
● IBA is indeed the only way to make evaluation on a
continuous basis , this process being an integral part of
the teaching learning process.
● IBA ensures holistic development of the learners, use of
written, oral, practical, diagnostic and formative tests
are made use for assessing cognitive and practical
outcomes related to scholastic aspects of development.
Basic Principle of IBA

1. Both teachers and students are actively involved in the

process of evaluation and students do not remains
passive listeners.
2. Teacher must ensure that assessment becomes an
integral part of institution.
3. Integral assessment should be comprehensive as it takes
into account assessment of holistic development of
learner and involve class discussion report, laboratory
works, written works etc.
4. Development of database and progress of students.
5. Adapted to varying conditions i.e, IBA should be
Institution specific.
Factors Consider in IBA

● Class attendance.
● Classroom observation - instruction with students,
involvement in process, interest in subjects, ability to
express himself, verbaly willingness to accept other etc.
● Provide teacher made test.
● Practical and laboratory and library work assignments.
● Working with community.
ONLINE ASSESSMENT

● It is conducting examination on the basis of internet.

● It is a new technique of conducting assessment or
examination by using internet without face to face
contact between the examinee and the examiner.
Merits of the Online Assessment

● Scoring can be done done speedily.

● Easier,time saving and comfortable.
● Reduces the chance of copying.
● Reduces the subjectivity.
● Provide immediate feedback to students.
● Less expensive.
● Quick evaluation of performance.
● It ensures reliability,validity, and objectivity.
Demerits of the Online Assessment

● Good broadband facility is required.

● Important is only given to cognitive ability.
● Technical knowledge is required.
● Risk of losing what has been recorded.
● Availability of internet facilities.
● Limited time and less freedom for selecting sections.
● Not suitable for the specific needs of students.
ON DEMAND ASSESSMENT

● Assessment conducted on the demand of the learner.

● It can be administered to a single student and or a whole
class.
● It enables to conduct assessment in a reliable and
standardised manner.
● Give preference to students examination.
● Can written examination when the student is think he is
written all thing.
● No limitation to attend.
Types of On Demand Assessment

1.Computer adaptive test -

● They deliver sets of questions to students that vary

according to student ability.
● The students give responses.
● Depending on the responses provided in previous
questions, the system presents progressively easier
or more difficult questions to the student.
2. Liner test -

● Students get a fixed set of questions.

● The same questions are given to all students in the
same order during the test.
● Their responses are saved and stored by the
computer and teachers are able to view and analyse
the results of a student, class or question level.
Merits of the On Demand Assessment

● Attend exam he or she is ready.

● Data choose by learner.
● Loss of threat of failure.
● Provide immediate feedback.
● It is more respect individuality of learner.
● Tension, frustration,anxiety etc can be removed.
● It is time saving.
● Remove malpractice.
Demerits of On Demand Assessment

● Unfair checking of exams.

● Very slow services.
● Much freedom is provided to students.
● The system may fail to store the result.
EXAMINATION REFORM REPORTS
Reports on Examination Reforms
● Examinations are an indispensable part of the educational process.
● It is necessary to determine the effectiveness of teaching learning process
and their installation by learns.
● Schools have taken on the function of examining and screening out on the
basis of examinations.
● Recommendations related to examination reforms given by various reports
after independence are following:-
1. University Education Commission(1948-49)
● The University Education Commission headed by Dr. S. Radhakrishnan.
● He states that “ For nearly half a century, examinations, as they have been
functioning, have been recognised as one the worst features of Indian
Education. “
● The important recommendation made by the commission is the use of
objective tests.
2. Secondary Education Commission (1952-53)
● The secondary education commission was headed by Dr.Lakshmana Swami
Mudaliyar.
● The summary of Mudaliyar Commission recommendations are:-
● 1) The number of external examinations to be reduced.
● 2) Objective type tests should be included.
● 3) For assessing overall progress of student school records should keep
properly.
● 4) Symbolic marking instead if numerical marking.
● 5) In the final assessment due weightage is given to internal examinations
and school rerecord
Secondary Education Commission ( Continue…)
● 6) At the completion of secondary school curriculum only one public
examination should be conducted.
● 7) Certificates awarded to the students should include the evaluation of
personality attributes and the score of school tests.
● 8) The compartmental examination system should be included in the final
public examination.
● 9) Internal assessment should be encouraged through continuous and
comprehensive evaluation.
3. Indian Education Commission (1964-66)
● Indian Education Commission or Kothari Commission headed by Dr.D.S
Kothari.
● The recommendations on examination reform made by the Kothari
Commission are:-
● 1) On the completion of course, at the end of the lower or higher secondary
stage, the student should receive a certificate from the school, also giving the
record of his internal assessment as contained in his cumulative record.
● 2) The certificate may be attached to that given by Board in connection with
the external examination.
● 3) Internal assessment conducted by the school should be comprehensive
Indian Education Commission ( Continue…)
● evaluating all those aspects of students growth that are measured by the
external examination and also those personality traits, interests and attitudes
which cannot be assessed by it.
● 4) Certificate should be students complete performance but there should be
no remark to the effect that he has passed or failed in the whole examination.
● 5) Written examinations should be reduced and laid stress on observation
techniques, oral tests and practical examinations.
● 6) Classes I to V to be treated as an ungraded unit.
● 7) At the end of primary stage, no external examination to be held and
observation and oral test to be used at this stage.
Indian Education Commission ( Continue…)
● 8) External examination need not be compulsory for all the students of class X
or class XII or XII.
● 9) National Board of School Education to be set up at the centre.
● 10) Establishment of Experimental Schools with the right to hold their own
final examination at the end of class X.
4. New Education Policy (1986)
● The National Policy on Education (1986) made the following
recommendations:
● 1) “Assessment of performance is an integral part of any process of learning
and teaching. As part of sound educational strategy, examinations should be
employed to bring about qualitative improvement in education.
● 2) The objective will be to recast the examination system so as to ensure a
method of assessment that is a valid and reliable measure of student
development and a powerful instrument for improving teaching and learning.
In functional terms, this would mean:
● a) The elimination of excessive element of chance and subjectivity.
New Education Policy ( Continue…)
● b) The de emphasis of memorisation.
● c) Continuous and Comprehensive evaluation that incorporates both
scholastic and non scholastic aspect of education, spread over the total span
of instructional times.
● d) Effective use of evaluation process by teachers, students and parents.
● e) Improvement in the conduct of examination.etc…
● 3) The above goals are relevant both for external examination and
evaluations within educational institutions.
5.The Programme Of Action( 1986, 1992 ( Revised)
● The Programme of Action (POA) suggested several specific short- term and
long-term measures for carrying out examination reform at the school level as
well as at the university level.
● It also suggested that, “to formulate a national examination reform work the
Department of Education would, inter-alia, constitute an inter institutional
Committee with representations from UGC, NCERT, AICTE and state level
organisations including Board of Secondary Education. ”
● The POA has also made some strategies for implementation, which are as
follows:
The Programme of Action ( Continue…)
● (a) Elementary Stage:
● 1. The Minimum levels of Learning (MLLs) in language Tongue), Mathematics
and Environmental Studies for classes 1 to V have been developed by MHRD
at the national level. Similar exercise to develop these in the remaining area
and classes of elementary curriculum will be carried out.
● 2. Since no detention policy is envisaged at the primary stage, the main
function of evaluation will be diagnostic in nature so as to provide remedial
help to the pupils.
● 3. The concerned agency in each state will prepare a flexible scheme of
Programme Of Action ( Continue..)
Continuous Comprehensive Evaluation (CCE) at the elementary stage, so as
to make the evaluation process an integral part of teaching and learning at
this stage.

