Introduction, Tools and techniques, Types of Evaluation, CCE, Grading, Concept, Test, Measurement

1. EVALUATION
Presented to : Ms Monika Bishnoi
Presented by : Adeeba Aqil
Roll Number : 20221
College : Ch. Pratap Singh
Memorial College of Education
Class : B.Ed 1st Year
Session : 2020-2022

2. INTRODUCTION
According to Hanna- “The process of gathering and interpreted
evidence changes in the behaviour of all students as they
progress through school is called evaluation”.
Muffat says – “Evaluation is a continuous process and is
concerned with than the formal academic achievement of
pupils. It is interpreted in the development of the individual in
terms of desirable behavioral change relation of his feeling,
thinking, and actions”.
According to Ralph Tyler– “Evaluation is the process of
determining to what extent the educational objectives are
being realised.”
Ralph W. Tyler

3. TEST
• A test is defined as a tool or instrument of measurement that is used to
obtain data about a specific trait or characteristics.
• A test is a device or technique used to measure the performance, skill
level, or knowledge of a learner on a specific subject matter.
• A test is an instrument or a tool used to make a particular measurement.
• The tool may be written, oral, mechanical, or another variation.
• Example – Question paper of written examination, thermometer,
weighting machine.

4. MEASUREMENT
• The process of collection of data on the properties or attributes of interest
during the test or by some other reliable sources is called measurement.
• Measurement is the collection of information on which a decision is made.
Measurement is a specific sore given by an expert when a test is
conducted.
• To measure any thing, we need some standard scale, questionnaire or an
instrument known as test.
• Administration or the result of a test is a process of measurement, without
test, measurement is not possible. Measurement is expressed in numerals,
scores, average and percentage.
• Example - Scores given by the examiner on a student answer book.

5. EVALUATION
• Evaluation is the sum of the quantitative measurement and qualitative
description of student’s achievement thus providing a value judgement by
the teacher.
• In evaluation, the learning experiences are provided to the pupils in
accordance with predetermined teaching objectives.
• In evaluation, various techniques like personality test, intelligence test,
observation, are used for testing the behavioural changes.
• Evaluation is that process by which the interests, attitudes, tendencies,
mental abilities, ideals, behaviours and social adjustment etc. of pupils are
tested.
• The evaluation aims at the modification of education system by bringing a
change in the behaviour.

6. EVALUATION

7. TEST
Testing is only a
technique to collect
evidence regarding
pupil behaviour.
Teacher can take a test
of his students to
know about their
grasping power.
Test can be held after
completing the
chapter.
MEASUREMENT
Measurement is limited
to quantitative
description of the
student behaviour.
The measurement
process involves
gathering information
to monitor students'
progress and possibly
intervene if the need
arise.
Such as marks obtained
by students in the test.
EVALUATION
Evaluation is a more
comprehensive or a
broader term which
includes testing and
measurement and also
qualitative description of
the student behaviour.
It also includes value
judgment regarding
the worth or desirability
of the behaviour
measured.
Judging how well or
poorly the students have
performed in a test.
Evaluation
Measurement
Testing

8. CONCEPT
• Teaching is a conscious and planned activity where –
1. Educational objectives are determined
2. According to these objectives learning experiences are provided.
3. Evaluation is done to determine whether these objectives have been
achieved or not.
• Evaluation is defined as a process of collecting evidences of behavioral
changes and judging the directions and extents of such changes. The
desired changes in students represent the purpose or end of instruction.
• Evaluation is a continuous process and important part of teaching
learning process. It is closely related to outcome of instructional
objectives and teaching learning process.
• Discussing and using evaluation results to improve teaching and learning,
to improve individual student performance is called assessment.

10. ASSESSMENT
•Plan - What do I want students to learn?
This stage includes the first fundamental component of assessment:
Formulating Statements of Intended Learning Outcomes
•Do - How do I teach effectively?
This stage includes the second and third fundamental components:
Developing or Selecting Assessment Measures & Creating Experiences
Leading to Outcomes.
•Check - Are my outcomes being met?
This stage involves evaluation of assessment data (part of the fourth
component).
•Act - How do I use what I've learned?
This stage involves reinforcing successful practices and making revisions to
enhance student learning (part of the fourth component).

11. PURPOSE OF EVALUATION
Motivational Functions
Informational Functions
Planning Functions
Decision Making Functions

12. Motivational Functions
• Evaluation data provide incentives which motivate students to
continue working hard and also challenge others to work effectively so
as to achieve such incentives.
• Students learning outcome also reflect the teacher’s efforts.
Motivation of teachers also enhance, effective teaching – learning
process.
• Proper incentives should be given to the students as well as the
teachers in the form of appreciation, grades, comments,
division, certificates, stickers and etc. Such incentives motivate
the individual.

