DIFFERENT TYPE OF EDUCATIONAL MEASUREMENT AND EVALUATION TOOLS AND THEIR IMPORTANCE

1. DIFFERENT TYPE OF
EDUCATIONAL MEASUREMENT
AND EVALUATION TOOLS AND
THEIR IMPORTANCE BY
MRITUNJAY KUMAR
MPO 2ND YEAR
2018-2020
NILD,KOL-90

2. Concept of Measurement,
Assessment & Evaluation
MEASUREMENT ASSESSMENT EVALUATION
Done through test Measurement + Test MEASUREMENT+ASSESSMENT
It refers to the process by
which the attributes or
dimensions of some physical
object are determined.
It is a method of collecting
reviewing and using data
gather in measurement for the
purpose of improvement in
the current performance.
Evaluation is a process of
judgment of value or worth of
a process or product, which
may be the achievement,
aptitude, interest, skill etc.
Numerical in nature Diagnostic process Process of judgment
Subjective Formative Summative
Product oriented Process oriented Product oriented
Based on quantity achieved Based on observation and
positive and negative point.
Based on level of quality as per
set slandered.

3. CONCEPT OF TEST
• Test is an instrument or activity used to accumulate data on a
students/persons ability to perform a specific task.
• The content of these tests are usually either cognitive,
psychomotor, or affective.
 USE OF TEST:
• Measure achievement & improvement.
• Help in diagnosis of strengths and weakness.
• Provide remedial prescription.
• Grading of student.
• Classification of students into skill-specific groups.
• Prediction of success and failure.

4. • There are three approaches to
testing of a student:
– Purpose specific
– Mode specific
– Process specific
The process specific test are
of different type as
1. Oral, written and performance
test
2. Norm-referenced and criterion
referenced test
3. Teacher made and
standardized test
Mode specific test are of
following type
1. Easy type and short answer
type and objective type
2. Speed test and power test
3. Individual and group test
4. Machine scored and hand
scored test
Purpose specific test
are of following type
1. Diagnostic test
2. Aptitude test.
3. Achievement test
4. Proficiency test

5. Type of purpose specific test
 Diagnostic test:
• Help to identified the areas of learning
in which the learner needs a remedial
course.
• This test give profile of what the
learner knows and does not know and
what need to know.
• That gave the idea to the teacher that
needs to covering for individual
student.
 Aptitude test:
• This test serve a predictive function. It
help to identify the potential talent.
• It identifies the prerequisite
characteristic which are essential for
one to be competent to perform a
given task.
• This test identify those who can do well
in the field and those who can’t.
• These test consist of items on sub-skill
which may eventually be developed
into expert complex skill.
• This test is used while selecting people
for special course/careers.

6.  Achievement test:
• This test aim to measure the extent to
which the objects of a course have been
achieved.
• The scope of these tests is governed by
the objectives of the given course and
covered only the areas of learning
demarcated by the given syllabus.
 Proficiency test:
• Aim to assess the general ability of a
person at a given time.
• Its scope is governed by a reasonable
expectation of what abilities learns of a
given status should process.
• It is not restricted by consideration of the
areas covered in any specific course
objectives or syllabus as in case of
achievement tests.
• While the end of course examinations in a
school or collage may be taken as a typical
example of an achievement test, a
national level selection or admission test
for candidates coming from different
states or university.

7. Classification according to mode of test
According to the type of items involved in the test
(i) Essay-type test:
• Essay-type tests are
otherwise known as open-
ended tests.
• The essay question is
especially useful for
measuring those aspects of
complex achievement that
cannot be measured well by
more objective means.
• These include:
the ability to organize,
integrate and express ideas
in a general attack on a
problem.
(ii) Short-answer type test:
• This type of test requires to
be written in a short-cut
manner regarding a
concept.
• It is suitable for measuring a
wide variety of relatively
simple learning outcomes,
and it is used almost
exclusively to measure the
recall of memorized
information.
• For example: ‘What is
measurement? Write within
50 words.’
(iii) Objective-type test:
• In objective-type questions,
the individual is expected
to answer the question with
the help of a word, a
phrase, a number or a
symbol.
• The test with multiple-
choice items, true-false
items, matching type items,
fill-in-the blanks items, one-
word substitution are the
examples of objective type
test.

