TOOLS &TECHNIQUES

FOR CLASS ROOM ASSESSMENT

NEED OF ASSESSMENT TECHNIQUES

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• Improve the quality of student learning

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• Help teacher to get a feedback

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• Measure student progress

ASSESSMENT TECHNIQUES�

• Observation
• Self reporting
• Test & testing
• Sociogram

ASSESSMENT TOOLS

• Anecdotal records
• Checklist
• Rating scale
• Questionnaire
• Inventories

OBSERVATION

• Selection, provocation, recording and encoding set of behaviours and settings concerning an organism

CHARACTERISTICS

• Physical as well as mental
• Selective & purposeful
• Systematic & specific
• Objective

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CONTINUED

• Quantitative
• Verifiable
• Avoids manipulation

TYPES OF OBSERVATION

• Casual & scientific

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• Simple & systematic

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• Subjective & objective

CONTINUED

• Inter subjective & intra subjective

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• Direct & indirect

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• Structured & unstructured

CONTINUED

• Natural & artificial

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• Participant & non participant

STEPS IN OBSERVATION

• Selection of the topic

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• Formulation of the topic

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• Research design

CONTINUED

• Collection of data

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• Analysis of data

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• Report writing

REQUISITES OF GOOD� OBSERVATION

ADVANTAGES

• Collection of wide range of information
• Flexible
• Inexpensive
• Less complications and lesser time

LIMITATIONS

• Validity is difficult

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• Problem of subjectivity

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• Data may be unmanageable

SELF REPORTING

• Read the question and respond themselves

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• Without researcher interference

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• Eg: questionnaire & inventory

QUESTIONNAIRE

• Set of questions in a highly structured form

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• May be open ended or close ended

INVENTORY

• Personal questionnaire

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• Hit may be structured or unstructured

ANECDOTAL RECORDS

• Report of the teachers’ informal observation about students

IT INVOLVES

• Social interaction
• Literacy exchanges
• Children’s every day routine
• Change in behavioural pattern
• Milestones in his development

RATING SCALE

• Method by which we systematize the expression of opinion concerning a trait

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• Opinions are usually expressed on scale values

CHARACTERISTICS

• Descriptions To be related

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• Method by which quality and frequency of each item to be related may be given

PRINCIPLES OF GOVERNING RATING SCALE

• Trait should be observable
• Trait should be defined properly
• Uniform standard scales
• No.of characteristics should be limited

STEPS IN PREPARATION OF ANECDOTAL RECORDS

• Observing the child
• Maintain a standard based focus
• Making anecdotal records
• Analysis of anecdotal records

TYPES OF RATING SCALE

• Numerical scale

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• Graphic scale

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• Standard scale

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• Forced choice scale

NUMERICAL SCALE

• Rater assigns appropriate number in line to each stimulus

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• Just like 1,2,3,4,5,6,7

GRAPHIC SCALE

• Widely used

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• Straight line shown can move horizontally or vertically

STANDARD SCALES

• In standard scales a set of standard is presented to the rater

FORCED CHOICE RATING SCALE

• Rater asked not to say whether the rate has a certain trait or to say essentially whether he has more or one trait than other pair

ADVANTAGES

• Helpful in measuring specific outcomes

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• Helpful in simulating effect upon the individual

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• Helpful in writing reports to parents

CONTINUED

• Filling out admission

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• Finding out students needs

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• In suggesting recommendations

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ERRORS IN WRITING

• Generosity errors – difficulty in giving low rates

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• Stringency errors — giving all low rates

CONTINUED

• Halo errors— rate in terms of general impression

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• Error of Central tendency

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• Logical errors

CHECKLIST

• Consist of a prepared list of items

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• Selected list of words, phrases, following an observer record a check to denote the presence or absence of whatever being observed

CONTINUED

• Response to checklist are a matter of fact not of judgement

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• Sometimes used in the form of questionaaire

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• Used to assess whether some traits are present or

absent in an individual

SOCIOGRAM

• Introduced by JL Moreno

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• To deal effectively with social groups, one must study the dynamics of social behaviour

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• Help to assess social relations

TEST & TESTING

• Measures the skill or knowledge acquired
• Evaluate the behaviour
• Help in making judgement, decision about people

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CONTINUED

• Helps in screening for jobs and admission

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• Classify and group people

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• Help to council and guide people

TYPES OF TESTS

• Achievement test

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• Diagnostic test

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• Prognostic test

ACHIEVEMENT TEST

• For measuring achievement

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• There are 2 types
• standardized test
• Teacher made test

ESSAY TYPE

• Longer passage
• Provide a complex prompt thar requires written response
• Be of 2 types
• Resticted response
• Extended response

SHORT ANSWER

• Open-ended questions
• Used in examinations
• Assess the basic knowledge and understanding

OBJECTIVE TYPE

• Items can be objectively scored

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• Person select a response from a list of opinions

• THERE ARE 3TYPES

1. Alternate response item
2. Matching type
3. Multiple choice

ALTERNATE RESPONSE ITEM

• Consist of a declarative statement that pupil asked to mark true or false

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• Among two response only one is correct

MATCHING TYPE

• Consist of two parallel column with each word, number /phrases in one column matched to that of other coloumn

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• The first coloumn called premises and the others are called responses

MULTIPLE CHOICE

Contains two portions

1. Stem—which contains problem
2. Response — suggested answers

DIAGNOSTIC TEST

• Survey
• Debates
• Discussion
• Off level assessment

PROGNOSTIC TEST

• Prediction of future career

DIGITAL ASSESSMENT TOOLS

• Help teachers to test aptitude, communication, cognitive ability etc.
• Examples are
• Mentimer. 3.moodle
• Quizlet 4.edutastic

5. Socrative

MANY OTHER TOOLS WE ARE GOING TO DISCUSS ARE

• Rubrics

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• Peer assessment

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• Portfolio

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• Assessment games

THANK YOU 😊