UNIT 5

Evaluation in Science
 Evaluation - Different types of test items - merits and demerits. Construction and
administration of Achievement tests and Diagnostic tests.
 Continuous and Comprehensive Evaluation, Evaluation Criteria for Assignment, Seminar and
Project- Evaluation of non-cognitive areas like creativity, skill, and interest.
EVALUATION

Purpose of Evaluation

 Provide direction to the teaching: Evaluation helps the teacher to know whether the teaching is in tune with the
objectives.
 To assess the effectiveness of a particular instructional strategy: New methods of instruction are being
introduced day by day.
 It diagnoses the strength and weakness of students.
 Motivate the learner by providing feedback: Learner is eager to know his present position or status in the
group.
 To now the usefulness of an instructional material: The curriculum and syllabi are being revised periodically.
The effectiveness of the instructional material are determined through evaluation.

FORMATIVE, SUMMATIVE AND DIAGNOSTIC EVALUATION

Formative Evaluation is the process by which the achievements of the pupil are judged at every stage of
teaching learning process. It involves immediate feedback which is made possible by acknowledgment of
the result. Formative evaluation helps the teacher in diagnosing the difficulties faced by pupils. This helps
the teacher to modify his teaching strategies.
On contrary Summative Evaluation is done at the end of a lesson or a unit of learning. It helps the teacher and
pupils to know how far they have succeeded in realizing predetermined objectives.
Diagnostic Evaluation is used to identify the difficulties, disabilities and inadequacies of pupils in a particular
subject. After identifying the learning difficulties, the teacher may help the students to overcome those
difficulties through remedial teaching.

Formative Summative Diagnostic

Nature Developmental Judgmental Remedial
Phase During instruction Post instruction During instruction
 Objective Enhancement of Measurement of Locating the learning
Learning achievement Difficulties
Benefit Improved learning Ranking Overcome learning
Difficulties

TYPES OF TEST ITEMS

Test items are evaluation tools. Construction of a good test item is always challenging for teachers. It
requires subject knowledge along with techniques of writing test items.
A constructor should take the following precautions while framing test items.
 The items should cover ( as far as possible) the whole range of topics prescribed in the syllabus.
 No item or part of item should be set which is outside the syllabus.
 Items should provide clear directions to the students regarding the scope and length of responses.
 The language of the items should be simple and within the easy grasp of students.

Test items are mainly classified into 2

Free response type AND Fixed response
Free response type
In free response test item, the respondent has enough freedom to respond in his own way.
E.g. Short Answer type, Essay type
Fixed response
In fixed response item respondent does not have this freedom, the response being controlled by
the constructor. E.g. Objective type

Test items

1 Free response type 2 Fixed response type

b)Short answer type a) Objective Type
c)Essay type
a)Objective Type Items
An objective type test item is one in which the response need to be objective. It is a fixed
response type item as the respondent does not get freedom to deviate from a definite answer. There are two
types of objective type test items –
 A]Selection type and B] Supply type
A]Selection type – In this type the respondents have to select the responses from among the given responses.
This includes Alternate response type (True or False ), Multiple choice type and Matching type.
B] Supply type - In this type the respondents have to supply the response. It demands recall of facts or terms . It
includes Simple recall and Completion type.
A] Selection Type
1. Alternate Response Type - This item consists of a statements or propositions. The examinee must judge
and mark as either True or False / Right or Wrong / Correct or Incorrect /Agree or Disagree /Yes or No. It
tests the ability to discriminate misconceptions and scientific truth.
Merits
 It is suitable for young children who have poor vocabulary.
 Large sample of subject matter can be covered within a short period.
 These can be answered by those who know nothing of the subject matter.
Demerits

 It encourages guess work.

