Evaluation Seminar 2

8/8/2019 Evaluation Seminar 2

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SEMINAR ON EVALUATION



Introduction Evaluation has become a part and parcel

of every system of education todetermine the achievement of goals bythe students in a given period.

Evaluation is an act or process thatallows one to make a valuable judgmentabout the desirability or value of ameasure.

Broader term. Provides basis for value judgments.

Essential and never ending process. Emplies a systemic & continues process

based on certain criteria. Include both qualitative & quantitative

means.



THE PSYCHOLOGY OF EVALUAT ION Evaluation technique should consist of and what we

know to be the best and most effective psychologicalprinciple.

Student will be ready to have the evaluation of his

abilities when he understands and accepts the valuesand objectives involved.

Pupil tend to carry on those activities which havesuccess associated with their results i.e. law of effect. The type of evaluation device used to determine thetype of learning activity in which students will engage

in the classroom.

E.g. :- if a test require a student to apply principles,interpret the data or solve problems, the students willstudy the data with the idea of becoming best fittedto do well on the types of test items.



individuals learn better when they are¶constantly· appraised in a meaningfulmanner.

Motivation of the student is important. Aperson·s top performance on a test isdirectly related to his motivation.

Learning is most efficient if activity is

involved



Definition

Evaluation is a process of determiningto what extent the educationalobjectives are being realized.( RALPHTYLER)

Evaluation is a process of making judgments to be used as a basis oplanning . It consists of ²

-making goals

-collecting evidence concerning

growthtowards goal.

-making judgments about evidence andrevising procedures & goals in light of

judgments.

(WILES)



Meaning ¶to evaluate· means ¶to ascertain the value

or amount of a appraise carefully.·

Value judgments. E.g. Anobject/activity/event

Estimation of result.



Principles of evaluation

Careful appraisal of teaching-learningprocess.

Making plan of evaluation.

Setting objective.

To determine extent of achievement ofobjectives.

Identifying &defining educational objectives.

Proper selection of methods of evaluation.

Requires awareness about limitations as wellas strengths.

Adequacy of experience.



Scope

Value judgment.

Ascertaining extent to whicheducational objectives have been

attained. Effectiveness of appraisal and

methods of instruction.

Identifies pupils strengths and

weaknesses, difficulties and problems,needs and demands.

Provides baseline for guidance andcounselling.



Development of attitudes, interest, originality,knowledge and skills etc.

Placement and promotion in job.



Evaluation is a procedure for improv ing the products it is a

procedure for improving theproducts , the process and eventhe goals themselves.

Evaluation discovers the needs

of an indiv idual the purpose ofAny program of evaluation is todiscover the needs of theindividual being evaluated andthen to design learningexperiences that will solve theseneeds.



o Evaluation is a continues process It forms an integralpart of the total system ofeducation and is intimatelyrelated to objective, contents

learning activities.

Evaluation is complex process it needs scientific needs andtools. It needs the corporateefforts of teachers , students ,parents and the administrativestaff of the college or school.



VALIDITY An evaluation procedure is valid tothe extent that it provides an assessment of thedegree to which pupils have achieved specific

objectives content matter and learningexperiences.

ADEQUACY A measuring instrument should beadequate that is balanced and fair. The test

should include items measuring both theobjectives and content.



RELIABILITY The degree of accuracyconsistency which an exam, test measures, whatit seeks to measure a given variable.

A test score is called reliable , when we havereasons for believing it to be stable andtrustworthy.

DISCRIMINAT ION The basic function of alleducational measurements is to place individualsin a define scale in accordance with differencesin their achievements. Such a function implies ahigh discriminating power on the part of the test.



TEST EFFICIENCY It ensureshe greater possible no. of

independent answers per unit oftime.

USEFULNESS Grading orranking of the students can be

possible with items in the test .



EVALUATION

FORMATIVE

(DIAGNOSTIC)

SUMMATIVE

(CERTIFYING)



FORMAT IVE EVALUAT ION

The term ·Formative· denotes theongoing or systematic assessment ofstudents achievement while theterm, courses or instructional

program is in progress. Formative evaluation is concerned

with judgment made during thedesign and or development of aprogram , which are directed

towards modifying, forming orotherwise improving the programsbefore it is completed.

-A.J.Nitike 1983



Formative evaluation occurs over a period of time& monitors student·s progress.