13. Informational Function
• Evaluation provide feedback to the students. Student can assess their
performance and figure out their strengths and weaknesses.
• Provide feedback to the teachers in terms of the functionality and
effectiveness of their models and strategies of teaching.
• Evaluation in the form of test scores, report cards, remarks of the teacher
provide information to the parents about the progress of their child.
• Provide information to the school administrators and educational
authorities about the progress and functioning of the teaching-learning
activities.
• Valuable information about the working of a school to the general
public is also provided by the evaluation data.

14. Planning Functions
• Evaluation help in the formation of the set objectives for the
teaching-learning tasks.
• Help in framing syllabus and developing curriculum.
• Evaluation outcome help in proper planning of method,
strategies and aid material used in teaching- learning.
• Help in better planning of remedial teaching, individual
teaching, group activities and special educational
programs.

15. Decision Making Functions
• Evaluation is needed in making decision for the selection of students to
various courses and areas of study.
• It helps in taking decision regarding promotion or retention of the
students. Assigning grades, merit position, awarding degrees and diplomas.
•
• It helps in taking valuable curricular decision such as changes in the
instructional objectives or methods of evaluation etc.
• Help in deciding the need for special or remedial education to the
children, and the ways and means of providing such education.
• Help in taking effective administrative decision like rewarding or
punishing the child, maintain or dismiss a teacher and other instructional
work of the school.

16. Characteristics of a
Good and Ideal Evaluation
Validity
Reliability
Objectivity
Comprehensiveness
Diagnosticity
Practicability

17. Objectivity
Evaluation must not be
affected through the
personal opinion,
impressions, interests and
attitude of both the
students and the examiner.
Diagnosticity
Evaluation must help to
diagnose properly the
strong and weak points of
the students, their
interests, attitudes, and
other abilities and traits.
Comprehensiveness
Evaluation must be
comprehensive, to assess
knowledge, skills,
abilities, interests and
attitudes as adequately as
possible.
Validity
Evaluation must be valid.
It should always measure
what it seeks to measure.
The ability, skill or
quality of the concerned
subject should be
evaluated.
Reliability
Evaluation should be
reliable that is the
measurement of the abilities
should be accurate and
consistent. If a student gets
B grade, then after repeating
the evaluation the outcome
should be same
Practicability
Evaluation scheme
should be practical while
implementing.
1. Ease of preparation
2. Ease of administration.
3. Ease of scoring and
interpretation

18. Diagnostic Evaluation
Formative Evaluation
Summative evaluation

19. Diagnostic Evaluation
• Diagnostic evaluation is done prior to teaching.
• Provide information about the previous knowledge of the content to be
taught.
• Help teacher to plan instructional programme suiting to the needs,
interest and abilities of the student.
• Informal diagnostic evaluation may be done through observation and
discussion.
• Formally it can be done through pre-test, inquiry or questionnaire.
• Diagnostic evaluation is an ongoing assessment of the teaching-learning
outcome during teaching.
• It can help in finding out the nature and cause of persistent learning
problems and to formulate a plan for seeking suitable remedial actions.

20. Formative Evaluation
• Formative evaluation is administered during the lesson taught or
instruction imparted.
• Formative evaluation provide useful information to both teacher and
student about the strengths and weakness of their teaching and
learning.
• It proves very useful in guiding the students, planning remedial
instruction and prompting them to ask for necessary help.
• Formally it can be conducted using checklists, quizzes, question
answers, assignments, class tests.
• Informally teacher can evaluate by observing student classwork,
listening to students comments and explanation.
• Formative evaluation should not create unhealthy competition.
• The result of such assessment should not appear in any official record.

21. Summative Evaluation
• It summarizes the final progress of the students as a result of a course
of learning unit or lesson.
• It is carried out less frequently than formative assessment, usually at
the end of a unit or course of instruction.
• Summative assignment are formally conducted by the means of
practicals, assignments, projects, examination.
• Informally teacher can conduct discussions, debates, oral test
• The result of such evaluation is used in making comparison among
students, placing them in order of merit, decision about promotion and
awarding a degree or diploma.
• Summative evaluation can also be called certifying evaluation.

23. Tools and Techniques of Evaluation
• Tools and Techniques are required to gather
information. Yhese should be valid, reliable and
useful.
• Interpretation of gathered information need to be
given in numerical score, grades as well as in
qualitative terms.
• Judgement should be made not just on scholastic
aspects but also on co scholastic aspects.

