Assessment in Learning

By Prerna Mehta

This book puts lights on the detailed knowledge of assessment from a constructivist perspective. It should be understood by teachers that it is not 'assessment of learning' but 'assessment for learning'. Assessment needs to be seen as a part of our education system, rather than a separate part. All the units of this book have been written keeping the centre idea of assessment and learning in every aspect of teacher and students.
The book presented highlights 'Assessment for Learning', constructivism and assessment in the first unit, levels and dimensions of learning in the learning in the second unit, different types of assessment techniques in the third unit, assessment tools, portfolios, feedback in the fourth unit and includes feedback, progress record in fifth unit.
 

• Language: English
• Publisher: FanatiXx Publication
• Release date: Apr 29, 2022
• ISBN: 9798201612597

Book preview

ASSESSMENT IN LEARNING

By

Prerna Mehta

FanatiXx Publication

ISO 9001:2015 CERTIFIED

FanatiXx Publication

AM/56, Basanti Colony, Rourkela 769012, Odisha 

ISO 9001:2015 CERTIFIED

Website: www.fanatixxpublication.com

© Copyright, 2022, Prerna Mehta

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form by any means, electronic, mechanical, magnetic, optical, chemical, manual, photocopying, recording or otherwise, without prior written consent of the author.

Assessment in Learning

By: Prerna Mehta

ISBN: 978-93-5452-819-4

1st Edition

Cover Design:  Noorleen Kaur Bhatia

Price: 350.00 INR

Printed and Typeset by: BooksClub.in

The opinions/ contents expressed in this book are solely of the author and do not represent the opinions/ stands/ thoughts of FanatiXx.

About the Author

Prerna Mehta is a teacher by profession, writer by passion, M.Sc. Biotechnology (Gold Medalist), B.Ed. (final year) by qualification, motivational speaker and an emotional writer in her. She believes that everyone who are clinging with us is for a reason and somewhere before you have an emotional connection with them which was incomplete that time and now is the only time to continue and conclude it in beautiful way. Her debut book is Hidayat-e-dil; a Hindi shayari book, which is about a phase of life where everyone once in a life time go through it and which ultimately makes them what they are in present. This is her second book.

‘Expressing someone’s emotions is what makes a writer’. Language is not at all a barrier for expressing emotions unless it is from heart. If she ever got a boon to undo thing in her life, she will make herself practical with mind at early age of her life with a bit of emotional feel within her heart.

Emotions are directly or indirectly connected with our unconscious mind let it in a right path anyway.

You can contact her at:

Instagram- @prernamehta3

Facebook - @prernamehta

Contents

Unit-1 Overview Of Assessment And Evaluation

Introduction

Constructivism

Assessment

Evaluation

A critical review of current evaluation practices

Critical study of the current evaluation system-

Clarifying the term- Assessment, evaluation, test, examination, measurement, & grading.

Formative And Summative Assessment

Continuous Assessment and Comprehensive Analysis

Unit- 2 What Is To Be Assessed?

Dimensions and levels of Learning

Factors Related to Methods of Teaching (Instructional Facilities) and Environment

Laws of Learning

Dimensions of teaching and learning

Retention/recall of facts and concepts; Application of specific skills.

Role of Teacher in Conceptual Development

Recall/Retention of facts and Concepts

Application of Specific Skills

Manipulating Problem Solving tools and symbols

Meaning of meaning-making propensity -

Contexts of assessment(Subject-related, Person-related)

Unit-3 Assessment of Subject-based Learning

Constructivism and learning -

Subject Based Learning

Kinds of tasks (Projects, assignments, performances)

Assessment tools

Case Study

Observation

Interview

Cumulative Record Card

Kinds of tests and their construction

Kinds of Standardized tests

Teacher-Made Tests

Diagnostic test

Achievement Test

Observation of learning processes by self, by peers, by teacher

Constructing Portfolio

Quantitative and qualitative aspects of assessment

Unit-4 Teacher Competencies in Evolving Appropriate Assessment Tools

Visualizing appropriate assessment tools (for specific contexts, content, and student)

Rubrics for Portfolio Assessment

Unit-5 Feedback as an essential component of formative assessment

Introduction of Feedback

Feedback is an essential component of formative assessment.

