Educational Technology For All: RECENT TRENDS IN EVALUATION

Old system of Evaluation

Evaluating achievement of learners by a terminal written examinations.
Evaluating only cognitive development.
Affective and Psychomotor domain almost completely neglected.
Evaluating memory of the learners.
Give more importance to summative evaluation.
Marking system used for evaluation.
Not continuous.
Not comprehensive.

New system of Evaluation

National Education policy (1986) stressed the need for making evaluation continuous and comprehensive.
Give stress to formative and summative evaluation at the same time.
Evaluate all aspect of development through different methods.
Evaluation should fulfill the function of formative evaluation leading to immediate feedback, knowledge of result, diagnosis and remediation.
Summative evaluation should fulfill the function like gradation and placement.
Evaluation should be continuous and comprehensive
Grading system and semester system introduced in evaluation.
General Education department in Kerala has implemented a revised scheme of evaluation for SSLC examination with effect from 2005 onwards.
Evaluates pupils with regard to three dimensions.
- Part – I : Evaluation of scholastic skills
- Part – II : Evaluation of Co-Scholastic abilities
- Part – III : Evaluation of Personal and Social Qualities.

Part I : Evaluation of scholastic skills

Term end Evaluation (TE)
Continoius Evaluation (CE)
- Projects
- Assignments
- Practical/seminar
- Records/collection
- Class test

Part II: Evaluation of Co-Scholastic abilities

Work Experience
- Making of teaching aids
- Making of school stationery
- Making of saleable items
- Making of artistic and eco-related items
Art Education
- Drawing and clay modeling
- Music
- Acting
- dancing
Health and Physical Education
Under Health Education, Evaluate the knowledge, interest and practice of the student with respect to
- Personal hygiene
- Environmental hygiene
- Nutrition
- First aid
- Communicable disease
- Knowledge about disease resistance
Under Physical Education, evaluation is to be performed with respect to
- Physical Abilities
- Drill and march
- Physical Exercise
- Recreational games

Part III : Personal and Social Qualities

Communication Skill
Character and conduct
Regularity
Group working skill
Leadership quality
School club activities

Marking system in Evaluation

The system of assessing students' performance on a test by assigning numerical values is called marking system.
Marking system is generally on a zero to hundred point scale or 101 point scale.
The relative performance of the students from this scale is easy to understand.
Marking system has its own limitations
- Precise judgment is not justifiable.
- Subjectivity involved in assigning marks.

Grading system in Evaluation

When students' level of performance are classified into a few classificatory units using letter grades, the system of assessment is called grading system.
In grading, classification is made on 5 point, 7 point, 9 point scale etc.
Fundamentally a 'grade' is a score.
Grading considered to be more scientific way of evaluation as it solves the problems of borderline cases by including all the pupils falling within a wider range with in the same grade.
Identifies the students' performance level within a wide range.
Grading involves the use of set of specialized symbols whose meaning ought to be objectively defined in terms of specific criteria.
In 5 point scale grading system the categories are

Score %	Letter grade	interpretation
75 and above	A	Outstanding
60 – 74	B	Very good
45 – 59	C	Good
30 – 44	D	Average
Below 30	E	Below average

In 9 point scale grading system the categories are

Score %	Letter grade	interpretation
90 – 100	A+	Outstanding
80 – 89	A	Excellent
70 – 79	B+	Very good
60 – 69	B	Good
50 – 59	C+	Above average
40 – 49	C	Average
30 – 39	D+	Marginal
20 – 29	D	Need improvement
Below 20	E	Need improvement

Types of Grading

Grading --------> Direct Grading

--------------> Indirect Grading --------------> Absolute Grading

-------------------> Relative Grading

Direct Grading

Judgment of any given phenomenon (achievement, skills, personality traits etc.) by the evaluator in terms of most appropriate letter grade without assigning the scores.
In examinations, the evaluator will award a particular grade to the answer for each individual questions on the basis of it's quality.
Then the Grade Point Average (GPA) calculated for obtaining the overall grade of the student in a particular subject.