 Students have a 50 – 50 chance of selecting the correct item.
 They emphasize rote memorization.
Suggestions for construction of good Alternate Response type
 Include approximately equal no: of true or false item.
 Avoid trivial statement.(statements without any value )
 Rephrase text book language.
 Avoid double negative.
 Concentrate on a single concept.
 Avoid long sentences and ambiguous (unclear) statements.
2. Multiple Choice Test Items.
It is the most popular and widely used objective type test item. Multiple choice items consists of two parts.
The first part of the item is called Stem . The second part of the item is called Options or Alternatives or
Responses. Usually there may be four or five Options. Among the options there will be only one correct
response and it is called the Keyed Response and others are called Distracters or Misleads or Foils.
Merits
 Minimizes the guess work.
 Can be completed in a reasonably short time.
 Easy valuation and scoring.
 Discriminates intelligent, average and dull students.
 Suitable for a variety of content areas.
Tips for better construction of multiple choice items
 Assure (make sure ) that only one response is correct.
 Make the Stem descriptive and Alternatives short.
 Avoid double negatives.
 Do not provide clues in the Stem of the item.
 Distracters should be challenging.
 Avoid copied sentences from the text book in the stem or alternatives.
 Each item should have four or five alternatives.
 Be sure that only one correct / best answer is given.

3. Matching Type Test Items .

This is a modified version of the multiple choice test item. The words or figures given in column one is to
be matched with that of column two. Column two should include more distracters than column one. The
column one is called Stimuli or Premises or Stem and the column two from which selection is made is
called Responses or Options .
Single Matching.

Two parallel columns are used here. The stimuli are presented in the left column and the responses are given in
the right column. There should be more alternatives in the option column to reduce guess work.
Tips for better construction of Multiple Choice item
 Give instruction for ‘how to match’ very clearly.
 Should not give the same number of items in premises and options. There should be more alternatives in the
options column to reduce guess work.
 The list should be not be too long.(5 items in the stem and 8 in the options ideal).
 Complete items should appear on the same page of the question paper and not to be carried over to the next
page.
Double Matching
In double matching a list of stimuli are provided to test two areas of content knowledge. It includes three
parallel columns. In one column the stimuli are presented and responses are given in other two columns.
E.g . Double matching items based on Types of vitamins , Functions of vitamins and Deficiency diseases are an
appropriate example.
B] Supply Type

4. Simple Recall Type Test items (Name the following )

In this type the student has to recall an answer to a direct question. The answer should be short preferably a
word , a number or a small phrase. It eliminates the chance of guessing.
Who discovered Radio activity?
Which parts of the eye are transparent?
5.Completion Type Test Items.[ Fill in the blanks ]
A completion type test item consists of series of sentences in which certain words are omitted and replaced by
blanks. The respondents are expected to fill in the blanks with a word or a number or at the most a phrase.
The probability of guess work is completely eliminated.
Suggestions for constructing completion type items.
 Avoid borrowing statements from the text book as this may encourage rote memory.
 Avoid ambiguous statements. Be sure that the respondents will know exactly what kind of answer you expect.
1. Carrot is a …………….. [possible answers : root, root modification, tap root, vegetable, etc.
2. Omit key words or phrases rather than trivial details.
eg. Axon is the …………….. dendron of neuron. (Ans. Lengthy )
[ Poor question due to trivial nature of the answer.]
 It is preferable not to begin with blank.
 There should be only one correct response for each blank.
 Do not omit too many words.
eg. ………… is a group of ……….. covered by …………

[Poor form of question]

 Avoid irrelevant clues like a, an , in ,on , etc. before blank.
 Avoid grammatical hints , especially concord.(literary arrangement)
eg. The scientists who proposed the structure of DNA are…………….[Poor form ]
The structure of DNA was proposed by ………………[ Improved form of question]

