Evaluation System

EVALUATION SYSTEMS

6.1 ELEMENTS OF EVALUATION

 Definition of Evaluation

Evaluation is a systematic process of collecting, analysing and interpreting evidences of students' progress and achievement — both in:

Cognitive areas (knowledge, thinking), and

Non-cognitive areas (attitudes, values, emotions) of learning

Purpose: For taking a variety of decisions.

 Key Points about Evaluation

Evaluation involves gathering and processing of information and decision-making.

Evaluation is a continuous process, NOT a periodic exercise (it happens all the time, not just at exam time).

It helps teachers and learners to improve teaching and learning.

It helps in forming the values of judgement, educational status, or achievement of students.

Evaluation in one form or the other is INEVITABLE in teaching-learning, as in all fields of activity of education, judgements need to be made.

Hence, it is desirable that teachers must acquire knowledge and understanding about the various aspects of evaluation and its application in classrooms.

Teaching for successful learning CANNOT occur without high quality evaluation.

Evaluation needs to be integrated with the process of teaching and learning.

The greater the integration, the better the outcomes of learning.

Hence, evaluation has to be so designed that it can be used as a powerful means of influencing the quality of what teachers teach and what students learn.

Evaluation must provide CONSTANT FEEDBACK regarding:

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Effectiveness of course — contents
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Classroom processes
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Growth of individual learners
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Appropriateness of the evaluation procedures themselves

It must, however, be FLEXIBLE enough to the extent that it can be:

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Experimented with
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Adapted according to the specific situations and needs of the learner groups

 Simple Explanation: Evaluation is not just the final exam — it's like a doctor's regular check-up during treatment. It continuously tells the teacher "what's working" and the student "what to improve," and it must bend according to different students' needs.

6.2 GOALS OF EVALUATION

The goals of evaluation are:

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To clarify objectives of education
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To provide guidance
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To provide remedial work
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To diagnose the problems of students
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To identify students needs and levels
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To improve the skills of learning in students

To identify students aspects of development

To bring improvements in instructional strategies

To assess the educational value and utility of the educational programme

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To provide useful feedback
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To influence decision making or policy formulation by provision of empirically driven feedback

To bring improvement in teaching-learning process

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To assess personality of the students
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To analyse teacher student behaviour
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To analyse effectiveness of Audio Visual aids

 Memory clusters:

For students: diagnose problems, identify needs/levels, improve learning skills, guidance, remedial work

For teachers: improve instructional strategies, improve teaching-learning, analyse teacher-student behaviour

For the system: assess programme value, policy feedback, clarify objectives

Other: personality assessment, AV aids effectiveness, useful feedback

6.3 CHARACTERISTICS OF GOOD EVALUATION

Evaluation should, ideally, be: VALID, RELIABLE, PRACTICABLE, FAIR and USEFUL

The 5 Characteristics Explained

Characteristic	Meaning & Points
1. Validity	• A valid evaluation is one which actually tests what it sets out to test • i.e., one which actually measures the behaviour described by the objective(s) under scrutiny • 💡 Example: If the objective is "test practical fingerprint analysis skills," the exam must ask practical questions, not just theory
2. Reliability	• Reliability is a measure of the CONSISTENCY with which the question, test or examination produces the same result under different but comparable conditions • A reliable evaluation item gives reproducible scores with similar populations of students • 💡 Example: If the same student takes a reliable test twice (with a gap), scores should be similar
3. Practicability	• Evaluation procedures should be realistic, practical and efficient in terms of:    – Cost    – Time taken    – Ease of application • An ideal procedure of evaluation must be able to be put into practice • 💡 Example: A brilliant 5-hour oral exam per student is impractical for 500 students
4. Fairness	• Evaluation must be fair to ALL students • Possible by accurately reflecting the range of expected behaviours as desired by the course objectives • For fairness, students should know exactly HOW they are to be evaluated
5. Usefulness	• Evaluation should also be useful for students • Feedback from evaluation must be made available to students — helping them to identify their current strengths and weaknesses • By knowing their strength and weakness, students can think of further improvement

 Memory Trick: "Very Rare People Find Usefulness" → Validity, Reliability, Practicability, Fairness, Usefulness.




6.4 EVALUATION IN CHOICE BASED CREDIT SYSTEM (CBCS) IN HIGHER EDUCATION

(A) Advantages of CBCS

Shift in focus from the teacher-centric to student-centric education.

Student may undertake as many credits as they can cope with:

Without repeating ALL courses in a given semester if they fail in one/more courses (only failed ones need repeating).

CBCS allows students to choose:

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Inter-disciplinary courses
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Intradisciplinary courses
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Skill oriented papers (even from other disciplines according to their learning needs, interests and aptitude)

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More flexibility for students
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CBCS makes education broad-based and at par with global standards. One can take credits by combining unique combinations.

💡 Examples: Physics with Economics, Microbiology with Chemistry, or Environment Science, etc.

CBCS offers flexibility to study at different times and at different institutions to complete one course (ease of mobility of students).

Credits earned at one institution can be transferred.

