Assessment and Evaluation

Ambili O S

Assistant Professor

Assessment

The most important purpose of assessment and evaluation is to improve student

learning. Assessment and evaluations are important tools for designing curriculum and

instructional approaches as per need of students. It also plays important role in

understanding overall effectiveness of programs and revising classroom practices. Well

-designed assessments help students to use the knowledge and skills they have learnt

and indicate their level of performance. As part of assessment, teachers provide

students with descriptive feedback that guides their effort towards

improvement.Assessment is process oriented .

All the assessments are well aligned with learning outcomes. The data collected

through an assessment helps teachers determine students’ strengths and weaknesses

as well as their overall understanding of subject. All departments adopted variety of

methods to assess students’ prior knowledge and skills. Most popular method to

assess the students are Formative and summative assessment.

Definition

‘’Assessment is the systematic basis for making inferences about the learning and
development of students. It is the process of defining, selecting, designing, collecting,

analyzing, interpreting, and using information to increase students' learning and

development.’’

‘‘the term assessment refers to the wide variety of methods or tools that educators use

to evaluate, measure, and document the academic readiness, learning progress, skill

acquisition, or educational needs of students’’.

What is Assessment?

Assessment refers to the process of collecting and analyzing evidence to measure and

evaluate learning progress and achievement. It involves gathering data about individuals

or groups to determine the level of knowledge, skills, or understanding they have

attained. Assessment can take various forms, such as tests, quizzes, projects,

presentations, or portfolios. The primary purpose of assessment is to provide feedback

and support the improvement of learning outcomes. It helps identify areas where

learners excel and areas that require further development.

Advantages of Assessment

1. Provides feedback to learners, enabling them to identify their strengths and

weaknesses.

2. Helps teachers and instructors to modify their instructional strategies to meet

the needs of individual learners.

3. Promotes student engagement and motivation by setting clear learning

objectives.

4. Assists in identifying gaps in knowledge or understanding and informs targeted

interventions.

5. Supports the identification of gifted or talented students who may require

additional challenges or enrichment.

6. Facilitates the identification of learning disabilities or special educational needs.

 7. Allows for the monitoring of progress over time and tracking of individual or

group achievements.

8. Promotes reflective practice among learners, encouraging self-assessment and

self-directed learning.

9. Provides a basis for recognizing and rewarding student achievements.

10. Supports the process of grading and reporting student performance accurately

and fairly.

Disadvantages of Assessment

1. High-stakes assessments may lead to increased stress and anxiety among

learners.

2. Overemphasis on assessments may result in a narrow focus on test preparation

rather than deep learning.

3. Assessments may not capture the full range of students' abilities or intelligences.

4. Limited assessment formats may not cater to diverse learning styles or

preferences.

5. Time-consuming nature of grading assessments can be burdensome for

teachers.

6. The pressure to perform well on assessments may lead to a "teaching to the

test" approach.

7. Assessments may not accurately measure complex skills such as creativity or

critical thinking.

8. High-stakes assessments can create a competitive rather than collaborative

 learning environment.

9. Assessment scores alone may not provide a comprehensive view of student

learning.

10. Assessments may be influenced by factors such as bias, cultural differences, or

socioeconomic status.

Types

Formative assessments are in-process evaluations of student learning that are typically

administered multiple times during a unit, course, or academic program. The general

purpose of formative assessment is to give educators in-process feedback about what

students are learning or not learning so that instructional approaches, teaching

materials, and academic support can be modified accordingly. Formative assessments

are usually not scored or graded, and they may take a variety of forms, from more

formal quizzes and assignments to informal questioning techniques and in-class

discussions with students.

The goal of formative assessment is to monitor student learning to provide ongoing

feedback that can be used by instructors to improve their teaching and by students to

improve their learning. Examples of formative assessments:

o In-class discussions
 o Clicker questions

o Video quiz

o 1-minute reflection writing assignments

o Peer review

o Homework assignments

o Surveys

Summative assessment: The goal of summative assessment is to evaluate student

learning at the end of an instructional unit by comparing it against some standard or

benchmark. Summative assessments are often have a high point value. Examples of

summative assessments include:

o a midterm exam

o Instructor-created exams

o Standardized tests

o Final projects

o Final presentations

o Final reports
 o Final grades

Summative assessments are used to evaluate student learning at the conclusion of a

specific instructional period—typically at the end of a unit, course, semester, program, or

school year. Summative assessments are typically scored and graded tests,

assignments, or projects that are used to determine whether students have learned

what they were expected to learn during the defined instructional period.

Performance assessments typically require students to complete a complex task, such

as a writing assignment, science experiment, speech, presentation, performance, or

long-term project, for example. Educators will often use collaboratively developed

common assessments, scoring guides, rubrics, and other methods to evaluate whether

the work produced by students shows that they have learned what they were expected

to learn. Performance assessments may also be called “authentic assessments,” since

they are considered by some educators to be more accurate and meaningful

evaluations of learning achievement than traditional tests. For more detailed

discussions, see authentic learning, demonstration of learning, and exhibition.

