ASSESSMENT FOR LEARNING

Unit 1: Basics of Educational Testing, Measurement, Assessment and Evaluation

Meaning of Testing, Measurement, Concept of Assessment and Evaluation in
Education – Steps of evaluation process – Characteristics of the evaluation -
comprehensive and continuous – Formative and summative evaluation – Norm reference
& criterion reference tests – Uses of evaluation

TESTING

Meaning

TESTING is a technique of obtaining information needed for evaluation purposes.

Tests, Quizzes, measuring instruments – are devices used to obtain such information

Purposes of Testing

Tests serve a variety of functions. Accordingly test results may be utilized for
various purpose such as

(1) assessment of the present status of an individual on a particular trait or

variable

(2) expressing the probability of future success;

(3) diagnosing the causes of lack of expected performance and suggesting

remedial measures;

(4) providing academic and vocationl guidance;

(5) classification i.e.. comparing and categorising individuals or groups of

individuals;

(6) undertaking research to answer various questions; and

(7) formulating generalisations and policy decisions.

 Findley (1963) has classified the purposes of testing into three major inter-
related categories: (A) instructional, (B) administrative. and (C) guidance.

TEST

Meaning

Test is most commonly used method of making measurements in education. It is

also an instrument or systematic procedures for measuring sample of behavior by posing
a set of questions in a uniform manner. Designed to measure any quality, ability, skill or
knowledge. There is right or wrong answer

Definition of Test

• The test is a procedure used in the measurement and assessment framework.

(Sudjiono,2003)

• The test is one of the evaluation procedures are comprehensive, systematic and
objective results can be used as a basis for decision making. ( Djali and Pudji
Mulyono , 2007)

MEASUREMENT

Meaning

It is mainly concerned with collection or gathering of data e.g. students' scores in

an examination. It is an act or process of measuring physical properties of objects such as
length and mass. Similarly, in behavioural sciences, it is concerned with measurement of
psychological characteristics such as neuroticism, and attitudes towards various
phenomena. The measurement involves assigning a score on a given task performed by
the learner e.g., 33/50 i.e., thirty three out of fifty.
 Thus, we find that evaluation involves assessment and measurement. It is a wider
and more inclusive term than assessment and measurement. It can be represented as:

Definition of Measurement

• Mostly, measurement related by quantitative problem to get information mesured.

(Dirman,2014).

• Measurement is a process of data collection through empirical observation to

gather information relevant to the intended purpose (Cangelosi, 1995).

• Measure essentially is to compare something with or on the basis of a certain size.

(Sudjiono, 2003)

• Measurement is an activity to compare the observations with a criterion or

measure(Permendikbud 2014).

Example for Measurement

Of the 100 items proposed in the test, Ahmad answered exactly as many as 80
items.

“Measurement is quantitative”
 So, it can be concluded that the measurement is the process of giving a number
( score ) of the learning process and results based on certain criteria or size that is clear
and in accordance with the objectives set in order to give judgment , which is a decision
on the process and learning outcomes

CONCEPT OF ASSESSMENT

Meaning

By assessment, we mean the processes and instruments that are designed to

measure the learner's achievement, when learners arc engaged in an instructional
programme of one sort or another It is concerned with ascertaining the extent to which
the objectives of the programme have been met The term assessment as often used
interchangeably with the terms evaluation and measurement However, assessment has a
narrower meaning than evaluation but a broader meaning than measurement In its
derivation, the word assess means ' to sit beside- or "to assist the judge" It, therefore,
stems appropriate in evaluation studies to limit the term assessment to the process of
gathering the data and fashioning them into an interpretable form; judgement can then be
made on the basis of this assessment Let us take an example of testing of school children
by Secondary Board Tests are administered in reading, writing, science and other
academic areas. Based on the information provided by the Secondary Board, educators.
citizens and political leaders then make Judgements about the effectiveness of the
education system. Assessment the, as we define it, precedes the final decision making
stage in evaluation e.g.. the decision to continue,modify, or terminate an educational
programme.

Definition of Assessment

• Assessment is the process of collecting information / evidence through

measurements , interpret , describe, and interpret the evidence of measurement.
(Permendikbud 2014).
 • Assessment is a process for making decisions using information obtained through
measurement(Siregar dan Nara, 2010)

Example For Assement

Of the 100 items to 80 items answered it correctly by Ahmad.

Thus , it can be determined that Ahmad including smart kids.

“Assesment is qualitative”

Assessment means the process of interpreting the data presented to the process
and learning outcomes in the form of a score by converting it into a value based on a
specific procedure through measurement.