ADVANTAGES OF OBJECTIVE TYPE ITEMS

1. It can be scored objectively and easily. The scoring will not vary from time to time and from examiner to
examiner. Scoring can be done even mechanically.
2. It is a very good tool for ensuring coverage. A large amount of study material can be tested in a very short
period of time.
3. It reduces the subjective element of the examiner to the minimum. The examiner has no chance to apply his
personal likes and dislikes because an objective test item is definite in the response expected.
4. It reduces the role of luck and cramming of expected questions. As a result there is greater reliability and
better content validity.
5. It promotes economy of time, for it takes less time to answer than the essay type. It also saves a lot of time
of the scorer.
6. If carefully planned, it can measure the higher mental processes of understanding , application , analysis ,
prediction and interpretations.
LIMITATIONS OF OBJECTIVE TYPE ITEMS
1. Difficulty in preparing good items : The objective type items are easy to score but difficult to construct.
Preparing good items require talent, imagination and effort.
2. Problem of guessing: Correct answers to objective type items can be guessed easily. By increasing the
number of options this limitation can be solved to a great extent.
3. Problem of cheating: Since the answer to an item is limited to a symbol, a letter or at the most a word it will
be easy to copy answers from other scripts.
4. Inefficiency in testing complicated skills: Objective type items may be used to evaluate all objectives, but
complex skills which may involve the combination and co-ordination of a set of specific behaviors cannot
be efficiently tested with such items. When complex abilities are to be evaluated in a holistic manner, other
forms of items will become necessary.
5. High printing cost : Printing cost of an objective type test is considerably greater than that of an essay type
test.

b) SHORT ANSWER TYPE ITEMS

A question requiring three value points at the most may be defined as a short answer question. Short answer
question reduces the subjectivity through indicating the expected answer in the question. For example the
question like “Write three advantages of hybridization.”or indicate the direction of answer.

Merits
 It is use full in evaluating the ability to interpret diagram, graph and sketches.
 It is easy to construct , because it measures a relatively simple learning outcome.
 There is no scope of guessing
 It can be made more objective by carefully fixing value points.
 A relatively large portion of the content can be covered in a test.
 If carefully prepared, deep level objectives like understanding, application and problem solving skills can be
evaluated
Limitations of short answer type

1. It is more subjective than the objective type of items.

2. Mechanical scoring is not possible because of the subjectivity involved.

3. It’s excessive use may encourage a student to memorise facts and develop poor study habits.

c) Essay Type Items

In Essay type items the examinee should write descriptively on a topic. It is a free response type test item.
This includes discussion, illustration, enumeration, analysis and evaluation. This type calls for long answers
covering a number of points and a variety of objectives. Essay type item are used to know the subject mastery
and the analytical ability of the students. It also tests the memory, communication skill and presentation. The
evaluation of higher order thinking is possible through answering essay items.

Merits

1.It is easy to prepare and administer.

2.The possibility of guess work can be eliminated.
3.They reduce chance of on the spot copying.
4.They promote originality and creative thinking.
Limitations

1. They are subjective in nature. If the same answer is evaluated by more than one examiner , normally the
marks allotted will vary widely.
2. They cannot comprehensively cover the content. Such questions require a lot of time to answer. There fore
in the limited time of three hours not more than 5 essay type questions can be answered. The result is that
the question paper can cover only a few topics of the syllabus.
3. The students are encouraged to read cheap notes and readymade answers instead of trying to gain
knowledge through self study. More stress is on memorization rather than reflective thinking.
4. Sience the number of items is limited , there is an element of chance. This leads to selective study on the
part of the students , which is not desirable.
5. The essay type examinations do not possess sufficient validity or reliability.
SUGGESTIONS TO IMPROVE ESSAY TYPE ITEMS.
 Begin with words like critically evaluate, describe, illustrate, compare, etc.,
 Divide the question in to subsections.
 The wording of the question must be simple and clear.
CONSTRUCTION AND ADMINISTRATION OF ACHIEVEMENT TEST AND DIAGNOSTIC TEST
ACHIEVEMENT TEST
Any test that measures the attainments of an individual after a period of training or learning is called an
achievement test. Achievement test is designed to measure a person’s knowledge, skills, understandings in
a given field of taught in school. Achievement test helps the teacher to assess the progress of the child in
the desired direction.
Functions of achievement test

 It serves as a basis for promotion to the next level.

