ASSESSMENT FOR LEARNING – I

UNIT – 1

TECHNOLOGICAL BASED QUANTITATIVE AND QUALITATIVE ANALYSIS OF

LEARNING OUTCOMES
DATA:
The aggregate of facts affected to a marked extent by multiplicity of causes, numerically
expressed, enumerated or estimated to reasonable standards of accuracy collected in a
systematic manner for a predetermined purpose and placed in relation to each order.

Quantitative data
Quantitative data are measurements that are collected or recorded as a number. Apart from
the usual data like height, weight, etc.,

Qualitative data
Qualitative data are measurements that cannot be measured on a natural numerical scale.
For example, the blood types are categorized as O, A, B along with the Rh factors.

DIFFERENCE BETWEEN QUANTITATIVE DATA AND QUALITATIVE DATA:

S.No Quantitative data Qualitative data

1 Quantitative data are measurements Qualitative data are measurements that
that are collected or recorded as a cannot be measured on a natural numerical
number scale
2 It is an objective analysis that It is a subjective analysis that is more
quantifies data concerned with non-statistical data that
cannot be computed
3 Typical data include measurable Typical data include color, gender, blood
quantifies such as height, weight, etc., group, etc.,
4 The analysis is concerned with how The analysis is used to understand why a
many or how much a certain certain phenomenon occurs
phenomenon occurs
5 Sample is large and can be generalized Sample is small and non-representative of
to cover the entire population the entire population
6 Test hypotheses and give future Interprets and understands social
predictions interactions
7 Research methodology is often Research methodology is exploratory
conclusive
8 Collected through structured methods Collected through interviews, focus
like surveys with numerical scales, groups, open-ended survey questions, and
experiments, and observations observations that involve categorization.
involving counts or measurements.
 9 Analyzed using statistical techniques, Analyzed by identifying patterns, themes,
such as averages, percentages, and or meanings, often through content
trends. It often uses graphs and charts analysis, narrative analysis, or coding.
like bar graphs, histograms, and scatter
plots.
10 Used in studies that require Used in research aiming to explore ideas,
measurements and testing hypotheses, understand phenomena, and gather
common in fields like economics, detailed insights, common in sociology,
medicine, and engineering. psychology, and marketing.

MEASURES OF CENTRAL TENDENCY:

It is often convenient to have one number that represent the whole data. Such a number is
called a Measure of central tendency. The Measures of Central Tendency usually will be near
to the middle value of the data.

Mean

The Arithmetic Mean of a data is the most commonly used of all averages and is found by
adding together all the values and dividing by the number of items.

Median

Median is the value of the variable which divides the whole set of data into two equal
parts. It is the value such that in a set of observations, 50% observations are above and 50%
observations are below it. Hence the median is a positional average.
Where,

l – lower limit of the median class

N – total number of frequencies

f – frequency of the median class

m – cumulative frequency of the class preceding the median class

c - class interval of the median class

Mode

Mode is defined as the value which occurs most frequently in a data set. The mode
obtained may be two or more in frequency distribution.

Mode = 3 (median) – 2 (mean)

MEASURES OF DISPERSION:

The measures of central tendency describe the central part of values in the data set
appears to concentrate around a central value called average. But these measures do not
reveal how these values are dispersed (spread or scattered) on each side of the central
value. Therefore, while describing data set, it is equally important to know how for the
item in the data are close around or scattered away from the measures of central
tendency.

Range

Range is defined as difference between the largest and smallest observations in the data
set. Range (R) = Largest value in the data set (L) – Smallest value in the data set (S)

R=L–S

Co-efficient of Range R = L - S / L + S

Quartile deviation
That is 25 % of data will lie below Q1, 50% of data below Q2 and 75% below Q3. Here, Q2
is called the median. Quartiles are obtained in almost the same way as median.

Q. D = Q3 – Q1 / 2

Standard Deviation

‘Standard deviation is the positive square root of average of the deviations of all
the observation taken from the mean.’