EVALUATION IN EDUCATION

History of evaluation

 Chester w. Harris (1960) traces the history of the concept of the evaluation to the
thirties of the twentieth century. It emerged as a “ reaction against the relatively
narrow information – and skill –centered educational measurement of the previous
decade”. A strong movement developed under the leadership of Alvin c.
Eurich,Ralph w. Tyler and j.wayne wrightsone to broaden the various area of
appraisal – attitude, interest ,idea ,way of thinking, work habit and personal and
social responsibility.

 The American council on education made large scale cooperative effects to

improve evaluation procedures in the post war era.

 Tyler s contribution was his insistence of defining the goals and objectives in
behavioral term and making them the basis of instrument developing in education
and evaluation.

 In India, the work related to evaluation began in the 1960’s.

Meaning of evaluation

Evaluation means to as certain the growth and changes, taking place in pupils as a
result of teaching learning experiences. To evaluate means to characterize the work or
value of something. It is a methods of determining the extent to which established goals
or objectives have been achieved . It is a “ process of making an overlay of the outcomes
as an educative experience against the background of anticipated or stated objectives”. It
is not restricted to the result of tests and examination or the teachers 'estimate but
includes the learners’ own estimates of his own ability.

Definitions of evaluation

 Ralph Tyler:-” Evaluation is the process of determining to what extent the

educational objectives are being realized”.

 James M.lee:- “Evaluation is the appraisal of pupil’s progress in attaining the

educational goals set by the school, the class and himself. The chief purpose of
evaluation is to guide and further the students learning. Evaluation is thus a
positive rather than a negative process”.

 Evaluation is the process of taking decisions based on assessment results

(Permendikbud 2014).

 According Suharsimi Arikunto (2004 ) Evaluation is an activity to gather

information about the workings of something , which then the information is used
to determine an appropriate alternative in making decisions.

According Edwin Wandt and Gerald W. Brown (1977) Evaluation refer to the act
or process to determiniting the value of something

DIFFERENCE BETWEEN MEASUREMENT AND EVALUATION

MEASUREMENT EVALUATION
It focuses only on single aspects of subject It emphasizes all aspects of pupil growth
 matter achievement
It is means to an end. Main function is It is an end itself. Main function is the
collection of evidence appraisement of the value of the evidences.
It may not be an essential part of It is an integral part of instruction
instruction
It may be done off and on It has to be done continuously
Measurement stops at the assignment of It goes further much further and passes
numbers value judgement on measurement
It is limited to quantitative description of It includes quantitative and qualitative
pupil behaviour descriptions plus value judgement
It is necessary condition for evaluation It is inclusive of the term measurement

STEPS OF EVALUATION PROCESS (OR)

VARIOUS STEPS INVOLVED IN EVALUATION

To understand the relation among the four aspects of evaluation – viz., objectives,
content (subject matter), learning activities and evaluation procedures – it is necessary to
study the various steps involved in the process of evaluation. These are

(i) Identifying and Defining General Objectives:

The first step is to determine what to evaluate, i.e., to set down educational
objectives. What kind of abilities and skills should be developed when a pupil studies,
say, Geography, for one year? What type of understanding should be developed in the
pupil who learn his mother tongue? Unless the teacher identifies and states the
objectives, these questions will remain unanswered.

The process of identifying and defining educational objectives is a complex one;

and there is no simple or single procedure which suits all teachers. Some prefer to begin
with the course content, some with general aims, and some with lista of objectives
suggested by curriculum experts in the area. The point of orientation, then, is the pupil
and what he is like at the end of the teaching-learning process. While stating the
objectives, therefore, we can successfully focus our attention on the product i.e., the
pupil's behaviour —at the end of a course of study and state it in terms of his knowledge,
understanding, skill, application, attitudes, interests, appreciation, etc.

For example, a Mathematics teacher, for the unit of "Triangle" identifies and
states the following objectives:

1. The pupil acquires knowledge of the various terms used in regard to triangle, its
types and properties.

2. The pupil understands how a triangle is defined by the use of set language, how
triangles are classified into various types and the properties of different types of
triangles.

3. The pupil develops skill in drawing a triangle if the necessary data are given.

4. The pupil applies the acquired understanding of triangles, their types and
properties to the solution of riders based on them.

(ii) Identifying and Defining Specific Objectives:

It has been said that learning is a modification of behaviour in a desirable

direction. The teacher is more concerned with a student's learning than with anything
else. Changes in behaviour are an indication of learning. These changes, arising out of
classroom instruction, are known as the learning outcome. What type of learning
outcome is expected from a student after he has undergone the teaching-learning process
is the first and foremost concern of the teacher. This is possible only when the teacher
identifies and defines the objectives in terms of behavioural changes, i.e., learning
outcomes.

For example, before providing learning activities, a Mathematics teacher for the
unit of 'Triangle." identifies and defines the following specific objectives:.
 1. The pupil recognises the triangle or its types from the given figures.