-W.WIERSMA



CHARACTERSTICS

It is relatively focus on molecular analysis.

It is cause seeking.

It is interested in the broader experiences of

the program users. Its design is exploratory & flexible .

It tends to ignore local effects of particularprograms.



It require analysis ofinstructional material formapping the hierarchical

structure of the course for acertain period.



SUMMAT IVE EVALUAT ION

The term ¶summative· refers toassigning a grade for student·sachievement at the end of a termcourse or instructional programs.

Summative evaluation is conductedat the end of the instructionalsegment to determine if learningis sufficient or complete towarrant moving the learner is

sufficient or complete to warrantmoving the learner to the nextsegment of instruction.-A.J.Nitico



Summative evaluation isdone at the conclusion ofinstruction & measures

the extent to whichstudents have attainedthe desired outcome.



CHARACTERST ICS

It lends to the use of will definedevaluation designs.

It focuses on analysis .

It provides descriptive analysis.It tends to stress local effects .It is unobtrusive & non reactive as soon as

possible.It is concerned with broad range of issues.It·s instruments are reliable & valid .



OTHER CLASSIFICAT ION

NORM REFERENCED

CRITERION REFERENCED



NORM REFERENCED

In this type of evaluation, the testin desired to spread pupils out sothat accurate grading of their

abilities might be facilitated e.g. atest in which the best studentsgets a full marks & poorest gets nomarks at all. This is type of

assessment which is usually used.



CRITERION REFERENCED

In evaluation a numberof objectives of thecourse are set & pupils

performance iscompared with thesetargets but not withthe performance of his

classmates.





BLOOM STATED THE FOLLOWING MAIN

PURPOSE OF EVALUATION :-A)To discover the extent of competence

which the students have developed ininitiating, organizing &improving his day

to day work.B)To diagnose his strengths & weakness.

C) To predict the educational practices.

D)At the end of career to certifystudents degree, proficiency in aparticular educational practice.



.OVERALL PURPOSES OFEVALUATION ARE

To make provision for guiding thegrowth of the individual student.

To diagnose the individualstudents educational weakness &strength.

To assess the students progressfrom time to time.

To predict the students futureacademic success.



To locate areas where remedial

measures are needed.Motivate students towards betterattainment & growth.

Test the efficiency of teachers in

providing learning experiences & theeffectiveness of instruction andclassroom activities.

Bring out the inherent capabilities of

student such as attitudes, habits,appreciation&

Understanding, manipulative skills.



PURPOSES OF EVALUATION IN

NURSING:- To determine the level ofknowledge & understanding of thestudents in his\her classes at

various times during the yr.

To determine the level ofstudents clinical performances at

various stages. To diagnoses each studentsstrengths & weakness.



To provide the additional motivation ofexamination that provide opportunity to

practice critical thinking, the applicationof principles, the making of judgment.

To help the students to acquire theattitudes & skills in self evaluation.

To become aware of the specificdifficulties of individual students of anentire class as a basis for future

teaching.To encourage students learning bymeasuring their achievements & informthem of their success.



Functions of Evaluation

1.EDUCAT IONAL PROGRAMME: . To provide a basis for themodification of the curriculum.

To motivate students towards better attainment, growth anddevelopment.

To pinpoint areas where remedial measures are needed. To diagnose the weaknesses and strength of the programme.

To test the efficiency of teachers in providing learningexperience and effectiveness of instruction and classroomactivities.

To achieve educational goals. To bring out the capabilities of a student.

To know the rate of progress.



2.EVALUAT ION AND TEACHER:

To provide knowledge concerning the student·sentire behavior.

To set, refine and clarify realistic objectives ofeach student.

To test the efficiency of teachers in providinglearning experiences. To find out how far educational objectives have

been achieved. To know the efficiency of instructional methods

used by the teachers. To classify the gifted, bright and slow learners.

To provide guidance and counseling. To inform student·s progress to parents. Motivates the teachers to evaluate critically her

teaching practices and plane cooperatively to worktogether for the improvement of the curriculum.

.



3 EVALUAT ION AND ADMINIST RATOR:

To find out whether the college has

achieved educational objectives or not. To bring about various activities in the

college.

Basis for modification of curriculum.

To introduce appropriate learningexperiences.



4 EVALUAT ION AND STUDENTS:

To communicate the teachersobjectives.