Portfolio-based assessments are collections of academic work—for example,

assignments, lab results, writing samples, speeches, student-created films, or art

projects—that are compiled by students and assessed by teachers in consistent ways.

Portfolio-based assessments are often used to evaluate a “body of knowledge”—i.e., the

acquisition of diverse knowledge and skills over a period of time. Portfolio materials can

be collected in physical or digital formats, and they are often evaluated to determine
whether students have met required learning standards

Continuous and comprehensive assessment

Assessment paradigm

Different types of assessments can help you understand student progress in various

ways. This understanding can inform the teaching strategies you use, and may lead to

different adaptations.

In your classroom, assessments generally have one of three purposes:

1. Assessment of learning

2. Assessment for learning

3. Assessment as learning

Assessment of learning ( summative in nature )

You can use assessments to help identify if students are meeting grade-level

standards.

Assessments of learning are usually grade-based, and can include:

 Exams

 Portfolios

 Final projects

 Standardized tests
They often have a concrete grade attached to them that communicates student

achievement to teachers, parents, students, school-level administrators and district

leaders.

Common types of assessment of learning include:

 Summative assessments

 Norm-referenced assessments

 Criterion-referenced assessments

Assessment for learning ( formative in nature )

Assessments for learning provide you with a clear snapshot of student learning and

understanding as you teach -- allowing you to adjust everything from your classroom

management strategies to your lesson plans as you go.

Assessments for learning should always be ongoing and actionable. When you’re

creating assessments, keep these key questions in mind:

 Did students find this lesson too easy? Too difficult?

 Did my teaching strategies reach students effectively?

 What are students most commonly misunderstanding?

 What did I most want students to learn from this lesson? Did I succeed?

Assessment as learning ( self assessment )

Assessment as learning actively involves students in the learning process. It teaches

critical thinking skills, problem-solving and encourages students to set achievable goals

for themselves and objectively measure their progress.

They can help engage students in the learning process, too! One study "showed that in

most cases the students pointed out the target knowledge as the reason for a task to

be interesting and engaging, followed by the way the content was dealt with in the

classroom."

Diagnostic assessment

To identify the problem area

Norm-referenced assessments are tests designed to compare an individual to a group

of their peers, usually based on national standards and occasionally adjusted for age,

ethnicity or other demographics.

norm-referenced assessments draw from a wide range of data points to make

conclusions about student achievement.

Types of norm-referenced assessments include:

 IQ tests

 Physical assessments

 Standardized college admissions tests like the SAT and GRE

Proponents of norm-referenced assessments point out that they accentuate differences

among test-takers and make it easy to analyze large-scale trends. Critics argue they

don’t encourage complex thinking and can inadvertently discriminate against low-
income students and minorities.

Norm-referenced assessments are most useful when measuring student achievement

to determine:

 Language ability

 Grade readiness

 Physical development

 College admission decisions

 Need for additional learning support

While they’re not usually the type of assessment you deliver in your classroom, chances

are you have access to data from past tests that can give you valuable insights into

student performance.

Criterion-referenced assessments

Criterion-referenced assessments compare the score of an individual student to a

learning standard and performance level, independent of other students around them.

In the classroom, this means measuring student performance against grade-level

standards and can include end-of-unit or final tests to assess student understanding.

Outside of the classroom, criterion-referenced assessments appear in professional

licensing exams, high school exit exams and citizenship tests, where the student must

answer a certain percentage of questions correctly to pass.

Criterion-referenced assessments are most often compared with norm-referenced

assessments. While they’re both considered types of assessments of learning, criterion-

referenced assessments don’t measure students against their peers. Instead, each

student is graded to provide insight into their strengths and areas for improvement.

Evaluation

Evaluation is an important part of an aligned curriculum and an overall teaching and

learning strategy because it is part of the feedback and development cycle that should

be a part of any responsive and up-to-date teaching and learning strategy or plan.

Evaluation is product oriented.

Evaluations give students opportunities to speak to the lecturer about their experiences

and impressions of the course content and the pedagogical approaches that have been

used, and it therefore gives lecturers valuable insights into how the knowledge being

taught and the teaching styles and assessments have been managed by the students.
Evaluation is a systematic process of collecting and analyzing data to determine the

effectiveness, quality, and impact of educational programs, policies, or interventions. It

involves examining the outcomes, processes, and overall performance of a system to

make informed decisions and drive improvements. Evaluation utilizes a range of data

collection methods, including observations, surveys, interviews, document reviews, and

statistical analysis. Its primary goal is to assess the extent to which objectives have

been achieved and provide evidence-based recommendations for program

enhancement.

Advantages of Evaluation

1. Provides a comprehensive view of the effectiveness and impact of educational

programs or interventions.