2. The pupil recalls the terms such as triangle, obtuse triangle, etc.

3. The pupil defines 'triangle'.

4. The pupil compares the properties of different types of triangles.

5. The pupil draws a triangle if the measures of its two sides and an included angle
are given.

These specific objectives will provide direction to teaching-learning process. Not

only that but it will also be useful in planning and organising the learning activities, and
in planning and organising evaluation procedures too.

Thus specific objectives determine two things: one. the various types of learning
situations to be provided by the class teacher to his pupils and second. the method to be
employed to evaluate both — the objectives and the learning experiences

(iii) Selecting Teaching Points

The third step in the process of evaluation is w select teaching points through
which the objectives can be realized. Once the objectives are set up, the next step is to
decide the content (curriculum. syllabus, course) to help in the realisation of objectives.

It is the job of philosophers and educationists to decide the objectives and to

frame the content accordingly, i.e., curriculum, syllabus and course. For the teachers, the
objectives and courses of school subjects are ready at hand. His job is:

(a) to analyse the content of the subject-matter into teaching points.

(b) to find out what specific objectives can be adequately realised through the
introduction of those teaching points. Thus, for the teacher. the content analysis is the
first step, while the second is to fix the specific objectives to be realised. While analysing
the content, he has to keep in mind the objectives to be realised. At every moment, he has
to bear both in mind the objectives as well as the content.

(iv)Planning Suitable Learning Activities:

Up till now, the process of relating objectives on the one hand and content
(teaching points) on the other has been somewhat rather easy. In the fourth step, the
process becomes complex. Here, the teacher will have to plan the learning activities to be
provided to the pupils and, at the same time, bear two things in mind — objectives as
well as teaching points. The process then becomes three-dimensional, the three co-
ordinates being objectives, teaching points and learning activities. The teacher gets the
objectives and content readymade. He is completely free to select the type of learning
activities he would like to provide to his pupils so that the objectives may be
substantially, if not completely, attained_ He may employ the analytic-synthetic method;
he may utilise inductive-deductive reasoning; he may employ the experimental method
or a demonstration method; or he may put a pupil in the position of a discoverer; he may
employ the lecture method, or he may ask the pupils to divide into groups and to do a
sort of group work followed by a general discussion; he may set an individual task, or he
may organise educational visits; and so on. He may ask students to use the text book or a
reference book; or he may employ audio-visual instructional aids. One thing he has to
remember is that he should select only such activities as will make it possible for him to
realise his objectives. Learning activities, moreover, help him to determine the evaluation
procedures to be used in future.

(v) Evaluating:

Here, the teacher observes and measures the changes in the behaviour of his
pupils through testing. This step adds one more dimension to the evaluation process.
While testing, he will keep in mind three things — objectives, teaching points and
learning activities; but his focus will be on the attainment of objectives. This he cannot
do without enlisting the teaching points and planning learning activities of his pupils.
Learning activities provided by the teacher result in the learning experiences of the
students. Here the teacher will construct a test by making the maximum use of the
teaching points already introduced in the class and" the learning experiences already
acquired by his pupils. He may plan for an oral test or a written one; he may administer
an essay type test or an objective type of test; or he may arrange a practical test. In any
case, he will select the test through which he can best evaluate the objectives, the
teaching points and the learning experiences of his students.

(vi) Using the Results as Feedback:

The last, but not the least, important step in the evaluation process is the use of
results as feedback. If the teacher, after testing his pupils, finds that the objectives have
not been realised to a great extent, he will use the results in reconsidering the objectives
and in reorganizing the learning activities. He will retrace his steps to find out ht
drawbacks in the objectives or in the learning activities he has provided for his students.
This is known as feedback. Whatever results the teacher gets after testing his pupils
should be utilized for the betterment of the students.

The results of our evaluation provide feedback on the effectiveness of learning

experiences and ultimately on the attainability of the objectives themselves for each
student.

ROLE OF EVALUATION

Evaluation plays an enormous role in the teaching-learning process. In learning, it

contributes to formulation of objectives, designing of learning experiences and
assessment of learner performance. Besides this, it is very useful to bring improvement
in teaching and curriculum.
It provides accountability to the society, parents, and to the education system. Let
us discuss its uses briefly.
i) Teaching: Evaluation is concerned with assessing the effectiveness of teaching,
teaching strategies, methods kd techniques. It provides feedback to the teachers about
their teaching and the learners about their learning.
 ii) Curriculum: The improvement in courses curricula, texts and teaching
materials is brought about with the help of evaluation.
iii) Society: Evaluation provides accountability to society in terms of the demands
and requirements of the employment market.