Where,
f – frequency of each class interval
N – total number of observation (elements) in the population
c – Width of class interval
x – mid value of each class interval
A - is an assumed A.M
CORRELATION AND THEIR INTERPRETATION:
Rank correlation

Correlation is a statistical measure which helps in analyzing the interdependence of two or

more variables. Correlation analysis is the process of studying the strength of the relationship
between two related variables. High correlation means that variables have a strong linear
relationship with each other while a low correlation means that the variables are hardly
related. The type and intensity of correlation is measured through the correlation analysis.
The measure of correlation is the correlation coefficient or correlation index. It is an absolute
measure.

NORMAL DISTRIBUTION:
Normal distribution or Normal Probability curve
The curve representing the normal distribution is called the normal probability curve. The curve
is symmetrical about the mean (μ), bell-shaped and the two tails on the right and left sides of
the mean extends to the infinity.
Properties of normal distribution
1) Bell curve or Normal curve
2) The normal distribution is unimodal
3) The normal curve is symmetric about its mean
4) The parameters µ and σ completely characterize the normal distribution
5) X – N (µ, σ)
Where,

X – Variable
N – Normal distribution

µ - Mean
σ – Standard deviation

68-95-99.7 Rule or Empirical rule

GRAPHICAL REPRESENTATION OF DATA:

Graphs
A graph is a visual form of presentation of statistical data. A graph is more attractive than a
table of figure. Even a common man can understand the message of data from the graph.
Comparisons can be made between two or more phenomena very easily with the help of a
graph.
some important types of graphs which are more popular and they are
1) Histogram
 2) Frequency Polygon
3) Ogives or Cumulative frequency curve

1) Histogram
A histogram is a bar chart or graph showing the frequency of occurrence of each value of
the variable being analysed. In histogram, data are plotted as a series of rectangles. Class
intervals are shown on the ‘X-axis’ and the frequencies on the ‘Y-axis’. The height of each
rectangle represents the frequency of the class interval.

2) Frequency Polygon
If we mark the midpoints of the top horizontal sides of the rectangles in a histogram and
join them by a straight line, the figure so formed is called a Frequency Polygon. This is done
under the assumption that the frequencies in a class interval are evenly distributed throughout
the class. The area of the polygon is equal to the area of the histogram, because the area left
outside is just equal to the area included in it.
3) Ogives or Cumulative frequency curve
For a set of observations, we know how to construct a frequency distribution. In some cases,
we may require the number of observations less than a given value or more than a given value.
These cumulative frequencies are then listed in a table is called cumulative frequency table.
The curve table is obtained by plotting cumulative frequencies is called a cumulative frequency
curve or an ogive.

There are two methods of constructing ogive namely:

1. The ‘less than ogive’ method

2. The ‘more than ogive’ method.

In less than ogive method we start with the upper limits of the classes and go adding the
frequencies. When these frequencies are plotted, we get a rising curve. In more than ogive
method, we start with the lower limits of the classes and from the total frequencies we subtract
the frequency of each class. When these frequencies are plotted, we get a declining curve.
MANAGING STUDENTS’ DATA IN COMPUTER:
Collecting data
This can be done through various methods like online forms, surveys and assessments.

Organizing data
Organizing data is essential for efficient management. Use databases or spreadsheets to ensure
accuracy and ease of access.

Maintaining data
Regularly updating student information is crucial to ensure data accuracy and relevance.
For example,

INFERENCES, DIAGNOSIS, FEEDBACK AND REMEDIAL LEARNING

ALTERNATIVES:

Inferences
Educational assessment concerns inference about student’s knowledge, skills, and
accomplishments. Because data are never so comprehensive and unequivocal as to ensure
certitude, test theory evolved in part to address questions of weight, coverage and import data.
The resulting concepts and techniques can be viewed as applications of more general principles
for inference in the presence of uncertainty.
For example,

1) Behavioral perspective – Overall proficiency

2) Information processing perspective – Production rule
3) Constructive perspective – Attributes and circumstances
Diagnostics
A testing or evaluation programme carried out by a subject teacher for diagnosing the nature
and extent of the learning behavioural problems of an individual or group of students along
with the inherent causes for difficulties chalking out suitable remedial programmes aimed to
help them in getting rid of their difficulties and problems.

