ES-333:

EDUCATIONALEVALUATION

Answer t he following q uestions:

i) Establish relationship between Measurement, Assessment and Evaluatio n

with examples. (250 words)

ii) Explain concept a nd t ypes of validity with examples. (250 words)

iii) Select units/topics in your t eaching subject for c onstructio n of Achievement

test Prepare Blue print and 15 objective type test items 5 each to test knowledge,

understanding and Application. (1000 words)

ES - 333

Educational Evaluation

ASSIGNMENT SOLUTIONS GUIDE (2011-2012)

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in the Assignments. These Sample Answers/Solutions are prepared by Tutor for the help of the student to get

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a Particular Answer.

Q. 1. Establish relationship between Measurement, Assessment and

Evaluation with examples.

Ans. Evaluation, particularly educational evaluation, is series of activities that are

designed to measure the effectiveness of the teaching-learning system as a whole.

We are already familiar with the fact that the teaching- learning process involves

interaction of three major elements i.e., objectives, learning experience and learner

appraisal. Evaluation takes care of all the interactive aspects of three major

elements i.e., the whole teaching- learning system.

“Evaluation is the collection, analysis and interpretation of information about any

aspect of a programme of education, as part of a recognised process of judging its

effectiveness, its efficiency and any other outcomes it may have.”

The above definition offers the following–

Evaluation is not just another word for assessment. The quality of our learners’

learning may well be one of the outcomes we need to evaluate. But many other

factors may be equally owrth looking at.

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

measure the learner’s achievement, when learners are 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 is

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, sweems appropriate in evaluation studies to limit the

terms assessment to the process of gathering the data and fashioning them iinto

an interpretable form; judgment can then be made on the basis of this assessment.

Assessment the, as we define it, preceeds the final decision-making stage in

evaluation e.g., the decision to continue, modify, or terminate an educational

programme. Measurement 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 characterisitcs 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 inclusinve term than assessment and measurement.

Hence evluation process is quite comprehensive and it is very much desired for

effective teaching and learning.

Q. 2. Explain concept and types of validity with examples

Ans. Each tool of evaluation has specific purposes. Therefore, the Foremost

consideration one must look for, while choosing a tool, is the purpose for which it is

being used, that is the tool being used should be valid. Thus, a tool is valid if it

serves the purpose for which it is designed. According to Gronlund, “Validity referes

to the extent to which the results of an evaluation procedure serve the particular

uses for which they are intended”.

According to Stanlay and Hopkings – “The validity of a measure is how well it fulfils

the function for which it is being used – the degree to which it is capable of

achieving certain aims.”

The concept of validity of a test, therefore, is chiefly a concern for the ‘basic

honesty’ of the test-honesty in the sense of doing what are promises to do.

Types of Validity

Validity can be divided in five categories, they are–

(i) Content Validity

(ii) Criterion-related Validity

(iii) Construct Validity

(iv) Face Validity

(v) Factorial Validity

The above mentioned five types of validity are discussed as under–

(i) Content Validity: Content validity is the most important criterion for the

usefulness of a test, especially of an achievement test. It is a measure of the match

between the contentt of a test and the content of ‘teaching’ that preceded it. The

measure is represented subjectively after a careful process of inspection comparing

the content of the test with objectives of the couse of instruction.

(ii) Criterion-related Validity: Criterion-related validity refers to the extent to which

test performance is related to some other valued measure of performance. It can

further be sub-divided into two categories–

(a) ConcurrentValidity: The ‘Concurrent’ criterion is provided by a data-base of

learner performance obtained on a test whose validity has been pre-established.

The term ‘concurrent’ here implies the following characteristics–

1. The two test – the one whose validity is being examined and the one with

proven validity – are supposed to cover the same content area at a given level and

the same objectives;

2. The population for both the tests remains the same and the two tests are

administered in almost similar environment; and

3. The performance data on both the tests are obtainable almost simultaneously.

(b) Predictive Criterion: On the other hand, the ‘Predictive’ criterion is provided by

ther performance-data of a group obtained on a course or career subsequent to the

test which is administered to the group and whose validity is under scrutiny.

(iii) ConstructValidity: Construct validity may be defined as the extent to which test

performance can be interpreted in terms of certain psychological constructs.

Usually factor analysis is done to determine the construct validity.

(iv) Face Validity: Face validity refers not to what the test measures, but what the

test ‘appears to measure’. The contents of the test should not obviously appear to

be inappropriate, irrelevant.

(v) Factorial Validity: Factorial validity is determined by a statistical technique

known as factor analysis. It uses methods of explanation of inter-correlations to

identify factors (which may be varbalised as abilities) constituting the test. The

correlation of the test with each factor is calculated to determine the weight

contributed by each such factor to the total performance of the test. This tells us

about the factor loadings. This relationship of the different factors with the whole

test is called the factorial validity.