To motivate the students tolearn better.

To develop good study habits,abilities and skills.

It summarizes and reportsstudents progress.

It provide feedback.



Evaluation tools

quantitative qualitative



Quantitative evaluation

Mainly use in educationalevaluation

These are highly reliable and

valid It possess three characteristics

of a criterion test which includeappropriateness, effectiveness &practicability



classification

oral written practical



Oral techniques

Oral questions, debate &drama are used.

Written techniquesIt include the writtenquestions that are askedand students have towrite there answers.

Written test is usually of 2types:

essay type

objective type



Essay type¶An essay test presents one or more questions or

other task that require extended writtenresponses from the persons being tested·

-ROBERT LE and DAVID AF

e.g. explain the characteristics of evaluation.

In essay type question, the student prepares her ownanswer.

It evaluate the knowledge area alone.Handwriting , spelling, neatness, organization, way of

expressing ideas may be considered in scoring theitems.



Features of essay question

Freedom of response

Answer vary in their degree ofequality or correctness

No single answer can beconsidered through- out andcorrect

T ype of essay questionOn basis of freedom:-1. Extended response2. Restricted response



Extended response:-

No restriction

Most important and relevant materialwhatever he wishes can be usedThis type of question permit a student todemonstrate his ability to:-Recall and evaluate factual knowledge.

Organize his idea in logical, coherent fashion

Restricted response:-Student will have less scope, limited nature inform, because he is told specifically thecontext in which his answer is to be made



Objective typeObjective type test items are items that can be objectively

scored items on which person select a response from a list ofoptions.

Classification

Short answer type test itemsAlternate response test itemsMatching type test itemsMultiple choice type

h



Short answer test:-It is objective test in which each items is in form of directquestion, a stimulus word or phrase, a specific problem or an

incomplete statement or question. The response must besupplied by the examinee rather than merely identified froma list of suggested answer supplied by teacher.

Varieties:-

The question variety:-e.g. who is founder of modern nursing?

The completing variety:-

e.g. sphygnometer is used to measure ______ .The association variety:-e.g. write the name of the common instrument whichmeasures the following,

Temp.(_____), B.P.(_____)



Alternate response test items:-It consist of a declarative statement that the pupil is asked to mark trueor false, right or wrong, correct or incorrect, yes or no, fact or opinion,

agree or disagree and like in each case there are only two possible answer.

Varieties:-a) True and false:-e.g. Florence Nightingale was born on may 12, 1820. T/F

b) Yes or no:-e.g. Charaka was called as father of medicine in ancient time. Y/S

c) Right or wrong:-e.g. if two words have opposite meaning, write ¶R· in the blank and if not

write ¶W·like ² dislike (___)health ² illness (___)

d) Correction variety:-e.g. square root of 49 is 9.



Matching type test items:-These items requires student to match information into twocolumns.

Left hand column ² premisesRight hand column ² responses



Multiple choice test items:-It consist of problem and a list of solution.It has two partStemResponse or option

Variety:-

Question-variety:-e.g. who is invented microscope?a. Robert Kochb. Chester Bernard

c. Alexander Flemmingd. Hansen Fredick



Incomplete variety:-e.g. microscope was invented by:a. Robert koch

b. Chester bernardc. Alexander flemmingd. Hansen fredick

One correct answer:-e.g. what is normal body temp.?a. 35.2 C

b. 36.4 Cc. 37 Cd. 38 C



Analogy type:-e.g. vitamin A: nightblindness : vitamin C: ««««a. Beri berib. Scurvy

c. Cretinind. pellegra

Best answer type:-e.g. Direction put a tick mark against the

best entry.the value of can be given accurately by:a. 3.00b. 22/7c. 3.1d. 3.142



Practical techniques

In practical techniques some work isassigned to the students toaccomplish it.

These type of techniques are based to

assess the skill or psychomotorobjectives. This tecnique is used inscience, geography, home science,agriculture, medical, nursing,engneering, dental, pharmacy etc.



OSCE is an approach to assess the clinicalcompetence in which components ofcompetence are assessed in planned orstructured way with attention being paid toobjectivity of examination.

Harden (1988)

OSCE(Objective structured clinical

examination)



METHODOLOGY

There are 15-20 stations each of which requires about4-5 min. of time.The students are rotated through all stations and have

to move to the next station at the signal.Since thestations are generally independent.Students can startprocedure at any of the station and complete the cycle.