8. According to the ability of the student, tests are of two types:
 SPEED TEST
• Applied to know mental
speediness.
• Time is limited
• No of question is more
• Question are equal difficulties
• Eg.- Railway examinations,
banking examinations.
 POWER TEST
• Applied to know the mental
power or the ability.
• No time limit
• No of question is less
• Question are arranged
according to difficulty level and
discriminating power.
• Eg.- The essay competitions

9. According to mode of administration, tests are of two types:
 INDIVIDUAL TEST
• When a psychological test is
administered upon an individual
at a particular time, it is known
as ‘individual test’.
• The individual test mainly done
to observe characteristic of
individual.
• Expensive to administrate.
• Intelligence test by school
psychologist.
 GROUP TEST
• When a test is administered
upon a group of individuals at a
particular time, it is known as
‘group test’. It is mostly
applicable on adult literates.
• Group test mainly done to meet
practical needs.
• Cheaper to administrate.
• Traditional collage exam.

10. According to the method of scoring, test are of two types:
(i) Machine-scored test:
• The tests which are scored or
assessed by the machines like
computer are known as
‘machine-scored test’.
• The Bank P.O. examination is
an example of machine-
scored test.
(ii) Hand-scored test:
• The tests which are assessed
by the human beings are
known as ‘hand-scored tests’.
• The classroom achievement
tests is an example of hand-
scored tests.

11. (i) Oral test:
• It is a kind of verbal
test.
• In oral test, the
individual is expected
to answer orally.
• This type of tests is
mostly applicable to
illiterates or small
children. In the public
survey, interview or
viva also follow the
oral test.
(ii) Written test:
• It is a kind of verbal
test.
• The individual has to
respond the questions
in writing form.
• So the respondent
should have the
writing ability.
• It is only applicable
upon the literates.
• All the written
examinations are the
examples of written
test.
(iii) Performance test:
• This type of test is a
‘non-verbal test’.
• The respondent is not
expected to respond
verbally. He has to
perform the task.
• The running
competition, jumping
competition held by
physical examination
are the examples of
performance test.
According to the nature of the test, they are classified as:
CLASSIFICATION OF PROCESS SPECIFIC TEST

12. Norm-referenced Tests Criterion-referenced evaluation
Purpose Survey testing Mastery testing
Major emphasis Measure individual differences in
achievement.
Describes takes student can perform.
Interpretation of
result
Compares performance to that of
other individuals.
Compare performance to a clearly specified
achievement domain.
Content converge Typically covers a broad area of
achievement
Typically focus on a limited set of learning task
Nature of test plan Table of specification commonly used Detailed domain specification are favored.
Item selection
procedure
Items are selected that provide
maximum discrimination among
individual. Easy item are typically
eliminated from the test.
Includes all item needed to adequately
describe performance. No attempts is made to
alter item difficulty or to eliminate easy item
to increase the spread of score.
Performance
standards
Level of performance is determined
by of relative position of some known
standard.
Above average
Average
Below average
Level of performance is commonly determine
by absolute slandered.
Pass marks: 40 %
Distinction: 80%
According to standard, the test are of below two type

13. • According to the principle of test construction, tests are of
two types:
Standardized test Teacher made test
Content is appropriate for all student Specific content addressed in class.
Item have been researched to reliably predict an out
come.
Item have not been researched.
There are standardized administration and scoring
rules that can’t be changed.
Teacher decides how to administrate and score. Can
be modified as per student of different class.
Scores can be compared to norm groups. Score comparison can only be made to the group who
took the same test in the same condition.
Prepared for large number of student. Prepared for small number of student.
It meets the characteristic of good test. Don’t

14. Concept of Measurement
• Measurement refers to the process by systematic assignment
of numerical values (quantitative) or verbal descriptors
(qualitative) to the characteristic of individual.
• When used in the context of learning, it refers to: applying a
standard scale or measuring device to an object or objects, a
events or conditions, according to practices accepted by those
who are skilled in the use of the device or scale.
• The Encyclopedia of Educational Research explains
measurement in more refined terms; to measure means ‘to
observe or determine the magnitude of a variant’.

