1. Mr. Rajeev Sharma Principal Muni Seva Ashram College of Nursing Goraj, Waghodia, Vadodara. Introduction to Evaluation and Testing

2. The subtopics are enlisted below: 1.Types of evaluation 2.Nature and concept of measurement, assessment and testing 3.Principles of evaluation 4.Importance of evaluation and testing in education

3. OBJECTIVES Enlist the types of Evaluation Discuss the types of evaluation Describe the concept of measurement Discuss the principles of Evaluation

4. EVALUATION Evaluation :- The process of determining the worth of something in relation to established benchmarks using assessment information. Evaluation is the process of analyzing, reflecting upon, and summarizing assessment information, and making judgments and/or decisions based on the information collected.

5. TYPES OF EVALUATION 1- Formative evaluations: It is an ongoing classroom process that keeps students and educators informed of students’ progress toward program learning objectives. The main purpose of formative evaluation is to improve instruction and student learning.

6. 2- Summative evaluations It occurs most often at the end of a unit. The teacher uses summative evaluation to determine what has been learned over a period of time, to summarize student progress, and to report to students, parents and educators on progress relative to curriculum objectives.

7. 3- Diagnostic evaluation It usually occurs at the beginning of the school year or before a new unit. It identifies students who lack prerequisite knowledge, understanding or skills. Diagnostic testing also identifies student interests. Diagnostic evaluation provides information essential to teachers in designing appropriate programs for all students.

8. Types of evaluation

9. Steps in evaluation Educational objectives Development and use of measuring instruments Interpretation of measurement data Formulating of judgment and taking of appropriate action

11. Nature and concept of measurement, assessment and testing

12. NATURE AND CONCEPT OF MEASURMENT 1.The process of assigning numbers or scores to attributes of people or objects. 2.The process of describing some property of a phenomenon of interest by assigning numbers in a reliable and valid way

14. Characteristics of Different Levels of Scale Measurement Type of Scale Data Characteristics Numerical Operation Descriptive Statistics Examples NominalClassification but no order, distance, or origin CountingFrequency in each category Percent in each category Mode Gender (1=Male, 2=Female), nationality, ethnicity, language OrdinalClassification and order but no distance or unique origin Rank orderingMedian Range Percentile ranking Academic status (1=Freshman, 2=Sophomore, 3=Junior, 4=Senior) IntervalClassification, order, and distance but no unique origin Arithmetic operations that preserve order and magnitude Mean Standard deviation Variance Temperature in degrees Satisfaction on semantic differential scale RatioClassification, order, distance and unique origin Arithmetic operations on actual quantities Geometric mean Coefficient of variation Age in years. Note: All statistics appropriate for lower-order scales (nominal being lowest) are appropriate for higher-order scales (ratio being the highest)

15. NATURE AND CONCEPT OF ASSESSMENT C+ Pass/Fail A A- 85% F S Unsatisfactory 67% D C B 93%

16. Measurement refers to the process by which the attributes or dimensions of some physical object are determined. One exception seems to be in the use of the word measure in determining the IQ of a person. when we measure, we generally use some standard instrument to determine how big, tall, heavy, voluminous, hot, cold, fast, or straight something actually is. Standard instruments refer to instruments such as rulers, scales, thermometers, pressure gauges, etc. We measure to obtain information about what is. Such information may or may not be useful, depending on the accuracy of the instruments we use, and our skill at using them.

17. Assessment -- The process of measuring something with the purpose of assigning a numerical value. Assessment in education is the process of gathering, interpreting, recording, and using information about pupils’ responses to an educational task. (Harlen, Gipps, Broadfoot, Nuttal,1992)

18. Assessment Types Formative - for performance enhancement Formal - quizzes, tests, essays, lab reports, etc. Traditional - tests, quizzes, homework, lab reports, teacher Summative - for performance assessment Informal - active questioning during and at end of class Alternative- presentations, essays, book reviews, peers

19. Assessment Concerns Validity -- Is the test assessing what’s intended? – Are test items based on stated objectives? – Are test items properly constructed? Difficulty -- Are questions too easy or too hard? (e.g., 30% to 70% of students should answer a given item correctly) Discriminability -- Are the performance on individual test items positively correlated with overall student performances? (e.g., only best students do well on most difficult questions)

20. 1.Teachers value and believe in students. 2.Sharing learning goals with the students. 3.Involving students in self-assessment. 4.Providing feedback that helps students recognize their next steps and how to take them. 5.Being confident that every student can improve. 6.Providing students with examples of what we expect from them. Values and Attitudes about Assessment

21. NATURE AND CONCEPT OF TESTING

22. Standardized Testing: the Negative Impact on Education System

23. Definition of A Test Tests are enormously varied in their formats and applications. Nonetheless, most tests posses these defining features: 1.Standardized procedure 2.Behavior sample 3.Scores or categories 4.Norms or standards 5.Prediction of nontest behavior

24. Types of Tests Intelligence Tests Aptitude Tests Achievement Tests Creativity Tests Personality Tests Interest Inventories Behavioral Procedures

25. Standardized Testing: the Negative Impact on Education System

26. PRINCIPAL OF EVALUATION

27. 1. Considering, the inter relationship between objectives, instructions or learning experiences and evaluation 2. Determining and clarifying what is to be evaluated. 3. Selecting evaluation techniques in terms of objectives to be served. 4. Combining a variety of evaluation techniques for comprehensive evaluation. 5. Knowing the strength and limitations of various evaluation technique. 6. Taking evaluation as a means to an end, not an end in itself.

28. IMPORTANCE OF EVALUATION IN EDUCATION

29. 1. To determine the level of acknowledge and understanding of the students in her/ his classes at various times during the year or semester. 2. To determine the level of the student’s clinical performances at various stages. 3. To become aware of the specific difficulties of individual students, of an entire class, as a basis for further teaching. 4. To diagnose each student’s strengths and weaknesses and to suggest remedial measure this may be needed. 5. To encourage student’s learning by measuring their achievement and inform them of their success. 6. To help student to acquire the attitude of and skills in self- evaluation.

30. 7. To help students to become increasingly self –directing in their study 8. To provide the additional motivation of examinations that provide opportunity to practice critical thinking the application of principles, making of judgment, etc. 9 To estimate the effectiveness of teaching and learning technics, of subject content, and of instructional media in teaching the goals of her course. 10. To gather information needed for administrative purpose, such as selecting students for higher courses, placement of students for advanced training, writing recommendations, meeting graduation requirement, etc.