UNIT 8: EXAMINATION AND EVALUATION

By Dr. RUBINA RAHAT

 What is Evaluation?

Evaluation refers to the process of assessing, measuring, and

determining the quality, effectiveness, or value of something.
It involves gathering information, analyzing data, and making
judgments or conclusions based on predetermined criteria or
standards.
Evaluation is used in various fields, including education, research,
business, healthcare, and policy-making, to assess the performance,
impact, or outcomes of projects, programs, products, services, or
individuals.
 What is Evaluation?

Evaluation plays a crucial role in decision-making,

accountability, and continuous improvement by providing
evidence-based insights and recommendations.
It helps organizations or individuals understand the strengths
and weaknesses of their efforts and make informed choices for
optimization or enhancement.
 What is Evaluation?

Evaluation can be Formative and Summative

Formative
Formative evaluation is conducted during the development or implementation
of a project or program to provide feedback for improvement and to guide
decision-making.
Summative
Summative evaluation, on the other hand, is conducted after the completion of
a project or program to assess its overall impact, effectiveness, or success.
 What is Examination?
• Examination refers to a formal assessment or test conducted to evaluate
a person's knowledge, skills, or abilities in a particular subject or field.
It is a systematic process of assessing an individual's understanding,
comprehension, application, and critical thinking related to the subject
matter being examined.
• Examinations are commonly used in educational institutions, such as
schools, colleges, and universities, to measure students' progress,
determine their level of achievement, and make judgments about their
performance. They serve as a way to assess learning outcomes, gauge the
effectiveness of teaching methods, and assign grades or scores to
students.
 What is Examination?
• Examinations can take various forms,
including:
• Written exams
• Oral exams
• Practical exams
• Performance exams
 What is Examination?
• Examinations usually have predetermined criteria,
standards, or syllabi that define the content and scope
of the assessment. They are typically time-limited,
with a specific duration allocated for completing the
tasks or answering the questions. The results of
examinations are often used to determine grades, rank
students, certify qualifications, or make decisions
related to academic progression, scholarships, or
employment.
 What is Examination?
• It's
important to note that while examinations can
provide valuable information about a person's
knowledge and skills, they are just one form of
assessment and may not capture all aspects of an
individual's abilities or potential. Other forms of
assessment, such as projects, portfolios, presentations,
or practical demonstrations, are often used in
conjunction with examinations to provide a more
comprehensive evaluation.
 • Diversity in Examinations

