Assessment+tools


 * TOOLS FOR ASSESSMENT **

Assessment tools play a significant role in the non-cognitive development of students. Without the tools, the effectiveness of the educational programme cannot be assured. In fact, in broad terms of assessment, tools are needed in all aspects of education. Assessment cannot be done in a vacuum. It is always with reference to the objectives of a particular system of education. The traditional system of examination in India owes its origin to the objectives as laid down by Macculay and as the objective of education was to produce a class of clerks, the examination system was also meant to serve that end. Our traditional type of examination, thus, is one-sided and concerned with the academic aspects. Here, too, it fails to measure scientifically and objectively the achievement of the students. Scientifically the concepts of educational assessment may be presented by showing relationship among objectives, content [subject-matter, learning activities and Assessment procedures (testing)].
 * Importance of Assessment Tools **


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It is therefore, very essential that tools of evaluation should be as reliable, valid and perfect as they can be.


 * CLASSIFICATION OF TOOLS OF EVALUATION **







**Classification No. 8** The tools and techniques of assessment can be categorized into four categories. 1. Testing Procedures. 2. Self- reporting Techniques. 3. Observation Techniques. 4. Projective Techniques.

i.) Written Tests ii.) Verbal Tests iii.) Experiments
 * 1. **** Testing Procedures: ** Generally following methods are used for assessment:

i.) Autobiography ii) Direct Questions iii) Discussion iv) Interview
 * 2. Self Reporting Tests **

i.) Check List ii) Guest who Technique iii) Rating Scales iv) Interview
 * 3. Observational Tests **

i.) Doll Play ii) Rorschach Test iii) Sentence Completion iv) TAT ( Thematic Apperception Test)
 * 4. Projective Tools **

1) Achievement Tests 2) Anecdotal Records 3) Aptitude Tests 4) Attitude and Behaviour Testing Tools 5) Autobiographical Method 6) Case History 7) Intelligence Tests 8) Interview 9) Personality Tests 10) Projective Tests 11) Pupils Diary 12) Questionnaires and Check Lists 13) Rating Scales 14) Sociometric Tools
 * Following are the commonly used tools in assessment: **


 * OBSERVATION AS A TOOL OF ASSESSMENT **

The physicians and the psychologists depend heavily on what they observe.
 * Introduction: ** Observation is one of the oldest tools that man has made use of in his daily life to meet several situations. Even now it is our common experience to notice that farmers feel the breeze, watch the sky, sun, moon and stars all to determine what the weather is like to be and what season is approaching so thatthey undertake agricultural operations like sowing etc. accordingly.

Rousseau’s advice to the educator is, “Watch nature long and observe your pupil carefully before you say a word to him”.


 * Meaning of Observation **

Observation has been defined as, “measurement without instruments”. In education, observation is the most commonly employed of all measurement techniques. In the present as well as in the past, students have been labeled as good, fair or poor in the achievement and lazy or diligent in study etc. on the basis of observation. Similarly, teachers have listened to speeches and ranked students 1, 2, 3, and so on.


 * Requisite of good observation: ** The subjective element is very prominent in observation. To eliminate the subjective element, reliance should be placed on a large number of individual observations or on the observations made by a large number of observers.

Behaviouris a reflection of personality. It must be observed very carefully, intelligently and scientifically as observation of behaviour has been recognized as basic to other techniques. As a tool good observation is based on:
 * I. **** Proper planning. **
 * II. **** Proper execution. **
 * III. **** Proper recording. **
 * IV. **** Proper interpretation **

1.Specific activities or units of behaviour to be observed must be clearly defined. 2.An appropriate group of subjects be selected to observe. 3.Scope of observation – whether individual or group – should be decided. 4.The length of each observation period, number of periods and interval between periods should be decided. 5.Theform of recording should be suitably determined 6.The instruments to be used should be carefully decided. 7.Physical position of the observer should be duly demarcated. 8.Proper tools for recording observation should be kept handy. 9.Various terms may be studied carefully.
 * I.Proper Planning of Observation **

An expert execution demands skill and resourcefulness on the part of the investigators. This depends upon:
 * II. **** Proper Execution of Observation **

i.Proper arrangement of special conditions for the subjects. ii.Assuring proper physical position for observing. iii.Focusing attention on the units of behaviour or the specific activities under observation. iv.Observing discreetly the length and number of periods and intervals decided upon. v.Proper handling of the recording instrument being used. vi.Utilizing well the training received in terms of expertness.