(B) Disadvantages of CBCS

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Difficult to estimate the exact marks
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Workload of teachers may fluctuate
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Summary Table: CBCS

Advantages	Disadvantages
Student-centric (not teacher-centric)	Difficult to estimate exact marks
Take only as many credits as you can cope; repeat only failed courses	Teacher workload may fluctuate
Choice of interdisciplinary/intradisciplinary/skill papers
Broad-based, global-standard, unique subject combinations
Study at different times/institutions; credit transfer (mobility)




6.5 FORMATIVE EVALUATION

 Definition

Formative assessment is carried out DURING a course of instruction.

Purpose: For providing continuous feedback to BOTH the teachers and the learners.

For taking decisions regarding appropriate modifications in:

The transactional procedures (how teaching is done)

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Learning activities
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 Simple Explanation: "Formative" = Forms the learning WHILE it's happening. Like a coach correcting your batting technique during practice — not after the final match. Examples: class tests, quizzes, assignments, discussions.

 Main Features of Formative Evaluation

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It is diagnostic and remedial.
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Makes the provision for effective feedback.

Provides the platform for active involvement of students in their own learning.

Enables teachers to adjust teaching to take account of the results of assessment.

Recognizes the profound influence assessment has on the MOTIVATION and SELF-ESTEEM of students — both of which are crucial influences on learning.

Recognizes the need for students to be able to assess themselves and understand how to improve.

Builds on students' PRIOR KNOWLEDGE and experience in designing what is taught.

Incorporates VARIED LEARNING STYLES into deciding how and what to teach.

Encourages students to understand the CRITERIA that will be used to judge their work.

Offers an opportunity to students to IMPROVE their work.

After feedback, helps students to support their PEERS, and expect to be supported by them.

 Memory clusters: Diagnostic → Feedback → Self-involvement → Teacher adjusts → Motivation/Self-esteem → Self-assessment → Prior knowledge → Learning styles → Criteria known → Improvement → Peer support.

6.6 SUMMATIVE EVALUATION

Definition

Summative evaluation is conducted at the END of the academic year, after completion of the entire curriculum.

Outcomes of the learners are evaluated, as well as the course.

Key Points

It measures or 'sums-up' how much a student has learned from the course.

It is usually a GRADED test — i.e., it is marked according to a scale or set of grades.

 Limitations / Criticisms of Summative Evaluation

Assessment that is predominantly summative will NOT by itself be able to yield a valid measure of the growth and development of the child.

It, at best, CERTIFIES the level of achievement only at a GIVEN POINT OF TIME.

Paper-pencil tests are basically a ONE-TIME mode of assessment — to exclusively rely on it to decide about the development of a learner is:

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NOT only UNFAIR
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But also UNSCIENTIFIC
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Over-emphasis on examination marks focusing on only scholastic aspects makes children assume that assessment is different from learning → resulting in the 'learn and forget' syndrome.

Besides encouraging unhealthy competition, the overemphasis on Summative Assessment also produces:

Enormous STRESS and ANXIETY among learners

It is this that has led to the emergence of the concept of CONTINUOUS AND COMPREHENSIVE SCHOOL-BASED EVALUATION.

 Comparison Table: Formative vs Summative Evaluation

Aspect	Formative Evaluation	Summative Evaluation
When?	During the course of instruction	At the end of the academic year/curriculum
Purpose	Continuous feedback to teachers AND learners; modifications in teaching	Measures/'sums-up' total learning; evaluates learner outcomes AND the course
Nature	Diagnostic and remedial	Graded test (marks/scale/grades)
Effect	Motivates, builds self-esteem, improves work, peer support	Certifies achievement only at one point of time; one-time paper-pencil mode
Limitations	—	Not a valid measure of growth; unfair & unscientific if used alone; 'learn and forget' syndrome; stress, anxiety, unhealthy competition
Resulted in	—	Emergence of Continuous and Comprehensive School-Based Evaluation

 Memory Trick: Formative = For improvement (during cooking — taste the dish); Summative = Summary at end (final taste when dish is served). Chef analogy: tasting while cooking vs. judging the final dish!

6.7 COMPUTER BASED TESTING (CBT)

 Definition

A Computer-Based Assessment, also known as:

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Computer-Based Testing (CBT)
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e-exam
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Computerized testing
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Computer-administered testing
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It is a method of administering tests in which the responses are electronically recorded, assessed, or both.

As the name implies, Computer-Based Assessment makes use of a computer or an equivalent electronic device (i.e., handheld computer).

CBT enables educators and trainers to:

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Author (create)
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Schedule
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Deliver
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Report on surveys, quizzes, tests and exams

CBT may be a STANDALONE system or a part of a VIRTUAL LEARNING ENVIRONMENT, possibly accessed via the World Wide Web.

 Example: Online university exams, JEE/NET computer-based tests, quizzes on Google Forms/LMS.

(A) Factors Contributing in CBT

1️ Comparability with a Paper and Pencil Test

It is possible to computerize virtually ANY traditional test.

It is far easier to present VERBAL and NUMERICAL items on the computer screen than VISUAL items:

Because with visual items there is always the possibility that the screen image will be different from the printed test — even with modern graphics and light sensitive pens.