• Diversity in examinations refers to ensuring fairness,

inclusivity, and equal opportunities for all individuals,
regardless of their background, culture, gender, or other
characteristics. It recognizes that different individuals may
have diverse perspectives, experiences, and learning styles,
and aims to create assessment environments that
accommodate and value these differences.
 Diversity in Examinations
• Here
are some key aspects of promoting diversity in
examinations:
Inclusive assessment methods:
Consideration should be given to using a variety of assessment
methods that cater to different learning styles and abilities. This
can include written exams, oral exams, practical assessments,
group projects, presentations, or a combination of these
approaches. Providing options allows individuals to demonstrate
their knowledge and skills in ways that suit their strengths and
preferences.
 Diversity in Examinations
Culturally sensitive content:
Ensure that the content of examinations reflects a diverse range of cultures,
backgrounds, and perspectives. This can help create an inclusive environment where
all students can relate to and engage with the material. It is important to avoid bias
and stereotypes in exam questions and materials.
Accommodations for individual needs:
Recognize that some individuals may require accommodations to access and
perform in examinations. This can include providing extra time, modified formats
(e.g., larger font size, braille), assistive technologies, or additional support for
students with disabilities, language barriers, or specific learning needs.
Accommodations should be made based on individual assessments and in
accordance with relevant policies or guidelines.
 Diversity in Examinations
Bias awareness and prevention:
Ensure that examiners and assessors are trained to be aware of and avoid bias
in the assessment process. Bias can occur consciously or unconsciously in the
wording of questions, scoring, or grading. Regular training can help mitigate
the impact of bias and promote fair and equitable evaluations.
Review of assessment outcomes:
Regularly review and analyze assessment outcomes to identify any potential
disparities or inequities among different student groups. This can involve
examining data on performance by demographic factors (e.g., gender,
ethnicity) and taking appropriate measures to address any imbalances or
disparities that are identified.
 Diversity in Examinations
Student feedback and engagement:
Encourage students to provide feedback on the examination process,
including their experiences, challenges, and suggestions for improvement.
Actively seeking input from students can help identify areas for
enhancement and ensure that the assessment methods and environments
are responsive to their diverse needs.
• Promoting diversity in examinations is crucial for creating an inclusive
educational environment that values and respects the unique qualities and
perspectives of all individuals. By considering diverse approaches and
accommodating individual needs, assessments can become more equitable,
allowing each person to demonstrate their knowledge and abilities to the
best of their potential.
Implementation of Examination System
The implementation of an examination system involves various
steps and considerations to ensure that the assessment process
is efficient, fair, and effective. Here is a general outline of the
key elements involved in implementing an examination system:
Establish Objectives:
Define the purpose and goals of the examination system.
Determine what knowledge, skills, or competencies the
assessments should measure and align them with the overall
educational objectives and curriculum.
Implementation of Examination System
Design Assessment Methods:
Select appropriate assessment methods that align with the objectives and
are suitable for the subject or discipline. This may include written exams,
practical assessments, oral exams, projects, or a combination of these
methods.
Develop Exam Content:
Create exam content based on the defined objectives. Ensure that the
questions or tasks are clear, relevant, and well-structured. Review the
content to avoid any potential biases or discrimination.
Implementation of Examination System
Establish Rules and Guidelines:
Define the rules and guidelines for conducting examinations.
This includes setting the duration of the exam, rules for
academic integrity and misconduct, and any necessary
accommodations for students with special needs.
Create Exam Schedule:
Set a schedule for exams that considers factors such as the
academic calendar, course load, and students' convenience.
Communicate the schedule well in advance to allow students to
prepare.
Implementation of Examination System
Train Exam Administrators:
Provide training to exam administrators, invigilators, and
graders to ensure they understand their roles, responsibilities,
and the procedures to be followed during the examination
process.
Secure Exam Materials:
Safeguard exam materials to maintain the integrity of the
assessment. Ensure that exams are stored securely before
distribution and that they are distributed in a controlled and
confidential manner.
Implementation of Examination System
Conduct Examinations:
Administer the exams according to the established guidelines and procedures.
Ensure a quiet and distraction-free environment for students during the
examination.
Accommodate Special Needs:
Provide appropriate accommodations to students with disabilities or other
special needs, as required. This may include extra time, assistive technologies,
or alternate formats.
Collect and Manage Exam Papers:
Collect completed exam papers, maintain confidentiality, and ensure secure
storage until the grading process is complete.
Implementation of Examination System
Grading and Evaluation:
Establish a fair and transparent grading process. Ensure that grading criteria
are well-defined, and multiple graders may be used to mitigate biases.
Provide Feedback:
Offer constructive feedback to students on their performance, highlighting areas
of strength and improvement. Feedback can facilitate learning and help students
understand their progress.
Review and Improve:
Regularly evaluate the examination system's effectiveness and efficiency. Gather
feedback from students, faculty, and administrators to identify areas for
improvement and make necessary adjustments.
Implementation of Examination System
Use of Technology:
Utilize appropriate technology for exam administration, grading, and data
management. This can help streamline the process, reduce errors, and improve
accessibility.
Communicate Results:
Communicate exam results to students in a timely and clear manner. Ensure
transparency in the grading process and offer opportunities for students to seek
clarification on their scores.
By carefully planning and executing these steps, educational institutions can
implement a robust examination system that promotes learning, measures
student performance accurately, and maintains the integrity of the assessment
process.
 Malpractices in Examination
• Malpractices in examinations refer to dishonest or unethical
behaviors that occur during the assessment process. These
practices undermine the integrity of the examination system and
can have severe consequences for the credibility and fairness of
the results. Some common malpractices in examinations include:
Cheating:
This is one of the most prevalent malpractices and involves
students attempting to gain an unfair advantage by copying from
others, using unauthorized materials, or accessing electronic
devices during the exam.
 Malpractices in Examination
Plagiarism:
Plagiarism occurs when students submit work that is not their own, either
by copying from published sources, online content, or another student's
work without proper attribution.
Impersonation:
Impersonation happens when someone takes an exam on behalf of another
student, usually by using fake identification or forged documents.
Leaking of Question Papers:
Prior to the examination, if the question papers are leaked or shared with
some candidates in advance, it gives them an unfair advantage over others.
 Malpractices in Examination
External Assistance:
Students may seek help from external sources, such as hired individuals
or professional exam takers, to answer questions on their behalf.
Communication during Exams:
Passing answers or information to other students during the exam
through gestures, notes, or electronic devices.
Misrepresentation of Identity:
Providing false information about one's identity to gain eligibility for
specific exam benefits or accommodations.
 Malpractices in Examination
Use of Unpermitted Devices:
Using unauthorized electronic devices, such as smartphones or
smartwatches, to access information during the exam.
Tampering with Answer Sheets:
Altering answers or marks after the exam has been completed but before
submitting the answer sheets.
Influencing Examiners:
Attempting to influence examiners or grading personnel to award higher
marks than deserved.
 Malpractices in Examination
Forged Certificates:
Submitting fake or forged certificates or qualifications to gain eligibility for an exam.
Misrepresentation of Data:
Providing false data or information in projects or practical assessments to inflate
performance.
Ghostwriting:
Paying someone else to write assignments, essays, or reports on behalf of the student.
• Malpractices in examinations are a serious concern as they compromise the
reliability and validity of the assessment process.
 Issues in Examinations
• Issuesrelated to examinations encompass a wide range of
challenges and concerns that can impact the fairness,
effectiveness, and overall integrity of the assessment process.
Some of the key issues include:
Cheating and Malpractices:
As mentioned earlier, cheating and malpractices, such as
plagiarism, impersonation, or leaked question papers,
undermine the credibility of exams and compromise the merit-
based evaluation system.
 Issues in Examinations
High-Stakes Testing:
Examinations with significant consequences, such as college entrance exams or
standardized tests used for educational accountability, can lead to undue pressure on
students and a focus on "teaching to the test" rather than promoting deeper learning.
Exam Anxiety:
Many students experience exam-related stress and anxiety, which can negatively affect
their performance and well-being. High levels of anxiety can hinder a student's ability
to demonstrate their true capabilities.
Limited Assessment Methods:
Relying solely on traditional written exams may not effectively capture students'
diverse skills, abilities, and learning styles. Other forms of assessment, such as practical
tests, projects, or portfolios, may be underutilized.
 Issues in Examinations
Biases in Assessment:
Exams that are biased, either in content or in grading, can lead to inequitable outcomes for
certain groups based on factors like gender, ethnicity, or socioeconomic status.
Standardized Testing Criticism:
Standardized tests have been criticized for their potential to perpetuate inequalities, as
students from different backgrounds may face varying degrees of test preparation and
access to resources.
Time Constraints:
Some students may struggle to complete exams within the allotted time, which can affect
their ability to showcase their knowledge and skills fully.
 Issues in Examinations
Lack of Authenticity:
Assessments that do not reflect real-world situations or practical applications may not
adequately prepare students for future challenges.
Assessment of Soft Skills:
Traditional exams may not fully capture important soft skills like communication, critical
thinking, creativity, and collaboration, which are essential in the modern workforce.
Grading Consistency:
Maintaining consistent and fair grading across different examiners can be challenging,
leading to potential disparities in evaluation.
Accessibility for Students with Disabilities:
Providing appropriate accommodations and inclusive assessment methods for students with
disabilities can present logistical and resource challenges.
 Issues in Examinations
Technology-Related Concerns:
While technology can enhance the assessment process, it also raises concerns
about security, data privacy, and technical issues during online exams.
Cost and Resource Constraints:
Implementing effective examination systems requires financial resources, well-
trained staff, and appropriate infrastructure, which may be a challenge for some
educational institutions.
• Addressing these issues requires a comprehensive approach that involves
continuous research, policy development, and educational reforms. Emphasizing
a holistic view of assessment, incorporating multiple evaluation methods, and
promoting a growth mindset can contribute to a fairer and more effective
examination system.
 Models: Context: Input-Process-
Product (CIPP)