 To rank the learner in a group.
 Helps the learner to assess his performance.
 To assess the effectiveness of teaching.
CONSTRUCTION OF ACHIVEMENT TEST

The major steps involved in the construction of achievement test are

1.Planning of the test.
2.Preparation of a design.
3.Preparation of the Blue print.
4.Writing of items.
5.Preparation of the scoring key and marking scheme.
6.Preparation of question wise analysis.
1. Planning of the test.
In the planning stage the paper setter should have an overview of the content to be assessed. Take a
decision on aspects like maximum marks and maximum time to take the test.
2. Preparation of a design.
The objectives, content, form of questions, the difficulty level of items, scheme of options and scheme of
sections are the most important factors to be considered in a design.
a) Weightage to content and Learning outcomes
 This indicates the emphasis given to different topics of a major unit in an achievement
test. Care should be taken so that topics are not left out while preparing test items. But some topics are
more important and more weightage need to be given. The content to be tested is divided into three or four
subunits. Learning outcomes of each unit or sub unit should be specified.

Sl.No. Content/ Unit Learning Outcome Total No.of Score Percentage

Number Questions

Total

b) Weightage to Thinking Skills

This indicates the weightage given to thinking skills. 60% weightage may be given to thinking skills
used for factual and conceptual attainment. Lower order thinking skills (LOTS) has to be ensured in this
category and 40% weightage may be given to thinking skills for conceptual generation. Remembring,
Understanding and Application come under Lower order thinking skills.Thinking skills for conceptual
generation means thinking skills needed for elaborating the concepts. Analysis, Evaluation and Create come
under Higher order thinking.

Sl.No. Thinking Skills Score Percentage

1 LOTS

2 HOTS

c) Weightage to the form of questions.9

A test should include different form of questions like objective type, short answer and essay type
questions. The teacher should decide the relative weightage to these forms of questions.
Sl.No. Form of questions Total No. of Score Percentage
 Questions

1 Objective type

2 Short answer

3 Essay

Total

d) Weightage to difficulty level

The achievement test should contain easy, average and difficulty questions to cater the intellectual
diversity of the learners. The test should cater to the bright, the average and the dull. Discrimination power,
that is the ability to discriminate high achievers, average achievers and low achievers, is a quality to be
maintained by a good test. If the entire item are either too difficult or too average or too easy the test cannot
discriminate the levels of achievement. Hence the test should contain easy, average and difficult questions.
Sl.No. Difficulty Level Score Percetage

1 Easy

2 Average

3 Difficulty

Total

e) Scheme of option.
Scheme of option means the choices given to the students to select certain questions. It may be
External or Internal option.

In External option pupil can choose a given number of items from the total number of questions. For
instance, “attempt any ten questions out of twelve”.

But in Internal option, the choice is restricted within a question. For example, “Write an essay on
any one of the following.”

f) Scheme of section.
This means categorizing questions into separate sections. For example section A includes Objective type,
section B includes Short answer type and section C includes Essay type.
3. Preparation of the Blue Print.
 A Blue print gives the details of the designs in concrete terms. Blue print is prepared as a three dimensional
chart indicating the distribution of questions with respect to----1) Thinking skills 2) content areas covered
and 3) the form of questions. Some people make it four dimensional including difficulty level also as one of
the dimensions. Blue print gives the frame work for the test and indicates the broad limit with in which the
test constructor has to work.

Thinking Skills LOTS HOTS Total Item Total Mark

[R, U, A] [An, E, C ]
Form of questions Ob SA Es Ob SA Es
Content
Sub unit 1
Sub unit 2
Sub unit 3
Sub unit 4
Total Item
Total Mark

LOTS -Lower order thinking skills [R- Remembering, U- Understanding, A- Application]

HOTS –High order thinking skills [An-Analyzing, E- Evaluating, C- Creating ]
4. Writing of Items.
Based on the Blue print the items are prepared from different topics with due consideration to objectives
and form of questions. The difficulty level and the knowledge dimension also has to be considered while
writing the items. The question paper should include the preliminary details such as Title of the question
paper, Maximum marks, Duration etc. Each section should specify instruction for answering that part.
5. Preparation of Scoring key and Marking Scheme.
To ensure objectivity in scoring, a scoring key and marking scheme is required. A scoring key includes
letters or symbols that indicate the correct answer to an objective type item. The marking scheme gives the
value points for evaluating short answer or essay type questions. Value points are credits for assigning
marks.
6. Preparation of Question wise analysis.
This is done by making an analysis of each item in the question paper, taking into account all aspects that
influence it -- content, objectives, specification, form of question, difficulty level, marks and estimated
time. This analysis is very helpful to check whether all the aspects envisaged in the design and blueprint are
satisfied by the test in its final form. If some mistake is noticed it should be rectified at this final stage.
Sl.No. Content Learning Thinking Objectives Form of Score Time in
Outcome No.Skills Questions Minutes