Types Of Teacher’s Feedback

Progress Report

Place of Marks, Grades, And Qualitative Descriptions

ASSESSMENT IN LEARNING

Unit-1

Overview Of Assessment And Evaluation

1. Perspective on assessment and evaluation of learning in a constructivist paradigm.

Introduction

Evaluation in constructivism focuses on the process that the individual learner takes in the process of knowledge creation. Each learner is perceived to be different with individual strengths, weaknesses, and previous knowledge and experiences.

Constructivism is basically a theory based on observation and scientific study- about how people learn. It says that people construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences.

When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe or discarding the new information as irrelevant. In any case, we are active creators of our own knowledge.

To do this, we must ask questions, explore, and assess what we know.

In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing.

The teacher makes sure she understands the students' pre-existing conceptions and guides the activity to address them and

Constructivist teachers encourage students in so many ways like-

To constantly assess how the activity is helping them gain understanding.

By questioning themselves and their strategies, students in the constructivist classroom ideally become expert learners.

This gives them ever-broadening tools to keep learning. With a well-planned classroom environment, the students learn HOW TO LEARN.

Constructivism

›  Constructivism modifies that role, so that teachers help students to construct knowledge rather than to reproduce a series of facts.

›  Jean Piaget is known as the founder of Constructivism.

›  The constructivist teacher provides tools such as problem-solving and inquiry-based learning activities with which students formulate and test their ideas, draw conclusions and inferences, and pool and convey their knowledge in a collaborative learning environment.

›  Constructivism transforms the student from a passive recipient of information to an active participant in the learning process.

›  Always guided by the teacher, students construct their knowledge actively rather than just mechanically ingesting knowledge from the teacher or the textbook.

Meaning and definition of Constructivism

Constructivism in the sense of cognitive development refers to the creation or construction of knowledge.

––––––––

derived from word

Construct

means

To Construct or to make

Definition

1. According to Honebein (1996) 

Describes the constructivism philosophical paradigm as an approach that asserts that people construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences.

2. According to Reznik,1989 –

Constructivism is considered to be a theory of learning or meaning-making, according to which individuals develop a new understanding of themselves by adding new ideas and knowledge to previously known and accepted knowledge and experiences.

3. According to tom Pramila Oberoi-

Constructivist learning considers what knowledge is and how knowledge is actively produced by the learner. The constructivist agrees that acquiring or knowing knowledge is an active process of realization and passive information.

4. According to NCF 2005-

Constructivism indicates that every student construct meaning, individually and socially. Meaning-making is learning. The creative perspective provides strategies that encourage learning by everyone.

In constructivism, when it comes to building knowledge, again and again, it is also necessary to understand what is knowledge and what is the nature of knowledge?

5. According to Rohit Dhankar

Knowledge must meet at least two conditions. If knowledge is about the experiences of the world, then it should match our experiences. Knowledge must either explain experiences or predict or describe experiences.

6. According to Jalaluddin,2011-

Under constructivist teaching, learners, teachers, and research assistants create knowledge together. In this process of learning together, the tasks of self-cognitive related to the development of self-understanding and learning processes are gradually left to the learners, and the teachers themselves come to the role of assistants.

Proponents of Constructivism-

––––––––

––––––––

Concept of Constructivism

✓  ‘’Biological and development play an important role in learning, and those children construct knowledge.’’

✓  Further promoted by ‘Burner and Vygotsky’ as – According to Burner ‘Language is more important in children’s thinking.’ While Liv Vygotsky also believes that ‘’ children build knowledge, cognitive development takes place between cultural and social environments. ‘’

✓  According to Piaget, the nature of cognitive development is basically cognitive, while Vygotsky believes that the process of cognitive development is social. That is why the concept of Piaget is called Constructivism while Vygotsky’s theory is called Social Constructivism.

Characteristics of Constructivism-

Formerly called ‘learning,’ ‘acquiring knowledge, ‘acquiring’ it, is now called ‘creation of knowledge’ in the constructivist pedagogy approach.

Student as a knowledge maker – The constructivist approach assumes the students themselves create knowledge. Students build knowledge based on previous knowledge through reasoning, thinking, problem-solving, and recall. And in this way, the individual differences of the child, that is, each person or child learns according to their capacity and ability.

