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Assessment Unit 3
Assessment Unit 3
• Latin word
• Observare – to keep open
• Measurement without using any instrument
or device
• Understanding the environment by sense
organs
Observation
• External behaviour of persons in appropriate
situations
• Controlled or uncontrolled
• Expert, purposive, systematic, carefully
focused and thoroughly recorded
• Should be accurate, valid and reliable
• Tools such as check list and score-card, tape-
recorder, thermometers, audiometer, stop-
watch, binoculars etc.
Type of Observation
Participant
Non-Participant
Types
• Direct Observation
• Indirect Observation
• Natural Observation
• Artificial Observation
• Participant Observation
• Non-participant Observation
• Controlled Observation - laboratory
• Uncontrolled Observation - natural situation
• Known Observation
• Unknown Observation
• Group Observation
• Personal Observation
Uses of Observation
• In descriptive research
• Significant aspects of personality which
express themselves in behaviour
• Physical aspects of school buildings or
students and teachers – through physical
examination, measurement, assessment and
comparison with fixed standards
• In classroom – learning behaviour
• Cumulative record – anecdotal evidence –
research studies
Requisites of a Good Observation
Proper Planning
Skillful Execution
Recording and
Interpreting
Observation
Self reporting
• Type of survey, questionnaire, or poll
• Respondents read the question and select a
response by themselves without researcher
interference
• Any method which involves asking a
participant about their feelings, attitudes,
and beliefs and so on
• Examples - Questionnaires and interviews
• Used in observational studies and
experiments
❖ Questionnaires
• Consists of a set of questions usually in
a highly structured written form
• Open questions and closed questions
❖ Interviews
• Spoken questionnaire where the
interviewer
records the responses
• Structured - predetermined set of questions
• Unstructured - no questions are decided in
advance
• Questionnaires and interviews - to study
large samples of people fairly easy and
quickly.
• Ask people to reveal behaviour and feelings
which have been experienced in real
situations.
• Participants may not respond truthfully
• Social desirability bias can be a big problem
• If questionnaires are sent out, say via email or
through tutor groups, response rate can be
very low
• Unstructured interviews can be very time
consuming and difficult to carry out
• Structured interviews can restrict the
respondents' replies
• Psychologists often carry out semi-structured
interviews whichconsist of some pre-
determined questions and followed up with
further questions which allow the
respondent to develop their answers
Case study
Indept Study about a Deep rooted
problem
● A Case may be an individual , a
group of individual or institution
1t aim to solve problem
Sociometric techniques
Sociogram = Graphical
Representation of Sociometric
Projective Techniques
•
• Objective Description
•
• Comment of Observer
Values and Uses of Anecdotal Records
• Achievement Test
• Diagnostic test
• Standardized test
• Teacher made test
• Prognostic test
• Norm Referenced test
• criterion referenced test
• Paper Pencil Test
• Performance test
• oral and Written test
• objective
• Subjective test
• Group test
• individual Test
• intelligence test
• Aptitude test
• Attitude test
• verbal Test
• Non verbal test- -- - - -
Achievement test
STANDARDIZED TESTS
TEACHER-MADE TESTS
EXAMPLES OF ACHIEVEMENT TEST
Spelling tests, timed arithmetic tests, and
map quizzes are all examples of
achievement tests.
Admission to colleges and graduate studies
depends on achievement tests such as the
Scholastic Assessment Test (SAT), which
attempts to measure both aptitude and
achievement, the Graduate Record Exam
(GRE), the Law School Admissions Test (LSAT),
and the Medical College Admissions Test
(MCAT). The Iowa Test of Basic Skills (ITBS)
and the California Achievement Test (CAT) are
examples of achievement tests given to many
elementary school students around the United
States.
TYPES OF STANDARDIZED TESTS
APTITUDE ATTITUDE
TESTS TESTS
WRITTEN
ORAL
PRACTICAL
WRITTEN
•ESSAY TYPE
❖RELIABILITY
❖ EQUILIBRIUM
• Achievement of the correct proportion among
questions alloted to each of the objectives
and teaching content.
❖SPECIFICITY
• The items in a test should be specificity to
the objectives.
• Classification
• Finding the nature of difficulties
• Finding the causes of difficulties
• Providing remedial measures
• Preventing the difficulties from occurring
Uses of Diagnostic tests
• Point out inadequacies in specific skills
• Locate areas in which individual instruction is
required
• Furnish continuous information in order that
learning activities may be most productive of
desirable outcomes.
