The file here deals with the techniques of assessment which includes Observation Schedule, Rating Scale, Performance Test, Achievement Test, Attitude Scale, etc. This would help the would be teachers and teacher educators immensely. The author is an Assistant Professor of Siliguri Terai B.Ed. College, Darjeeling.

1. School of Education
Tools and
Techniques for
Assessment
Submitted by Usman Gani Al Haque,
M.Ed III Sem(2015-17 batch),
Reg No: 15392025
Submitted to Dr Sreekala E, Assistant
Professor, School of Education,
Pondicherry University.

2. Tools and Techniques for Assessment
Introduction:
Usually the tool and techniques are used to assess the learning outcome and other personality
traits of the students. But here it is little different, these tools and techniques are intended to
assess the teaching performance. Therefore an alternative form of assessment is used here.
Teaching is wonderful task and side by side it is difficult as well, difficult in the sense, the
teacher is to set some objectives and has to achieve them at the end. This achievement of
teaching cum learning objectives are attainable more precisely when the performance of
teaching is high. And for making the teaching performance optimum, assessment of the same
is a way. Some of the tools and techniques for assessment are explained below to meet the
needs.
ObservationSchedule:
Observation schedule is a method in which data in the field is collected with the help of
observation by observer.
Although it serves essential assessment purposes, observation (especially direct observation)
involves a number of challenges, including the major time commitment and training required
of observers. The benefits of collecting data about children in their natural environments
while engaged in everyday tasks, however, far outweigh the costs in terms of their value for
intervention planning. As noted earlier, another set of concerns relates to the difficulties
encountered in analyzing the outcomes of observation, determining their reliability, and
evaluating issues related to their validity. These issues, however, should not be viewed as
limitations, but rather as challenges to good practice. Most of the same challenges apply to all
approaches to assessment during the preschool years. To yield dependable information about
children, observation must be focused, organised and systematic.
The Observer:
The outcomes of observation are only as good as the observer. Being a good observer
requires self-awareness, sensitivity, knowledge about students and their development,
knowledge about cultural differences and environmental expectations, and the ability to

3. integrate observational information with other assessment results and to translate these results
into meaningful instruction or intervention strategies.
As human beings, we all have our personal biases, beliefs, and
approaches to situations. Some of us are critical; others are inclined to give the benefit of the
doubt. Recognisition of these tendencies is critical to obtaining dependable observational
data. Thus, as observers, we need to become aware of our own biases, beliefs, and tolerance
levels which may be based on past experiences with a particular child, family, or instructional
approach.
Training Required:
Observation, like other assessment procedures, requires training. If structured observation
schedules are to be used, the amount of training needed varies in relationship to the
complexity of the system, with more complex systems requiring greater practice to make
accurate and reliable observations.
Types of observation method:
 Structured and unstructured observation
 Controlled and uncontrolled observation
 Participant and non participant observation.
Structured Observation:
 When observation is done by characterizing style of recording the observed
information, standardize condition of observation, definition of the units to be
observed, selection of pertinent data of observation then it is structured information.
 Systematically and planned observing behavior in a controlled environment.
 Direct observation of behavior and recording of the behavior and the recording of that
behavior in term of categories that have been devised prior to start data collection.
 Explicitly formulated rules for observation and recording of behavior.
 Rules inform the observer about what they should look for and how they should
record behavior.
 These rules are articulated in observation schedule.

4. Unstructured Observation:
 When observation is done without any thought before observation then it is called
unstructured observation.
 Unstructured observation (i.e. Naturalistic observation) involves studying the
spontaneous behaviour of participants in natural surroundings. The researcher simply
records what they see in whatever way they can.
 Compared with controlled/structured methods it is like the difference between
studying wild animals in a zoo and studying them in their natural habitat.
 No use of observation schedule for recording of behavior.
 Gives narrative account of the behavior.
 Unplanned and informal.
 It studies behavior of respondent in the natural social settings.
Participant Observation:
 When observer is a member of group which he observing then it is called participant
observation.
 Best known method for assessment.
 Associated with qualitative research.
 Prolonged physical immersion of observer in a social setting in which he seeks to
observe the behavior of members of that setting.
 In-depth study of the society and subject.
 Close interaction and relation between observer and subject.
Non-participant Observation:
 When observer is observing people without giving any information to them then it is
called non participant observation.