15. • It has been observed that measurement in any field always
involves three essentials:
I. Identification and definition of quantity, attribute or variable
that is to be measured.
II. Determining the set of operations by which the attribute or
variable may be made perceivable.
III. Establishing a set of procedure for translating observations
in to quantitative statement of degree, extent or amount.

16. Functions of Measurement
• Lee J. Cronbach (1949) classified all applications of mental
measurement under the following three main functions:
(i) Prognosis function: Tests reveal differences among people’s
performance. For example, to predict student’s academic
performance.
• The measurement provides the extent of a variable which has
the specific purpose of predicting future behavior.
• The prognosis function has an administrative function such as
classification, selection, promotion and gradation of students.

17. (ii) Diagnosis function:
• The diagnosis function identifies the weakness of the student-
learning.
• The remedial instruction can be prepared on the basis of diagnosis.
• It also implies the prediction, but there is considerable justification
in listing diagnosis as a separate function of measurement.
(iii) Research function:
• The third major function of measurement is verification of scientific
hypotheses of research.
• The use of measurement for research purposes, however, is not
much when compared to prediction and diagnosis.
• This is because a measurement is usually considered a completely
valid measure of certain human characteristics.

18. Types of measurement
 Physical measurement: Physical measurement is the measurement
of the object which has absolute existence.
• For example, we measure the height of individuals.
 Mental measurement: Mental measurement is also known as
‘educational measurement’ or ‘psychological measurement’.
• It is always relative and there is no absolute zero in case of mental
measurement.
• For example, for measuring the intelligence of a person we have to
take the help of intelligence tests which are subjective in nature.
• Mental measurement is both qualitative and quantitative in nature,
and there are no fixed tools for such measurement i.e., the same
set of tools may not be applied to different types of persons.

19. LEVELS OF MEASUREMENT
 Nominal scale:
• It is least precise and crude.
• There is no magnitude assign to the variable.
• Dose not provide order and rank of the
variable.
• Example: Boys & Girl or Pass or Fail in a class.
 Ordinal scale:
• More informative than previous one.
• It provide a rank among variable.
• No value provide to the distance between the
position.
• Used in class ranking of the student.
 Interval scale:
• It is informative than previous two.
• It has all character of ordinal scale besides the
distance between any two values on the scale
are known.
• It has no absolute zero.
• Measurement of education usually done on
interval scale.
 Ratio scale:
• Most informative & refined one.
• It has characteristic of interval scale with an
absolute zero.
• It is generally not applicable in educational
field.

20. Characteristics of good measurement tool
• Should be valid: Validity of a test refers to its truthfulness. It refers to the
extent to which a test measures what it actually wishes to measure.
• Should be reliable: Reliability means the consistency of a measuring
instrument (how accurately it measures). It refers to the faithfulness of
the test.
• Should be objective: Objectivity of a test refers to two aspects: (a) item
objectivity and (b) scoring objectivity.
• By ‘item objectivity’ mean that the items of the test must need a definite
single answer. If the answer is scored by different examiners the marks
would not vary.
• By ‘objectivity of scoring’ mean that by whomsoever scored, the test
would fetch the same score.
• Should be easy in administering: If the directions for administration are
complicated, or if they involve more time and labor, the users may lag
behind.

21. • Should be usable and practicable: ‘Usability’ refers to the
practicability of the test. In the teaching–learning situation, by
usability we mean the degree to which the test (or the measuring
tool) can be successfully used by teachers and school
administrators.
• Should be comprehensive and precise: It means that the items
must be free from ambiguity. The directions to test items must be
clear and understandable. The directions for administration and for
scoring must be clearly stated
• Should be economical: A measurement tool should be less time
consuming. The cost of the test must be reasonable so that the
schools/educational institutions can afford to purchase and use it.

22. • Should be easy in scoring: The scoring procedure of the test should
be clear and simple. The scoring directions and adequate scoring
key should be provided to the scorer so that the test is easily
scored.
• Should be easily available: Some standardized tests are well-known
all over India, but they are not easily available. Such tests have less
usability. It is desirable that in order to be usable, the test must be
readily and easily available.
• Should have good and attractive get up/appearance: The quality of
papers used, typography and printing, letter size, spacing, pictures
and diagrams presented, its binding, space for pupil’s responses
etc., need to be of very good quality and attractive.