The length of each observation period, number of periods and interval between periods
 * Devices Used in Observation **
 * 1. **** Check Lists **
 * 2. **** Rating Scale **
 * 3. **** Score cards **
 * 4. **** Blank Cards **
 * 5. **** Blank form of tally frequencies **

Generally two methods are employed for recording observation. Which of the two methods use depends upon the nature of the activities or behaviour of the group to be observed. The skill of the observer also plays an importantrole in decided upon the method. The first method is to record the observation simultaneously. It is useful in the sense that a time-gap may distort facts. However, at times this may not be feasible when the action or activity performed is very swift. Moreever, this is likely to distract the subjects. Facts may be recorded soon after the observation is over. This is helpful as this does not distract the mind of the subjects. The investigators may not be able to recall facts accurately after the interval of a few minutes.
 * III.Recording of Observation **

Records of observation should be interpreted cautiously and judiciously after taking into consideration various limitations of planning and processes etc. involved in observation.
 * IV.Proper Interpretation **

// Recording Devices of Observation: // Following are the major devices of observation: An anecdotal record is a written description of the observations made of students. It may be recorded as a running account of what a child says and does during a particular period of time, or as a record of a significant incident. Although there are not many fixed rules for anecdotal note taking, the following suggestions may be helpful: > ** 3. **** Score cards ** > > ** Planning Good, Reliable and Effective Observation ** > > 1.Sampling to be observed should be adequate. > 2.Traits to be observed should be defined as accurately as possible. > 3.Methods of recording should be simplified. > 4.Too many variables may not observe at a time. > 5.Length of observation should be adequate. > 6.Length of each observation period, interval between periods and number of periods should be clearly stated. > 7.Conditions of observation should remain constant. > 8.Observers should be fully equipped. > 9.Interpretation should be carefully made. > > ** Essentials of Good Observer ** > 1.Alertness. > 2.Ability to discriminate. > 3.Freedom from preconception. > 4.Emotional Balance > 5.Good eyesight. > 6.Right perception > 7.Good speed of recording > > **8. Ability to sift fact from Fiction**
 * 1. **** Check Lists **
 * 2. **** Rating Scale **
 * Anecdotal Records**
 * Observing and recording should not interfere with communication with children. Their immediate needs take priority.
 * Records should be dated.
 * All the children in the class should be observed in turn (e.g., alphabetically) rather than the teacher focusing only on children with special needs or abilities.
 * Focused observations should be limited to a few children daily or weekly.
 * Each child should be observed in a variety of situations (e.g., arrival, dismissal, free play, teacher-directed activities).
 * Records should be factual and should exclude personal reactions and interpretations.
 * The teacher should make notes brief using abbreviations and blanks, then, if necessary, fill in the details after the children have left.
 * The child being observed should not be compared with others.
 * Students should be made aware of the purpose of observation and recording since awareness is the first step towards self-assessment.
 * Adhesive-backed notes, scrap paper, or index cards and pencils could be planted around the room and/or carried with the observer as much as possible so that they are readily available for recording noteworthy experiences.
 * Anecdotal comments could be recorded on adhesive-backed notes and then affixed to a large chart that lists the students and the days of the week. At the end of the week, the recorded information could be transferred to each student's file and the chart could be reused the following week.
 * Notes should be organized in asystematic fashion (e.g., file folders, notebooks, electronic data files). The patterns of development of each child become obvious if consistent records are maintained.


 * Merits of Direct or Non- Participant Observation **

1.Being a record of the actual behaviour of the child, it is more reliable and objective. 2.It is a study of an individual in a natural situation and is therefore more useful than the restricted study in a test situation. 3.This method can be used with children of all ages; of course, the younger the child, the easier it is to observe him. This method has been found very useful with shy children. 4.It can be used with a little training and almost all teachers can use it. It does not require any special tool or equipment. 5.It can be used in every situation. 6.It is adaptable both t individuals and groups.

1.There is a great scope for personal prejudices and bias of the observer. 2.Records may not be written with hundred per cent accuracy as the observation is recorded after the actions of the observed. There is some time – lag. 3.The observer may get only a small sample of student behaviour. It is very difficult to observe everything that a student does or says. As far as possible, observations should be collected from several teachers. 4.It reveals the overt behaviour only – behaviour that is expressed and not that is within.
 * Limitations and Demerits **

Interview as an evaluation tool is a person-to-person relationship in which the interviewer tries to evaluate the learning outcomes of the learner. Interviews are used for a variety of purposes in evaluation. 1.It aims at getting some information about the home and environmental situation of the learner so as to find out whether the environmental situation is conductive to learning. 2.It aims at evaluating several personality traits of the learner. 3.It aims at finding out the learning difficulties of the students and to adapt teaching-learning accordingly. 4.It aims at evaluating the achievement of the learner with a view to select him for a particular course of a vocation. 5.The counseling interviewing aims at helping the learner to gain insight into his problems and assisting him in solving these.
 * // Meaning of an Interview //**


 * Focal point in Interviewing **

1.Why – The interviewer should be very clear in his mind for the purpose of interview. 2.Who is to interview? The interviewer must be clear in his mind of his strengths and weaknesses. 3.Whom – He should understand the learner thoroughly. 4.How – He should know the technique of Interviewing 5.Where – Suitable place should be selected for this purpose. 6.When – Proper motivation should be developed. What to ask - He should prepare his questions thoughtfully

1.An interview is subjective 2.Some learners are very shy and they do not respond enthusiastically to the interview. 3.An interview does not evaluate the written ability of the learner. 4.An interview needs a lot of time.
 * Limitations of an Interview **