Students activeness – Constructivism is considered synonymous with active learning; it means with the activeness of the students, learning will be more rapid and permanent. The student is required to be active with the teacher and classmates during classroom teaching. The project, increase student’s activeness.

Interactive learning – There is a coordinated effort of both student and teacher in the constructivist learning process. There is a continuous interaction between students and teachers. The project, problem solving, investigation, debate, discussion, group learning, etc., increases students’ activeness.

Indirect role of teacher – In constructivism, the role of a teacher is not eliminated but there is some difference. The position of the teacher helps increase the knowledge of the students. Teachers act as facilitators. Support is taken by the teacher as required by the students, and the teacher also guides as needed.

Collaborative learning – Collaborative learning occurs in a constructivist approach. Students learn through discussion and the exchange of ideas. Rohit Dhankar says that – ‘In constructivism, children refine their knowledge through exchange of ideas.’

Student freedom – In constructivism, the freedom of the child is taken care of, with no specific pressure of the teacher, although teachers indirectly provide direction to the child. Student freedom is more important in the constructivist approach.

Flexible system – According to Jalaluddin – ‘ A formal knowledge area is to be negotiated in a planned and very frequent way without any planning. The work can be directly from the process of learning or by referring to content or lesson, checking a website or any other means.’

Types of constructivism –

Cognitive Constructivism-

As the child grows physically and mentally, he starts to build his own knowledge. Piaget says that ‘Biological and development play an important role in learning and children build knowledge themselves.’

Image Resource- constructivism-4-638.jpg (638×479) (slidesharecdn.com)

Radical Constructivism –

According to Radical constructivism, children construct knowledge themselves, and in this process, no teacher is required; children can construct knowledge. In this type of constructivism, the place of a teacher, curriculum, school, textbooks are secondary. Even without this, children can build knowledge.

Social constructivism –

When social constructivism is mentioned, the name Vygotsky comes to prominence; Vygotsky says that the child creates knowledge through social interaction. According to social constructivism, the role of society is important in the creation of knowledge, and the child builds knowledge through social relations, contacts, experiences, etc. while living in the society. 

5E’ model of constructivist approach-

E

Evaluate      Elaborate

Engage

Explore Explain

––––––––

Engage (Being busy in learning)-

Explore (Searching for Learning)

––––––––

Explain (Explaining the Learning)

Elaborate (Evaluating the leaning)-

Evaluate (Evaluating the learning) –

Theories of Constructivism

Merits of Constructivist paradigm-

Each person in the world builds their own knowledge.

Focuses on the student – centered learning.

The teacher guides students in building their own understanding and knowledge.

Students are actively engaged in their learning process. 

Accommodates student interests.

Promotes a higher level of thinking skills.

Students understand information, don’t just receive it back.

Flexible.

Demerits of Constructivist paradigm-

Lack of teacher preparation for constructivist classrooms.

Difficult to break the cycle of those who have been taught in a classroom where they were expected to absorb information solely.

Technology failures or lack of accessibility.

Lots of pre-planning.

Teachers not taught/trained on this approach.

All students have different prior knowledge.

Conclusion

Constructivists’ perspectives on learning and teaching, which are increasingly influential today, are grounded in the research of Piaget, Vygotsky, Burner, and Dewey.

Constructivists believe students should not be given stripped-down, simplified problems and basic skills drills but instead should deal with complex situations and fizzy, ill-structured problems.

Constructivism’s significant and wide-ranging sway, which was most palpable in the 1990s and early 2000s, possibly emanates from the fact that all that constructivism states appear as reasonable arguments. 

Constructivism’s insights apply to personal encounters in life. Individuals’ interests and identities keep on changing with time.

Constructivism is a theory of learning based on the idea that knowledge is constructed by the knower based on mental activity. Learners are considered to be active organisms seeking meaning.

––––––––

Important Questions:

1. What is constructivist paradigm? Explain.

2. What are the types of constructivists?

3.  What are the role of teacher in constructivism?

4. Write short note on Constructivist Paradigm.

Assessment

Introduction

In education, the term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.