● (b) Secondary Stage:

● 1. Each State Board will lay down expected levels of attainments at classes IX
to XII and prescribe appropriate courses, of studies to accomplish these
levels in terms of knowledge and / or comprehension, communication skills,
understanding, application, analysis, synthesis, judgements etc
● .2. In each state, the concerned agency will prepare a flexible scheme of.
Programme of Action (Continue…)
continuous comprehensive Examination for the secondary/ senior secondary
stage to suit a variety of specific situations obtaining in different regions and
types of schools. Certain models have been developed by NCERT and other
agencies which could be looked into for guidance.

● (c) Higher Education Stage:

● 1. Selection tests for admissions to all professional and technical courses will
be conducted on an all-India basis.
Programme of Action ( Continue…)
● 2. Each University will prepare broad guidelines for grading to be followed by
individual colleges/ institutions and departments under its jurisdiction.
Orientation programmes may be organised to familiarize the teachers with the
grading system.
● 3. The movement towards entrance tests for admission to institutions of
higher education will be encouraged and promoted by UGC and State
Government. The services of the National Evaluation Organisation (NEO)
should be utilized by the university system for developing, designing and
administering entrance tests for admission.
6. NPERC/ Ramamurti Review Committee (1990)
● Regarding examination reforms, the National Policy on Education Review
Committee (NPERC) under the chairmanship of Acharya Ramamurty in 1990,
exhaustively reviewed the observations and recommendations made by
different Committees and Commissions.
● Following were the recommendations of NPERC:
● 1. The examination reform should be construed as a package.
● 2. The packages as a whole should be implemented instead of in piecemeal
and ad hoc implementation of individual elements.
●
NPERC ( Continue..)
● 3. Implementation of the package suggested by the NPERC, bristled with
practical problems such as the vast diversities in the education system and
the wide spread apprehensions about the credibility of the internal evaluation
process.
● 4. The need to constitute a high level National Examination Reforms
Commission to coordinate and monitor and progress, in Examination Reforms
at various levels.
7. CABE/ Janardhana Reddy Committee ( 1992)
● The Central Advisory Board of Education (CABE) under the chairmanship of
Sri N. Janardhan Reddy, suggested the following recommendations:
● (1) Preparation of status report of examination reform measures under/ taken
by the examining bodies.
● (2)Preparation of a National Examination Reform, Framework to serve as a
set of guidelines to the examining bodies which would have the freedom to
innovate and adopt the framework to suit the specific situation.
CABE ( Continue…)
● (3) Developing an effective mechanism for coordination, monitoring and
evaluation of the implementation of the examination reforms by the different
examining bodies.
● (4) Documentation and dissemination of innovations and measures for
examination reforms.
8. National Curriculum Framework (NCF)-2005
● Reducing stress and enhancing success in examination necessitate:
● Shift from content-based testing to problem-solving and understanding. For
this to happen the present typology of the question paper must change.
● Shift toward shorter examinations
● Setting up of a single nodal agency for coordinating the design and conduct of
entrance examinations.
● Availability of multiple textbooks to widen teachers’ choices and provide for
the diversity in children’s needs and interests.
NCF 2005 ( Continue…)
● Sharing of teaching experiences and diverse classroom practices to generate
new ideas and facilitate innovation and experimentation.
● Development of syllabi, textbooks and teaching learning resources could be
carried out in a decentralised and participatory manner involving teachers,
experts from universities, NGOs and teachers’ organisations.
9.Kerala Curriculum Framework (KCF 2007)
● KCF 2007 made the following suggestions for improving evaluation system:
● 1) It is the teacher who has the right to evaluate the academic achievement of
the child.
● Evaluation has to be continuous and comprehensive and be carried out along
with the learning activities.
● At the Upper Primary level, along with the terminal examination, a written
examination could be held in the middle of the academic year.
● At the high school level, periodical feedback, a half yearly examination and
the terminal examination could be held.
● Different techniques could be used for continuous evaluation.
 KCF -2007 (Continue…)
● Teachers and educationists should be encouraged to develop new modes of
evaluation.
● Open book examinations, examinations which publicize the questions earlier
and online examinations could be introduced.
● Parents can be made unofficial monitors.
● The schedule of public examinations should be arranged in such a way as to
ensure that there 200 academic day.
● Question paper should stress on the practical aspects of knowledge. etc...
10. Kerala Curriculum Approach-2013
● Kerala Curriculum Approach stresses the following:-
● Outcome focused Assessment Approach should be adopted.
● Continuous and Comprehensive Evaluation system should be adopted.
● CCE is carried out in two areas; cognitive area and socio-emotional area.
● Three types of continuous Evaluation (CE) are suggested:
● a) Learning process assessment
● b) Portfolio assessment
● c) Unit based assessment
● Open book assessment can be introduced. etc….
2 Mark Questions & Answer key words
 4 Mark Short Essays & Value Points