5.  Observer observes but does not participate in what is going on in the social settings.
 Planned and structured.
 Observer abstains himself from his physical presence in the social settings.
Advantages of Observation Schedule:
 Personality is better assessed by observation of behaviour, than by reporting which
may hide facts.
 The tool does not need any communication medium. Thus, it can be used for
collecting data regarding infants and illiterates or people who do not understand the
language of the observer.
 The main strength of observation is that it provides direct access to the social
phenomena under consideration.
Limitations of Observation Schedule:
 One of the main limitations of observation is that it can be very much time consuming
and resource intensive.
 Covert behaviour and traits cannot be observed.
 The behaviour of grown up adult people turns artificial when they become conscious
of the observer.
Rating Scale:
A rating scale is a tool used for assessing the performance of tasks, skill levels, procedures,
processes, qualities, quantities, or end products. These are judged at a defined level within a
stated range. Rating scales are similar to checklists except that they indicate the degree of
accomplishment rather than just yes or no. Rating scales list performance statements in one
column and the range of accomplishment in descriptive words, with or without numbers, in
other columns. These other columns form “the scale” and can indicate a range of
achievement, such as from poor to excellent, never to always, beginning to exemplary, or
strongly disagree to strongly agree. Some tasks, such as procedures and processes, need to be
observed in order to be assessed.

6. Characteristics of rating scales:
Rating scales should:
 have criteria for success based on expected outcomes
 have clearly defined, detailed statements. This gives more reliable results. For assessing
end products, it can sometimes help to have a set of photographs or real samples that
show the different levels of achievement. Students can visually compare their work to the
standards provided.
 have statements that are chunked into logical sections or flow sequentially
 include clear wording with numbers when a number scale is used as an example, when
the performance statement describes a behaviour or quality, 1 = poor through to 5 =
excellent is better than 1 = lowest through to 5 = highest or simply 1 through 5. The range
of numbers should be the same for all rows within a section (such as all being from 1 to
5). The range of numbers should always increase or always decrease. For example, if the
last number is the highest achievement in one section, the last number should be the
highest achievement in the other sections.
 be short enough to be practical
 highlight critical tasks or skills
 indicate levels of success required before proceeding further, if applicable
 Sometimes have a column or space for providing additional feedback
 be reviewed by other instructors
Advantages of Rating Scale:
 Rating scales are less time consuming to develop.
 It can be used with a large number of stimuli.
 They also allow for quantitative comparison.
 Rating scale is quite interesting to the raters, especially if graphic methods are used.
Limitations of Rating Scale:
 Rating scale method has limited reliability.
 Rating scale can be used by unqualified users.
 Rating scale is not suitable for sophisticated treatment planning.

7. Performance Test:
In its simplest terms, a performance test is one which requires students to demonstrate that
they have mastered specific skills and competencies by performing or producing something.
Performance test can be of following types: designing and carrying out experiments; writing
essays which require students to rethink, to integrate, or to apply information; working with
other students to accomplish tasks; demonstrating proficiency in using a piece of equipment
or a technique; building models; developing, interpreting, and using maps; making
collections; writing term papers, critiques, poems, or short stories; giving speeches; playing
musical instruments; participating in oral examinations; developing portfolios; developing
athletic skills or routines, etc.
Performance tests also allow teachers to observe achievements, habits of mind, ways of
working, and behaviours of value in the real world. In many cases, these are outcomes that
conventional tests may miss. Performance tests can include observing and rating learners as
they carry out a dialogue in a foreign language, conduct a science experiment, edit a
composition, present an exhibit and work with a group of other learners to design a student
attitude survey, or use equipment. In other words, the teacher observes and evaluates student
abilities to carry out complex activities that are used and valued outside the immediate
confines of the classroom.
Advantages of Performance Test:
 Convenient
 Can be adopted and implemented quickly.
 Reduces or eliminates faculty time demands in instrument development and grading.
 Can test large numbers of students.
Limitations of Performance Test:
 Measures relatively superficial knowledge or learning.
 Unlikely to match the specific goals and objectives of a program/institution
 More summative than formative