1) Diagnostic testing for knowing the child’s weakness and learning difficulties in a
particular project.
2) Hypothesising the probable causes for these weakness and difficulties.
3) Applying remedial teaching for removing these weakness and difficulties.
4) Evaluating the outcomes of the remedial teaching.
5) Continuing to repeat the above four processes to achieve desired success in removing
the diagnosed difficulties and weakness.

Feedback
Feedback refers to a device, process or mechanism with the help of which an individual or
a system receives information about its working in terms of its strength and weakness in order
to bring desired improvement in its working.

Controlling function: Feedback provides a proper mechanism for exercising control over the
functioning and working of an individual or a system.
Reinforcement function: The feedback mechanism is said to provide reinforcement to ongoing
behaviour and functioning of an individual or a system.

Remedial measures
Remedial measures or education involving corrective measures are to be undertaken for
removing weakness, deficiencies, and difficulties of the learner in order to obtain desired
mastery level or optimum educational growth in terms of the specified learning objectives.
1) Taking adequate steps for meeting with the problem arising out of the poor physical and
mental health.
2) Parental education and cooperation.
3) Providing proper educational, vocational and personal guidance to the learners.
 4) Modifying, restructuring or introducing favourable changes in the environment
available at home surroundings, schools and the society.
5) Providing better education by enriching the man and material resources.

E- PORTFOLIO ASSESSMENT:
An electronic portfolio is a collection of electronic evidence assembled and managed by a user,
usually on the web. Electronic assessment (e-assessment) is the use of ICT / digital
technologies to create, manage, deliver, assess and provide immediate feedback for diagnostic,
formative and summative assessment.
Example: Kahoot, Quizizz, Socrative, Google forms, Survey tools, etc.,

Forms of E- assessment

Features of e-assessment
1) Instant feedback
2) Multiple response
3) Variety of assessment
4) Anywhere & anytime
5) Diminish the workload
6) Automated marking system
EVALUATION RUBRICS:
The term ‘Rubrics’ denotes a guide listing a coherent set of values or specific criteria for
scoring or grading students answer papers, assignments, projects and academic performance.

Purpose of rubrics
1) The main purpose of rubrics is to ensure consistent and objectives evaluation of student
performance.
2) For some performance the teachers have to observe the students in the process of doing
something, like using an electronic driller or discussing an issue.
3) The teacher should assess the product resulting from a student work, like a written
report or a chart or learning aid prepared.

Importance of rubrics
1) Rubrics help students the reflect on their academic work and understand the areas which
require more concentration and efforts as to improve their performance.
2) Rubrics help students to assess their own learning and performance.
3) Rubrics help the teacher to focus not only on the content he teaches but also the learning
outcomes that result from his teaching.
4) The performance-level description in rubrics help students understand what the desired
performance is and what it looks like.
5) Rubrics help to increase transparency and objectivity in assessment.
6) Rubrics help the teachers to assess students’ performance and their work using
standardized set of rules.

Advantages of rubrics
1) A Rubrics enhances the quality of direct instruction
2) A rubric is a working guide for students and teachers usually handed out before the
assignment begins in order to get students to think about the criteria on which their
work will be joined.
3) Authentic assessment is used to evaluate student work by measuring the product.
Exploration of software for assessment of CCE:
Continuous Comprehensive Evaluation (CCE):
CCE is an integral aspect of the teaching–learning process. The term CCE consists of three
terms- Continuous, Comprehensive, and Evaluation. Each of the terms bears the specific
characteristic of the assessment system. The description of each term is given below.

The term ‘Continuous’ in CCE implies that there should be continuity in evaluating different
aspects of a child’s development rather than evaluating the isolated unconnected events at
certain intervals that specifically aim at categorizing or labelling a child. Assessment during
the teaching-learning process helps the child and the teacher to identify the gaps in learning of
a child to enable the teacher to adapt the curriculum and teaching learning strategies to suit the
needs of the learners(s). ‘Comprehensive’ aspect of CCE implies assessment to cover all
aspects of a child’s personality in an integrative manner. The progress should be mapped for
holistic cognitive, physical, and psycho-social development. Assessment of personal-social
qualities and different aspects of physical development should be integral to assessment of the
cognitive aspects of each curricular areas during the teaching-learning process.