1. Briefly explain what are the major issues in class room assessment ?

Value points

1. Commercialisation of assessment
2. Poor test quality
3. The domain dependency
4. The measurement issue
5. The system issue
10 Mark Essays & Value Points
1) Explain important recommendations related to examination reforms given
by various reports after independence.?

Value Points:

● University Education Commission

● Secondary Education Commission
● Indian Education Commission
● New Education Policy
● Programme of Action
● Ramamoorti Review Committee
● Janardhana Reddy Committee
● NCF 2005
● KCF 2007
B Ed. II. Sem. EDU 08 ASSESSMENT FOR LEARNING

Unit 5
Assessment in inclusive practices
Group Members
ASHIFA

ANJU

AFEEFA NISVA

MRUDULA

FAASINA

AISWARYA

ANUSREE
INCLUSIVE ASSESSMENT PRACTICES

Inclusive assessment is about more than

evaluating students. It is the on-going
activities that allow students and instructors
to understand student progress on meeting
the course learning objectives. Students
should be asked to demonstrate their
learning through formative and summative
assessments
● Inclusion offers a different perspective on the education of children with
diverse abilities in ordinary schools in which all children are welcome
regardless of differences.
● An inclusive school is a place where the child is accepted and is supported by
his or her peers and other members of the school or community in the course
of training.
● Inclusive Education recognizes and responds to the diversity of the children's
needs and abilities including in their ways and pace of learning.
● assessment practices to be followed in the inclusive classroom are
differentiated assessment and culturally responsive assessment.
 Differentiated Assessment
● Differentiated assessment may take into account the differences between individual
students
● It is an ongoing process through which teachers’gathers data before, during and after
instruction from multiple sources to identify learner’s needs and strengths.
● It consider the current level of understanding and ability in relation to a particular topic
or skill, prior learning experiences, learning style and preferences, motivation and
engagement with learning, interest and talents.
● It includes pre-assessment, formative assessment and summative assessment.
 Merits of differentiated assessment
❏ Meets the needs of students with different learning styles.
❏ Help to identify unique needs of students.
❏ Stimulates creativity and helps students understand ideas at higher levels of
thinking
❏ Provide opportunity to give advice according to the specific needs of
students.
❏ Help to take appropriate remedial action.
❏ Allow students to develop their own understanding.
 Demerits of differentiated assessment

❏ Time consuming
❏ Summative assessment is difficult as it needs to be carried out separately
❏ Difficult to organize
❏ Individualization techniques may cause problems in different classrooms operated by
various instructors.

❏ Tendency to focus planning and execution time and energy on the slowest learners in

the classroom can not meet the standard of the gifted.

 Culturally Responsive Assessment
● Cultural responsiveness is the ability to learn from and relate respectfully with people
of your own culture as well as those from other culture.
● The selection of appropriate assessment instruments on evaluation process should
consider student factors such as history of immigration,Socio-Economic Status, history
of educational programmes and language.
● It requires the integration of culturally sensitive attitudes, knowledge, skills,
intervention strategies and evaluation practices.
● The purpose of culturally responsive assessment is to determine appropriate
intervention techniques and strategies designed to measure multicultural classrooms.
 Merits of culturally responsive assessment

❏ Helps in teacher preparation for effective facilitation of learning for every student.
❏ Makes assessment student centered and inclusive of student experiences.
❏ Assessing with context of culture.
❏ Provide appropriate strategies to measure multicultural classrooms.
❏ Effective feedback to students.
❏ Makes assessment impartial and fair.
 Demerits of culturally responsive assessment

❏ Difficult to implement
❏ Time consuming
❏ Requires skilled and experienced teachers
❏ Deep knowledge of students is required
Achievement Test
● An instructional programme has some objectives and as the result of the teaching
learning process students are expected to attain these objectives.
● The teacher has to assess the achievement of students as the result of the
instructional programme
● The test used to measure the achievement of students is known as achievement
test
● The test used to measure the achievement of students is known as
achievement test