• Serve as a basis for improving instructional
method, instructional materials and learning
procedures
Prognostic tests
• One of the important uses of tests is to
predict how individuals behave in
certain situations.
• Prognostic tests are intended for uses in
prognosis or prediction of future success
in specific subjects of the school
curriculum.
• They also frequently test some of the
aptitude factors that are not directly
dependent upon previous training of a
specific topic.
STANDARDIZED TESTS
• Standardization means uniformity of
procedure in scoring, administering
& interpreting the results.
• Standardization test is one in which the
procedure, apparatus, & scoring have
been fixed so that precisely the same test
can be given at different times & places
- (LEE J CRONBACH).
• Standardization tool is one for which
norms have been established.
❖ CONTENT IS STANDARDIZED:
• Item – selection done by component judges.
❖ ADMINISTRATION IS STANDARDIZED:
• direction , time limits
❖ SCORING HAS BEEN STANDARDIZED:
• rules of rules, scoring key are prepared.
❖ INTERPRETATION HAS BEEN STANDARDIZED:
• Norms are provided.
TEACHER – MADE TESTS
• Teacher made tests are classroom
tests and are developed by the
teachers.
IN HIS CLASS
1. Analytical rubrics
2. Holistic rubrics
3. General rubrics
4. Task specified rubrics
Analytical Rubrics
Advantage
Give diagnostic information to teachers
Give formative feedback to students
Good for formative assessment
Scoring more consistant
Holistic Rubrics
• Step· 3
• The teacher discusses how he grades the
quality of an assignmentand he also
discusses the grading of the assignment he is
going to give them in the classroom.
• Step· 4
• The teacher shows the students how he
gives marks to the assignment by using a
model assignment.
• Step· 5
• The teacher asks the students to create
scoring rubrics for the sample assignment
using the guidance given by him.
• Step· 6
• The teacher gives the scoring rubrics and
gets feedback from the students for
improving it.
• Step· 7
• Finally he uses the scoring rubrics for
scoring the assignment given to the
students.
Rubrics Importance
• The main purpose of rubrics is to
assess performances.
• Rubrics help students and teachers define
"quality”
• When students use rubrics regularly to
judge their own work, they begin to accept
more responsibility for the end product. It
cuts down on the "am I done yet?“
questions.
• Rubrics reduce the time teachers spend
grading student work and make it easier
for teachers to explain to students why they
got the grade they did and what they can
do to improve.
• Parents usually like the rubrics concept once
they understand it, and they find rubrics
useful when helping with homework. As one
teacher says: "They know exactly what their
child needs to do to be successful"
ASSESSMENT TOOL FOR AFFECTIVE DOMAIN
• Affective Domain
• Prepared in 1964 by Dr.Bloom, Kruthwohl and
Masin.
• Emphasizes the development of the heart.
• It deals with values, attitudes, interest, and
appreciation, social and emotional adjustment.
• If the objectives of the affective domain are
attended to and achieved, the evaluator will be
in a position to predict the behavior of an
individual.
• Affective taxonomy is divided into
five
major classes arranged in a
hierarchical order on the basis of the
level of involvement.
• Characterization
• Organization
• Valuating
• Responding
• Receiving
• Receiving
• Learner should be sensitized to the
existence of certain phenomenon and stimuli
in his environment. This includes
awareness, willingness to receive and give
controlled or selected attention. (Ability to
discriminate the stimuli)
• Responding (Interest objective)
• This is with response that goes beyond
merely attending to phenomena. A
person is actively involved in attending to
them.
• This involves responding, willingness to
respond and satisfaction in response. The
person attaches emotional significance to
the stimuli
• Valuating
• Stage of internalization-becomes part of the
person.
• This includes acceptance of a value, preference
for a value and commitment to a goal, idea or
belief or a conviction in regard to a point of
view.
• Consistence in behavior, which can be
predicted. Forms principles of life and
behavior is based on it.
• Organisation
• For situations where more than one value is
relevant the need arises for the organization
of the value into a system.