Letter grade	A	B	C	D	E	F	G	H	I
Numerical Value of the Grade	9	8	7	6	5	4	3	2	1

Calculation of GPA

Q.No.	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15
Obtained Grade	F	B	A	G	D	H	E	E	B	F	C	B	E	D	B
Grade Point	4	8	9	3	6	2	5	5	8	4	7	8	5	6	8

GPA = 4 + 8 + 9 + 3 + 6 + 2 + 5 + 5 + 8 + 4 + 7 + 8 + 5 + 6 + 8

= 5.86 = 6

Hence Overall Grade will be 'D'

Direct Grading

Massive and time consuming.
Mistakes can't be ruled out.
Suitable for small groups.
Not feasible for large-scale examinations.

Indirect Grading

Method of awarding grades through marks.
Marks are awarded to the individual questions on the basis of the prescribed marking scheme.
Find out total mark and converted to grade.
This can be done in two ways
- Absolute
- Relative

Absolute Grading

Some fixed ranges of scores are determined in advance for each grade.
The score obtained by a student in a subject is converted into corresponding grade.
Eg.

Score %	Letter grade	interpretation
90 – 100	A+	Outstanding
80 – 89	A	Excellent
70 – 79	B+	Very good
60 – 69	B	Good
50 – 59	C+	Above average
40 – 49	C	Average
30 – 39	D+	Marginal
20 – 29	D	Need improvement
Below 20	E	Need improvement

Relative Grading

The grade range is not fixed in advance.
The fundamental premise of relative grading is that if an evaluation result is plotted on a graph, the graph will be assumes the form of a Normal Probability Curve

Procedure to find out Relative Grading

Group of students are divided into different groups.
Find out number of students in each grade using statistical methods.
Using this number of students in each grade, find out the range of each grade.
Corresponding grades are given to each students who fall in different ranges.

Example

Suppose there are 50 students.
Marks in 50

45 45 44 43 42 42 41 39 38
35 35 33 32 31 30 30 30 29
28 27 27 27 26 25 25 24 24
23 23 22 22 21 21 21 20 20
18 18 18 18 11 10 9 8 7

Let the group is divided into 5 Grades (A, B, C, D, E)

Find out number of students in each grade using statistical methods.

A Grade 5 students
B Grade 10 students
C Grade 20 students
D Grade 10 students
E Grade 5 students

Using this number of students in each grade, find out the range of each grade.

Then Range of Each Grade are

50 – 43 A Grade
42 – 32 B Grade
31 – 22 C Grade
21 – 18 D Grade
Below 18 E Grade

Evaluation System introduced in Kerala

Evaluates pupils with regard to three dimensions.
- Part – I : Evaluation of scholastic skills
- Part – II : Evaluation of Co-Scholastic abilities
- Part – III : Evaluation of Personal and Social Qualities.

Part-I : Evaluation of Scholastic skills

Sub divided into two parts.
1. Continuous Evaluation (CE)
2. Term end Evaluation (TE)

Continuous Evaluation (CE)

The Continuous Evaluation for each scholastic subject is made on the basis of
- Projects
- Assignments
- Practical/seminar
- Records/collection
- Class test
Scores assigned for each CE items

CE Items	Score
Projects	20
Assignments	20
Practical / Seminar	20
Record / Collection	20
Class test	20
Total	100

Total score 100 is fixed for the purpose of convenient for initial evaluation.
Total score obtained for all the CE items are converted as 'out of 10', and that score will be entered as score for CE for the subject concerned.
In the case of English, Social Science and Mathematics, the CE scores of both Paper-I and Paper-II club together and given in 20.