● A test design to assess the achievement of the student in any subject with
regard to a set of pre-determined objectives is called an achievement test
Construction of an achievement test
Steps involved in the construction of an achievement test are:

1. Planning of the test

2. Preparation of design
3. Preparation of blue print
4. Writing of the items
5. editing of the question paper
6. Preparation of scoring key and marking schem Question wise analysis
1. Planning of the test

● First of all the standard, subject, and content to be tested should be

decided. Along with this the total marks and time to be allotted are also
decided.
● A thorough content analysis is needed for preparation of the design of the
test
2. Preparation of design

● The design of an achievement test specifies the weightages to

○ Instructional objectives
○ Units and sub units of the course content
○ Form of questions
○ Level of difficulty
● Whether there is any option in the question paper is also mentioned in the design
3. Preparation of blue print

● Blue print is a three-dimensional chart with instructional objectives in

one dimension, content in the second dimension and the form of question in the
third
● A blue print makes test construction systematic, ensures content validity of the
test, relates the objectives to content and gives a clear picture of the test.
● The scope of the test is clearly indicated in a blue print
3. Writing of the items
● This step is writing appropriate, quality items as specified in the blueprint
● The difficulty level has to be considered while writing the items
● It should be also checked whether all the questions included can be answered
within the time allotted
4. Editing of the question paper

● The questions should be arranged so that all items of the same type are
grounded together and according to the difficulty
● The question paper should contain clear and concise directions regarding the
purpose of the test, time allowed to complete the test, how to record the
answers, marks alloted for each question etc
5. Preparation of scoring key and marking scheme

● To maintain objectivity scoring should be made strictly in accordance with

pre-designed scheme of evaluation
● Scoring key is prepared for scoring the objective type question
● In the case of short answer and essay type questions, the marking scheme is
prepared
● In preparing marking scheme the examiner has to list out the value points to
be credited and fix up the mark to be given to each value point
6. Question wise analysis

● It is an attempt to a final and detailed analysis of the test

● Each question on various parameters stated in the blueprint is analysed
to ensure that there is no imbalance in the question paper from that
planned
● It helps to ensure the qualities of an achievement test like objective
basedness, comprehensiveness, reliability and validity.
Diagnostic test

● A test designed to identify and investigate the difficulties, disabilities,

inadequacies and gaps of pupil in specific curriculum areas with a view to
helping them overcome those difficulties through remedial instructions
● It helps teachers in identifying the status of learner at the end of a particular
lesson, unit, or course of learning as to what specific teaching or learning
points have been properly grasped by the learners
Functions

● Used to stimulate the learning activity of pupil

● Helps to direct and motivate administration and supervisory efforts
● Its purpose is to identify the exact nature of the difficulties and to locate
the causes the result in poor achievement
Construction of a diagnostic test
Steps in the construction of diagnostic test are:

1. Planning
2. Analysis of the learning material concerned
3. Writing items
4. Division of items in to small sections
5. Provision of clear instructions
1. Planning

● Planning of diagnostic test involves the identification of area

of difficulty, deciding the number of questions to be asked
and what type of test items to use.
2. Analysis of the learning material concerned

● Content should be thoroughly analysed.

● Teaching points may include a number of stages and these stages should
be arranged in the sequential order of difficulty as well as logical
sequence
3. Writing items

● Items are intended to identify the weakness of pupils.

● Preparation of specific response test items is essential.
● Item should have simple language for easy comprehension.
4. Division of items in to small sections

● Sometimes total number of items will be very large and so more time
will be required to work out these items.
● In such cases, items may be divided into two or these sections to suit
the convenience of the learner
5. Provision of clear instructions

● Clear instructions should be given what to do and how.

● If they find any difficulty with any item, they should be directed to
pass on to the next item without wasting time
Diagnostic analysis

● After analysing the test a diagnostic analysis must be done based on the
score of student
● Identifying the exact area in which difficulties exist and determine what
exactly the nature of difficulty is.
Remedial Teaching

● After locating the exact problem of students the teacher must plan the difficult
area accordingly
● The process of instruction that follows immediately after diagnostic testing and
analysis of result
● The learning experiences must be suitable to overcome the difficulties of the
students
● Remedial teaching activities are to be more interesting and suitable to the mental
level of the learner
 Distinction between Achievement test and
Diagnostic test
Achievement Test Diagnostic Test

● It measures how much a student has ● Measure how much a student has not
achieved been able to achieve and why

● It gives due weightage to objectives, ● Consider each and everyone in a

content, form of question and specialised way, This is done in critical
difficulty level - all in general way and analytical way
● Gives due weightage to every topic in ● Gives greater emphasis to the aspects
the content area with potential difficulties

● Strictly observe the time factor in ● Not concerned with the time factor.
answering. It measure how much can This is because it is meant to identify
be performed in a fixed duration of deficiencies and difficulties of the
time-No extra time is alloted learner
● Marks scored in aa achievement test ● Marks are not normally assigned
are very important because grading,
ranking and placement are its function

● Construction of achievement test is ● Construction of diagnostic test

comparatively easy requires more imagination
Quality of good test

Evaluation result are obtained from various tools of evaluation.while selecting a

particular evaluation tool, have essential qualities. They are:

●objectivity

●objective based news( Basedness)