iv) Parents: Evaluation mainly manifests itself in a perceived need for regular
reporting to parents.
In brief, evaluation is a very important requirement for the education system. It
fulfill various purposes in systems of education like quality control in education,
selection entrance to a higher grade or tertiary level. It also helps one to take decisions
about success in specific future activities and provides guidance to further studies and
occupation. Some of the educationists view evaluation virtually synonymous with what
was previously defined as learner appraisal, but evaluation has an expanded role. It plays
an effective role in questioning or challenging the objectives. This does not mean that
one can loosely criticize programme objectives. One should question or challenge
programme objectives only after careful study of the relationship between a programme's
objectives and the need for which the programme was designed.
Evaluation helps a lot in the design and modification of learning experiences on
the basis of feedback received by learner appraisal. A simple representation explaining
the role of evaluation in the teaching-learning process is shown below:
 Evaluation has as its province four different aspects namely,
i) objectives,
ii) learning experiences,
iii) learner appraisal
iv) relationship between the three.
NEED AND IMPORTANCE OF EVALUATION

Evaluation is inevitable in teaching-learning process It is as inevitable in

classroom teaching as it is in all fields of activity when judgements tied to he made,
however simple or complex consideration invoked. All of us and well mime, that during
the course of a school day. teachers, principals and other school personnel make many
decisions about students and help them to make many decisions for themselves Effective
decision making process involves evaluation_ For example. the division of students into
various categories, or ranks within the total group. involves measurement of their
achievement and interpretation of these The need of evaluation is so intrinsic to the
teaching-learning situation that even hasty considerations seems to indicate the
advantages of a systematic use of planned evaluation. Evaluation helps teachers to make
better evaluative judgements. All of us are aware that we carry out activities in various
aspects of teaching-learning process like

a) fulfil classroom objectives

b) diagnose learnning difficulties of students

c) determine readiness for new learning experiences

d) form students' classroom groups for special activities

e) assist students in their problems of adjustment

f) prepare reports of pupils' progress.

SCOPE OF EVALUATION

• Value judgment

• Ascertaining the extend to which the educational objectives have been attained

• Effectiveness of appraisal or methods of instruction

• Identifies pupil’s strengths and weakness, difficulties and problems, needs and
demands

• Provide baseline for guidance and counseling

• Placements and promotions in jobs

• Development of attitudes, interests, capabilities, creativity, originality, knowledge

and skills etc.

• Development of tools and techniques

 • Development of curriculum and for its revision

• Interpretation of results

• Helpful for curriculum planners and administers to improve the curriculum pattern

CHARACTERISTICS OF THE EVALUATION

Validity: A valid evaluation is one which actually tests what is sets out to test i.e.,
one which actually measures that behaviour described by the objective(s), under scrutiny.
Obviously, no one would deliberately. Construct an evaluation item to test irrelevant
material but very often non-valid test items are in fact used e.g., questions that are
intended to test recall of factual material but which actually test the candidate’s powers
of reasoning, or questions which assume a level of pre-knowledge that the candidates do
not necessarily possess.
Reliability: The 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 reproduciable scores with similar
populations of students. It is therefore, independent of the characteristics of individual
evaluations. In order to maintain reliability, one evaluative question should test only one
thing at a time and give the candidates no other option. The evaluation should also
adequately reflect the objectives of the teaching unit.
Practicability: Evaluation procedure should be realistic, practical and efficient in
terms of their cost, time taken and case of application. It may be an ideal procedure of
evaluation but may not be put into practice,
Fairness: Evaluation must be fair to all students. This can be possible by accurate
reflecting of range of expected behaviours as desired by the course objectives. To keep
fairness in evaluation, it is also desired that students should know exactly how they are to
be evaluated. This means that students should be provided information about evaluation
such as nature of the materials on which they are to be examined (i.e., Context and
Objectives), the form and structure of the examination, length of the examination and the
value (in terms of marks) of each component of the course.
 Usefulness: Evaluation should also be useful for students. Feedback from
evaluation must be made available to the students and weakness. By knowing their
strength and weakness, Students can think of further improvement. Evaluation should
suggest all the needful requirements for their improvement.
Interpretation of Results: Another factor which must be considered in the choice
of a test is the ease of interpretation of test results. A test score is not meaningful unless
the teacher or counselor is able to decide what significance or importance should be
attached to it and to make some judgment concerning its relationship to other kind of
information about the student. Nearly all test publishers produce manuals designed to aid
the teacher in interpreting test results.
But these manuals very greatly on quality and in the thoroughness with which
they do this importance job. From the point of view of the teacher, principal, or
counselor, the quality of the test manual should be just as important a factor in the choice
of a test as the quality of the test itself.