Term end Evaluation (TE)

Time bound written test covering all academic areas.
Evaluate higher order abilities (comprehension, analysis, synthesis, evaluation)

Academic Performane (Scholastic Ares)

Sl.No	Subject	Score					Total Score	Max. Time in hours for TE
		CE	TE		Pra
1 2 3 4 5 6 7 8 9 10	First Language Paper –I First Language Paper – II English Hindi Social Science Physics Chemistry Physics Mathematics Information Technoligy	10 10 20 10 20 10 10 10 20 10		40 40 80 40 80 40 40 40 80 10		20	50 50 100 50 100 50 50 50 100 40	1.5 1.5 2.5 1.5 2.5 1.5 1.5 1.5 2.5 1
Total		130		490		20	640	17.5

Part – I Grading

Find out total score (CE + TE) for each subject.
Convert the total score into percentage score.
This percentage score converted into grade using 9 point absolute grading.

9 point Absolute Grading

score	Score %	Letter grade	interpretation
45 – 50	90 – 100	A+	Outstanding
40 – 44	80 – 89	A	Excellent
35 – 39	70 – 79	B+	Very good
30 – 34	60 – 69	B	Good
25 – 29	50 – 59	C+	Above average
20 – 24	40 – 49	C	Average
15 – 19	30 – 39	D+	Marginal
10 – 14	20 – 29	D	Need improvement
Below 10	Below 20	E	Need improvement

Part – II. Evaluation of Co-Scholastic abilities

Work Experience
- Making of teaching aids
- Making of school stationery
- Making of saleable items
- Making of artistic and eco-related items
Art Education
- Drawing and clay modeling
- Music
- Acting
- dancing
Health and Physical Education
Under Health Education, Evaluate the knowledge, interest and practice of the student with respect to
- Personal hygiene
- Environmental hygiene
- Nutrition
- First aid
- Communicable disease
- Knowledge about disease resistance
Under Physical Education, evaluation is to be performed with respect to
- Physical Abilities
- Drill and march
- Physical Exercise
- Recreational games

Part – II Subject & their maximum score

Sl.No

Subject

Max. Score

Work Experience

Art Education

Health & Physical Education

Total

Part – II Grading

Evaluation based on 5 point absolute grading.

5 point Absolute Grading

Obtained Score	Score %	Letter grade	interpretation
15 and above	75 and above	A	Outstanding
12 – 14	60 – 74	B	Very good
9 – 11	45 – 59	C	Good
6 – 8	30 – 44	D	Average
Below 6	Below 30	E	Below average

Part – II. Evaluation of Personal & Social Qualities

Items to be Evaluated in Part – III are
- Communication Skill
- Character and conduct
- Regularity
- Group working skill
- Leadership quality
- School club activities

Part – III Grading

Evaluation based on 5 point direct grading.

5 point Direct Grading

Obtained Score	Value Point	interpretation
A	5	Outstanding
B	4	Very good
C	3	Good
D	2	Average
E	1	Below average

Semester System

Academic year divided into two parts.
Course are designed to cover one semester (instead of one year) and that final examination are held twice a year.

Merits of Semester System

The quantities of the content in various subject would be proportionated suitably into semesters.
Helps the students to achieve their objective in a better way.
Continuous assessment being an important component of semester encourages the student to work systematically throughout the course.
Periodical tests, prepares the students continuously for the final examinations, thereby eliminating the fear of unknown.
In a semester system, there is increased rapport and relationship between teachers and student.

Internal assessment

Assessment of learner's behavior changes qualitatively by the way of internal judgment is known as internal assessment.
Internal assessment is continues periodic and internal.
Internal assessment does not necessarily replace the examinations.
Internal assessment demands that the outcomes of learning a particular subject.
The main purpose of introducing internal assessment is to integrate teaching and evaluation and to test those skills and abilities which cannot be tested through a written examinations at the end of a course.

Disadvantage of Internal assessment

Personal prejudices and subjectivity may affect the quality of assessment.
Lack of basic infrastructure facilities of the school may negatively affect the right assessment.
Lack of enthusiasm and interest of the teachers may affect effective assessment.

Sunday, March 22, 2009

RECENT TRENDS IN EVALUATION