Q. 3. Select units/topics in your teaching subject for construction of

Achievement test Prepare Blue print and 15 objective type test items 5

each to test knowledge, understanding and Application.

Ans. The steps involved in constructing an achievement test are–

(i) Instructional Objectives

(ii) Design

(iii) Blueprint

A detalied discussion of the above mentioned steps is given here under–

(i) Instructional Objectives: The first and most important step in planning a test is

to identify the instructional objectives. Each subject has a different set of

instructional objectives. In the subjects of Science, Social Sciences and

Mathematics the major objectives are categoriesed as knowledge, understanding,

application and skill, while in languages the major objectives are categories as

knowledge, comprehension and expression. Knowledge objective is considered to

be the lowest level of learning whereas understanding, application of knowledge in

science or behavioural sciences are considered higher level of learning.

(ii) Design: The second step in planning a test is to make the “Design”. The Design

specifies weightages to different

(a) instructional objectives,

(b) types (or forms) of questions,

(c) units and sub-units of the course content,

(d) levles of difficulty.

It also indicates as the whether there are nay options in the question paper, and if

so, what their nature is. The Design, in fact, is termed as instrument which reflects

major policy decisions of the examining agency, whether it is a board or an

individual. A sample format for presenting design of a test is given here under–

DESIGN

SUBJECT: CLASS:

THE WEIGHTAGE OF THE DISTRIBUTION OF MARKS OVER THE DIFFERENT

DIMENSION OF THE QUESTION APER IS/SHALL BE AS FOLLOWS:

1. WEIGHTAGE TO INSTRUCTIONAL OBJECTIVES/LEARNING OUTCOMES:

S. NO. OBJECTIVES MARKS %AGE OF MARKS

1. KNOWLEDGE

2. UNDERSTANDING

3. APPLICATION

4. SKILL

TOTAL

2. WIGHTAGE TO CONTENT/SUBJECT UNITS:

S. NO. UNITS & THEIR SUB-UNITS MARKS UNITS & THEIR SUB-UNITS MARKS

1.

2.

3.

4.

5.

6.

TOTAL

3. WIGHTAGE TO CONTENT/SUBJECT UNITS:

S. NO. FORMS OF QUESTIONS MARKS FOR EACH NUMBER OF QUESTIONS TOTAL MARKS

1. L.A.

2. S.A.

3. V.S.A.

Note: The expected length of the answers of different types of questions would be

as follow:

This is only an approximation. The actual length, however, my vary. As the total

time is calculated on the basis of the number of questions required to be answered

and the length of their anticipated answers. It would, therefore, be advisable, to

budget time properly by cutting out the superfluous length and be within the

expedted limited.

S. No. Type/Forms of Question

Marks Expected Length(No.of

Words/Sentences)

Expected Time for

Each Question (Minutes)

1. 2. 3.

L.A. S.A.

V.S.A.

L.A. S.A.

V.S.A. -(Long answer) -(Short Answer)

-(VeryShort Answer)

Difficulty Level: (Give Percentage)

Easy Average Difficult

Note: Internal options in L.A. Questions only.

(iii) Blueprint: The third step is to prepare the “Blueprint”. The policy decisions, as

reflected in the design of the question paper, are translated into action through the

Blueprint, It is at this stage that the paper setter decides as to how many questions

are to be set for different objectives. Further he/she decides under which unit/topic

a particular question is to be set. Furthermore, he/she picks up various forms of

questions. Therefore, the paper setter decides how all the questions are to be

distributed over different objectives and content areas so as the obtain the

weightages decided in the Design. The three dimensions of the blueprint consist of

content area in horizontal rows and objectives and forms of questions in vertical

columns. Once the blueprint is prepared, the paper setter can write/select the

items and prepare the question paper. A sample format of Blueprint is given here

under–

BLUE PRINT

OBJECTIVE FORM

OF QUESTIONS/

CONTENT

KNOWLEDGE

E SA VSA

UNDERSTANDING

E SA VSA

APPLICATION

E SA VSA

SKILL

E SA SA

TOTAL

E SA VSA

1.

2.

3.

4.

5.

6.

Sub-Total

Total

Note: Please put the number of Question witin Brackets and the marks outside the

Brackets.

SUMMARY

ESSAY OR LONG ANSWER (LA) MARKS:

SHORT ANSWER (SA) MARKS:

VERY SHORT ANSWER (VSA) MARKS:

SCHEME OF OPTIONS:

SCEME OF SECTIONS:

DELETE WHICHEVER IS NOT APPLICABLE

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