2. Enables continuous improvement by identifying areas of strength and areas that

need development.

3. Supports strategic planning and resource allocation by informing priority-setting.

4. Assists in identifying best practices and lessons learned for future program

design.

5. Facilitates accountability and transparency in educational systems or

organizations.

6. Helps establish benchmarks and standards for quality assurance.

7. Offers an opportunity for stakeholders to reflect on program goals and objectives.

8. Engages stakeholders in the evaluation process, fostering collaboration and

ownership.

9. Supports knowledge dissemination and sharing of effective practices across

organizations.
Disadvantages of Evaluation

1. Evaluation can be time-consuming and resource-intensive.

2. The complexity of evaluation methods may require specialized expertise.

3. Stakeholders may resist evaluation if they perceive it as a judgment or critique of

their work.

4. The objectivity of evaluation findings can be influenced by biases or subjective

judgments.

5. Evaluation may not capture the full complexity of educational programs or

interventions.

6. Evaluation findings may not always be actionable or lead to immediate

improvements.

Similarities between Assessment and Evaluation

1. Both assessment and evaluation involve the systematic collection and analysis

of data.

2. They aim to measure and evaluate learning outcomes, progress, or program

effectiveness.

3. Both processes require clear objectives and criteria for measurement.

4. They rely on evidence-based methods and data collection techniques.

5. Both assessment and evaluation inform decision-making and improvement

efforts.

6. They can be used to identify areas of strength and areas that need development.

7. Both processes involve the participation of stakeholders, such as learners,

 teachers, or administrators.

8. They contribute to the overall quality assurance and accountability in education.

9. Assessment and evaluation require careful planning and consideration of ethical

considerations.

10. Both processes contribute to a culture of continuous improvement in education.

Types of evaluation

Summative evaluation are used to evaluate student learning at the conclusion of a

specific instructional period—typically at the end of a unit, course, semester, program, or

school year. Summative assessments are typically scored and graded tests,

assignments, or projects that are used to determine whether students have learned

what they were expected to learn during the defined instructional period.

Formative evaluation are in-process evaluations of student learning that are typically

administered multiple times during a unit, course, or academic program. The general

purpose of formative assessment is to give educators in-process feedback about what

students are learning or not learning so that instructional approaches, teaching

materials, and academic support can be modified accordingly. Formative assessments

are usually not scored or graded, and they may take a variety of forms, from more

formal quizzes and assignments to informal questioning techniques and in-class

discussions with students.

Process evaluation

Product evaluation
Portfolio-based evaluation are collections of academic work—for example,

assignments, lab results, writing samples, speeches, student-created films, or art

projects—that are compiled by students and assessed by teachers in consistent ways.

Portfolio-based assessments are often used to evaluate a “body of knowledge”—i.e., the

acquisition of diverse knowledge and skills over a period of time. Portfolio materials can

be collected in physical or digital formats, and they are often evaluated to determine

whether students have met required learning standards.

Process port-folio

Product port-folio

Self-evaluation

Peer-evaluation

Continuous and comprehensive evaluation

Difference between assessment and evaluation

Assessment and evaluation are two terms commonly used in the field of education and

research. While they are often used interchangeably, there are key differences between

the two concepts.

Assessment Evaluation

Focuses on measuring learning Focuses on making judgments and decisions

progress and achievement based on collected data

Used to identify strengths and Used to determine the effectiveness and quality

weaknesses of individuals or groups of programs or interventions

Primarily formative in nature, providing Primarily summative in nature, providing overall

ongoing feedback judgment

Often involves the use of tests, quizzes, Involves multiple data collection methods such

and other structured methods as observations, surveys, and interviews

Individual-focused, aiming to improve System-focused, aiming to improve educational

learning and performance programs and policies

Emphasizes the process of learning and Emphasizes the outcomes and results achieved

growth

Informs instructional decisions and Informs policy decisions and influences

supports individualized learning program development

Typically conducted by teachers or Conducted by external evaluators or a team of

instructors experts

Focuses on specific learning objectives Examines the overall impact and effectiveness

or competencies of an educational system

Used to inform teaching and learning Used to guide strategic planning and resource

strategies allocation

Key Differences between Assessment and Evaluation

1. Assessment focuses on measuring learning progress and achievement, while

evaluation focuses on making judgments and decisions based on collected data.

2. Assessment is primarily formative in nature, providing ongoing feedback, while

evaluation is primarily summative, providing an overall judgment.

3. Assessment is often individual-focused, aiming to improve learning and

performance, whereas evaluation is system-focused, aiming to improve

 educational programs and policies.

4. Assessment involves the use of tests, quizzes, and structured methods, while

evaluation employs multiple data collection methods such as observations,

surveys, and interviews.

5. Assessment informs instructional decisions and supports individualized learning,

while evaluation informs policy decisions and influences program development.