23. Methods of Measurement &
Assessment
• For both physical and mental measurement,
some tools and methods are necessary.

24. i) Test:
• it mentioned previously.
(ii) Inventories:
• Different inventories are used for different traits.
• Interest inventories are used to measure interest; personality
inventories are used to measure certain traits on personality
etc.

25. (iii) Observation:
• There are certain traits like honesty,
punctuality, persistence, truthfulness
etc., which can hardly be measured
objectively via tests.
• So here, observation is an important
technique of measurement.
• The observation may be participant
observation or non-participant
observation for accurate and
scientific observation. One may use
observation schedule and other
instruments.
 Advantage:
• Able to assess potential of a large
group
• Entire situation can be studied.
• Lower cost
• First data collection
 Limitation:
• Only the current behavior of an
individual or group can observed
• Observation does not help to judge
person’s attitude, opinion or
knowledge.
• Time taking and more manpower is
required.

26. (iv) Interview:
• Interview is a face-to-face inter-action between
one interviewee and interviewer(s).
• There are certain things which an individual
does not want to express and they can be only
assessed through interviews.
• Succeed to bring out the inner feelings of the
interviewee through carefully planned
interviews.
 Advantage:
• Interviewer can reward the question, change
the language according to the knowledge of the
interviewee.
• It takes less effort and time
• Responses can be obtain from a wide range of
subject.
• Interviewer can provide direct feedback to the
respondent, give clarification.
• Using for collecting in-depth responses.
 Disadvantages:
• Personal bias: interviewer likes and dislike can
affect the result.
• Halo effect: Single characteristic of candidate
affect the judgment of interviewer.
• Constant error: interview of previous candidate
influence the interviewer.
• Leniency: it implies the tendency to assign the
high score, associated with lack of confidence
and interest in rating
• Projection: when interviewer expect his own
knowledge and skill on interviewee.
• Stereotyping: It arises when the interviewer
believes some association between a perticular
type of personality trait.

27. (v) Checklist:
• A checklist consists of a series of items which
needs response from the respondent.
• The presence or absence of an item may be
indicated by ‘Yes’ or ‘No’ (by a ‘√’ or ‘X’ against
the items).
• Checklists are popularly employed for appraisal
of studies, school buildings, textbooks,
outcomes, instructional procedures etc.
 Advantage:
• Allows inter individual comparison.
• Objective in nature thus easy to evaluate.
• Evaluate learning objective expected to be
performed.
• They provide a simple method to record
observation.
 Disadvantage:
• It don’t indicate the quality of performance.
• It not easy to fabricate.
• Only the presence or absence of a behavior,
attribute, or parameter is assumed.

28. vi) Rating scales:
• Rating scale is used to evaluate the personal and social conduct of the
learner.
• We take the opinion of teachers or parents or friends or judges on a
particular quality or trait of a pupil along a scale.
• The rating scale may be of 5 points, 7 points, 9 points or 11 points. For
example, to assess particular trait, we can use a 5 point scale as: very
good, good, average, below average, and poor.
• The trait in question is marked by the judges in any one of the five
categories.
• Rating scales can be used to evaluate: personality traits, tests, school
courses, school practices, and other school programmed.
 Advantage:
• Quick and easy to design and complete.
• Used to evaluate performance and skill.
 Disadvantage:
• There are chance of subjective evaluation thus the scale become
unscientific and unreliable.

29. Need of measurement in education
• Measurement is essential to classify individuals of a group on the
basis of their performance.
• It help to select the individuals to provide a rank or a grade in
matter of promotion or up gradation to higher level.
• It is used to predict future success or failure in certain specific
areas.
• Help to diagnose the weak areas of learning.
• It help to formulate the teacher-student objective
• It help in determining the level of achievement or proficiency.
• It help to knowing the ability, interest and capacity of individual.

30. Concept of assessment
• The term assessment has been widely used by educators to
evaluate, measure and document the academic readiness,
learning progress, and skill acquisition of students throughout
their learning in life.
• It is the process of systematically gathering information as
part of an evaluation.
• Assessment is very important for tracking progress, planning
next steps, reporting and involving parents, children and
young people in learning.