DIAGNOSTIC TEST
Special type of test that are devised to find out the weakness of students are called diagnostic test. Even
though achievement test has some diagnostic value, a diagnostic test differs from it. In achievement test , the
range of difficulty level is much wider. Questions ranges from easy to very difficult as its purpose is to grade
students and help to discriminate them. In a diagnostic test, the questions are mostly of low difficulty level as
the purpose of it is to locate their weakness and limitations. There is no time limit in diagnostic test as in
achievement test. In an achievement test, questions are often arranged of random whereas in a diagnostic
test ,questions are clustered around learning points which in turn are sequenced from simple to complex.
Diagnostic test are generally much larger than achievement test.

Achievement test Diagnostic test

Measures how much a student has achieved. Measures how much a student has not achieved.
Purpose of this test is to measure Purpose of this test is to discover the
the relative accomplishment of pupils in deficiencies of students in specific areas of
specified areas of learning. learning.
Consider placement of pupils in order to assign
Marksthem
scored are not very important
proper ranks or grades.
Gives weightage to every topic in the Gives weightage to specific identified
content area. teaching points.
Strictly observe time as a factor. Not concerned with time factor.

The stages of preparation of a diagnostic test are ,

1. Planning - Normally a diagnostic test is prepared after administering an achievement test. The tester must
carefully plan the diagnostic test to identify the exact weakness of students. Planning of the 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. Identification of area of difficulty through question wise analysis chart.
The question wise analysis chart is a two way grid in which students’ name is listed in the vertical axis
whereas question number is listed on horizontal axis. The response for each question can be marked against
each students’ name as ‘ x’ for wrong answers and ‘ √ ’ for right answers. The analysis chart helps in locating
the questions which are made wrong by the majority students. Names Q.No.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Abin
Benoy
Bindhu
Dona
Emilie

3. Writing items.
There is no importance to difficulty of test items since the items are intended to identify the
weakness of pupils. Preparation of specific response to test items is essential. Item should have simple
language for easy comprehension. Normally a diagnostic test is a lengthier than achievement test. Normally
objective type test items or very short answer test items are used in a diagnostic test.
4. Providing directions
Clear directions should be given to a diagnostic test. There is no time limit for a diagnostic test. The
directions must aware the students that the test is not intended to measure the achievement of students. But
to identify the weak areas of the pupils.
5. Preparing the Scoring Key and Marking Scheme.
The answer book must be scored based on a prepared scoring key and marking scheme. It will help the
teacher to identify the deviations in the answers of each student from correct response.
6. Reviewing and editing the test.
A through revision of test items is necessary before administering the test. The test must enable the
teacher to identify the difficulty of the students.
7. Diagnostic Analysis.
After administering the diagnostic test a diagnostic analysis must be done based on the scores of
students. Identifying the questions from which the students cannot answer is important in finding out the
difficulties. The question numbers, types of test items, the correct answer of the test items etc. must be
 considered while diagnosing the deficiencies of the students. It is the teacher’s sole responsibility to identify
the difficulties of students .
REMEDIAL TEACHING
Remedial teaching is followed by diagnostic testing. After locating the exact problem of students, the
teacher must plan the difficulty area accordingly. The instruction must be more individualistic in this stage.
Learning experiences must be suitable to overcome the difficulties of the students. Remedial learning
activities are to be more interesting and suitable to the mental level of each learner. Remedial teaching can
be done for students of learning difficulty after the school hours. In some schools there is a special period to
conduct remedial teaching. However, remedial teaching is a procedure carried on in the normal classroom
teaching learning process.
Continuous and comprehensive Evaluation.