Each station is designed to test a component of clinicalcompetence.Some stations called the procedure stations, students aregiven tasks to perform on either real patients orsimulated patients.At such stations there are observers with agreed checklists to score the students performance.



Qualitative techniques

These are used in schools andcolleges for internalassessment.

Subjective and less reliable.

But they are used forassessing the affectingobjectives.



T hese techniques are classified as:-

1) Cumulative record- It is record of information concerned

appraisal of individual pupil maintained incard ² kept in one place. ( W.C. ALLEN)

These records are prepared in school orcollege for each student.

For educational progress, result of monthly,half yearly tests, attendance &participation, co-curriculum activities &

physical health. Give total personality of student.

Give information about all aspects of life ofpupil.



Form of cumulative record-

1) Card sheet contained in an envelope.

2) Printed folders

3) booklets



Contents of cumulative records-

1) Primal record

2) Milestones of growth & development

3) Health information4) Psychological report

5) Vocational plans

6) Perimality characteristics

7) General overall remarks



2) Anecdotal records-

These are factual descriptions ofmeaningful incidents and eventsthat the teacher has observed inthe pupils lives.

Interest and learning of studentscan be assessed.

The teacher describes the eventshe/she observed, carefully write

his comments, take signature ofstudent, he/she will sign and keepit into file.



Characteristics of Anecdotal records-

1. Record of single incident

2. Significant to pupils growth and development

3. A factual description of event

Purpose of Anecdotal record- To understand individuals basic personality

Reaction in different situation

Healthy teacher-pupil relationship Self appraisal and per assessment

To understand pupil in realistic manner



Advantages of anecdotal records

1. Supplements and validates of other structured instruments2. Provision of insight into total behavior incidents3. Use of formative feedback4. Economical and easy to develop

Disadvantages of Anecdotal records-1. If carelessly recorded, the purpose will not be fulfilled2. Subjectivity3. Lack of standardization

4. Difficulty in scoring5. Time consuming6. Limited application



Items in Anecdotal record-

1. The first part of record should be factual, simpleand clear

Name of student

Unit/ward/department Date & time

Brief reports of incidents

Signature of observer

2. The second part include additional comments,analysis and conclusions based on interpretation & judgment.



How to use Anecdotal records affectively

1. Specify the behavior firstly

2. Limit observation o thosecategories

3. Record enough of situations4. Avoid too much depending onmemory by recording it time totime.

5. A single incident has to berecorded (+ve & -ve aspects)

6. Consider both in makinginferences

7. Relate anecdotal records directly

to clinical objectives



OBSERVAT ION TECHNIQUE

It is one of the evaluative procedures of thepractice dimensions of student·s learning. It isused for evaluating cognitive, affective andpsychomotor objectives.

d



Advantages:

Frequent observation of student·s work.

The errors or problems can be detected andcorrective actions taken quickly.

Observational techniques are not so timeconsuming.

Observational data provide teachers information,which could not be obtained in any other way.

Observation is most inexpensive means of clinicalevaluation.



CHECKLIST

A checklist consists of a listingof steps, activities or behavior

which the observer records forevaluating interest, attitudesand values of the students.

Ad t f h k li t



Advantages of check-lists:

They are adaptable to mostsubjective areas.

They are useful in evaluatinglearning activities that involves aprocedures process.

They allow inter-individualcomparisons to be made on acommon set of traits orcharacteristics.

They provide a simple method torecord observations.



Limitations of check-lists:

The major limitation is that itdoes not indicate quality of

performance. So usefulness ofcheck-list is limited toprocedures. Activities, functionsand specific tasks.

RATING SCALE



RAT ING SCALE

Rating means the judgment of oneperson by another.

A rating scale is a method by

which we systemize theexpressions of opinion concerninga trait. Rating scales give an ideaof the personality of an individual.



Advantages of rating scales:

Technically, it is standard device for recordingqualitative and quantitative judgment aboutobserved performance.

They measure specified outcomes or objectivesof education.

They evaluate personal, social development.



They help teacher to rate their

students on various characteristicssuch as punctuality, honesty,cheerfulness, enthusiasm,cooperativeness and other

personality traits. They can be used in large no. of

students.