●comprehensiveness

●validity

●reilability
● practicability

●comparability
●discriminating power
●utility

◆Objectivity
● a test must be free from personal bias
● it represents the agreement of two or more regarding the score of the student
 ◆Objective basedness
● it should be based on the instructional objectives
● such us
remembering,understanding,applying,analyzing,evaluating,creating etc
 ◆Comprehensiveness

● the test should cover the whole syllabus

● the ability of the test to encompass all aspects of subject of study

● all major objectives of instruction must be included as well as the subject
matter
● all the major aspects of the content area must be adequately covered by the test
item and they must be in the correct proposition
 ◆Validity

● validity is the quality of the test to measure what it is supposed to

measure
● a test is said to be is supposed to measure what it intend to measure
● eg : if a test is designed to measure the science achievement of students,i t
should measure that
Type of different validity

content validity
- in this test constitute a representative sample of the total course content to
be tested
- All the major aspects of the content area must be adequately covered by
the test items and they must be in the correct proposition
- All the major objectives of instruction must be included as well as the
subject matter
face validity
a subjective evaluation by expert as to what test appear to measure is referred to
as face vaalidity

Construct validity
- critically examined by asking the question how well the test score

corresponds to construct
- Test performance can be interpreted in terms of psychological construct
 criterion related validity
1 concurrent validity

● It refers to the relationship between score on a measuring instrument

and a criterion available at the same time.in content validity the
relation between test scores and a present criterion is sought
● It is genarally reported in the form of validity co-efficient found by
correlating the scores on the instrument and scores on the criterion
measures
2 predictive validity

- it refers to the extent to which a test can predict

the future performance of individual
-. A test has predictive validity when it can
effectively indiaye how a person will do on a later
task
 ◆Reliability

●A test / tool is reliable to the extent that it measures Whatever it is measuring

consistently
● It refers to the degree of accuracy and consistency with which it measures
what it is intended to measure
● A test is reliable, if it gives the same result when administered after an
interval of time for which class it is meant, to the same student
Method of reliability

1 Test Retest method

2 Split half method

3. Parallel form of method

4. Kunder - Richardson method

 Test Retest method

● It requires the same test to be used twice with the

same group of pupils within a time interval

● The co-efficient of correlation between the scores

of the subject ,obtained on the two administration
of the test,would give us an indication of its
reliability
 Split half method

● It is possible to get a measure of reliability from a single

administration of one form of a test by using this method
● The test is administered to a group of subject and later the
item are divided into two comparable halves
● Score obtained for each individual on the comparable halves
are considered as seperate set and a correlation coefficient
is calculated between these two scores
Parallel form method
● To equivalent forms of the test must be constructed so
that so that they are so similar as possible in the kind of
content,mental process / instructional objectives
require,number of item,difficulty and all other aapects
● The pupil take one form of the test and then,as soon as
possible,the other form
● The agreement between the two ia again determined by
means of a coefficient of correlation ,which refferd to as
coefficient of equivalence
 Kunder - Richardson method
● Methods on estimating the internal consistency or homogeneity of
a test have been presented by kunder and Richardson
● This method does not require calculating 'r’
● The formula proposed by kunder and. Richards on estimates the
internal consistency of the tool
◆ practibility

● The test should be practical in term of

● administration ,time
required,scorability,cost,case of inter
preditability and applicability
◆comparability
● The test passes comparability when scores obtained by
administering can be interpreted in terms of a common
bassed
● To methods for establishing this
● One making available equivalent form of standed test and
second is making available equivalent in norms
◆Discriminating power
● It is the ability of the test item to discriminate those who have
the characteristic under consideration and those who have note
● It is the ability of the test to discriminate high achievers,
average achievers and low achievers
● Should be able to discriminate the respondents on the basis of
the phenomena measured
◆utility

● Utility of a test may be considered as the final master

criterion .
● A test has utility if it provide the test condition that would
facilitate realisation of purpose for which it is meant
 Ensuring fairness in assessment

Fairness in assessment

● Fairness in assessment refers to the consideration of learner's needs

and characteristics, and any reasonable adjustment that need to be
applied to take account of them.
● Fairness in assessment means all assessment approaches including
standardised test, performance assessment, portfolio assessment and
informal measures are free from bias and that methods of students
assessments are equitable and sensitive to diverse students population.
Fairness in assessment means that assessment methods reflect
following:

1.Equity.

2. Unbiased assessment.
3. Linguistics diversity.
4. Accommodation and modification for students with
disabilities.
5. Sensitivity to diverse students population.
6. Consideration of contemporary views of growth and
development, aptitude, cognition, learning, behaviour,
and personality.

7. Availability and use of assistive technology.

8. Consideration of possible adverse consequences of any

applicable assessment to students.
Equity

● Equity in assessment means that assessment is approached in fair,

impartial and just manner.
● The differences in culture, gender, language,race, etc. are considered.

Unbiased assessment

● Assessment tool must be unbiased.

Linguistic diversity

● Both the language dominance and language proficiency of students should be

considered in an assessment procedure.
● Language dominance referred to the individual preferred language.
● Language proficiency refers to the level of expertise in language.
● Test administrator should determine the language proficiency of the students.
Accommodation and modification for students with
disabilities.

● Some students with disabilities are unable to participate in large scale

assessment even when accommodation and modifications are made.
● Alternative assessment enable students with disabilities to participate in
general large scale assessment.
Sensitivity to diverse student population

● Teacher should be sensitive to the unique need of students.

● Students must be given opportunities to demonstrate learning regardless of culture,
gender, race,socio economic status or disability.