6. Assessment emphasizes the process of learning and growth, while evaluation

emphasizes the outcomes and results achieved.

7. Assessment is typically conducted by teachers or instructors, whereas evaluation

is conducted by external evaluators or a team of experts.

8. Assessment focuses on specific learning objectives or competencies, while

evaluation examines the overall impact and effectiveness of an educational

system.

9. Assessment is used to inform teaching and learning strategies, while evaluation

is used to guide strategic planning and resource allocation.

10. Assessment is often used to identify strengths and weaknesses of individuals or

groups, whereas evaluation is used to determine the effectiveness and quality of

programs or interventions.

Assessment is the basis of effective teaching and learning process. Assessment

basically helps in improving the learning and also set direction for ongoing teaching

and learning process. Assessment is the process of identifying, gathering and

interpreting information about students' learning. It involves using wide variety of

methods, tools and techniques to document, assess and evaluate students’

progress in learning. Generally, assessment is classified into the following types:

 Formative assessment: The assessment conducted during the learning process

is called formative

assessment. The goal of formative assessment is to monitor student learning

and collect feedback that can be used by teachers to improve their teaching and

students to reflect on their learning. For example, asking students to state a

definition, recall a formula, etc., during teaching is formative assessment.

 Summative assessment: The assessment conducted at the end of the learning

process is called summative assessment. The main goal of summative

assessment is to evaluate student learning at the end of teaching by comparing

it against some standard. This leads towards providing some sort of marks or

grades to the students at the end of assessment. For example, annual

examination conducted at the end of the semester is summative assessment.

 Diagnostic Assessment: The assessment conducted to identify students’ current

level of knowledge, strengths, weaknesses, and skills, etc., prior to instruction is

called diagnostic assessment. If the teacher know the strengths and weaknesses

of students, she/he can better plan teaching strategies and instruction. Testing

the ‘previous knowledge’ of students before starting a new topic is an example of

diagnostic assessment.

 Performance Assessment: The assessment conducted to identify the specific

skills and abilities is called performance assessment. In performance

assessment students are required to demonstrate whatever they have mastered

 in the form of specific skills and competencies by performing or producing 167

Using Technology for Assessment something. For example, assessment

conducted as competition such as drawing, painting, dancing, etc., are

performance assessment.

Paradigm Shift in Assessment

The changing practices in assessment both at school and higher education, the

first dimension of paradigm shift in assessment. Generally assessment in

schools were more focusing on the scholastic skills of the students. But later

with the implementation of the NCF, 2005, to assess the performance of

students in both scholastic and co-scholastic areas continuous and

comprehensive evaluation (CCE) was recommended as school-based system of

evaluation. The CCE is expected to be an effective and potent tool to help

teachers, parents and students themselves take control of the learning and

development. Aiming at the overall development of students, CCE envisages

assessment as an integral component of the teaching-learning process. But, the

recent trends of assessment focuses on learning outcomes, expected levels of

knowledge, skills and understanding attained by a student after a specific level of

learning.

A document, ‘learning outcomes at the elementary stage’ was developed by

NCERT in 2015. It aims to enhance the quality of learning in schools by enabling

 teachers to ascertain learning skills more accurately and take corrective steps

without delay and provide effective learning opportunities to all students

including children with special needs (CWSN).

Similarly, for higher education, the UGC in 2019 developed the ‘learning outcome-

based curriculum framework’ for undergraduate courses. Learning outcomes

tells what the students will be able to do at the end of learning. Thus, today

assessment focuses on learning outcomes. The assessment practices are also

changing due to the emergence of technologies. The teachers and stakeholders

involved in the assessment processes were using the traditional tools and

techniques such as paper and pen (or pencil) tests, etc. But with the impact of

technology, newer assessment methods have been employed. The written

examinations are getting replaced with electronic assessment methods.

The assignments, project reports, etc., which were submitted in written form are

now replaced by e-texts (prepared using word processor). Also, the teachers

used to collect students’ learning documents in manual form have been replaced

by e-portfolios. This shows that technology is being used to assess students’

progress of learning, which is second dimension of paradigm shift in assessment.

Technology for Assessment

Benefits of technology for assessment

Using technology for assessment can offer several advantages for both teachers and
learners, such as providing immediate feedback and data to inform instruction and

learning, supporting differentiation and personalization of assessment based on

learners' needs, preferences, and goals, enhancing engagement and motivation with

interactive and gamified assessment options, increasing accessibility and inclusion with

multiple modes and formats of assessment, and fostering collaboration and

communication through peer and self-assessment, as well as feedback from external

audiences.

Technology can be used for instant assessment in many different ways, such

as tracking student progress over time. Edtech can also be used to aid formative

assessment: helping to boost engagement, identify knowledge gaps, and support

further/deeper learning.