25. Quantitative evaluation is done using
scientific tools and measurements. The
results can be measured or counted, and
any other person trying to quantitatively
assess the same situation should end up
with the same results.

26. Oral Tests or Viva-Voce
• These tests are based on oral communication between the
student and the examiner.
• Oral tests are used in lower level of schooling.
• Group discussions, debates, interviews, quizzes can also be
used for evaluating students in oral form.
• Viva-voce are conducted during practical examination, in
senior classes.
• Oral exam are offered in schools as an alternative to written
exam for students with learning disability, like dysgraphia,
developmental coordination disorder, or non-verbal learning
disorder.

27. Practical Tests
• In a practical test student demonstrate their learning
performance by an experiment or work activity.
• Its an application of theoretical information, where students
create or produce something and then report their
observation.
• Practical techniques are used to assess , the skills of
psychomotor objectives namely, cognitive, conative and
affective domains.
• These techniques are useful in science, home science,
geography, psychology, biology etc.

28. Written Tests
• Most commonly used tool of evaluation.
• Various types of written tests are conducted throughout the academic
session.
• Written tests are tests administered on paper or on a computer.
• Here student appearing for the written test have to provide answers
by writing or typing in the space given or on a separate sheet.
• Written examination include the following type of questions.
1. Essay type questions
2. Short answer type questions
3. Objective type questions

29. ESSAY TYPE QUESTIONS
• In essay type questions students give responses to many questions of the
curriculum in the form of essay. Students have to give lengthy, descriptive,
detailed and elaborative answers.
• This type of tests is commonly employed to check mental abilities like
memorization, expression, recognition, reasoning etc.
• Easy to construct, but evaluation is difficult and time consuming.
• The personal views, opinions, ideas, etc. affect the response of a particular
answer as well as evaluation.
• Candidate with good handwriting sometimes gets more marks than the
one who gives an exact and accurate answer in bad handwriting.
• These tests are used to measure the levels of interpretation and
evaluation of the student.
• EXAMPLE – Q How do we learn? Discuss in the light of the theories and
principles of learning.

30. SHORT ANSWER TYPE QUESTIONS
• Short questions are those to which short and pinpointed answers
have to be given by the students.
• Purpose is to test large amount of knowledge, ability and
understanding with in a short time.
• Answer is to be given in fixed number of words say 100, 200 or
fixed number of lines.
• These questions measures specific facts such as dates, names,
place, concept, definition, examples.
• Excessive use may encourage rote memory, and poor study habits.
• Scoring of short answer type questions can be tedious and
subjective when there is a possibility of one or more correct
answer.
• To write good short answer, student must possess synthesis and
interpretation skills.
• EXAMPLE – Q Define intelligence?

31. OBJECTIVE TYPE QUESTIONS
• Objective type questions are answered by just writing one or
two words, numerals, fill in the blanks, choosing one out of
multiple responses given, etc.
• In objective tests, the achievement of subjective knowledge of
pupils, their aptitude, attitudes, interests, intelligence, etc. are
measured.
• Very less time is required in responding the answer.
• Objective type tests are comprehensive and serve the
evaluation purpose.
• Since the answers to these types of questions is only one
therefore it is quite reliable, objective, valid and can not vary.
• Setting up an objective type question paper is difficult, but
checking and evaluation is easy.

32. Objective Type
Questions
Recall Type
Completion Type
or Fill in the
Blanks
Simple Recall
Type
Recognition
Type
True – False
Type
Multiple Choice
Questions
Matching Type
Classification
Type
Analogy Type

33. More subjective than quantitative
evaluation, qualitative evaluation is defined
as any observation made using the five
senses. Qualitative evaluation becomes
harder to reproduce with accuracy.

34. OBSERVATION
• Observation is defined as systematic method of analyzing and
recording behaviors by directly perceiving the individual or group
using one’s sensory organs.
• Senses of vision and hearing are more commonly used in assessing
the outcome of the change in conative and affective behavior of
the student.
• It is a tool which deals with the external or overt behavior of a
student in controlled or uncontrolled situations.
• Steps –
1. Planning of Observation
2. Execution of Observation
3. Recording and Interpretation

35. Planning of Observation
• Definition of specific behavior or activities to be observed. What is
to be observed?
• An appropriate group of students to be observed.
• How the observation work is to be carried out? What type of
methods or resources will be used for observation.
• Determination of place, time, period and instrument for carrying
out effective observation.
• How can the observation results may be made more reliable,
informative, objective and valid.