USES OF EVALUATION ((purposes/uses/advantages/merit))

• To discover the extend of competence

• To predict the educational practices

• To certify student’s degree, proficiency in a particular educational practice

• To appraise the status of and changes in student’s behavior

• To make provision for guiding the growth of the individual student

• To diagnose the individual students educational weakness and strength

• To assess the student’s progress from time to time and discloses student’s needs
and possibilities

• To predict the student’s future academic success or otherwise

 • To provide basis for modification of curriculum and courses

• To locate areas where remedial measures are needed

• To provide basis for the introduction of experiences to meet the needs of

individuals and group of students

• Motivate students towards better attainment and growth

• Test the efficiency of teachers

• Appraise the teachers and supervisors competence

• Improve instructions, measurements and measuring devices

• Bring out the inherent capabilities of a student, such as attitudes, habits,

appreciation and understanding, manipulative skills in addition to conventional
acquisition of knowledge

• Serves as method of self improvement, improving school learning relations and as

a guiding principles for the selection of supervisory techniques

TYPES OF EVALUATION

 Continuous and comprehensive evaluation

 Formative and summative evaluation
 Norm reference & criterion reference tests
 Internal evaluation vs External evaluation

CONTINOUS AND COMPREHENSIVE EVALUATION

CCE involves a system of school based evaluation for the all-round development
of students.

It also means regularity of assessment, frequency of unit testing & feedback of

evidence to teachers & students for self evaluation.
 It recognises both Scholastic & Co-Scholastic aspects of the child.

This content refers to a system of school – based evaluation of student that covers
all aspect of students development. As the nomenclature also suggests, this new pattern
in evaluation is not one, two, three times a year but continuous one. It is a developmental
process of assessment which emphasizes on two fold objectives and these objectives are
continuity in evaluation and assessment of abroad based learning and behaviourial
outcomes on the other.

It is a total teaching-learning process and spread over the entire span of academic
session. It means regularity of assessment, frequency of unit testing, diagnosis of
learning gaps, use of corrective measures, refreshing and feed back to evidence to teacher
and students for their self evaluation.

Second term comprehensive that the scheme attempt to cover both the scholastic
and the co-scholastic aspects of students growth and development, CCE therefore a
paradigm shift in evaluation, shifting the focus from testing to holistic learning. It aims to
create good citizens possessing sound health, appropriate skills and desirable qualities
besides academic excellence.

Aims of CCE

 To help develop cognitive, psychomotor and affective skills

 To lay emphasis on thought process and de-emphasize memorization.
 To make evaluation an integral part of teacher learning process.
 To use evaluation for improvement of students achievement and teaching learning
strategies on the basis of regular diagnosis followed by remedial instruction.
 To use evaluation as a quality control device to maintain desired standard of
performance.
 To determine social utility, desirability or effectiveness of a programme and take
appropriate decisions about the learning, the process of learning and learning
environment.
  To make the process of teaching and learning a learner-centred acitivity.

Objectives Of CCE

• Developing the cognitive, psychomotor & affective skills.

• Evaluation can be an integral part of Teaching –Learning Process.

• Teaching –Learning Process can be Learner centred

Important Functions of Continuous and Comprehensive Evaluation

Important functions of continuous and comprehensive evaluation are as follows –
 Continuous evaluation helps in regular assessment to the extent and degree of
students progress (ability and achievement with reference to specific scholastic
and non-scholastic areas).
 Continuous evaluation serves to diagnose weakness and permit the teacher to
ascertain an individual pupil’s strengths and weakness and his needs. It provides
immediate feedback to the teacher, who can then decide whether a particular unit
or concept needs re-teaching into the whole class or whether a few individuals are
in need of remedial instruction.
 It helps the teacher to organize effective teaching strategies,
 Mainly times, because of some personal reasons, family problems or adjustment
problems, the children start neglecting their studies, resulting in a sudden fall in
their achievement.
 If the teacher, child and parents do not come to know about this sudden fall in the
achievement and the neglect of studies by the child continues for a longer period
then it will result in poor achievement and a permanent deficiency in learning for
the child.
 The continuous evaluation helps in bringing awareness of the achievement to the
child, teachers and parents from time-to-time. They can look into the probable
cause of the fall in achievement, if any, and may take remedial measures in time,
to help the child overcome it at their own level.
  By Continuous evaluation, children can know their strength and weakness. It
provides the child a realistic self-picture of how he and she studies. It can
motivate children to develop good study habits, to correct errors, and to direct
their activities towards the achievement of desired goals. It helps an individual to
determine the areas of instruction in which more emphasis is required.
 Continuous and comprehensive evaluation ascertains areas of aptitude and
interest. It helps in identifying changes in attitude, character and value pattern.
 It helps in making decisions for the future, regarding choice of subjects, courses
and careers.
 It provides information/report on the progress of students in scholastic and non-
scholastic areas and thus help in predicting the future successes of the learner.

FORMATIVE AND SUMMATIVE EVALUATION

FORMATIVE EVALUATION

The term 'formative evaluation' denotes the on-going of systematic assessment of

learners achievement while the term, course or instructional programme is in progress.