Challenges of technology for assessment

Using technology for assessment can come with some potential challenges that

teachers need to be aware of and address. These challenges can include technical

issues and glitches that disrupt the assessment process, the need for additional time

and resources for training and preparation, ethical and legal concerns regarding privacy,

security, and data ownership, exacerbation of digital divide and inequity, and diminishing

the role of human judgment and interaction in the assessment process.

Best practices for technology-based assessment

In order to maximize the benefits of using technology for assessment and overcome

any challenges, teachers need to follow certain best practices. These include aligning
the technology-based assessment with the learning objectives, outcomes, and

standards, as well as choosing the most appropriate and relevant technology tool or

platform for the assessment purpose and context. Additionally, teachers should provide

clear and consistent instructions, expectations, and criteria for the assessment, monitor

and support learners throughout the process, and analyze and interpret the assessment

data and feedback to inform future instruction and learning.

Examples of technology-based assessment

Technology-based assessment methods can be a powerful way to assess learners'

knowledge, skills, and attitudes. Examples of such methods include online quizzes and

tests, digital portfolios, e-portfolios, simulations and games, and multimedia projects.

Online quizzes and tests can include multiple-choice, short-answer, or open-ended

questions with multimedia elements such as images, audio, or video. Digital portfolios

are collections of learners' work that showcase their learning process and products over

time. E-portfolios are similar to digital portfolios but also include evidence of learners'

competencies, achievements, and credentials. Simulations and games are interactive

and immersive forms of assessment that simulate real-world scenarios for learners to

apply their knowledge. Multimedia projects are creative and collaborative forms of

assessment that allow learners to demonstrate their learning through various media.

Technology-based assessment is useful but requires careful planning, implementation,

and evaluation in order to support learners' learning and achievement.

Examples: online quizzes and tests, digital portfolios, e-portfolios, simulations and

games, and multimedia projects.

The National Education Technology Plan of the U.S. Department of Education (2017)

has detailed out as to how technology is transforming learning and assessment. They

are as follows: i) Enable enhanced question types: You are aware that the traditional

paper and pen/pencil tests includes questions like short answer, essay type, multiple

choice and fill in the blanks etc., to which students are supposed to respond. But

technology-enabled assessment or digital assessment allows the teachers to design

and develop various question formats. Some of the examples of enhanced question

types includes graphic response, simulation, equation response, performance-based

assessment, etc. (U.S. Department of Education, 2017). For instance, the learning

management system (LMS) platforms have facilities to assess students’ progress and

track their own learning through various question types. For example, the Moodle LMS

platform has question types such as calculated multi choice, drag and drop into text,

embedded answers, essay, matching, multiple choice, numerical, random short answer

matching, true and false, description, etc. ii) Measure complex competencies: The goal

of education is the all-round development of students. The holistic development is

possible through exaltation of both cognitive (scholastic ability) and non-cognitive skills

(nonscholastic ability). The education should not only provide opportunities for students

to develop their cognitive skills such as knowledge, understanding and application,

etc.,but also enhance their non-cognitive skills and competencies like life skills, values,

etc. The assessment of complex skills is also possible through technology-enabled

assessment methods. iii) Provide real-time feedback: Technology-enabled examination

can provide real time feedback. This enables the teachers and stakeholders understand

the strengths and weaknesses of the students and corrective measures can be adopted
to improve their learning. For example, many of the courses offered through LMS

platforms or MOOC platforms provides the result of the examination real-time. Similarly,

most of the application softwares (apps) used for assessment have inbuilt mechanisms

to provide instant response to the examinees (students). iv) Increase accessibility: Even

though digital divide exists, many of the educational institutions have technologies like

computers, projectors, smart boards etc. There are also technologies to teach children

with special needs (CWSN). This makes technologies accessible to both the teachers

and students. The trend of ‘bring your own device’ (BYOD) is also increasing. Many

technologies/tools (and educational softwares) are reasonably priced so that anyone

can afford it. At the same time digital devices and tools (softwares) have both paid and

free versions. So, these features underline the fact that technology is accessible to a

wider population. v) Adapt to learner ability and knowledge: Generally, in paper pen (or

pencil) tests, the same question in serial order is provided to the entire students. But

you are aware that, each student is unique and have their own level of understanding

and abilities. Thus, the uniqueness of the students’ needs to be taken into account when

assessment tests are planned, which is very much possible through adaptive tests

which align test items keeping in view the students ability level. Even the ‘difficulty level’

of the question can be modified on the basis of student's responses.

For example, if the student 169 Using Technology for Assessment answers a question

correctly, a little more challenging item is presented next; if the student answers

incorrectly, he/she receives another opportunity to demonstrate knowledge in a

different manner, etc. vi) Embedded with the learning process: The assessment is an

integral component of the teaching-learning and students must be assessed frequently

so that they may be able to better judge their understanding of the subject matter and

progress of learning. This can be easily made possible through technology-enabled

assessments. Such assessment is not a standalone component but embedded in the

instructional process. For example, in gamification, students are provided learning

experience in the form game (question) to which they need to answer. This serves two

purposes, learning content and alongside assessing their own progress. Similarly, in

online programmes, assessment questions are embedded and therefore it is a part and

parcel of the learning process. vii) Assess for ongoing learning: The technology

provides students various ways to create assessable work which can be submitted

electronically across the academic year.