Evaluation is a systematic process of collecting, analyzing and interpreting evidences of student’s progress and
achievement. The term continuous and comprehensive evaluation (CCE) suggests continuous assessment of
the total growth and development of pupils. Continuous evaluation means that evaluation is conducted
throughout the total span of instructional time. Comprehensive evaluation refers to the evaluation of the
total growth and development of the pupil – physical, mental, social, emotional and spiritual. Pupils are
evaluated in both the scholastic and co- scholastic areas in respect of different as aspects of development.
CCE helps to evaluate those objectives of learning which cannot be evaluated through year end written
examination. In CCE both process and product of learning are evaluated.
The two terms involved in the frame work of CCE are “ Continuous, Comprehensive Evaluation ’’.
Continuous: The term continuous refers to regularity in assessment. The growth of the child is a continuous
process. Therefore, it should be evaluated continuously which means that evaluation has to be completely
integrated with the teaching and learning process so that the progress of the students can be evaluated
regularly and frequently. Project works , practicals ,collections, assignments, seminars, internal
examinations etc.are to be considered while evaluating the students.
Comprehensive: The term comprehensive refers to both scholastic and non scholastic areas of pupil growth. The
function of the schools is not only to build up the cognitive capacities of the child but also to develop non
cognitive abilities. The comprehensive evaluation covers the whole range of student experience in the
context of total school environment which include aspects like physical, intellectual, emotional and social
growth. Students achievements in sports and games, arts and work experience etc. should give due
 importance in evaluation. Personal and social qualities of the students also to be considered to evaluate the
student’s performance.
Evaluation: Evaluation is the process of finding out the extent to which the desired changes have taken place in
the pupils. Thus information gathering , judgment making and decision taking are the three phases of the
process of evaluation.
The common items used for CCE are ,Assignment ,Seminar,Project,Debate,Field trip,Practical,Class
test,Model preparation

1. EVALUATION CRITERIA FOR ASSIGNMENT

1 Awareness of the content 4/3/2/1
2 Comprehensiveness 4/3/2/1
3 Excellence in creativity (clarity and suitability of structure ); 4/3/2/1
Excellence in language (for language assignment)
Systematic analysis
4 One’s own observations, Evaluations, etc. 4/3/2/1
5 Time bound completion 4/3/2/1

2. EVALUATION CRITERIA FOR SEMINAR

1 Awareness to plan and organize 4/3/2/1

2 Ability for data collection 4/3/2/1
Awareness of the content (Presentation of the paper,
3 Participation in discussion, Ability to establish ideas logically 4/3/2/1
in discussion)
Ability to prepare paper,(Evaluation of observation /Clarity,
4 4/3/2/1
Arrangement of ideas)
5 Excellence in presentation. 4/3/2/1

EVALUATION CRITERIA FOR PROJECT

1. Planning skills. Score- 4/3/2/1

a) Ability to determine the appropriate learning strategy.
b) Ability to develop appropriate tools for the study.
c) Ability to determine in advance the duration of study, details of activities to be done at each stage.
The ability for planning has to be assed at the time of planning itself. Details of planning should be
recorded in the project diary by the learner.
2. Ability to collect data. Score- 4/3/2/1
a) Ability to collect relevant data according to the plan.
b) Ability to classify and arrange the data so as to help easy analysis.
c) Credibility / reliability of data can be verified from on the spot recordings in the project diary.
The pupils should get a clear idea about the sources from where data are to be collected. For example, the
pupil should get help to find out the reference for a particular project. The teacher should conduct
discussions with pupils to find out the feasibility of the project.
3. Ability to analyze and arrive at conclusions. Score- 4/3/2/1
a) Ability to analyze data.
b) Ability to arrive at conclusion on the basis of analysis.
c) Ability to formulate suitable suggestions / proposals on the basis of findings.
There may be projects where data collection is done as a group activity or individual activity. But,
students should be encouraged to analyze and draw conclusions individually.
4. Excellence of the project report. Score 4/3/2/1
a) Ability to prepare project so as to reflect procedure of the project.
b) Quality of the report in communicating the findings.
c) Authenticity of the report.
d) Consistency with the project diary.
Evaluation of the learner should be done at each and every stage of the project. After evaluation, the reports
may be returned to the learners.
5. Awareness of the content and methodology. Score- 4/3/2/1

a) Ability to substantiate conclusions.

b) Ability to communicate / explain the methodology and strategies.
Evaluation can be done during presentation of reports (for those who get opportunity for presentation). For
others , short interviews may be conducted.