It is expressed in terms of the test.

Assessment is a process by which information is obtained relative to some known objective or goal.

Assessment is a broad term that includes testing. A test is a special form of assessment.

Tests are assessments made under contrived circumstances, especially so that they may be administered.

In other words, all tests are assessments, but not all assessments are tests.

Assessments are often equated with traditional tests—especially the standardized tests developed by testing companies and administered to large populations of students—educators use a diverse array of assessment tools and methods to measure everything from a four-year-old’s readiness for kindergarten to a twelfth-grade student’s comprehension of advanced physics.

Assessments also are used to identify individual student weaknesses and strengths so that educators can provide specialized academic support, educational programming, or social services.

Assessments are used for a wide variety of purposes in schools and education systems:

Meaning

The word ‘assess’ comes from the Latin verb ‘assidere,’ meaning ‘to sit with.’

Assessment is a process that follows a set of four components. These four stages or components are Plan, Do, Check and act. It is a process to evaluate the student’s performance.

Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met.

Assessments

means

Yields

In education, assessment is widely recognized as an ongoing process aimed at understanding and improving student learning. 

Assessment is concerned with converting expectations to results. It can be a process by which information is collected through the use of the test, interview, questionnaire observation, etc.

Epistemology of Assessment and Evaluation

Assessment and Evaluation are two different concepts with a number of differences between them starting from the objectives and focus. Before we go into details about these differences that set assessment and evaluation apart let us first pay attention to the two words themselves. According to the Webster Dictionary (2017), assessment means appraisal.

Then, according to the same dictionary, evaluation is estimation or determining the value of something. So, these processes are used in the field of education very often to test the quality of teaching and learning processes. 

That is done to let the educational institutes find out what more can be done to improve the education offered by those educational institutes.

Definition

Brown (1990)-‘Assessment refers to a related series of measures used to determine a complex attribute of an individual or group of individuals. This involves gathering and interpreting information about student level of attainment of learning goals.’

Erwin (1991)- ‘Assessment is the systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analysing, interpreting, and using the information to increase students.’

Palomba and Banta (1999)- ‘Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development.’

Huba and Freed (2000)- ‘Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning.’

Allen (2004) – ‘Assessment involves the use of empirical data on student learning to refine programs and improve student learning.’

Assessment is a process that includes four basic components:

1) Measuring improvement over time.

2) Motivating students to study.

3) Evaluating the teaching methods.

4) Ranking the students' capabilities in relation to the whole group evaluation.

Types and Approaches to Assessment

Numerous terms are used to describe different types of learner assessment. Although somewhat arbitrary, it is useful to these various terms as representing dichotomous poles (McAlpine, 2002). 

Formative <————————————————-> Summative

Informal <————————————————-> Formal

Continuous <—————————————————> Final

Process <————————————————-> Product

Divergent <————————————————-> Convergent

Formative vs. Summative Assessment

Formative assessment is designed to assist the learning process by providing feedback to the learner, which can be used to identify strengths and weaknesses and hence improve future performance.

Summative assessment is used primarily to make decisions for grading or determine readiness for progression. Typically, summative assessment occurs at the end of an educational activity and is designed to judge the learner’s overall performance.

Advantages of Summative Assessment

1. It is a standardized method of assessment. 

2. Summative assessment plays an important role in moving students from one level to another. 

Disadvantages of Summative Assessment

1. It can discourage students, especially when the results do not turn out to be what they want. 

Advantages of Formative Assessment

1. Formative assessment empowers the instructors to make data-driven decisions. 

2. It helps instructors adjust their teaching methods to suit the needs of the learners better. 

Disadvantages of Formative Assessment 

1. Formative assessment can be time-consuming because the teacher needs to implement several methods to monitor students’ progress as they learn effectively. 

2. The more formative assessments you incorporate in the learning process, the lesser time there is for actual teaching.

––––––––

2. Informal vs. Formal Assessment

With informal assessment, the judgments are integrated with other tasks, e.g., lecturer feedback on answering a question or preceptor feedback provided while performing a bedside procedure. Informal assessment is most often used to provide formative feedback.

Formal assessment occurs when students are aware that the task that they are doing is for assessment purposes, e.g., a written examination.