The students can create multimedia resources, design interactive presentations, video,

concept map, etc., which can serve as products for assessment. Thus, the assessment

of ongoing learning is very easy. The assessment can also be conducted online. So,

there are various ways by which technology can be used for assessment of students'

learning and performance. Why technology is used for assessment? The JISC (2010)

describes the following benefits of technology in assessment;

• variety and authenticity in assessment.

• enhances learner engagement.

• anywhere and anytime assessment.

• assess cognitive and non-cognitive skills.

 • efficient submission, marking, moderation and data storage processes.

• accuracy and consistency in results.

• immediate and real-time feedback.

• different question formats.

The tools used for ‘assessment for learning’ are either non-digital or digital.

The digital tools include digital devices and digital tools (or application software

(apps)). There are many digital tools that can be used for developing varied types of

questions. LMS, e-Portfolio, quiz app, e-rubric, blog, discussion forum, etc., are some

of them. You may use those tools to build tests. After developing the test, it must be

provided to the students. To provide the test to the students, there are two options

that is offline or online. So, any assessment carried using technologies are either

offline or online. You should understand that, softwares are either free (it is also

called free and open source software (FOSS))or proprietary. For example, Google

Classroom, Learnclick, Blogger, etc., are free apps. It is suggested to select the free

softwares. Similarly, apps that have inbuilt mechanisms for assessing students such

as the Moodle LMS have both free and paid versions. You should also understand

that, many digital tools/ apps are already hosted in the internet.

The online assessment is a process used to measure information for a set purpose

where the assessment is delivered via a computer connected to a network. Online

assessment is conducted using digital devices that have an internet connection.

Therefore, any digital device with internet facilities when used for assessment of

knowledge, skills and abilities of an individual is called online assessment. Online

assessment is also called electronic assessment, e-assessment, digital assessment,

electronic examination or online/digital examination. The terms online and e-

assessment are sometimes used interchangeably and shares common features but

differences also exists between them. In online assessment the assessment occurs

in an internet environment while e-assessment could be through any digital devices

that necessarily do not require an internet connection. For example, LMS platform

like Moodle requires an internet connection and the assessment occurs in an

internet environment. The MOOC platform ‘SWAYAM’ of Government of India is one

of the examples offering online exams. While pursuing course/s in SWAYAM, the

students have to attempt test (like multiple choice, short answer, etc.). To attempt

these questions internet connection is required. While the assessment in

eXeLearning can be both offline and online. Thus, assessment in eXeLearning is

more of electronic assessment in nature.

Tools for Online Assessment A number of technologies (includes digital devices and

application softwares (apps)) are available for assessing students' performance.

The technologies are as follows: i) Computer Assisted Assessment (CAA):

Assessment conducted with the help of computers is called CAA. Computer can be

used for all forms of assessment in education because of the fact that application

softwares can be operated using computers. The assessment using computers are

either offline or online. For example, when LMS like Moodle is used for assessing, it

requires internet while tests prepared in ‘presentation software or word processor’

works both offline and online. ii) Computer Adaptive Testing (CAT): One of the

recent advancements in assessment is the design and use of computer-adaptive

tests, which adds a great deal of efficiency to the testing process.

The CAT is prepared with the help of softwares. Depending on the student's

responses, the software will automatically adjust the difficulty level of questions. If

students answer many questions correctly, the system itself provides harder items

and vice versa. So, in CAT the tests are prepared in such a way that computer itself

adapt to provide questions depending on students answering styles and responses.

iii) Mobile based assessment: The assessment conducted with the help of mobile

devices is called mobile based assessment.

There are various ways by which mobile devices can be used for assessment. You

may access the mobile customized assessment websites directly using mobile

devices and use it to develop tests. But the simplest method is the use of mobile

applications (mobile apps). Mobile apps are application softwares designed to run

on mobile devices such as smartphones, tablets, etc. There are many 172

Technology for Assessment and Management apps such as Socrative, Plickers,

Kahoot, etc., that can be used for developing assessment tests. Many LMSs also

have mobile customized websites. iv) LMS based assessment: The assessment is

an ongoing activity in the courses offered through LMS platforms. In LMS, there are

in built mechanisms and facilities to test students’ progress. So, any assessment

conducted in LMS platform is called LMS based assessment. In LMSs you can

design various question types. For example, in Moodle calculation-based, descriptive,

essay, match the following, embedded answers (close test/ gap fill), multiple choice,

short answer, numerical, true/false, drag and drop, jigsaw puzzle type, ordering, multi

select, etc., questions can be prepared. v) Concept map: A concept map is a visual

diagram that represents the relationship between concepts.