Consideration of contemporary views of growth and development,

aptitude, cognition, learning, behaviour and personality

● While developing assessment instruments contemporary

 views of growth and development, aptitude, cognition,
learning, behaviour and personality of students should be
considered.
● Test administration is based on the need of students.

Availability and use of assistive technology

● Assistive technology is need for successful learning of students with

disabilities.
● It helps to demonstrate students knowledge and skills.
Consideration of possible adverse consequences

● Some students do not perform well on assessment simply because they lack
the background with certain method of assessment.
● Teacher s can try to make better this by providing all students with
instructions and practice in the assessment approach that are used in
evaluation.
 Concept of fairness

● A fair assessment is one in which students are given equitable opportunities to

demonstrate what they know. It means students assessed using methods and
procedures most appropriate to them.
● The concept of fairness can be used in many ways:
a. Absence of bias: Use of a test will fair if the prediction
of non test performance are comparable for different
groups.
b. Procedural fairness: In the assessment process
individuals from different groups will be treated equally.
 c. Opportunity to learn: Students should be provided with
an adequate or equal opportunity to learn the materials
that is assessed.
d. Equality of results: The average performance of
different groups should be same. then, a test would be
considered fair.

Here,An absence of bias and procedural fairness are essential for an assessment to
have high level of validity in measuring the knowledge, and understanding that it is
intended to measure.
 Forms of unfairness

● When individual differences are ignored unfairness operates.

● They are influenced by a previous work when assessing the next assignment.
● Halo effect - Teacher forms an overall impression of a student or their work -
whether positive or negative and then makes assessment decisions that are
influenced by this view of them.
 Ensuring fairness
Fairness can be ensured by,
● A variety of assessment should be maintained to give all students an opportunity to
excel.
● Assessment arrangements should not be advantage any one student over another.
● Equal assessment opportunities should be provided to meet the needs of different
students.
● While setting assignment, the need and interest of students will be considered.
● Aim of assignment and questions that are crystal clear.

● Providing tasks that can be completed by all students whatever their

background.

● Try out large scale assessment tools.

● Keeping to the assessment criteria and justifying decisions by referring all

students to these.
Assessment procedure must be fair and equitable for all
children. So, teachers must:

● Use a variety of assessment tools and strategies to gather relevant functional,

developmental and academic information.
● Provide assessment tools and strategies that provides relevant information that
directly assists persons in determining the educational needs of the child.
● Not use any single assessment for determining an appropriate educational program
for the child.
● Collaborate with students on projects and let them help to make classroom
decisions.
● Promote gender equality in all subjects.
● Keep accurate assessment records.
● Use assessment for purposes for which the assessments are valid and
reliable.
 Principles of fair assessment

A fair assessment should be possess the following principles:

1. Improve learning
2. Validity and reliability
3. Matches the learning outcomes and content of the course.
4. Endeavours to be free from bias.
5. Posses transparency.
Improve learning

● The purpose of assessment is to ultimately improve student learning.

● Formative and summative assessments help to accomplish this goal.

Validity and reliability

● The assessment should be valid and reliable.

● It should be consistent and accurate indicators of students performance.
Matches the learning outcomes and content

● The assessment should measure whether the learners have met one or more of
the intended learning outcomes of the lesson.
● Assessing students on content that has not been covered in the course content
should be avoided.

Endeavours to be free from bias

● Assessment do not discriminate or favour any group of learners.

 ● Teacher should consider the significant differences in students learning
style.
● Different opportunities should be provided to demonstrate their learning.
Posses transparency

● Students should understand the purpose of the assessment and how the
assessment will be used.
● Clear and complete directions regarding the actual assessment ensures
transparency.
● Clear written policy in the course syllabus must included.
Assessment for enhancing confidence in learning -
relationship of assessment with confidence,self
esteem,motivation - ipsative assessment.
ASSESSMENT FOR
ENHANCING CONFIDENCE IN
LEARNING
● Assessment refers to the process of gathering and
analysing information in order to make instructional,
administrative and /or guidance decisions about or for an
individual. - Wallace and Elksnin
(1992)
1.Assessment and confidence

● Good assessment gives effective feedback to the learners and

thereby enhance their level of confidence.
● Confidence come from feelings of well being, acceptance of
your
body and mind and belief in your own ability, skills and experience.

● Confidence and knowledge are related terms.Both of them are critical

determinants in evaluating future performance.
2.Assessment and self - esteem

● Assessment will provide knowledge about the progress of the

learners. The knowledge about the progress will enhance the
self - esteem of the learners.
● Self - esteem reflects a person's overall subjective
emotional evaluation of his own worth.
● It is a judgement of oneself as well as an attitude towards
the self.
● Self - esteem will motivate students to achieve high scores
in assessment.
3.Assessment and motivation

● Assessment play a role in student motivation.

● Assessment that encourages learning, promotes motivation by
emphasising progress and achievement.
● Assessment capable students feel greater ownership of their
learning and are more likely to attribute outcomes to factors within
their control. This encourages and motivates students
IPSATIVE ASSESSMENT
Beating one’s own personal best

★ Students make their own way ,set their own standards and meet their own goals .
★ This is an assessment which compares the current performance of students with their
own previous performance.
★ Ipsative assessment tends to correlate with effort ,to promote effort based
attributions of success and to enhance motivation to learn.

★ An ipsative assessment in an education or learning context compares a test

taker’s results against his or her previous results .

★ It is a descriptor used in psychology to indicate a specific type of measure in

which respondents compare two or more desirable options and pick the one
that is most preferred.
 Merits
● It measures progress and development .
● It encourages students to break their previous score.