36. Execution of Observation
• Proper arrangement of special conditions for the subjects.
Observation should be done in quite naturalistic condition.
• Assuming the proper physical position for observing. Eyes and ears
of the observer play key role in observing.
• Modern observation equipment's like cameras, video-audio
recorder should be used with proper handling.
• Focusing attention on specific behavior/activities under
observation.
• For desirable objectivity, reliability and validity of evaluation
observation work must be repeated by the same observer.

37. Recording and Interpretation
• Observation must be recorded promptly preferably on the spot,
specifying the duration and hour of the session.
• While recording the behavior/activities the observer may use tape
recorder, video recorder, stop watch etc. to make more reliable and
accurate observation.
• Observation should be qualitative as well as quantitative.
• After the collection of data, the data is analyzed and conclusions are
drawn.
• While recording 2 methods are adopted –
1. Simultaneous Recording – Observer undertakes observation
simultaneously with occurrence of phenomenon/behavior or activity
2. Soon after the observation – Not simultaneously with the actual
observation process but soon after the observation is completed. While
the details are still fresh in the mind of the observer.

38. CHECK LIST
Checklists are assessment tools that set out
specific criteria, which educators and
students may use to gauge skill development
or progress. Checklists set out skills,
attitudes, strategies, and behaviours for
evaluation and offer ways to systematically
organize information about a student or
group of students. Checklists usually offer
a yes/no format in relation to student
demonstration of specific criteria.
RATING SCALE
Rating scale is a tool used for assessing the
performance of tasks, skill levels,
procedures, processes, qualities, quantities,
or end products, such as reports, drawings,
and computer programs. Rating scales are
similar to checklists except that they indicate
the degree of accomplishment rather than
just yes or no. Rating scales state the criteria
and provide three or four response selections
to describe the quality or frequency of
student work.
ANECDOTAL RECORD
An anecdotal record is a detailed
descriptive narrative recorded after a
specific behavior or interaction occurs.
Anecdotal records inform teachers as
they plan learning experiences, provide
information to families, and give
insights into identifying possible
developmental delays. Anecdotal
records are brief notes teachers take as
they observe children.
INTERVIEW
An interview is a qualitative technique
which involves asking questions to
converse with the students. Interviews
are conversations between an
investigator and a respondent in which
questions are asked to collect data and
narrative information in order to better
understand the student’s unique
perspectives, opinions, and knowledge.
QUESTIONNAIRE
A questionnaire is a
research instrument
consisting of a series of
questions for the purpose
of gathering information
from respondents.
Questionnaires can be
thought of as a kind of
written interview. They
can be carried out face to
face, by telephone,
computer or post. The
questions and answers are
designed in order to gather
information about
attitudes, preferences and
factual information of
respondents.

39. GRADING SYSTEM
• The grading system was invented by the William Farish, a teacher
in the Cambridge University, England in 1972.
• The grading system provides letter grades to the students for
their educational achievements instead of declaring them passed
or failed or assigning numerical marks.
• Grading reduces the subjectivity and unreliability on the part of
the examiners.
• Grading system provides scaling of the evaluation on a uniform
basis for better comparison and combination of the evaluation
outcomes in the different subjects and by the different
examiners.

40. Advantages Of Grading System
1. Determination of Weakness and Strengths: With the help of the
grades the weaknesses and strength of the students will be identified.
2. Low Score Pressure: The grading system lower the pressure of getting
high marks because actual marks are not written on the report card.
3. The pattern of Grading: Grades are not given according to the
academics only criteria like achievements, assignments, attendance,
etc. add up in getting good grade.
4. Simple Studies: Grading make the study easier and targeted.
5. Classification of Students: With the grading system, teachers are able
to classify the students into the different groups like bright students,
average students and below average students.
6. Parent’s Attention: By knowing the grades of the child, parents also
get aware about the capability of their child and provide better
resources to the child.

41. Limitations Of Grading System
Decreased Performance: Decrease in the performance of learners is one of the
drawbacks of the grading system. Students easily get the targeted grades so less
efforts are put in studies.
Accuracy in Result: The grading system fails in showing the accurate
performance of the students. Grade achieved by students doesn’t reflect the
actual ability of the student.
Competition Decreased: Students focus on attaining passing marks instead of
getting highest marks, this result into decreased competition among the
learners which can drop their intellectual level.
Demotivation: The grading system demotivate the bright students as the grade A
range is between 90% to 100%, so the student who scores 90% get grade A on
the same hand the student getting 95% also get grade A due to which brighter
student lose his confidence.
Increased Lethargy: As we know that assignments, projects and attendance are
counted in the grades. So, students perform well in these activities and got
grades instead of performing well in exams which results in the increased
lethargy.