In teaching and instruction the whole content is presented in parts, in small units.
Hence, the learner should be given test at the end of each unit so that learner's strength
and weaknesses can be diagnosed. Diagnosis can be followed by remedial teaching. Then
formative test is given. In formative test the difficulties of learner's learning are
important.

Formative evaluation is the assessment made during the instructional phase to let
the teacher know about learner's progress in learning and what more is to be done.

The daily interaction between teachers and learners should result in the learners
having fairly good knowledge about the quality of their achievements ,necessary for
immediate decision-making.
 Of course, this depends upon the teacher's skill in daily feedback. Effective
feedback depends upon:

 Determining upon what a learner needs to know to facilitate further learning;

 Gathering accurate data; and
 Presenting these data to the student in a fashion he will comprehend.

Purposes of Formative Evaluation

Some of the purposes served by formative evaluation are as under:

 Feedback to the students, not the assignment of a grade, should be the purpose of
making a formative evaluation of affective objectives.
 The gathering of data during the time of programme (curriculum evaluation,
preparing unit plan, writing items, classroom testing, etc.) is being developed for
the purpose of guiding the developmental process in formative evaluation.
 Formative evaluation is designed to provide the teacher with continuous and
immediate feedback so that he can modify instruction, govern his instructional
strategy and prescribe group and individual remedial work.
 Formative evaluation is designed to provide the learner with continuous and
immediate feedback so that he can get reinforcement in successful learning and
can identify the learning errors that need correction.

Characteristics of Formative Evaluation

The following are the major characteristics of formative evaluation:

 It relatively focuses on molecular analysis of instructional material for mapping

the hierarchical structure of the learning tasks and actual teaching for a certain
period.
 It is cause-seeking. It seeks to identify influential variables,
 Its design is exploratory and quite flexible.
 It monitors teaching-learning strategy during instruction.
Advantages of Formative Evaluation

Following are the chief advantages of formative evaluation:

 Formative evaluation is concerned with judgements made during the design and
development of an instructional programme. These judgements help in forming,
modifying and improving the programme before it is completed. The
instructional programme also aims at the attainment of certain objectives during
the implementation of the programme.
 In formative evaluation, teachers test more frequently firm that helps in
determining whether learning has taken place as planned.
 A person who is continually evaluating his programme will find many things that
can be changed for the better during the operation of the programme. Most
educators would fool it unprofessional not to make these improvements oven
though they may upset the research design.
 Formative evaluation (informing and feedbacking learners of their progress
during the instruction) is most helpful for the immediate decision-making that
learners face.
 It makes teaching more effective. As a result, it helps current learners to learn
more effectively.
 In formative evaluation, more emphasis is on the achievement rather than
objectives.
 It also provides ample opportunities to learners to have mastery in content.

SUMMATIVE EVALUATION

The term 'summative evaluation' refers to assigning a grade for learners'

achievement at the end of term, semester, course or instructional programme.

Making overall assessment or decision with the programme is a summative

evaluation.
 There should be some instructional programme for the attainment of some
objectives before the summative evaluation takes place.

Summative test is given to the learner after he has passed successfully all the
formative tests.

Purposes of Summative Evaluation

Summative evaluation serves the following purposes:

 Pupils cannot easily combine all the daily feedback provided and obtain an overall
picture of how they are doing. The summative evaluation can provide such overall
picture.
 From the summative test, the general level of the learner is judged. On the basis of
learner's performance, the effectiveness of teaching and instruction is evaluated.
 Summative evaluation serves the purposes of assigning grades or certifying
learner’s mastery of the intended learning outcomes.

Chief characteristics of summative evaluation

Following are the chief characteristics of summative evaluation:

 It is concerned with a) broad range of issues; b) judgements about the merits of

an already completed programme, procedure or product.
 It comes at the end of a course or unit of instruction. its duration may vary from a
semester to whole year.
 It is the terminal assessment of the learner's performance at the end of instruction.
 Summative evaluation determines (a) the extent to which the objectives have
been achieved; (b) whether learning is sufficiently complete so that the learner
may qualify himself for the next unit of instruction.
 Summative evaluation provides (a) descriptive analysis; (b) evidence that the
programme is satisfactory and a new programme for the learner is needed; (c)
 feedback to the classroom teacher for the success or failure of the programme of
instruction.
 It measures the extent to which the learner has attains the desired outcomes.
 It is almost unobstructive and non-reactive.

Advantages of Summative Evaluation

The advantages of summative evaluation are mentioned below

 It provides reinforcement to teachers and instruction.