● It helps to know the improvement

Whether the learner is taking advantage of feedback from previous
assessments.

● Improves self esteem and confidence .

● It helps learners assess by self and become more self reliant .
 Teacher
Teacher will get an idea about students

■ Who are not progressing and who are not suitable for the course.
■ Enables teachers to learn from assessment and this can be used to
modify their teaching.
 Limitations
● The biggest problem is that assessors need to have access to records of a learner’s
past assessments to make comparisons and these are not always available, although
electronic records can help.
● It also means that assessments of different modules in a modular scheme may
need to be linked and this may be difficult if the modules have very different
learning outcomes.
● Finally, ipsative assessment requires a different way of thinking about assessment
and this may take time for teachers and students to get used to.
2 Mark Questions & Answer key words

1. How will you ensure fairness in an assessment ?

2. List out the functions of diagnostic test?
4 Mark Short Essays & Value Points

1. Explain the relationship of assessment with confidence, self - esteem, and

motivation?

2. Explain ipsative assessment?

3. Prepare a blueprint for an achievement test?

4. Differentiate diagnostic and assessment test?

5. How do you make a classroom assessment fair and unbiased?

10 Mark Essays & Value Points
1. Construct achievement test by a content of your choice?
2. Explain the importance of ipsative assessment ?
 B Ed. II. Sem. EDU 08 ASSESSMENT FOR LEARNING

Unit 6
Reporting Quantitative assessment data
Group Members

1.SAHNA P

2.SHIRIN SHAHANA K

3.VARSHA PT

4.SHARIN SHAHANA EV

5.SHAMNA TK

6.VIPIN T
Meaning of statistics
Statistics is defined as one of the subjects of study that help us in the
scientific collection, presentation, analysis and interpretation of numerical values.
Statistics is the science that deals with the collection, tabulation, presentation and
analysis of aggregate facts collected in a methodical manner without bias and
related to pre-determined purpose .

Importance of statistics
Statistics provide value service;

● In the collection of evidence and facts

● In the classification, organisation and summarization of numerical facts
● In drawing general conclusions
Statistical methods help in the construction and standardisation of various tests and
measures like achievement test, intelligence test etc.

It helps in making proper use of the result of various tests and measures in
presentation, comparison and interpretation.

Character development, IQ etc.are estimated with the help of statistics.

Certain mental and physical traits of the students are ascertained with the help of
statistics.

Frequency Distribution
Frequency distribution is a systematic arrangement of raw measures in to classes
revealing the frequencies of measures in each class.
Procedure for framing Frequency Distribution
1. Determine the highest and lowest measure.
2. Find the range, which is the difference between highest score and lowest
score
3. Deciding the number of classes
4. Find the class interval
5. Starting the class interval at a value which is a multiple of size of that
interval
6. Writing classes from bottom to top. Here care should be taken to include
the lowest measure in lowest class and highest measure in highest
class.
7. Representing each measure by using a tally mark.
8. Add the tally mark and write it numerically.
9. Find the total number of measures
Measures of central tendency
The measure of central tendency best represents the concentration of
measures among a set of given measures. It define as a single measure
representing all scores of a distribution.

The commonly used measure of central tendency are:

1. Arithmetic Mean
2. Median
3. Mode
Arithmetic Mean

It is defined as the sum of measures divided by total number of measures

For raw data,
Where,

f=frequency of each class

x=Mean point of each class[(lower limit+Upper limit)/2]

n=Total frequency
Merits of Arithmetic Mean
● Arithmetic mean is rigidly defined
● It is easy to calculate and simple to understand
● It is based on all observations of given data

Demerit of Arithmetic Mean

● It can neither be determined by inspection or by graphical location.
● It cannot be computed when class intervals have open ends.
● If any one of the data is missing then mean cannot be calculated.
Median
It is defined as that point below and above which an equal number of cases
lie when the set of measures are arranged in the order of magnitude.

For raw/grouped data,

When the number of measures is odd, medium will be the middle most
measure. When the number of measures is even median is the arithmetic mean of
the two measures which comes at the middle when measures are arranged in the
order of magnitude.
Merits of Median
● Median is rigidly defined as in the case of mean
● It can also be used for quantities
● It can be located graphically
● It can easy to calculate and easy to understand

Demerits of Median
● Very difficult to calculate when the number of measures are large
Mode
Mode is defined as the most frequently occuring item.When the frequencies of
measures are all equal then there will not be any mode.Sometimes there may be
uni mode, bi mode and multi mode.
Merits of Mode
● It is readly comprehensive and easy to compute
● Mode can be located in graph also
● It is easy to understand

Demerits of Mode
● It is not rigidly defined
● It is not used for further algebraic treatment.

Mode=3Median- 2Mean
Measures of dispersion
Measures of Dispersion /measures of variability are the indices of spread
or scattering of individual measures .The measures of Dispersion are;

1. Range
2. Standard Deviation
3. Quartile Deviation
4. Mean Deviation

Range
Range is the simplest measure of variation. It defined as difference between
largest value and smallest value.
 Range =Highest score - lowest score

For frequency distribution;

Range =[ Exact upper limit of the upper class - Exact lower limit of the

Lower class ]

Merit of Range
● It is the simplest measure of variation
● It is easily determined
● It is easily understood
Demerits of Range
● It is only a rough measure
● It is not a representative measure of variability
● It is not capable for future algebraic treatment
Standard Deviation
Standard Deviation is the square root of the arithmetic mean of squares
deviation of the observations from their arithmetic mean.
Merits of Standard deviation
● Based on all the observations
● Most reliable measure of variability
● Useful for further calculation

Demerits of Standard Deviation

● It is not easy to understand
● It is affected by extreme values
● Difficult to interpret and calculate
Quartile Deviation
Quartile Deviation is the half difference between the third quartile and the
first quartile.Quartile Deviation expressed by the formula;
Merits of Quartile Deviation
● It is not depend on extreme values
● It is useful in open end classes
● It is more representative than the range

Demerits of Quartile Deviation

● It is focus only on the middle part
● It is less reliable than standard deviation
Mean Deviation
Mean Deviation is the average of the deviations of the scores, taken from the
mean. It is also called average deviation.