3. Continuous vs. Final Assessment

Continuous assessment occurs throughout a learning experience (intermittent is probably a more realistic term). Continuous assessment provides both students and teachers with the information needed to improve teaching and learn in the process.

The Final (or terminal) assessment is that which takes place only at the end of a learning activity. It is most appropriate when learning can only be assessed as a complete whole rather than as constituent parts.

4. Process vs. Product Assessment

Process assessment focuses on the steps or procedures underlying a particular ability or task, i.e., the cognitive steps in performing a mathematical operation or the procedure involved in analysing a blood sample.

Product assessment focuses on evaluating the result or outcome of a process. Product assessment is most appropriate for documenting proficiency or competency in a given skill, i.e., for summative purposes.

In general, product assessments are easier to create than product assessments, requiring only a specification of the attributes of the final product (McAlpine 2002).

5. Divergent vs. Convergent Assessment

Divergent assessments are those for which a range of answers or solutions might be considered correct. Examples include essay tests.

A convergent assessment has only one correct response (per item). Objective test items are the best example and demonstrate the value of this approach in assessing knowledge.

Other Assessments are-

1. Internal and External Assessment-

Internal assessment refers to the process of evaluating students or staff by the people who govern it.

An evaluation is carried out by elevators external to the entity evaluated—an evaluation by persons outside the organization responsible for the invention itself.

Basic principles of External and Internal Assessment:

The school's internal assessment is set and marked (i.e., teachers). Students get the mark and feedback regarding the assessment. External assessment is set by the governing body and is marked by non-biased personnel. Some external assessments give much more limited feedback in their marking.

2. Continuous and Comprehensive Assessment

The term ‘continuous assessment’ is used to describe assessments that are completed during the course module. 

The method is also referred to as curriculum integrated assessment or embedded assessment.

Continuous assessment can replace the final assessment or can be combined with the final assessment to calculate a final grade.

Continuous assessment can be used in two ways; (summative) assessment on activities/products contributing to the final grade or (formative) assessment on activities/products not contributing to the final grade.

In both cases, feedback to the lecturer and/or students is part of the process. Comprehensive Means Everything. 

Comprehensive assessment entails the whole system of assessing student understanding as a mechanism to improve teaching and learning. 

Teachers use multiple strategies to gather and share information about what students understand and identify where they may be struggling.

Comprehensive assessments are an integral part of education. Whether you like it or not, evaluating students to see what they know is as much a part of the classroom as the lesson delivery itself. 

Simply put, a comprehensive assessment is an evaluation tool or system that allows teachers to do the following things:

1. Assess students’ overall understanding of the curriculum or skill.

2. Boost students’ learning through improved teaching strategies

Important Questions:

1. Write a brief note on Continuous and comprehensive evaluation. 2016 ,H.Y. University,Dec-Jan,2018-19,Jan 2022

2. Explain continuous and comprehensive assessment with examples? Describe their merits and demerits? H.Y. University ,June 2017,Dec 2019

3. Prognostic and Abilities Assessment-

Thorndike & Hagen (1991) assert that prognostic tests are a group of aptitude tests designed to predict readiness to learn or probable degree of success in some specific subjects or segments of education.

Purpose-

In education, a prognostic test is an aptitude test. The purpose of a prognostic test is to predict achievement in a specific subject area. Home Science Math and Arithmetic.

The Prognostic assessment (prognostic personality and abilities assessment) has been developed and refined during many years of research and experience and analysis of over 500 assessments within many enterprises, different levels, and cultural surroundings.

4. Diagnostic Assessment-A diagnostic assessment is a method of educational evaluation that instructors use to find out how much a student knows about a topic. It happens before a new training, course, or lesson, and it helps the teacher kickstart teaching and learning on the right note. 

Diagnostic assessments are quite similar to formative evaluation methods. However, the big difference is while formative assessment happens as learning takes place, diagnostic evaluation analyses what students have learned in the past. It sets the mood for learning by creating knowledge expectations.

Advantages of Diagnostic Evaluation

1. It gives the teacher a concise overview of how much the students know. 

2. It creates an effective context that improves learning. 

Disadvantages of Diagnostic Evaluation

1. It is time-consuming.

2. It may not provide a true reflection of the student's knowledge. 

E-Assessment- E-Assessment: It refers to using information technology in innumerable ways to assess the performance and measure student learning.

