EVALUATION TOOLS

To evaluate’ means ‘to ascertain the value or amount of

appraisal carefully’ It is concerned with provision of learning
experience, increasing the capabilities to perform certain
functions
DEFINITION
 Qualitative aspect of determining the outcomes of
learning.
 Process of ranking with respect to attributes or trait.
 Appraising the extent of learning.
 Judging effectiveness of educ. experience Interpreting
and analyzing changes in behavior.
 Describing accurately quantity and quality of thing.
 Summing up results of measurement or tests giving
meaning based on value judgments.
 Systematic process of determining the extent to which
instructional objectives are achieved.
EDUCATIONAL EVALUATION
 It emphasizes for the development of more adequate
technique of assessing a pupil’s growth and
development.
 It puts the individual and not the subject in the centre.
 Puts more stress in Learning than Teaching.
PRINCIPLES OF EVALUATION
The value of evidence is gained through careful appraisal of
Teaching-Learning process.
It is a continuous process, the teacher should make a plan
for evaluation to cover the entire course.
The objectives should be stated in terms of behavior and
content.
It determines to what extend the objectives of the course is
met or not.
Identify and Define the Educational objectives for benefit.6)
Methods of evaluation should be selected on the basis of
purpose and type of behavior to be measured.
Comprehensive evaluation requires variety of evaluation
techniques.
Adequacy of experience should be made in terms of
excellence and quality of experience.
PURPOSES OF EVALUATION
1. Essential for sound educational decision-making.
2. To attain educational goals and ascertain have been
reached or not.
3. For adequate Teaching-Learning situation.
4. It clarifies aims of education
5. Helps in improvement of curriculum.
6. Appraises the status and changes in pupil behavior.
7. Familiarizes the Teacher with the nature of pupil learning,
development and progress.
8. It appraises the Teacher ‘s/Supervisor’s competence.
9. Serves as a method of improvement.
10. Encourage students learning by measuring their
achievement and informing their success.
11. Determine how far the objectives of teaching in particular
subject are being realized or to see whether the teacher’s
method and the experiences, which he organizes for children.
ASSESSMENT METHODS
THERE ARE THREE TYPES OF ASSESSMENT METHODS
MENTIONED AS FOLLOWS:-A. ASSESSMENT OF KNOWLEDGE-
Essay type questions, Short answer question, Multiple choice
question.B. ASSESSMENT OF SKILLS- Checklist, Anecdotal
record, Practical exam, Objective structured clinical
examination(OSCE)C. ASSESSMENT OF ATTITUDES-Scaling
technique,
ESSAY TYPE QUESTIONS
It is a test containing questions requiring the student to
respond in writing.
It emphasizes recall rather than recognition of correct
alternatives.
The student prepares his/her own answers.
Handwriting, spellings, neatness, organizatio n are also
considered in scoring.
FEATURES:-
i. No answer can be considered throughout and correct.
ii. The examinee is permitted freedom of response.
iii. The answers vary in their degree of equality or
corrections.
TYPES:-
A. EXTENDED RESPONSE-no restriction is placed on the
student on the point he/she discusses.
B. RESTRICTED RESPONSE-Student will have less scope,
limited nature in the form, because he is told specifically the
context in which his answer is to be made.
PRINCIPLES IN PREPARATION:-
i. Do not give too many lengthy questions.
ii. Avoid phrases e.g. ‘Discuss briefly’.
iii. Words should be clear and simple, unambiguous and
carefully selected.
iv. Do not allow too many choices.
 v. According to level of students’ difficulty and
complexity items has to be selected.
SCORING PROBLEM:-
I. For every question, set out elements which according
to you, should appear in the answer by point scoring
system.
II. When 2 or more teacher’s correct the same test, they
should agree on the scoring procedure before the test
and correct the answer scripts.
III. The time allowed and the marks allotted will act as a
guide to the students to answer the questions.
ADVANTAGES:-
i. Tests the ability to communicate and writing.
ii. Freedom of expressing and communicate.
iii. Requires short-time for the teacher to prepare the
test.
iv. Applicable for all the school subjects.