** ACHIEVEMENT TESTS IN ASSESSMENT **
 * Definition and Meaning of an Achievement Test: **

As achievement test is an instrument or tool to evaluate relative achievement of the learners. It occupies an indispensable place in the teaching – learning process. The following definitions enable us to have a comprehensive view of achievement tests. In his book “ Modern Educational Measurement “, W. James Pophanprovide the nature of achievement tests in the cognitive or psychomotor realms are often focused on an examinee’sattainment at a given time; these tests are usually referred to as achievement tests. In the words of Thorndike and Hagen, “The type of ability test that describes what a person has learned to do is called an achievementtest as, a systematic procedure for determining the amount a student has learned through instruction.” N. E. Gronlund and R. L. Linn, in their publication “Measurement and Evaluation in Teaching” have observed, there typically have been norm- referenced tests that measure pupil’s level of achievement in various content and skill areas by comparing their test performance with the performance of other pupils in some general reference group.”




 * Main Purpose of an Achievement Test **

These can be used for the following purposes: 1.To diagnose student’s strength and weakness. 2.To motivate students. 3.To report to the parents. 4.To predict future progress. 5.To reflect teacher’s effectiveness.


 * Uses of Achievement Tests to a Teacher **
 * 1) The teacher comes to know about the general range of abilities of students in the class.
 * 2) In the light of above, he can select appropriate materials of instruction so that all individuals benefit from instruction to the maximum.
 * 3) The teacher can determine and diagnose the strength and weakness of the students in various subjects.
 * 4) The teacher can spot out brilliant and backward children.
 * 5) He can determine the progress of the group in a particular subject over a period of time.
 * 6) By studying the results of the students on achievement tests and intelligence tests, the teacher can determine whether or not the students are working at their maximum capacity.


 * Uses of Achievement Tests to Administrators **
 * 1) Tests help to discover backward children who need help and to plan for remedial instruction for such students.
 * 2) Tests help to select talented pupils for special classes and courses.
 * 3) Tests help to decide proper classification of students.
 * 4) Tests help to get a better understanding of the needs and abilities of pupils.
 * 5) Tests help to get a better understanding of the needs and abilities of pupils.
 * 6) Tests help to group pupils in a class so that students are put in such a way that individual differences are as slight as possible.
 * 7) Tests help the parents in recognizing the strengths and weaknesses of their children so that they direct their energies on suitable goals only and do not put heavy demands on them.
 * 8) Tests help to determine the efficiency of one school with the others.
 * 9) Tests help to determine the general level of achievement of a class and thus judge the teaching efficiency of the teacher. The level of achievement of a class and may be judge on the basis of the achievement of the class in the beginning and at the end of the school year.
 * 10) Tests help to discover the type of learning experiences that will achieve these objectives with the best possible results.
 * 11) To evaluate, revise and improve the curriculum in the light of these results.
 * 12) Tests help to evaluate the extent to which the objectives of education are being achieved.
 * 13) Tests help to classify school objectives.

1.Students come to know about their strengths and weaknesses. 2.Students are motivated to work hard for removing their deficiencies.
 * Uses of Achievement Tests to Students **

An anecdotal record is a written description of the observations made of students. It may be recorded as a running account of what a child says and does during a particular period of time, or as a record of a significant incident. Although there are not many fixed rules for anecdotal note taking, the following suggestions may be helpful:
 * Anecdotal Records**
 * Observing and recording should not interfere with communication with children. Their immediate needs take priority.
 * Records should be dated.
 * All the children in the class should be observed in turn (e.g., alphabetically) rather than the teacher focusing only on children with special needs or abilities.
 * Focused observations should be limited to a few children daily or weekly.
 * Each child should be observed in a variety of situations (e.g., arrival, dismissal, free play, teacher-directed activities).
 * Records should be factual and should exclude personal reactions and interpretations.
 * The teacher should make notes brief using abbreviations and blanks, then, if necessary, fill in the details after the children have left.
 * The child being observed should not be compared with others.
 * Students should be made aware of the purpose of observation and recording since awareness is the first step towards self-assessment.
 * Adhesive-backed notes, scrap paper, or index cards and pencils could be planted around the room and/or carried with the observer as much as possible so that they are readily available for recording noteworthy experiences.
 * Anecdotal comments could be recorded on adhesive-backed notes and then affixed to a large chart that lists the students and the days of the week. At the end of the week, the recorded information could be transferred to each student's file and the chart could be reused the following week.
 * Notes should be organized in asystematic fashion (e.g., file folders, notebooks, electronic data files). The patterns of development of each child become obvious if consistent records are maintained.

The inter-relationships of these four aspects of assessment clearly indicate that the process of assessment is a continuous one and involves continual appraisal of objectives of the teaching-learning process and of the testing procedures used by the class-room teacher.

The inter-relation of objectives, instruction or the learning experiences and assessment in a programme of teaching may be expresses through the following figure