31. CLASSIFICATION OF ASSESSMENT
• Formal assessment is applicable to a
situation where a body answerable to
public is holding a test for a selection
or an award.
• The assessment has to ensure
objectivity, credibility and relevance.
• Thus it have follow a standardized
norm .
• Example: Chapter test, Final exam or
Graded homework.
• Informal assessment is applicable in a
situation where an individual or a
voluntary body is holding a test to
obtain some information to fulfill some
personal requirements.
• The informal assessment needs to be
objective and reliable but the evaluator
is not bound to satisfy the public
• Thus this assessment need not to be
follow strict rule
• Example as teacher’s observation,
Feedback form
1. Formal vs. Informal Assessment:

32. 2. Formative assessment vs. Summative assessment
• Formative assessment concern
with identifying learner weakness
in attainment with a view to help
the learner and the teacher
remedy.
• Test for formative assessment are
given at regular and frequent
intervals during a course.
• Level of generalization sought by
the items of formative test is lower.
• Formative assessment is most
appropriate where the result are to
be used internally by those involve
in the learning process.
• Summative assessment aims at
certifying and grading the
attainment of the learner at the
end of a given course.
• Test for summative assessment are
given at the end of a course as
term or semester or yearly test.
• Level of generalization sought by
the items of summative test is
higher.
• Summative assessment is used to
communicate students abilities to
external stakeholders.

33. 3. Continuous assessment vs. Terminal assessment
• Continuous assessment seeks to
spreads the basis of grading on
a number of tests with regular
even intervals instead of placing
it on one end of the course.
• Continuous assessment thus
allow for more intense
accommodation of the learning
content in the test process.
• Score on a series of continuous
assessment test taken together
can serve for formative
assessment.
• Terminal assessment grading
done on the basis of a single
exam which occur at the end of
the course as in early exam.
• Score of this assessment can
serve for summative
assessment.

34. 4. Course work vs. examination
• Learner assessment can be based on course work performed
by him during or at the end of a course or it may be based on
examination given by him during or at the the end of course.
• Evaluation of course work or examination at different points
of time during a course can be compiled at the end of a
course to the serve the purpose of summative evaluation.

35. 5. Process vs. Product assessment
• The basis of evaluation may be either the final product or the
result of a given task or the performance at different stages
leading to the accomplishment of the task.
• While evaluating a learner one may look for the correct
solution to a given problem or may take into consideration the
correctness of the successive stages followed to solve the
given problem.
• If we do the former we are supposed to be engaged in
product assessment, if we do the later, we are supposed to
make a process assessment.

36. 6. Internal vs. External assessment
• The mode of assessment is external when the evaluation of a
learner ability is made by an outsider a person who is not
related with the actual process of teaching.
• The evaluator and the learner are anonymous to each other in
this case.
• When the assessment is made by a person, responsible for
effecting the learning being measured, it becomes internal
assessment.

37. FUNCTION OF ASSESSMENT IN EDUCATION
 To facilitate learning:
• Find out whether student achieve the aim and goals.
• Are the student achieve prefix objective of the course.
• Motivate student to learn.
• Make visible, assist and improve learning by giving useful feedback.
 To facilitate teaching:
• Give feedback, to give an opportunity to improve teaching.
• Help to prepare the remedy
• Prepare alternate teaching method as per student.
 For institutional/professional requirements:
• Grading, ranking or select student.
• Maintain standards.

38. Evaluation
• C.E. Beeby (1977), who described evaluation as “the
systematic collection and interpretation of evidence leading
as a part of process to a judgment of value with a view to
action.”

39. Characteristics of evaluation
• It is a systematic & continuous process & philosophical in nature.
• It measures the effectiveness of learning that experiences provide.
• It measures how far the instructional objectives have been
achieved.
• It uses certain tools like tests, observation, interview etc.
• It is a subjective judgment.
• It includes quantitative & qualitative description and value
judgment.
• It gets data from measurement.
• It not only determines the magnitude, but also adds meaning to
measurement.
• It involves values and purposes.