Concept map can be used as an assessment tool to test students understanding of

various concepts. You can ask students to develop concept map in the beginning,

during or after completion of the teaching session. When students construct

concept map, it becomes clear whether the students have understanding about the

concepts discussed.

Generally concept map is drawn in paper but many technologies (tools) are also

available. Concept map developed using technologies/tools are called digital

concept map. Digital concept maps can be created using offline tools like VUE,

Freemind, etc., or online tools like bubbl.us, Weismap, etc. vi) Survey: Survey is a

method to collect information from individuals. Survey is conducted to know the

thoughts, opinions and feelings of the individuals. There are different types of

surveys of which asking individuals for information using a questionnaire is popular.

Generally, hardcopy questionnaire is distributed to individuals and they are asked to

answer. Now-a-days technologies (survey tools) are used to create surveys and

collect data. Some of the examples of survey tools are 2ask, addpoll, Epic Poll,

FoSpace, Google Forms, Key Survey, Microsoft Forms, Orbeon Forms, Pollhost,

SISSurvey, SurveyMonkey, Typeform, Web Online Surveys, and Zoho Survey. vii) Wiki:

A wiki is website that enable users to collaboratively create, edit and update web
page content using any web browser. Wikipedia is the most popular example of wiki.

Few other wikis are WikiEducator, Wikispecies, WikiTree, Wikisource, Wikimapia,

WikiAnswers, TermWiki, LyricWiki, Everipedia, Baike.com, Baidu Baike, and

AboutUs.com. How wikis can be used for assessment? You may ask students to

visit the wikis (for example, Wikipedia) and add or update the available content that

you are teaching. The student’s contribution in wiki can be assessed and

mark/grade can be awarded. While assessing students, the parameters like content

added, relevance, accuracy, etc. may be taken into account. viii) Blog: Blog is a

website or online journal (or diary) maintained by one person who posts information,

personal reflections, experiences, observations, comments, hyperlinks, videos, and

photographs quite often (once a day, once a week, once a month, etc.)

Discussion forum or Online forum: Discussion forum is a web-based application

where people of common interest gather to hold discussions about any specific

topic. Discussion forum can be used as an assessment tool in many ways. You can

create subject/topic specific discussion forum or the discussion forum available in

LMS can be used. The student’s response to the posts in discussion forum can be

used to assess them. You may refer Section 7.6.2 for detailed discussion about

discussion forum. x) Application software (app): Application software are computer

programmes or software programmes designed for the end user enabling them to

perform specific tasks. In short application software is called app. There are many

(both free and paid) apps that can be used specifically to develop tests and online

exams. Many of these apps have both desktop and mobile versions. These apps can

be used depending on your requirement. Some of the online/ e-exams apps are
 classmarker, onlineexambuilder, speedexam, exambuilder, quiz-creator, flubaroo.

e-Portfolio: Types and Tools In a conventional classroom teacher assess the

student’s documents of learning such as home assignments, project reports,

completed tests, artworks, lab reports, etc. These documents are mostly non-digital

in nature. Teachers collect those documents, evaluates and returns to the students.

The compilation of learning documents and educational evidences are called

portfolio. In the context of education, it is preferable to say student’s portfolio.

Students portfolio are used for various purposes like; assessing students’ progress;

check whether students have met the learning standards, help students to reflect on

their own learning and acts as an archive of students work, etc. Thus, students’

portfolios are one of the important tools of assessment. There are three types of

portfolio. They are as follows

1).Developmental Portfolio: This demonstrates the growth and advancement of the

students across the learning period.These portfolios collect and record students works

that are on progress (or working). They are like ongoing portfolios. For example, home

assignment, project report, etc., can be collected and used to assess students.

ii) Assessment Portfolio: This demonstrates the students’ competencies and skills for

well-defined areas. They showcase student’s competencies and skills learnt over time

and are refined enough to be evaluated based on programme standards and outcomes.

These are for end-of-course evaluation of student’s performance. For example, term-

end exams scripts, lab reports, etc. can be accumulated in portfolio. Teachers can use

those documents for assessment.

iii) Showcase Portfolio: This demonstrates exemplary work of students in any specific

area. For example, students who are proficient in literature can accumulate their literary

works in showcase portfolio. Similarly, students who are good in drawing can showcase

their art works. Showcase portfolios can be used to assess students and shown to

potential employers to gain employment.

The students can also accumulate and store the digital documents that they have

prepared during the learning process. Such a collection of students works (evidences)

or materials in electronic format that showcases learning over time are called electronic

portfolio or e-Portfolio. Thus, e-Portfolio is the electronic version of portfolio. An “e-

Portfolio is a digitized collection of artifacts, including demonstrations, resources, and

accomplishments that represent an individual, group, community, organisation, or

institution. This collection can be comprised of text-based, graphic or multimedia

elements, archived on website, or other electronic media such as CD-ROM or DVD”

(Lorenzo & Ittelson, 2005). The electronic evidences may include text, presentations,

essays, posters, photographs, videos, artwork, images, multimedia resources, blog

comments, and hyperlinks, etc. e-Portfolio is also known as digital portfolio or online

portfolio.