 It helps in planning and organising of further teaching.
 It judges to what extent objectives are realised on the basis of learner's
performance.
Difference Between Formative And Summative Evaluation

NORM REFERENCE & CRITERION REFERENCE TESTS

NORM – REFERENCED EVALUATION

Norm referenced measurement is the traditional class- based assignment of

numerals to the attribute being measured. It means that the measurement act related to
some norm, group or a typical performance. It is an attempt to interpret the test results
in terms of the performance of a certain group. This group is a norms group because it
serves as a referent of norm for making judgements. Test scores are neither interpret:1 in
terms of an individual (self referenced) nor in terms of a standard of performance or a
pre-determined acceptable level of achievement called the criterion behaviours (criterion-
referenced) The measurement is made in terms of a class or any other norm group as the
function is to relate individual measurement to some norm group (Class). The purpose is
to produce response variance i.e. to see the extent to Which an individual varies or
differes from the performance of the group to which he/she belongs or does not belong.

Almost all our classroom tests, public examinations and standardised tests are
norm-referenced as they are interpreted in terms of a particular class and judgements are
formed with reference to the class which is considered as a type. Who is the most
intelligent boy in the class? who stood first? Who got the last marks? Is he better than
5% of the students in the class? These arc the kinds of questions which involve norm-
referenced judgements. Such judgements use the performance of some group as a
referent of the same task. We compare an individual's performance with similar
information about the performance of others. That is why selection decisions always
depend on norm-refcrenced judgements. Prediction and many placement decisions also
depend on these types of judgements. A major requirement of norm-referenced
judgements is that individuals being measured and individuals forming the group or
norm, are alike. The conditions under which the referent (norm) was obtained and the
conditions under which the original information is obtained, is also assumed to be
similar. Another criterion is that the referent used in norm-referenced judgements should
have the minimum error so as to have reliable and accurate judgements. Unless the
referent used is up-to-date or recent. the comparison of an individual's performance with
the group (with an outdated referent) is of no use and can be misleading as it would lead
to faulty interpretations. Thus norm-referenced measurement presupposes an up-to-date,
reliable referent (norm group) of like individuals obtained from like conditions.

CRITERION-REFERENCED EVALUATION

A criterion-referenced measurement has its origin in the writing of objectives by

Mager who urged teachers to specify a criterion of acceptable performance while stating
instructional learning outcome, and intended level of proficiency of the learner or a
desired standard of performance. Thus in contrast to a norm-referenced measure we can
refer an individual performance to a predetermined criterion which is well defined. This
type of measurement is termed as criterion-referenced measurement. it determines an
individual status with refere to well defined criterion behaviour. It is an attempt to
interpret test results In terms of clearly-defined learning outcomes which serve as
referents (criteria). Success of criterion-reference test lies in the delineation of all defined
levels of achievement which are usually specified in terms of behaviourally stated
instructional objectives. According to Glaser (1963) underlying the concept of
measurement of achievement, lies the notion of the continuum of knowledge acquisition
ranging from no-proficiency to perfect performance. It is on the continuum of knowledge
that an individual's status regarding his/her achievement is to be determined Unlike a
norm-referenced measurement, the criterion level of the minimum acceptable
performance for each objective is specified in advance, in criterion-referenced tests.

Use of criterion-referenced measurement at the elementary stage where learning

of basic skills and fundamental concepts is essential is a must to lay a proper foundation
for learning at the secondary stage. It does away with the unfair comparison of an
individual with other children. The major difficulty is the establishment of an
achievement continuum in accordance with the complexity of the skills or the concepts
involved. This notion also leads us to the concept of Minimum Levels of Learning
(MLL) and Mastery Learning. MLL for primary classes has already been prepared by
NCERT and Ministry of Human Resource Development, Government of India. The work
in the field for secondary level is in progress. MLL can serve as criteria for evaluating
students at any particular stage. In fact, both norm-referenced and criterion-referenced
measurements have a place in the teaching-learning process.

Construction Of Criterion Referenced Tests

 Identification of Subject Area

 Selection of Unit/Topic
 Delineation and Description of Domain of Testing
  Specification of Domain Objective
 External Review of Steps (2) & (3)
 Internal Review
 Construction of Test Forms A & B:
 Internal Review of above Step:
 External Review of the Test/s:
 Field Trial of the Test:
 Internal Review
 Final Form of the Tests:
 Using the Test in a Classroom
 Finding Validity and Reliability of the Test
DIFFERENCES BETWEEN CRITERION AND NORM REFERENCED TEST

ASSESMENT FOR LEARNING

 UNIT 1 (CRT/NRT)

CRITERIAN REFERENCED EVALUATION

Meaning

Criterion Referenced Assessments measure how well a student performs against

an objective or criterion rather than another student Criterion referenced test interprets
achievement In terms of predetermined standard (Criterion) of performance, without the
reference to level of performance of other members of the class. Criterion-referenced
assessments are most appropriate for quickly assessing what concepts and skills students
have learned from a segment of instruction.