They can help to reduce the

subjectivity and unreliability that areusually associated with observationmethod.

d



Disadvantages:

There is lack of uniformity withwhich terms are interpreted byevaluators.

There are several sources oferrors in rating scale.

The items or behaviors listed inrating scale may or may not be

consistent with objectives





Descriptive Rating Scale: Itprovides for each trait a list ofdescriptive phrases from which

the rater selects the one mostapplicable item being rated,selected usually by means of acheck mark.



LIMITATIONS OF A RATING



LIMITAT IONS OF A RAT INGSCALE:

It is difficult or dangerous tofix up rating about many aspectsof individual.

Halo effects in the judgmentmay take place.

Chances like the rater mayoverestimate the qualities of a

known person and underestimatethose of unknown person



Teacher evaluationAny system for coding spontaneousverbal communication arranging thedata into a useful display and thenanalyzing the results in order to studypattern of teaching and learning.(CHAUHAN)

1. CLASSROOM INTERACT IONANALYSIS TECHNIQUE:

It is used to- improve classroom teaching

Modify teacher·s behavior Evaluate the teaching competency of a

teacher Minimizes the difficulties in teaching Evaluate behavioral modification



2. FLANDR·S INTERACT ION ANALYSISCATEOR Y SYSTEM-

In 1960, Heada flander, Minnesota Universityinvented interaction analysis. He has

classified teacher interaction into 3cateories:

1. Teacher·s behavior-

Direct influence

Indirect influence

2. Student·s talk3. Silence or confusion

VERBAL INTERACTION CATEGOY SYSTEM



3. VERBAL INTERACT ION CATEGOY SYSTEM-

Concepts:

To stimulate taught To maintain discipline

-to maintain teaching-learning activities

Categories:

To give information

Initiate the teacher to follow

Develops inquiry spirit

Provides objective recapitalization

Develops teaching strategies

4 THE RECIPROCAL CATEORY



4. THE RECIPROCAL CATEOR YSYSTEM-

Activities are related to classroom Helps to use teaching strategies Helps to prepare teaching principles

5. OBSERVAT ION SYSTEM Observer notes by category numbers Calculation of percentages Explanation of data

uses:- Provides equal value Encourages observational procedures



Helps to start classroom activities

Helps to evaluate teacher·s

abilities

defects:-

No scope to develop skills

Helps only the interaction

G di b l



Grading by percentage plan

Students achievement is graded on apercentage basis. A fixed passing markis set up.

Principles basic to good marking systemA marking system should be based on a:

Definite purpose Course objectives

Teaching techniques & procedures Assignments Examination Organization & management



Valuation

Write/frame the questions first

Put questions in order

Write answers next day

Prepare key for objective questions

Score sheet performa has to be used Under conductive environment, test has to

be administered

Collect answer scripts & valuate

After volidating, marks have to be entered

Arrange the answers scripts in descendingorder of merit



Internal assessment

It can be done by the examining bodyeither university or board andteaching faculty of the respectiveinstitution.

Purposes:-

To assess progress of students

To give comprehensive picture of thestudents learning

To improve teaching-learning process



Components 1. Subject wise assessment:

the suggested weightageis-

Unit tests

Two term tests

Performance tests

Homework & class work

Term papers ( 2 per subject)

Assignments ( 10 in each subject)

25

25

10

10

10

20

100



2. ASSESSMENT OF CO-CURRICULAR ACT IVIT IES:

Library work

Sports & gamesDebates, drawing, music etc

Study circle

Visits

20

20

20

20

20

100



3. ASSESSMENT OF PERSONALITY T RAITS:

TRAITS VERY MUCH NOT AT ALL

Co-operation

Initiativeness

Honesty

Leadership

confidence

V lidit



Validity

Powerful tool in the hands of teacher Becomes invalid if teacher is biased It is very good tool if it is free from bias

ADVANTAGES: Develops proper study habits Students pay attention to all activities helps to minimize anxiety & nervous breakdown Gives comprehensive picture

Helps to diagnose weakness & strength Used for motivating students Gives opportunity to teacher to assess own

students



DISADVANTAGES: A teacher may misuse it

It can cause great harmin the hands ofinexperienced, insincere,inefficient & dishonestteacher

It will lose its validity if

favoritism, personalprejudices & subjectivityin the assessment arerampant



Evaluation Seminar 2

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