40. Evaluation from educational angle
Anything that needs to be evaluated has certain aims and objectives, and through
evaluation we assess how far these objectives have been fulfilled. From an
educational angle, we can evaluate many aspects which are the part and parcel of an
educational system such as:
I. Evaluation of a school site (with reference to its location, building, hygienic
condition, strength of students and teachers etc.).
II. Evaluation of a school programme (school syllabus, co-curricular activities,
guidance programme etc.).
III. Evaluation of teaching methods (with reference to aims, purposes, suitability
and efficacy).
IV. Evaluation of total programme of instruction (with reference to cognitive,
affective and psychomotor domain).
V. Evaluation of school administration; discipline, control, management and
organization.
VI. Evaluation of text books and other course materials.
VII. Evaluation of students growth etc.

41. Steps Involved in Evaluation:
1. Identifying and Defining General Objectives.
2. Identifying and Defining Specific Objectives.
3. Selecting Teaching Points.
4. Planning Suitable Learning Activities.
5. Evaluating.
6. Using the Results as Feedback.

42. Types of Evaluation
Types
According to
function
According to approaches According to nature of
reference/interpretation
1. Placement
2. Formative
3. Diagnostic
4. Summative
1. Internal
2. External
1. Norm-referenced
2. Criterion-referenced

43. Classification according to function
1. Placement Evaluation
• Through placement evaluation, the entry behavior of the student is
assessed.
• In this case, the students are given admission to new courses
according to their intelligence, attitude, motivation, aptitude etc.
• The goals of placement evaluation are to determine for each
student the position in the instructional sequence and the mode of
instruction that is most beneficial.
• For example, the CET entrance test is conducted to give admission
to the students’ in rehabilitation course(NILD,SVNIRTAR etc.). This
type of evaluation is called ‘placement evaluation’.

44. 2. Formative Evaluation
• The evaluation which is done during the teaching–learning
process to assess the ongoing termed formation of knowledge
and understanding of students is called as formative
evaluation.
• The formative evaluation is a monitoring type of evaluation
which is used to monitor the progress of students during the
class, course or session.
• After formative evaluation, feedback is given to students, so
that they can proceed accordingly.
• The formative evaluation is aimed at improving the quality of
teaching-learning process.

45. 3. Diagnostic Evaluation
• It is concerned with the persistent learning difficulties that are
left unresolved by the corrective prescriptions of formative
assessment.
• It aims at identifying or diagnosing the weaknesses of
students in a given course of instruction.
• Diagnostic evaluation involves the use of specially prepared
diagnostic tests and various observational techniques.
• The aim of diagnostic evaluation is to determine the causes of
persistent learning problems of students and to formulate a
plan for remedial action.

46. 4. Summative Evaluation
• As the name indicates, summative evaluation is done at the
end of a course semester, or a class or topic.
• It is meant to evaluate the quality of the final product and to
find out the extent to which the instructional objectives have
been achieved.
• The process of certification is done on the basis of the results
of summative evaluation. Results of this evaluation reflect the
effectiveness of the curriculum transaction process.
• Important examples of summative evaluations are annual
exams, semester end exams and terminal exams.

47. • The important tools of summative evaluation are
achievement test, rating scales, project evaluation by
experts, interviews, viva examination, etc.
• The characteristic features of summative evaluation are as
follows:
– This evaluation is conducted at the end of a topic, class, chapter,
unit or course of instruction.
– Evaluation results give the final progress of the students in a
class, in a topic, in a unit, in a course or in any educational
programme.
– Summative evaluation results are used for preparing merit list,
finalizing position, taking decisions of pass/fail/promotion and
awarding degrees or diplomas.

48. According to approaches
1. External Evaluation:
• The evaluation procedure in which the evaluators or
examiners are invited from outside is called external
evaluation.
• The teachers who are teaching a particular group of students
are not involved in the evaluation of their students.
• External evaluation includes all board examinations, viva
conducted by expert from outside, annual examinations in
schools in which paper comes from outside and not set out by
the teachers of the same school, etc.
• The significance of external evaluation is that it eliminates the
element of bias from the evaluation system.

