Principal evaluation techniques and tools

These include Tests, aptitude tests, inventories, questionnaires, observation schedules etc. A test is thus one of the assessment instruments.

These should be valid, reliable and usable. As far as interpretation is concerned, attainment can be measured in terms of three levels. The learning gaps need to be identified and marked upon. The criteria means the expected level of learning keeping in view the required skills. Tools and techniques A tool is any physical item that can be used to achieve a goal.

Tools that are used in particular fields or activities may have different designations such as "instrument", "utensil", "implement", "machine", "device," or "apparatus". The knowledge of constructing, obtaining and using tools is technology. Technique: The basic method for making or doing something, such as an artistic work or scientific procedure Skill or command in a particular activity.

Criteria Questions Techniques tools Quality How the evaluation will be done Certain standard on which the achievements of a learner is measured Interview is a two-way method which permits an exchange of ideas and information. As a technique, the interview is a conversation carried out with the definite purpose of obtaining certain information by means of the spoken word. Interview is a process of communication or interaction in which the subject or interviewee provides information verbally in a face to face situation.

Structured interview: The procedure is standardized and determined in advance, follows certain degree of formality The interviewer asks questions in the given order, no freedom to rephrase or add questions or change order of questions Unstructured interview: - Questions and procedure may be decided in advance - Provides flexibility in order of questioning, modifying or adding questions instantly, if needed.

Can take different forms Focused interview — aims at some particular event or experience rather than general lines of inquiry. In-depth interview — searching or giving emphasis on psychological or social factors. Non-directive interview — provides utmost freedom to the interviewees to talk about the problem under investigation Equipment : Interviews require only simple equipment and build on conversation skills which researchers already have.

Flexibility : Interviews are more flexible as a method of data collection. Validity : Direct contact at the point of the interview means that data can be checked for accuracy and relevance as they are collected.

High response rate : Interviews are generally pre-arranged and scheduled for a convenient time and location. Therapeutic: Interviews can be a rewarding experience for the informant, compared with questionnaires, observation and experiments, there is a more personal element to the method. In the process, a picture of how a skill or knowledge area develops emerges. Rating is the expression of opinion or judgment regarding some situation, object or character.

The opinions are usually expressed on a scale of values. Rating scale refers to a scale with a set of points which describe varying degree of the dimension of an attribute being measured. Use of stimulus variation: 1. Thus evaluation programme brings in dynamism and leads to continuous improvement in the entire educational process. To collect evidence regarding social relationships, emotional behaviour, initiative, scientific attitudes, social attitudes, likes and dislikes, etc.

It is for the achievement of the instructional objectives that the instruction is given. The selection of evaluation techniques and tools is also based on the objectives to be evaluated. Aa good evaluation programme should evaluate both the cognitive and non-cognitive aspects of learner growth. Apart from evaluating all possible objectives, comprehensive evaluation involves the use of multiple tools and techniques to procure information on different aspects of personality growth. At every step of the teaching-learning process evaluation is a must.

Before the instruction is started, it is necessary to determine the entering behaviour of students to decide the strategies, learning material and even appropriate objectives of teaching. As Evaluation is a means to an end, not an end in itself.

There are certain principles which may provide direction to the process of evaluation and may also serve as the criteria for adopting a particular device or technique of evaluation to yield the desired positive results. The classroom teacher or evaluator should always be perfectly clear in bis mind about what he is aiming to achieve i. There are a number of evaluation techniques. Out of them one technique is appropriate in some cases which may not be so in others. It means to. Therefore, to make evaluation comprehensive, different types of evaluation procedures should be adopted depending on their suitability.

Moreover, use of a variety of techniques provides an evaluator sufficient evidences of different aspects of pupil achievement on different objectives, because more the evidence better the evaluation. In the teaching-learning process, evaluation should be done with a purpose, and not for the sake of evaluation only. Administering a test, scoring the scripts and collecting the data without making any use of this information for the pupils is a waste of effort.

To bring out the inherent capabilities of a student, such as proper attitudes, habits, manipulative skills, appreciation and understanding in addition to conventional acquisition of knowledge. Maheshwari, Ph. Sign Up. Upcoming SlideShare. Evaluation in Education. Embed Size px. Start on. Show related SlideShares at end. WordPress Shortcode. Share Email. Top clipped slide. Education , Technology. Download Now Download Download to read offline.

Evaluation — concepts and principles Download Now Download Download to read offline. Evaluation — concepts and principles. Aruna Ap Follow. Importance of evaluation. Formative Assessment vs. Summative Assessment. Summative and formative evaluation. Assessment of learning outcomes. We need to balance our time constraints with the time necessary to use participatory tools effectively Chambers, No matter what participatory tool you are using, their effective use requires good observation and interviewing skills, including building rapport, listening, and understanding nonverbal and cultural cues.

You should choose the right participatory tool for the data that you need to collect, and ensure that the tool is culturally appropriate. Pay special attention to how you manage the participatory exercise, as you want to manage it so that everyone participates, but you do not want to control or influence it US Peace Corps, As part of a valid evaluation design, participatory tools can be very useful for project planners, managers, and evaluators looking to collect rich, emic, qualitative, data from project participants.

Chambers, Robert. About the Author Dr. Beverly Peters has more than twenty years of experience teaching, conducting qualitative research, and managing community development, microcredit, infrastructure, and democratization projects in several countries in Africa.

As a consultant, Dr.