DISADVANTAGES:-
i. Lack objectivity.
ii. Takes long time to score.
iii. Limited content sampling.
iv. Contaminated by wrong spellings, handwriting,
neatness, grammar.
v. Mood of examiner.
vi. First impression.
 vii. Improper comparison of answers(bright and dull)
SHORT ANSWER QUESTIONS
The students response by selection of one or more of several
given alternatives by giving words or phrases.
It does not call for an extensive written response.
The answer is been expected as short and can be expressed
in different forms.
Ideally, only one answer is acceptable.
PRINCIPLES FOR PREPARATION
i. Use action oriented precise verbs.
ii. Each item should deal with important content area.
iii. Question can be as long as possible, but answer
should be short.
iv. Use precise, simple and accurate language I relation
to the subject matter area.
v. Provide the necessary space for answers below each
question asked
ADVANTAGES:-
I. Easy to score.
II. Reliability of the score is improved.
III. Quick response.
DISADVANTAGES:-
I. Difficulty in construction of reliable items.
MULTIPLE CHOICE QUESTIONS
These are the most flexible and most effective of objective
type items and consists of 2 parts:-
A. THE STEM-which represents the problem, presented in the
form of an incomplete statement or a question.
B. THE OPTION/RESPONSE-the list of possible/correct
answers or possible distracters.
PRINCIPLE OF PREPARATION:-
i. Have enough content in the stem with less distracters
but avoid lengthy stem.
ii. Use positive statements in the stem. If negative
statements is to be used then underline or write in
capital letters, so that it will not be overlooked.
iii. Stem consists of complete statement, not just a single
word.
iv. Place all common elements in the stem to add up
simplicity and compactness to the item.
v. The stem of one should not suggests the answer to
another.
vi. Eliminate all unrelated details from an item.
vii. Use plausible or logical distracters.
viii. Avoid the use of clues that may suggests correct
answer.
ix. Be cautious of the use of ‘none of the above’ as a
distracter or as a correct answer.
 x. When dealing with items that have numerical
answers, arrange them in order from large to small or
vice-versa.xi. Arrange the place for the correct
answer, in such a way that, for a test as a whole, no
letter corresponding to a given answer appears more
frequently than some other letter.
ADVANTAGES:-
i. Ensures reliability, objectivity and validity.
ii. Provides constructive criticism.
iii. The range and variety of facts can be samples in
given time.
iv. Provides precise measurement of higher processes.
v. Provides detailed feedback for student as well as
teachers.
vi. Easy and rapid to score.
DISADVANTAGES:-
i. Takes long time to construct in order to avoid
arbitrary and ambiguous questions.
ii. Also require careful preparations to avoid questions
testing only recall.
iii. Provides cues that do not exist in practice.
iv. Costly, when a group is small to respond.
SCALING TECHNIQUE
A Scale is a continuum from highest and lowest point and has
intermediate points in between two extremes.
The Scaling technique consists of questionnaires where the
score of individual’s responses gives him a particular place on
the scale.
USES:-
To utilize simultaneously a number of observation on a
respondent. Meaningful responses are logically arranged in
the analysis of attitude and behavior.To evaluate skills,
outcomes, activities, attitudes and characteristics.
RATING SCALE:-
Rating is a assessment of a person by another person.Rating
scale records how much or how well it happened.
Quantitative or qualitative terms will be used.
TYPES OF RATING SCALE:-
i. Descriptive rating scale
ii. Numerical rating scale
iii. Graphic rating scale
PRINCIPLES:-
i. Directly relate to learning objectives.
ii. Needs to confined to performance areas that can be
observed.
iii. Clearly define the specific trait.
iv. Trait should be readily observable.v. 3 to 7 rating
positions may need to be provided.
v. There should be provision of omitting items.
 vi. All raters should be well oriented to the specific scale.
vii. The rater should be unbiased and trained.
viii. Have expert and well informed raters.
ADVANTAGES:-
I. Easy to administer and to score.
II. Can be used for a large group of students.
III. Wide range of application
IV. Clarity of feedback to students
DISADVANTAGES:-
i. Misuse can result in a consequent decrease in objectivity.
ATTITUDE SCALE:-
Used for measuring social attitudes.
Questionnaires is prepared, an object or system will be
allotted for each item.
Some relevant or direct statements will also be used to
reveal the attitude.
TYPES:-
1) Point scale
2) Differential scale
3) Summated or likert scale
4) Scalogram
5) Semantic scale