• TheInput-Process-Product (IPP) model, also known as the

Context-Input-Process-Product (CIPP) model, is an
evaluation framework commonly used to assess and improve
educational programs, projects, or interventions. Developed
by Daniel Stufflebeam, the CIPP model provides a systematic
approach to evaluation, considering multiple aspects and
stages of the program or initiative.
 Models: Context: Input-Process-
Product (CIPP)
• The four components of the CIPP model are as follows:
1.Context Evaluation (C):
This stage involves understanding the context or the setting
in which the program or intervention is being implemented.
Context evaluation seeks to identify the needs, issues, and
constraints of the target population and the environment in
which the program operates. This step helps evaluators and
stakeholders gain insight into the broader context that
might influence the program's success or challenges.
 Models: Context: Input-Process-
Product (CIPP)
2. Input Evaluation (I):
• The input evaluation focuses on the resources and
strategies utilized to design and implement the
educational program. It involves assessing the
curriculum, materials, instructional methods, staffing,
facilities, and other resources employed in the program.
This step aims to determine whether the program has
the necessary inputs to meet its intended objectives
effectively.
 Models: Context: Input-Process-
Product (CIPP)
3. Process Evaluation (P):
• The process evaluation examines how the educational program is
being implemented and how it is functioning in practice. This stage
involves observing program activities, assessing the quality of
instruction, analyzing the interaction between teachers and students,
and identifying any implementation challenges. Process evaluation
helps determine whether the program is being delivered as intended
and if adjustments are needed to improve program delivery.
 Models: Context: Input-Process-
Product (CIPP)
• Product Evaluation (P):
• The product evaluation focuses on assessing the
outcomes or results of the educational program. It
examines whether the program has achieved its
intended goals and objectives and whether it has had
the desired impact on the target population. Product
evaluation helps identify the strengths and weaknesses
of the program and provides valuable information for
future decision-making and improvements.
 Models: Context: Input-Process-
Product (CIPP)
• The CIPP model is flexible and can be adapted to various educational
contexts and levels, from individual classroom interventions to large-
scale educational initiatives. It is particularly useful for guiding
evaluations of complex programs with multiple stakeholders, as it
considers not only the program's effectiveness (product) but also the
broader context and the implementation process.
• By using the CIPP model, educators and policymakers can make
informed decisions, enhance program effectiveness, and address the
diverse needs and challenges of educational initiatives. The iterative
nature of the CIPP model allows for continuous improvement and
feedback, leading to more successful and impactful educational
interventions.
 Goal-Free Model

The Goal-Free Model is an evaluation approach developed by

Michael Scriven in the field of education. This evaluation
model aims to minimize bias and promote a more
comprehensive assessment of educational programs or
interventions by avoiding predefined goals or objectives during
the evaluation process. Instead of focusing on predetermined
outcomes, the Goal-Free Model encourages evaluators to assess
the program's actual effects and unexpected consequences on
participants.
 Goal-Free Model
• Key principles of the Goal-Free Model:
Open-Minded Evaluation:
Evaluators begin the assessment without specific outcome expectations.
They remain open to uncovering both positive and negative aspects of the
program, including unintended consequences.
Holistic Assessment:
The evaluation looks at the overall impact of the program on participants'
knowledge, skills, attitudes, and behaviors, without being confined to
specific targets or goals.
 Goal-Free Model
Observation and Data Collection:
Evaluators gather data through various methods, including observations, interviews,
surveys, and other relevant data sources, to understand program effects from multiple
perspectives.
Stakeholder Perspectives:
The Goal-Free Model emphasizes the inclusion of diverse stakeholder perspectives,
such as students, teachers, administrators, parents, and other community members, to
capture a comprehensive view of the program's impact.
Long-term Effects:
The evaluation examines the long-term consequences of the program, as well as any
possible delayed or indirect effects that may emerge over time.
 Goal-Free Model

Systemic Approach:
The Goal-Free Model considers the broader systemic
context in which the program operates, recognizing
that the outcomes may be influenced by various factors
beyond the immediate program itself.
 Goal-Free Model
• Benefits of the Goal-Free Model:
1. Reduced Bias: By not focusing on predefined goals, evaluators can avoid confirmation bias
and focus more objectively on actual program outcomes.
2. Unintended Consequences: The model helps identify both positive and negative unintended
consequences, which might not be apparent when evaluating based on preconceived goals.
3. Improved Program Design: Insights gained from the evaluation can inform program
improvements, leading to more effective educational interventions.
4. Comprehensive Understanding: A goal-free evaluation provides a more holistic
understanding of a program's impact on participants, capturing a broader range of effects.
5. Learning Opportunities: The focus on learning rather than predetermined outcomes
encourages a culture of continuous improvement and adaptability.
 Goal-Free Model
• Challenges of the Goal-Free Model:
1. Subjectivity: The lack of predefined goals may make the evaluation process
more subjective and open to interpretation.
2. Resource Intensive: Gathering comprehensive data from multiple perspectives
can be time-consuming and resource-intensive.
3. Difficultyin Comparisons: Without predefined goals, making comparisons
between different programs or interventions can be challenging.
• The Goal-Free Model is particularly useful when evaluating complex
educational programs or those with uncertain outcomes. It can provide valuable
insights that complement traditional goal-oriented evaluation approaches and
foster a more inclusive and balanced understanding of program effects.
 Comparison of Norm-Referenced and
Criterion-Referenced Evaluation