The notion of e-assessment was presented to overcome all the inadequacies of traditional pen and paper assessment modes.

Electronic assessment, also known as e-assessment, online assessment, computer-assisted/mediated assessment, and computer-based assessment, is the use of information technology in numerous arrangements of assessment such as educational assessment to evaluate and/or gather data about the academic performance of an individual or a team.

It refers to using information technology in innumerable ways to assess performance and measure student learning. The notion of e-assessment was presented to overcome all the inadequacies of traditional pen and paper assessment modes.

––––––––

5. Self and Peer Assessment -Self-assessment enables students to take ownership of their learning by judging the extent of their knowledge and understanding. It provides a structure for them to reflect on their work, what they have learned and how to improve.

Peer-assessment, where they act as critical friends and support each other, can help students develop self-assessment skills.

Students take more responsibility for their own learning through self and peer assessment. It helps the individual to:

assess their own progress objectively

crystallize learning objectives

recognise their understanding

think about what they did not understand

grow in confidence

take their own learning forwards.

6. Interim Assessment- An interim assessment is a form of assessment that educators use to

(1) Evaluate where students are in their learning progress and 

(2) Determine whether they are on track to performing well on future assessments, such as standardized tests or end-of-course exams.

7. Quantitative Assessment- Much of what people know about quantitative assessment in education is that it is summative. It is used to evaluate students' accomplishments and assign numbers or give marks on their work.

But it's more than that. Schools have long been using quantitative assessment in education to accomplish different purposes.

Tools of Assessment

Teachers as a facilitator in assessment for learning

A caring adult can make a big difference in the educational outcome of any child that is at risk of experiencing educational failure.

— Maria Wilson-Portuondo (*)

1)As a facilitator of learning, the teacher must be warm, understanding, and self-controlling.

2) He must listen and accept students feeling. 

3)He must observe students’ reactions close fully.

4)He must listen attentively and accept students' feelings and ideas.

5)He must ask questions to the students and praise and encourage them when necessary.

Conclusion

A successful teacher is a good leader. He knows how to motivate the students properly.

Instead of to help the students in learning or facilitate the students in learning, it is a quite fascinating and gentle concept. If a teacher thinks that every student should be sound in his subject is his duty, then the teaching-learning process becomes innovative, active, and interesting. Teachers have to change their attitudes about the teaching process in our classrooms.

Teachers should become mentors, and they should make students learn. 

Teaching means the teacher is doing the act of teaching. 

Learning means students are doing the act of learning. 

Important Questions:

1. What do you understand by Assessment of learning and assessment for learning? Describe the role of teacher in assessment of learning and assessment for earning. Pt RSU,2016, H.Y. University, DEC-Jan,2018-19.

2. Write short notes on Assessment and evaluation, Pt. RSU, University, 2016, H.Y. University, Dec-Jan, 2018-19.

3. Write a brief note? Assessment objectives in the constructivist paradigm. Hemchand Yadav University, Dec-Jan,2018-19.

4. What do you understand by Assessment? Explain the difference between Assessment of learning’ and Assessment of learning’?

Evaluation

Introduction

Evaluation is determining the value of something. So, more specifically, in the field of education, evaluation means measuring or observing the process to judge it or determine it for its value by comparing it to others or some kind of a standard (Weir & Roberts, 1994). The focus of the evaluation is on grades. Instead, it is a final process that is determined to understand the quality of the process. The quality of the six processes is mainly determined by grades.

The evaluation compares a student's achievement with other students or with a set of standards (Howard & Donaghue 2015). It refers to the consideration of evidence in the light of value standards and in terms of the particular situations and the goals, which the group or individuals are striving to attain. Evaluation designates a more comprehensive measurement concept than is implied in conventional tests and examination.

Evaluation can and should, however, be used as an ongoing management and learning tool to improve learning, including five basic components according to Kizlik (2010):

1) Articulating the purpose of the educational system.

2) Identifying and collecting relevant information.

3) Having ideas that are valuable and useful to learners in their lives and professions. 