Nevertheless, no matter how identical the two tests appear to be, it is ESSENTIAL that the:

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RELIABILITY
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VALIDITY
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STANDARDIZATION
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…of the computer version be checked.
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Furthermore, it is essential to show that the CORRELATION between the two versions is HIGH.

 Simple Explanation: Any paper test can be converted to computer. Text and number questions convert easily; picture-based questions are tricky (screen display may differ). Even if the computer test looks identical to the paper test, its reliability, validity and standardization MUST be checked, and the two versions must correlate highly (give similar results).

2️ Presentation of Results to Subjects

Immediately after the test is finished, the computer can present the results to the subject — either:

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On screen, or
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As a printed document
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Incidentally, some of these facilities are possible with paper-and-pencil tests which are computer scored:

Here the test is administered in the usual way (on paper), but the responses are punched into the computer.

This allows:

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The printed report for the subjects
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Comparisons with NORM GROUPS to be produced

A DATABASE to be built up for the development of SPECIAL NORMS

What is NOT possible (with computer-scored paper tests): the presentation of items appropriate to the subject, as determined by the subject's responses (i.e., adaptive testing).

A number of tests have been developed SPECIFICALLY for computerized use — some of these take advantage of the GRAPHIC POSSIBILITIES of the computer.

 Advantages of computer-administered & computer-scored tests:

Rapid calculation of a subject's results

Immediate presentation of scores in terms of NORMATIVE GROUPS or other criteria

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Ability to present SUBSETS OF ITEMS
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Ability to STORE ALL RESULTS and develop NEW or LOCAL NORMS

Opportunity for the tester to examine the STATISTICAL QUANTITIES of the test — right down to the ITEM LEVEL

Types of items can be used which are IMPOSSIBLE in the traditional test

CONDITION: All this is good provided that the ETHICAL PROBLEMS are dealt with — e.g., presenting results to subjects without their being able to discuss their implications and their own reactions to them. If handled → computer-administered tests can be useful.

 Simple Explanation: Computers give instant results, compare you with norms, store everything, and can even show questions that adapt to your answers — but ethically, results shouldn't be flashed at a student without anyone to discuss them.

(B) Advantages and Disadvantages of CBT —  Big Comparison Table

Introduction:

Computer-based tests can be supervised or non-supervised.

Can be used for diagnostic, formative or summative assessment.

Can take place locally or at a distance, using intranets or the Internet.

But there are both advantages and disadvantages with using online or computer based assessment.

Category	Advantages	Disadvantages
ADMINISTRATIVE	• Computerized marking is not prone to human error • Saves staff time in terms of supervising and marking (including double marking) assessments • Reduces printing costs, particularly when tests are updated or changed	• Implementing a CBT can be costly and time-consuming • Staff who design and invigilate CBT need training in assessment principles and design, IT skills and examination management • A high level of collaboration between all those involved in designing and implementing CBT is required • Some systems cannot implement anonymous marking • Hardware and software used to deliver CBT needs to be robust in order to avoid failure at crucial times such as examinations
PEDAGOGICAL	• Tutors can incorporate HINTS into test questions • Tutors can monitor progress of students through frequent use of assessment • Students can monitor their own progress and revise and rehearse at their own pace • Detailed and specific feedback can be given to students during and immediately after a test • Tutors can assign different learning activities to students based on their test results • Can provide tutors with feedback for evaluation of modules/courses/programs	• Unsupervised CBT sessions present a risk of PLAGIARISM (it can be difficult to authenticate the identity of students) • Students need to have sufficient IT skills and experience of the requirement of CBT • Staffs have a tendency to just use MCQs which can be tedious and demotivating for students, and it has been argued that MCQs focus on testing SUPERFICIAL levels of student learning
OTHER	• Timely feedback — the teacher can provide feedback • Automatic feedback — some forms of online assessment answers (i.e., multiple choices) • Monitoring and tracking of learners' results behavior • Choice of assessment modes such as multimedia, interactivity, etc. • Keeping records of results that can be stored centrally and assessed by interested parties, such as students and staff • Increasing ease with which data can be used — corrected assignments corrected and stored electronically can be analyzed easier, and the data can be used in spreadsheets and other statistical packages	• A high level of ORGANIZATION is required across all parties involved in assessment (academics, support staff, computer services and administrators) • Assessors and invigilators need training in assessment design, IT skills and examination management • Technical malfunctions — computer equipment may not always be available or in working order

 Memory Aids:

Admin Advantages: No error + saves time + less printing

Admin Disadvantages: Costly + training needed + collaboration + no anonymity + hardware failure risk

Pedagogy Advantages: Hints, Monitoring, Own pace, Feedback, Assigned activities, Course evaluation

Pedagogy Disadvantages: Plagiarism, IT skills, MCQ overload (superficial)

Other Advantages: Timely/Auto feedback, tracking, multimedia, central records, easy data analysis

Other Disadvantages: Organization needed, training needed, technical malfunctions

UGC NET Paper 1 Notes Evaluation System

UGC NET Paper 1 Notes

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