42. Methods of Grading
Absolute Grading Method -
• In such grading method a pre-determined level or pre-established
percentage scores required for a given grade is fixed.
• Another form of absolute grading is criterion based grading, where
pre-determined performance is fixed by the teacher.
• Example : Grade Score Percentage Performance Criterion
O 80% and above Outstanding(Excellent)
A 70%-79% Above Average(V. Good)
B 60%-69% Average(Good)
C 50%-59% Below Average (Poor)
D Less than 50% Inadequate(Very Poor)
•

43. Methods of Grading
Relative Grading Method -
• Relative grading allows the teacher to interpret the results of an
assessment and determine grades based on student performance.
One example of this is grading “on the curve.”
• In this approach, the grades of an assessment are forced to fit a
“bell curve” no matter what the distribution is. A hard grade to the
curve would look as follows.
• 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
• If the entire class had a score on an exam between 90-100% using
relative grading would still create a distribution that is balanced.

44. Continuous and Comprehensive
Evaluation

45. Continuous and Comprehensive
Evaluation
• Education is aimed at all-round development of children.
• Continuous indicates that the assessment needs to be done every day, while teaching in
class, and even after teaching so that difficulties faced by students can be diagnosed
regularly.
• Comprehensive indicates that the evaluation is to cover all aspects – cognitive, emotional
and functional.
• CCE aimed to evaluate every aspect of the child during their presence in school.
• CCE decrease the student’s workload by taking several small tests throughout the year in
place of a single test at the end of the academic program.
• Students are awarded grades based on their work, skills, dexterity, innovation, steadiness,
teamwork, public speaking and behavior.
• It aims to evaluate and present an overall measure of the student’s ability.
• CCE help the students who were not competent enough in academics by providing them a
platform to showcase their talent in other fields like sports, music, arts and other creative
fields.
• The older pattern of CBSE had only one test at the end of the academic year whereas the
CCE conducted several.

46. Continuous and Comprehensive
Evaluation
A CCE pattern comprise of two different tests—the formative and the summative. Formative
tests comprise of the student’s class performance, classwork, homework, submission of
projects assigned, and the active participation in various activities conducted in a class.
Summative is a three-hour written tests to test the academic insight of the student.
Formative Assessment is conducted four times in an academic session with a
40% weightage.
Summative Assessment is a three-hour written test conducted twice, SA-1 is conducted after
FA-1 and FA-2 and SA-2 is conducted after FA-3 and FA-4 with a weightage of 60%.
A continuous comprehensive assessment aim to achieve qualitative education and meet
the following objectives of all aspects of learning:
Cognitive Approach - Knowledge, understanding, application, analysis, synthesis, evaluation
Effectiveness – Accepting, responding, assimilating, thinking, organizing, specialization of
value group
Functional/Psychomotor – stimulation, control, functioning, disposition, adjustment, habit
building

47. Implementation of Continuous and
Comprehensive Evaluation
The role of continuous and comprehensive evaluation is very important to improve learners’
quality in the cognitive as well as in the non-cognitive domains. Continuous assessment is a
continuous updating of teachers judgments about learners that permit cumulative judgments
about their performance to be made.
• Careful examination of the course, and specification of competencies to be attained by the
learners in terms of knowledge, understanding, application (analysis, synthesis, evaluation
for higher grades) and skill performance.
• Knowledge and ability to construct assessment tools that are criterion based appropriate
for assessing the competencies.
• Careful planning of the competency based teaching procedures. There should be
congruence between teaching and assessment without which assessment would become
distorted.
• Comprehensive evaluation of competencies as well as personality traits and attitudes.
• The maintenance of records.
• Requirement of knowledge and skills of evaluation, commitment, and assistance to
provide remedial teaching on part of the teacher.

48. Advantages of Continuous and
Comprehensive Evaluation
How Does Continuous and Comprehensive Evaluation
Help a Classroom Teacher?
• To identify learning difficulties in mastering certain competencies
and the intensity of such learning difficulties.
• To improve students’ learning through diagnosis of their
performance.
• To plan appropriate remedial measures to enable he students who
have learning difficulties in mastering the competency.
• To improve or alter instructional strategies to enhance the quality of
teaching.
• To decide upon the selecting of various media and materials as a
supportive system in mastering the competencies.
• To strengthen evaluation procedure itself.

49. Thank
You…
“If you cannot measure it , you cannot
improve it.” .... So Evaluation is important.