In the Criterion referenced test, the student does not compete against others but compete
against essential instructional objectives. Criterion-referenced assessments help to
eliminate competition and may improve cooperation. Criterion-referenced classrooms are
mastery-oriented, informing all students of the expected standard and teaching them to
succeed on related outcome measures

In Criterion Referenced Assessment, the learner Is evaluated in terms of 'Mastery'

or 'Non-Mastery' level of learning For example, the following can be the few criteria
fixed for the second standard students.

i) Identifying 90% 'norms' in n list of 50 words

ii) Writing all the numbers from 10 to 100 in ascending order

iii) Pronouncing the alphabets A to Z

Purposes of Criterion Referenced Evaluation

The purposes of Criterion Referenced evaluation are listed below

 To determine an individual's performance with reference to an objective or a

criteria
 To identify the mastery learning of the content
 To interpret the level of achievement in terms of predetermined standard of
performance

Uses of Criterion Referenced Evaluation

 Well-constructed criterion-referenced tests indicate the necessary changes of a

curriculum.
  Criterion Referenced Evaluation is useful for devising an effective instructional
sequence to attain the needed competencies of learning.
 It helps the process of Curriculum Evaluation,
 Criterion-referenced tests are useful to modify the norms of a test i.e to change the
minimum pass marks based on the difficulty level of the performances.
 It is used to evaluate the effectiveness of an instruction.
 It helps to eliminate competition among learners.
 It determines the performances in relation to a pre-determined performance level
on a specified set of educational goals or outcome% included in the school,
district, or state curriculum
 It enables partial completion of a task to be recognized. wherein students can gain
marks in proportion to how much of die task they have completed successfully.
 It gives the opportunity to compensate some elements of a task which have been
done badly by the learners during learning.
 It enables the weightage to be given to different elements of the task and to make
it explicit to the students.
 Educators or policy makers may choose to use a Criterion Referenced Test when
they wish to see how well students have learned the knowledge and skills which
they are expected to have mastered.

NORM REFERENCED EVALUATION

Meaning

Norm Referenced Evaluation interprets the performance of an individual in

relation to the performance of other individuals in a class. In other words, it compares an
individual's score to the group score. In this evaluation, an individual's performance is
compared with the performance of his peer group.

Norm referenced test is constructed specifically to make comparisons among

students in the content area measured by the test. Grade-norms and age-norms are used
for interpretation. At present. Norm referenced testing is the commonest form of
evaluation in schools and colleges in India.

Purposes of Norm Referenced Evaluation

The purposes of Norm Referenced Evaluation are listed below.

o To determine an individual's performance in comparison to others.

o To sort students and not to measure achievement towards some criterion of
performance.
 o To differentiate the learners into groups based on their ranks

Uses of Norm Referenced Evaluation

 Most appropriate when one wishes to make comparisons across large numbers of
students
 It is useful to take decisions regarding student placement and advancement.
 Norm-referenced measures are designed to classify the learners into different
groups based on comparison of their achievements.
 It useful to provide attention for individual differences among learners towards the
attainment of set goal.
 This is useful when there is a wide range of acceptable scores that is different for
each school.
 Many Norm referenced tests yield standard scores, which allow comparison of the
student's scores to other tests.
 Norm-referenced evaluation allows us to compare a student's skills to others in his
age group.
 Educators use norm-reference tests to evaluate the effectiveness of teaching
programs. to help determine students' preparedness for programs,
 Norm referenced evaluation is used to determine the disabilities of the learners for
providing special education programs.

DIFFERENCES BETWEEN CRITERIAN REFERENCED AND NORM

REFERENCED EVALUATIONS
 CRITERIAN REFERENCED NORM REFERENCED EVALUATION
EVALUATION
It measures the performance of of an It measures the performance an individual
individual against an objective or criterion. in relation to the performance of other
individuals in a class
In Criterion Referenced Evaluation, the In Norm Referenced
evaluation reports are given in terms of Evaluation, the evaluation the reports are
percentages given in terms of group averages, grades,
rank etc.
In CRE, an individual's scores alone can be In NRE, an individual's score
interpreted. is interpreted in relation to the scores of
other individuals
It measures the specific performance. It makes a comparative decision.

It is not concerned with maximization of It is concerned with the maximization of

variability of test scores. variability of the test scores.
It evaluates the effective of an instruction. It evaluates the individual differences in
student's performance.
Criterion Referenced Tests are Norm Reference Tests are constructed on
constructed on the basis of behavioral the basis of detailed content specification.
objectives.
Test scores are interpreted in terms of Test scores are interpreted in terms of
grades. norms.
Test items that represent essential Test items of moderate difficulty levels are
'Competencies' & 'abilities' are selected selected for testing.
for testing.
Tests aim at 'Mastery Learning' and have Tests aim at average performance and
curricular meaning. hence it has statistical meaning.