4) Analysing and interpreting information for learners.

5) Classroom management or classroom decision-making.

Good management is based on good decision-making.

Good decision making depends on good information.

Good information requires good data and careful analysis of the data. These are all critical elements of evaluation.

Meaning of Evaluation:

Evaluation is a broader term than Measurement. It is more comprehensive than mere in­clusive than the term Measurement. It goes ahead of measurement, which simply indicates the numerical value. 

It gives the value judgment to the numerical value. It includes both tangible and intangible qualities.

Evaluation is a process of judging the value of something by certain appraisal."

Continuous process: - Evaluation is a constant process. It leads together with the Teaching-learning process.

Definition

According to Hanna­- "The process of gathering and interpreting evidence changes in the behaviour of all students as they progress through school is called evaluation."

Muffat says – Evaluation is a continuous process and is concerned with pupils' formal academic achievement. It is interpreted in the development of the individual in terms of desirable behavioural change relation of his feeling, thinking, and actions.

Goods define– Evaluation is a process of judging the value of something by certain appraisal.

James M. Bradfield: Evaluation is the assignment of sym­bols to the phenomenon to characterize the worth or value of a phenomenon, usually with reference to some cultural or scientific standards.

Thorndike and Hegan: The term evaluation is closely re­lated to measurement.  It is, in some respect, inclusive in­cluding informal and intuitive judgment of pupil’s progress. 

Evaluation describes something in terms of selected attributes and judging the degree of acceptability or suitability of that which has been described.

Norman E. Gronlund and Robert L. Linn: Evaluation is a systematic process of collecting, analysing, and interpreting in­formation to determine the extent to which pupils are achievement instructional objectives.

C.V. Good: The process of ascertaining or judging the value or amount of something using a standard of standard of appraisal includes judgment in terms of internal evidence and external criteria. 

From the above definitions, it can b said that evaluations are a much more comprehensive and inclusive term than the meas­urement and test. 

A test is a set of question measurements that assigns numbers to the test results according to some specific rules; on the other hand, evaluation adds value judgement.

Example: On the other hand, evaluation includes both quantitative description (measurement) and qualitative description (Non-measurement) along with value judgments. 

This relationship between measurement, non-measurement, and evaluation can be illustrated with the help of the following diagram (1.1).

Characteristics of evaluation in education

1. Continuous process:-Evaluation is a continuous process. It leads together with the Teaching-learning process.

2. Comprehensive:-Evaluation is comprehensive as it includes everything that can be evaluated.

3. Child-Centered:-Evaluation is a child-centered process that gives importance to the learning process, not the teaching process.

4. Remedial:-Evaluation comments on the result which helps in remedial work it is not a remedy Evaluation is remedial in nature.

5. Cooperative process:-Evaluation is a collaborative process involving students, teachers, parents, and peer-groups.

6. Teaching Methods:-Effectiveness of teaching methods is evaluation.

7. Common practice:-evaluation is a common practice among the proper growth of the child mentally and physically.

8. Multiple Aspects:-it is concerned with the total personality of students.

Principles of Evaluation

Evaluation is based on the following principles:-

1. Principle of continuity:- Evaluation is a continuous process, which goes on continuously as long as the student is related to education. Evaluation is an important part of the teaching-learning process. Whatever the learner learns, it should be evaluated daily. Only then could the learner have a better command of language.

2. Principle of comprehensiveness:- By comprehensiveness, we mean to assess all aspects of the learner’s personality. It is concerned with the all-around development of the child.

3. Principle of Objectives:- Evaluation should be based on the objectives of education. It should be helpful in finding out where there is a need for redesigning and refraining the learner’s behavior.

4. Principle of Learning Experience:– Evaluation is also related to the learner's learning experiences. In this process, we don’t evaluate only the curricular activities of the learner but his co-curricular activities are also evaluated. Both types of activates help increase learners' experiences.

5. Principle of Broadness:– Evaluation should be broad enough to cover all the

6. Principle of Child–Centeredness:- Child is in the center, in the evaluation process. The behaviour of the child is the central point for assessment. It helps a teacher know the grasping power of a child and the usefulness of teaching material.

7. Principle of Application:- During the teaching and