8. Achievement Test:
What is achievement test?
 An exam designed to assess how much knowledge a person has in a certain area,
topics or subtopics.
 Achievement test focuses specifically on how much a person knows about a specific
topic or area such as Math, English or Science.
 It is a formal test.
 Any test that measures the accomplishments of an individual after a period of training
or learning. ( NM Downie)
 The type of ability test that describes what a person has learned to. (Throndike and
Hagen)
Functions of Achievement Test:
 Provides basis for promotion to next grade.
 Find out where each student stands in various academic areas.
 Motivate the students before a new assignment has taken up.
 Expose pupil’s difficulties which the teacher can help them to solve.
When it is conducted?
 Summative- end of term, end of year, and end of the lesson.
 Achievement test range – 5 to 10 minutes to 3 hours final exam. ( variety of item
types and formats).
Advantages and Limitations of Achievement Test:
When used correctly, achievement tests can provide an accurate overview of how students are
learning and performing in a variety of subjects. In this way, they are a tool to enhance
curriculum and pedagogical practices and to allocate resources and funding where needed.

9. They are easy to use through computers and handwritten testing booklets, and results are
efficiently compiled.
The results of achievement tests are limited and cannot always show if learning has
not taken place or if there was no quality instruction. Some students who have the appropriate
knowledge to score well on the exam may be poor test takers or get nervous, which can cause
them to score lower than normal. Other students may not understand the questions or lack
outside knowledge that could help them better comprehend questions.
Attitude Scale:
The term scaling is applied to the attempts to measure the attitude objectively. Attitude is a
resultant of number of external and internal factors. Depending upon the attitude to be
measured, appropriate scales are designed. Scaling is a technique used for measuring
qualitative responses of respondents such as those related to their feelings, perception, likes,
dislikes, interests and preferences.
An attitude scale is a special type of questionnaire designed to produce scores indicating the
intensity and direction (for or against) of a person’s feelings about another person or an
object or event.
Some important characteristics of attitude scale are:
 These are used for measuring the social attitudes.
 A questionnaire is prepared; by the items in the questionnaire assess the attitude of an
individual towards a matter, thing, an object or system and score is allotted for each
item.
 The individual is asked to express his response towards an object or system, on the
basis of his responses, he is assigned a score which indicates the position.
 Some relevant and indirect statements can also be used to reveal the attitude.
 The scale also specifies the crucial shades of opinions.
 Most of the scales used are ordinal in nature, though there is attempt to treat the
resulting data as intervally scaled. The simplest possible type of such scale has the
respondent classifying the object/issue/product/himself into one among two
dichotomous categories.

10. Advantages of Attitude Scale:
 They are quick and economical to administer and score.
 They are easily adapted to most attitude measurement situations.
 They provide direct and reliable assessment of attitudes when scales are well constructed.
 They lend themselves well to item analysis procedures.
Limitations of Attitude Scale:
 Results can be easily faked when individuals want to present a false impression of their
attitudes (this can be offset somewhat by developing a good level of rapport with the
respondents and convincing them that honest responses are in their best interests).
 Internal consistency of the scale may be difficult to achieve (care must be taken to have one-
dimensional items aimed at a single person, group, event or method).
 Good attitude statements take time to construct (it is usually best to begin by constructing
several times as many attitude statements as you will actually need, then selecting only those
that best assess the attitude in question).

11. References:
Bibliography:
 Brassard, Marla R. , Boehm, Ann E. ,Preschool assessment-Principles and practices,
pp. 73-77.
 Mangal,S.K. & Mangal, Uma, Essentials of Educational Technology, Prentice Hall
Publication, New Delhi.
 Ansari, M.S. , Popular master guide- U.G.C. NET/SET Education, Ramesh
Publication House, New Delhi.
 Sethi, Charu and Rani, Puja,UGC NET/SET(JRF & LS) Education, Arihant
Publication, Meerut: 357-364.
Webliography:
 http://www.simplypsychology.org/observation.html
 http://ows.edb.utexas.edu/sites/default/files/users/borichgd/book/chapter13.pdf
 https://www.learner.org/workshops/socialstudies/pdf/session7/7.PerformanceAssessm
ent.pdf
 http://www.slideshare.net/4tin/achievement-test-41279301?qid=da62f8cd-4de8-4f06-
933c-b926b0721447&v=&b=&from_search=2
 http://www.nsgmed.com/education/attitude-scale-definition-types-point-scale/