• Thurstone Technique of
Scaled Values
• Likert Method of
Summated Ratings
Thurstone scale
• Five Steps
• Step-I
• Several hundred statements expressing
various degrees of negative and positive
attitude towards the objects or events are
collected. These statements can be
obtained from experienced people or from
popular literature on the issue
• Step-II
Recruitment
TYPES OF TEST ITEMS
• OBJECTIVE TYPE
• SHORT-ANSWER TYPE
• ESSAY TYPE
TYPES OF OBJECTIVE TEST
True-False type
Matching type
Completion type
Suggestion for the construction of
true or false
• Avoid text book language
• Avoid double negetive
• Avoid use all,always,never,only…
• Limit 2or more statement to a single idea
• Avoid long statement and complex sentence
structure
• True or false statement approximately equel
in length
Suggestion for the construction of
multiple choice
• Avoid copied sentence from textbook
• Each item should have 4 or 5 alternative
• Avoid pattern of correct answers
• Be sure only one correct answer is given
• Some of the term used in there are not
repeated in the correct response
• Avoid use of double negetive
• Don’t repeat the words in each option which
can be included in there.
• All response should be homogenious
• No intentional clue to correct answers
• Arrange the option in chronological order
• Avoid all the above,as far as possible
Suggestion for the construction of
matching type
• Should not give same number of option in
both the coloumn
• Item should be neither too long or too short
• Item both the coloum should be relatively
homogenious
• Option should be some sort of logical order
• Complete item should appear on the same of
the question paper and not we carried over
to the next page
Suggestion for the construction of
completion type
Merit
Scored objectively.
Reduce subjective elements.
Reduce Role of Luck & Cramming
Demerit
Difficult in Preparing good item
problem of Guessing
high Printing cost
Short-answer type
• A question requiring 3 or 4 value points at
the most may be defined as Short
Answertype question
• Make Questions Simple, Short &
Dramatically correct
• Maximum length of expected Answers
should be precisely inticated
• Avoid Qualitative terms like many, all, Much,
always, Most etc
• Avoid subjective terms like “ Discuss” “What
do you know about” etc
Advantage and disadvantages of
Short-answer type
Advantage
A relatively large portion of the content
provide little opportunity for guessing
carefully evaluating the abilty to interpret
diagrams, charts graphs etc.
Disadvantage
it is More Subjective than objective type
Questions
ESSAY TYPE
Merits Demerits
• Easy to Administer • time consuming
• Largly eliminate • cannot comprehensively
guessing cover the content
• it is easy to prepare • Subjective in nature
• Reduce chances of • No sufficient validity &
on the spot copy Reliability
• it promote Creative
thinking.
Principles for the Construction of Test Items
Five principles
b) d) Principle
a) c) Principle
Principle of e) Principle of
Principle of Practicabilit
of Standardisation
of Validity Sensitivity y
Reliability
(2) Internal
1. 2. 3. consistency
Content Criterion Construct (1) of Nine steps
Validity Validity. Validity. measures.
Stability
.
(i) the
(i) (ii) (i) (ii) Discrimina (i) Test - (ii) (ii)
(i). Face concordan
Concurrent Predictive Convergen nt validity retest Parallel split-
Validit t value of
validity validity. t validity. reliabilit form half
y items
y reliability method.
Principles for Constructing Test Items
• Five principles for test items construction
a) Principle of Validity
• If a measuring tool measures what it intends
to measure then it is a valid instrument. The
validity of measuring tool includes the
following.
1. Content Validity.
2. Criterion Validity.
3. Construct Validity.
1. Content Validity
• If a measuring tool contains all the
measurement of a particular things then it is
called the tool with content validity. This tool
measures all the dimensions of a thing to be
measured.
# Face Validity
• One of the fundamental indicators of a good
measuring tool is the face validity. If a
measuring tool shows outwards that it can
fulfil the measuring needs of a teacher, then it
is called the measuring tool with the face
validity. For instance, if a test is prepared to
measure whether students can perform
multiplication, and the people to whom it is
shown all agree that it looks like a good test of
multiplication ability, this demonstrates face
validity of the test
2. Criterion - Related Validity
• Criterion - Related validity of a measuring tool is
that the measuring tool is constructed with
reference to a standard for measuring a particular
aspect of a thing. It should be similar to a
measuring tool that is based on the same
criterion.
• This validity includes
• (i) Concurrent validity and
• (ii) Predictive validity.
i). Concurrent Validity
• One of the indicators of a measuring tool is
its concurrent validity. It means that this
measuring tool should concur with the
standardised measuring tool that is
constructed already that measures the same
aspect of an object.
ii). Predictive Validity
• If a measuring tool measures an aspect of
any thing by determining a values for it, and
if it is used to measure the same aspect of
the some thing in the future and if it gives
the same values for it, then it is called the
measuring tool that has a predictive validity.