Tools for Creating e-Portfolio: There are various tools (apps) (either free or paid and

offline or online) that can be used for developing e-portfolios. Some of them are as

follows: (i) Mahara: Mahara is a fully featured open source web application used to build

e-Portfolio. Using Mahara, students can create journals, upload files, embed social

media resources and collaborate with other users in groups. Weblink:

https://mahara.org/ (ii) Weebly: Is an application to create website and digital portfolio.

The userfriendly nature of Weebly allows students to create websites using customized

templates and then add digital documents. Weblink: https://www.weebly. com/in (iii)

Word Press: Is an application to create website and digital portfolio. The WordPress has

various features and upload files of different formats. Weblink: https://wordpress.com/

(iv) iWebfolio: iWebfolio is an advanced e-Portfolio management system that helps

individuals organize and archive work materials such as text documents, presentations,

graphics files, sound clips, video files, etc.

Grading

The grading system is the process by which educators evaluate the performance of the

pupils in exams on the standard particular scales which is based on the points entirely

and consist of the grades like A-F or range like 1-10; generally, letters and numbers are

used to describe the grades of the scholars

• A grading system in education is a system that is used to assess the educational

performance of a child which is entirely based upon points alone. A+ A B+ B

Features of Grading

 When students level of performance are classified into a few classificatory units

using letter grade , the system of assessment is called grading system. In

grading classification is made on 5 point, 7 point , 9 point scale.

  It is a score

 It identifies students performance level with a wide range 

 It involves the use of set of specialized symbols whose meaning ought to be

objectively defined in terms of specific criteria.

9point scale Grading System

Score % Letter Grade Interpretation

 90 – 100 A+ Outstanding

 80 – 89 A Excellent

 70 - 79 B+ Very Good

 60 – 69 B Good

 50 – 59 C+ Above Average

 40 – 49 C Average

 30 – 39 D+ Marginal

 20 – 29 D Need Improvement

 Below 20 E Need Improvement

Classification of Grading

• Percentage Grading – From 0 to 100 Percent

• Letter grading and variations – From A Grade to F Grade

• Norm-referenced grading – Comparing students to each other usually letter grades

• Mastery grading – Grading students as “masters” or “passers” when their attainment

reaches a prespecified level

• Pass/Fail – Using the Common Scale as Pass/Fail

• Standards grading (or Absolute-Standards grading or Criterion Referred grading) –

Comparing student performance to a pre-established standard (level) of performance

• Narrative grading -Writing Comments about students

Types of Grading

 Direct Grading

 Non-Direct Grading

A)Absolute Grading

B)Relative Grading

Direct grading

Judgment of any given phenomenon (achievement) skills, personality traits the

evaluator in items of most appropriate letter grade without assigning the scores. In

examination, the evaluator will award a particular grade to the answer for each

individual questions on the basis of its quality. The Grade Point Average (GPA)

calculated for obtaining the overall grade of the student in a particular subject Letter

Grade A B C D E F G H I Numerical Value of Grade 9 8 7 6 5 4 3 2 1 GPA = Total

Numerical value of obtained Grade ÷ Total Numerical Value

Indirect Grading/Non Direct Grading

Method of awarding grades through marks. Marks are awarded to the individual

questions on the basis of the prescribed marking scheme. Find out the total mark and

convert to grade.

Non-Direct Grading can be divided into two :Absolute Grading Relative Grading
Absolute Grading

Based on a definite set of standards when evaluating a student’s performance. Based

on teachers pre-specifying standard for performance. Based on criterion referenced,

and keep tasks mind without any variability. Some fixed range of scores are determined

in advance for each grade. The score obtained by a student in a subject converted.

Example A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = 0-59

Relative Grading

It is based on how a student’s performance compared to others in the group/class. It is

norm referenced and focus on the variability in the quality of students. The grading

range is not fixed in advance. It shows a normal probability curve.

Procedure :

1. A group of students are divided into different groups

2. Find out the number of students in each grade using statistical methods.

3. Using this number of students in each grade find out the range in each grade

4. Corresponding grades are given to each student who fall in different ranges

Example 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

Advantages of grading

1.Takes the pressure off from the students at certain levels

2. Grading Pattern description

3. Gives the students an obvious idea about their weaknesses and strengths

4. Make class work easier

5. Leads to a better rendezvous of ideas

Disadvantages

1. It doesn’t instill a sense of competition

2. Not an accurate representation of the performance and the knowledge gained.

3. It is not an exact scoring system

4. Lack of incentives