When the scores are ungrouped , mean deviation is calculated using the
formula;
 Merits of Mean Deviation
● Based on the all the observations
● Very simple measure of variability
● Easy to understand

Demerits of Mean Deviation

● Calculation become difficult when the number of observation is large

● Consider only absolute values
Correlation

The statistical procedure whether the two measures of variables are related or not is known as
correlation.The extent of correlation will ranges from -1 to 1.
When the variation of two variables are in same direction , it is called positive
relation.
Eg;Intelligence and Achievement.
When the variation of two variables are in opposite directions, we may say the relationship is
Negative.
Eg: Anxiety and Achievement.
When there are no relation between the variables, it is called No correlation or zero
There are several methods for finding correlation.They are;

● Pearson's product moment of co-efficient of correlation ®

● Spearman's rank correlation
If the rate of correlation is;

● O to ±0.20 called Negligible relationship

● ±0.20 to ±0.40 called low relationship
● ±0.40 to ±0.60 called moderate relationship
● ±0.60 to ±0.80 called substantial relationship
● ±0.80 to ± 1 called High to very high relationship
Graphs and Diagrams
● Graphing is a pictorial way of representing relationship between various
quantities, parameters or measurable variables in nature
● The founder of graphical method of statistics is William Playfair
● A graph basically summarizes how one quantity changes if another
quantity that is related to it also change.

Type of graph

1. Bar graph
2. Histogram
3. Frequency curve
4. Frequency polygon
1. Bar graph
● A bar graph (also called bar chart) is a graphical display of data using bars
of different heights.
● We can use bar graph to show the relative size
of many things such as what type of class grades
in a classroom.

2. Histogram
A histogram is a graph in which the frequencies are representing by
areas in the form rectangular bars. To construct a histogram the exact
class limits are marked on the ‘X’axis and frequencies are on the ‘Y’
axis.
● It was first introduced by Karl Pearson and a histogram is used for
continuous data.

3. Frequency polygon

● It is a graphical representation in which mid point of each class is marked on

the ‘X’ axis and frequency on the’Y’ axis.
● A closed graph
4.Frequency curve

● A frequency curve is a smooth curve

● The frequency curve for a distribution can be obtained by drawing a smooth
and free hand curve through the midpoint of the upper sides of the rectangles
forming the histogram.
Multiple bar diagram

● If the data is classified by attributes and if two or more characters or groups are to be compared within
each attribute we use multiple bar diagrams. If only two characters are to be compared within each
attribute, then the resultant bar diagram used is known as double bar diagram.

● The multiple bar diagram is simply the extension of simple bar diagram. For each attribute two or more
bars representing separate characters or groups are to be placed side by side. Each bar within an
attribute will be marked or coloured differently in order to distinguish them. Same type of marking or
colouring should be done under each attribute. A footnote has to be given explaining the markings or
colourings.
Component bar diagram

● This is also called sub – divided bar diagram. Instead of placing the bars for each
component side by side we may place these one on top of the other. This will result in a
component bar diagram.

Percentage bar diagram

● Sometimes when the volumes of different attributes may be greatly different for making
meaningful comparisons, the attributes are reduced to percentages. In that case each
attribute will have 100 as its maximum volume. This sort of component bar chart is known
as percentage bar diagram.
5. Pie chart / Pie Diagram
● Pie diagram is a circular diagram.
● It consists of a circle which is divided into a number of sectors.
● It is a good visual representation of the data when the categories show
some variation in size.
Advantages and Disadvantages of Diagram
representation
Advantages Disadvatages

● Reveals hidden fact ● They are fit only for comparative study

● Alternative and elegant presentation ● They are liable to be misinterpreted

● Good visual impact ● Provides vague ideas

● They facilitate comparison ● Limited information

● Quick to grasp ● Low precision

● Save time ● They are not fit for exhaustive study

● For simple forecasting ● They are liable to misuse

2 Mark Questions & Answer key words
1. What is arithmetic mean and how to calculate it in frequency distribution?
2. What are the advantages of graphical representation?
4 Mark Short Essays & Value Points
1. Explain merits and demerits of median?
● Meaning of median
● Equation of median
● Merits of median
● Demerits of median
2. Construct an ogive using the following data

Class interval 19.5-29.5 29.5-39.5 39.5-49.5 49.5-59.5 59.5-69.5 69.5-79.5 79.5-89.5

5
Frequency 4 7 13 15 11 8
3. Name of any four graphical representation? Describe the advantages of
graphical representation.
10 Mark Essays & Value Points
1. Explain different measures of central tendency and write advantages and
disadvantages?
● Meaning of mean, median and mode
● Equations of mean, median and mode in both raw and frequency data.
● Write advantages and disadvantages mean, median and mode

2.Explain correlation and types of correlation?