3. Construct Validity
• The construct validity of a measuring tool is
that all indicators of this measuring tool
showing the same value at all times in all
situations if it is used to measure an aspect of
anything. It includes the following in it.
i) Convergent validity.
ii) Discriminant validity
i) Convergent Validity
• The convergent validity shows that if a
measurement is made by a measuring tool
using more than one indicator of it, and if all
the indicators of the tool gives the same value
in the measurement, then we call this property
of the tool as the convergent validity of the
measuring tool.
ii) Discriminant Validity
• If the different items in a measuring tool give
different values and results for each item while
measuring an aspect of a thing, then this
tool has the discriminant validity question
items when we administer it on individuals,
then this questionnaire (measuring tool) has
discriminant validity.
b) Principle of Reliability
• The reliability of a measuring tool is that
quality of that measuring tool that shows the
ability of the tool to give the same
measurement values if it is used to measure an
aspect of a thing at different times.
• This includes
(1) Stability and
(2) Internal consistency of measures.
1. Stability of Measures
• The stability of measures of a measuring tool
indicates that the particular tool will give
measures that are stable if it is administered in
different times.
• The stability of an measuringtool can be
found out by
(i) Test - retest reliability and
(ii) Parallel form reliability
i). Test - Retest Reliability
• If we conduct a test for measuring the
achievement of student, and if we conduct the
same test again after a month or so, then if we
get the same result for their achievement, we
can call this as test - retest reliability. It indicates
the stability of measures of the measuring tool.
• Sometimes in the test - retest reliability we will
see a slight variation in the result, it is because of
the fact that we conduct these tests based on
the memory power of the students
ii). Parallel - Form Reliability
• To conduct a test using parallel form question
papers, we prepare two question papers and
both of them have the same questions but
worded differently and the order of the
questions are different in the question
papers. If we conduct a test immediately one
after another one the same students and if we
get the same responses from them, then the
measuringtool (question paper) has the
parallel form reliability.
2. Internal Consistency of Measures - Reliability
• Internal consistency of measures of a
measuring tool is that quality of the tool that
shows the ability of the tool containing items in
the tool that measure the same aspect of a
thing and giving the same measures. It is the
consistency between two items of the tool
measuring the same aspect of a thing.
• It can be found out by
(i) the concordant value of items and
(ii) split- half method.
i) Concordant Value of Items
• The concordant value of items in a measuring
tool is such a quality of the tool that the
different items of the measuring tool
measuring the same aspect of a thing and
giving the same value. If the tool measures the
same value for its different items for the same
aspect of a thing then it has internal
consistency of measures.
ii) Split - Half Method for Finding Internal
Consistency
• If we split a question paper that measures the
achievement of students into two halves, one
half containing even numbered questions, and if
we conduct two tests, one with odd numbered
questions and the other with the even
numbered questions for the same students, and
if we compare the marks of the students for
these two tests and if we get more or less the
same marks, then we will call the question
paper as having split - half reliability of internal
consistency.
c) Principle of Sensitivity
• This is the property of a measuring tool
that shows small variations in its
measurement when we make some small
changes in the measuring tool.
d) Principle of Practicability
• This is the property of a measuring tool that
its simplicity of administering it easily on the
individual to measure the aspect of them. So,
the practicability of a measuring tool is its
easy usage in practice.
e) Principle of Standardisation
Nine Steps involved in the construction and
standardisation of a test.
i) Planning.
ii)Writing the test items.
iii). Field try out of the test.
iv). Item analysis.
v) Organising the test items.
vi)Conducting the test and marking.
vii).Establishing the reliability and validity of the
test.
viii).Estabilishing the objectivity of the test and,
ix). Usage of the test
I. Planning the Test
1. Determining the general objectives the thing to
be measured and using marks awarded in the
valuation of the test.
2. Consulting experts in the subject matter.
3. Determining the time limit for the test.
4. Determining the conduction of field try - out.
5. Determining the difficulty level of the test
items so that the awarding of marks and the
conduction of test may be practicable.
II. Writing the Test Items
i) The test items should be written considering
the accuracy of it, suitability to the content of
the subject and its revelence to educational
standards.