Evaluation of non-cognitive areas like creativity, skill, and interest.

1. Creativity.

Creativity is the capacity of a person to produce compositions, products or ideas which are essentially
new or novel and previously unknown to the producer.
Creativity and Mental abilities.
1. Fluency (the ability to produce large ideas).
2. Flexibility (the ability to produce a variety of ideas or approaches).
 3. Originality ( the ability to produce uncommon responses ).
4. Re definition (the ability to define or perceive in a way different from the usual )
5. Sensitivity to problems (the ability to evaluate implications).
Evaluation or Assessment of creativity.
1. Word Association Test - Students are required to give as many definitions and number of different
categories into which they could be placed.
2. Uses of Things Test – The student is asked to give as many uses as he can for a common object.
3. Hidden Shapes Test – A student is required to find more complex form of figure on card in a simple
form.
4. Three Different Endings – Here a student is required to suggest three different endings to an incomplete
Short fable.
5. Make –up Problems – A student is required to make up as many mathematical problems he can on the
basis of information given in a complex paragraph.
6. Minnesota Tests of Creative Thinking.
7. Torrance’s check list
(Refer - Psycology Text Book)
2 Evaluation or Assessment of Skills.

a) Practical Tests – Observation of actual performance.

In practical examinations students are allowed to design an experiment to prove a principle, plan the entire
procedure, handle materials and apparatus, perform the experiment and observe the results from which
inferences are drawn. The observation of such practical examination enables the teacher to rate the student in
terms of his or her proficiency in scientific skills.

b) Evaluation of Records.
Evaluation of students’ records of observation helps the teacher in assessing the observational skill of
students. The record works also give an idea about the students’ skill in drawing, provided such instances are
included in it.
c) Written Tests.
Generally, it is not possible to assess the skills using written tests. However , some skill related outcomes
can be tapped through writing. Using written tests, it is possible to assess mastery of some of the complex
knowledge that is prerequisites to perform the skill
For example if a student doesn’t know how the functions of different pieces of science lab equipment
relate to one another in an experimental context, there is no way that student will successfully complete the
 lab work. The teacher could use a question in the written test to see if he had mastered the prerequisite
knowledge.
The assessment of drawing skills can also be carried out using written examinations.
3. Evaluation or Assessment of Interests
The following procedures are widely used to assess the interests including scientific interest.
a) Use of Interest Inventories.
Interest inventories are self reporting devices, generally in the form of questionnaires. Items may be
given in these inventories as questions for which the student has to give responses. In such inventories, the
teacher could inquire about student’s hobbies, what they do in their leisure time and what types of books
they read or they watch. From the responses of student to these items, the interest of the student can be
assessed.
Two popular Interest Inventories - Strong Vocational Interest Blank.
- Kuder Preference Record
b) Teacher observation and Record keeping.
A teacher can observe the students, activities and keep a record of these observations. To record
various activities of students the teacher can use audio/video recording devices also. These recordings may
provide hints to the teacher about their interests.

1. Strong Vocational Interest Inventory

It has 400 questions or statements. A three point scale or five point scale is used namely ‘L’ for ‘like’.
‘I’
for ‘indifferent ’and ‘D’ for ‘dislike’, ‘A’ for ‘agree’ , ‘U’ for ‘undecided’ and ‘D’ for ‘disagree’ are used.
Interest inventories are used in schools and outside, to find out the preferences of person, so that care may
be taken in their proper placement and in allotting work schedules for them.
2 . Kuder Interest Inventory

A student has to choose one activity from the three activities in a group.

 Special answer keys are provided to score the responses.

 The scores obtained by an individual enable one to get an adequate knowledge of one’s interest.
Example -Kerala University Science Interest Inventory
You are required to indicate the activity you like most in the answer sheet supplied to you.
Illustrative items are given below :
1. a) Seeing Movies.
b) Visiting factories.
c) Attending cultural programmes.
2. a) Listening to political speeches.
b) Attending science lectures.
c)Listening to religious discourses