Norm-referenced evaluation and criterion-referenced

evaluation are two different approaches to assessing
and interpreting the performance of individuals or
groups. Let's compare them based on several key
characteristics:
 • Comparison of Norm-Referenced
and Criterion-Referenced Evaluation
1Definition:
Norm-Referenced Evaluation:
In this approach, individuals' performance is compared to the
performance of a larger group (norm group) that has previously taken
the same test or assessment. The focus is on ranking individuals in
relation to each other, highlighting relative strengths and weaknesses.
Criterion-Referenced Evaluation:
• Inthis approach, individuals' performance is measured against specific
predetermined criteria or standards of performance. The focus is on
determining whether individuals have achieved a particular level of
proficiency or mastery in a given area.
 Comparison of Norm-Referenced
and Criterion-Referenced Evaluation
2.Interpretation of Scores:
• Norm-Referenced Evaluation:
• Scores are typically reported in percentiles or standard scores, which
compare an individual's performance to the performance of others in the
norm group. For example, a student may score in the 75th percentile,
indicating that they performed better than 75% of the norm group.
• Criterion-Referenced Evaluation:
• Scores are interpreted in terms of meeting specific performance criteria.
For example, if a test has a passing score set at 70%, students scoring 70%
or higher are considered to have achieved the desired level of proficiency.
 Comparison of Norm-Referenced
and Criterion-Referenced Evaluation
3. Emphasis:
• Norm-Referenced Evaluation:
Emphasizes relative performance and ranking. The main
question is how an individual's performance compares to
others in the norm group.
• Criterion-Referenced Evaluation:
Emphasizes absolute performance and whether individuals
have met specific predetermined standards or objectives.
 Comparison of Norm-Referenced
and Criterion-Referenced Evaluation
4. Individual Focus:
• Norm-Referenced Evaluation:
Focuses on how an individual compares to the norm group,
without necessarily indicating whether they have met specific
learning objectives.
• Criterion-Referenced Evaluation:
Focuses on determining whether an individual has mastered
specific learning objectives or competencies.
 Comparison of Norm-Referenced and
Criterion-Referenced Evaluation
5. Comparison between Students:
Norm-Referenced Evaluation:
Comparison between students is a key aspect, as it highlights
relative standing in the norm group.
• Criterion-Referenced Evaluation:
Comparison between students is not a primary consideration;
the focus is on individual mastery of specific criteria.
 Comparison of Norm-Referenced and
Criterion-Referenced Evaluation
6. Use in Educational Settings:
Norm-Referenced Evaluation:
Commonly used in competitive settings, college admissions, and other situations where
ranking and comparison between individuals are important.
Criterion-Referenced Evaluation:
Widely used in educational settings to determine whether students have achieved
learning objectives, diagnose areas of weakness, and inform instructional decisions.
• Both evaluation approaches have their strengths and limitations, and the choice
between them depends on the specific goals of the assessment and the context in
which it is used. Some assessments may incorporate elements of both norm-
referenced and criterion-referenced evaluation, providing a more comprehensive
understanding of performance.
 Marks, Norms and Grades
• Marks, norms, and grades are all related to the assessment and
evaluation of students' performance, but they represent different
aspects of the evaluation process. Let's explore each term:
Marks:
Marks refer to the numerical scores or points awarded to students
based on their performance in exams, assignments, or assessments.
Marks are used to measure and quantify the level of achievement for
a specific task or test. For example, if a student scores 85 out of 100
on a math exam, their marks for that exam would be 85.
 Marks, Norms and Grades
• Norms:
• Norms, in the context of evaluation, are the average or typical scores
achieved by a reference group or norm group of students who have
taken the same test or assessment. These norms serve as a basis for
comparison to determine how an individual's performance compares
to the performance of others in the norm group. Norms are typically
used in norm-referenced evaluation (as discussed in the previous
response) to rank individuals based on their relative performance.
For example, if a student's score is at the 60th percentile, it means
they performed better than 60% of the norm group.
 Marks, Norms and Grades
• Grades:
• Grades are symbolic representations or descriptors used to communicate
students' overall performance in a course or subject. Grades are often assigned
based on a predetermined scale that converts students' marks or scores into
letter grades or grade points. The grading scale may vary across educational
institutions, but commonly used systems include A, B, C, D, and F or their
numerical equivalents (e.g., 4.0, 3.0, 2.0, 1.0, and 0). The specific criteria for
assigning grades may be based on percentages or other performance
indicators. For example, a student scoring between 90% and 100% may
receive an A grade, while a student scoring between 80% and 89% may receive
a B grade.
 Marks, Norms and Grades

• Tosummarize, marks represent the numerical scores obtained

by students on individual assessments, norms provide a
reference point for comparing students' performance, and
grades are symbolic representations of students' overall
performance in a subject or course. Together, they play a vital
role in assessing and communicating students' academic
achievements and progress.
Thank you