49. 2. Internal Evaluation
• Internal evaluation is the evaluation in which the teacher and the examiner are
the same person.
• The same teacher teaches a particular subject and himself or herself sets the
paper and evaluates the achievement of the students.
• Example: Class test, unit test, weekly test, monthly test, quarterly test, etc.
Significance
• It helps in finding out student’s progress.
• Remedial teaching can be organized for weaker students.
• Teachers himself or herself comes to know about his/her own and their
students’ weak areas.

50. According to nature of reference
1. Criterion-Referenced Evaluation:
• When the evaluation is concerned with the performance of the individual
in terms of what he can do or the behavior he can demonstrate, is termed
as criterion referenced evaluation.
• In this evaluation there is a reference to a criterion.
• It is used to ascertain an individual’s status with respect to a defined
achievement domain.
• Example: Raman got 93 marks in a test of Mathematics
• In the above examples there is no reference to the performance of other
members of the group. Thus criterion-referenced evaluation determines
an individual’s status with reference to well defined criterion behavior.

51. 2. Norm-Referenced Evaluation:
• Norm-referenced evaluation is the traditional class-based assignment of
numerals to the attribute being measured. It means that the
measurement act relates to some norm, group or a typical performance.
• It is an attempt to interpret the test results in terms of the performance of
a certain group. This group is a norm group because it serves as a referent
of norm for making judgments.
• Example: Raman stood first in Mathematics test in his class.
• In the above examples, the person’s performance is compared to others of
their group and the relative standing position of the person in his/her
group is mentioned. We compare an individual’s performance with similar
information about the performance of others.

52. Continuous and comprehensive
evaluation [CCE]
• CCE was formulated by Ministry of Human Resource Development, Govt.
of India.
• This is a new teaching method introduced recently to decrease the
accumulated stress of board exam on the students and to introduced a
more uniform and comprehensive pattern in education for the children all
over the nation.
• CCE helps in improving students performance by identifying his/her
learning difficulties and abilities at regular time intervals right from the
beginning of the academic session. According to that employing suitable
remedial measures for enhancing their learning performance.
• CCE is modern method of evaluating all the prime dimension of student’s
personality that how much he has been throughout.

53. Components/ Aspects of Evaluation
• As per standards and subjects,
objectives are decided (Goal)
• To accomplish these objectives,
content is determined. To deliver
this content, proper learning
experiences are suggested (Tool)
• With the help of different
evaluation tools, it is observed
whether objectives are fulfilled
or not (Proof)

54. Purpose/Functions of Evaluation
• Placement
• Certification
• Guidance
• To provide information for grading, reporting to parents and promoting
students
• To evaluate the effectiveness of a single teaching method or to apprise the
relative worth of several methods.
• To motivate the students
• To select the students
• To evaluate the entire educational institution and to show how several of
its aspects could be improved.
• To collect information for effective educational vocational counseling.

55. New scheme of evaluation
• As a part of new system student’s marks will be replaced
by grades which will be evaluated through a series of
curricular and extra-curricular evaluation along with
academics.
• The aim is to reduced the workload on students and to
improve the overall skill and ability of the student by
means of evaluation of other activities.
• Grades are awarded to students based on work experience
skill, dexterity, innovation, steadiness, teamwork, public
speaking, behaviors etc. to evaluate and present an overall
measure of the student’s ability.
• This help the students who are not good in academic to
show their talent in other fields such as arts, humanities,
sports, music, athletics etc.

56. Reference
• Dickson Adom, Dennis Atsu Dake et al. 2020, Test, measurement, and evaluation: Understanding and use of the concepts in
education, International Journal of Evaluation and Research in Education (IJERE) Vol. 9, No. 1, March 2020, pp.
109~119ISSN: 2252-8822, DOI: 10.11591/ijere.v9i1.20457
• Dr. Bob Kizlik, 2014, Measurement, Assessment, and Evaluation in Education We measure distance, we assess learning, and
we evaluate results in terms of some set of criteria.
• EDUCATIONAL MEASUREMENT AND EVALUATION Edited By Dr. Kulwinder Pal
• MEASUREMENT AND EVALUATION IN EDUCATION, Directorate of Distance Education TRIPURA UNIVERSITY
• Pedagogy in physiotherapy, C S Ram.

57. THANK YOU