Mr. Rajeev Sharma Principal Muni Seva Ashram College of Nursing Goraj, Waghodia, Vadodara.

Introduction to Evaluation and Testing

EVALUATION

• Evaluation :- The process of determining the worth of something in relation to established benchmarks using assessment information.

• Evaluation is the process of analyzing, reflecting upon, and summarizing assessment information, and making judgments and/or decisions based on the information collected.

TYPES OF EVALUATION

1- Formative evaluations:

It is an ongoing classroom process that keeps students and educators informed of students’ progress toward program learning objectives.

The main purpose of formative evaluation is to improve instruction and student learning.

2- Summative evaluations

• It occurs most often at the end of a unit.

• The teacher uses summative evaluation to determine what has been learned over a period of time, to summarize student progress, and to report to students, parents and educators on progress relative to curriculum objectives.

3- Diagnostic evaluation

• It usually occurs at the beginning of the school

year or before a new unit. • It identifies students who lack prerequisite

knowledge, understanding or skills. • Diagnostic testing also identifies student

interests. • Diagnostic evaluation provides information

essential to teachers in designing appropriate programs for all students.

Types of evaluation

Steps in evaluation

Educational objectives

Development and use of measuring instruments

Interpretation of measurement data

Formulating of judgment and taking of appropriate action

Nature and concept of measurement, assessment and testing

NATURE AND CONCEPT OF MEASURMENT

1. The process of assigning numbers or scores to attributes of people or objects.

2. The process of describing some property of a phenomenon of interest by assigning numbers in a reliable and valid way

Characteristics of Different Levels of Scale Measurement

Type of

Scale

Data

Characteristics

Numerical

Operation

Descriptive

Statistics Examples

Nominal Classification but no

order, distance, or

origin

Counting Frequency in each

category

Percent in each

category

Mode

Gender (1=Male,

2=Female) , nationality, ethnicity, language

Ordinal Classification and

order but no

distance or unique

origin

Rank ordering Median

Range

Percentile ranking

Academic status

(1=Freshman,

2=Sophomore,

3=Junior,

4=Senior)

Interval Classification, order,

and distance but no

unique origin

Arithmetic

operations that

preserve order and

magnitude

Mean

Standard deviation

Variance

Temperature in

degrees

Satisfaction on

semantic

differential scale

Ratio Classification, order,

distance and unique

origin

Arithmetic

operations on

actual quantities

Geometric mean

Coefficient of

variation

Age in years.

Note: All statistics appropriate for lower-order scales (nominal being lowest) are appropriate for higher-order scales (ratio being the highest)

NATURE AND CONCEPT OF ASSESSMENT

C+

Pass/Fail A

A-

85% F

S

Unsatisfactory

67% D

C

B

93%

• Measurement refers to the process by which the attributes or dimensions of some physical object are determined. One exception seems to be in the use of the word measure in determining the IQ of a person.

• when we measure, we generally use some standard instrument to

determine how big, tall, heavy, voluminous, hot, cold, fast, or straight something actually is. Standard

• instruments refer to instruments such as rulers, scales, thermometers, pressure gauges, etc. We measure to obtain information about what is. Such information may or may not be useful, depending on the accuracy of the instruments we use, and our skill at using them.

• Assessment -- The process of measuring something with the purpose of assigning a numerical value.

• Assessment in education is the process of gathering, interpreting, recording, and using information about pupils’ responses to an educational task. (Harlen, Gipps, Broadfoot, Nuttal,1992)

Assessment Types

• Formative - for performance enhancement

• Formal - quizzes, tests, essays, lab reports, etc.

• Traditional - tests, quizzes, homework , lab reports, teacher

• Summative - for performance assessment

• Informal - active questioning during and at end of class

• Alternative-presentations, essays, book reviews, peers

Assessment Concerns

• Validity -- Is the test assessing what’s intended? – Are test items based on stated objectives?

– Are test items properly constructed?

• Difficulty -- Are questions too easy or too hard? (e.g., 30% to 70% of students should answer a given item correctly)

• Discriminability -- Are the performance on individual test items positively correlated with overall student performances? (e.g., only best students do well on most difficult questions)

1. Teachers value and believe in students. 2. Sharing learning goals with the students. 3. Involving students in self-assessment. 4. Providing feedback that helps students recognize

their next steps and how to take them. 5. Being confident that every student can improve. 6. Providing students with examples of what we

expect from them.

Values and Attitudes about Assessment

NATURE AND

CONCEPT OF

TESTING

Standardized Testing: the Negative Impact on Education System

Definition of A Test

• Tests are enormously varied in their formats and applications. Nonetheless, most tests posses these defining features:

• 1.Standardized procedure

• 2.Behavior sample

• 3.Scores or categories

• 4.Norms or standards

• 5.Prediction of nontest behavior

Types of Tests

• Intelligence Tests

• Aptitude Tests

• Achievement Tests

• Creativity Tests

• Personality Tests

• Interest Inventories

• Behavioral Procedures

Standardized Testing: the Negative Impact on Education System

PRINCIPAL OF EVALUATION

1. Considering, the inter relationship between objectives, instructions or learning experiences and evaluation 2. Determining and clarifying what is to be evaluated. 3. Selecting evaluation techniques in terms of objectives to be served. 4. Combining a variety of evaluation techniques for comprehensive evaluation. 5. Knowing the strength and limitations of various evaluation technique. 6. Taking evaluation as a means to an end, not an end in itself.

IMPORTANCE OF EVALUATION IN EDUCATION

1. To determine the level of acknowledge and understanding of the students in her/ his classes at various times during the year or semester. 2. To determine the level of the student’s clinical performances at various stages. 3. To become aware of the specific difficulties of individual students, of an entire class, as a basis for further teaching. 4. To diagnose each student’s strengths and weaknesses and to suggest remedial measure this may be needed. 5. To encourage student’s learning by measuring their achievement and inform them of their success. 6. To help student to acquire the attitude of and skills in self- evaluation.

7. To help students to become increasingly self –directing in their study 8. To provide the additional motivation of examinations that provide opportunity to practice critical thinking the application of principles, making of judgment, etc. 9 To estimate the effectiveness of teaching and learning technics, of subject content, and of instructional media in teaching the goals of her course. 10. To gather information needed for administrative purpose , such as selecting students for higher courses, placement of students for advanced training, writing recommendations, meeting graduation requirement, etc.