EVALUATION OF LEARNERS - CPS3

UNIT II

CRITERIA OF A GOOD TOOL AND

TYPES OF TESTS
Test is an instrument or systematic
procedure for observing an describing one
or more characteristics of student, using
either in numerical of classification
scheme
Measurement: It is a procedure for
assigning numbers to the specified
attribute or characteristic of person.
Evaluation: It process of making a value
judgement about the worth of someone or
something.
 CHARACTERISTICS OF GOOD TEST/
CRITERIA OF AN EFFECTIVE TOOL

Validity
Reliability
Objectivity
Usability
 Validity
Itis the accuracy of the measure in reflecting
the concept it is supposed to measure
A test is valid, if it measures what we want it
to measure and nothing else
Types:

Criterion validity
Content validity
Construct validity
Face validity
 Criterion validity- it investigates the
correspondence between the scores obtained
from the newly - developed test and the scores
obtained from some independent outside
criteria.
◦ Concurrent – measure at the same time
◦ Predictive – later
 Content validity- does the test measures the
objectives of the course?
 Construct validity- it measure certain traits or
theoretical construct
 Face validity-does it appear to measure what it
is supposed to measure?
 Reliability
It is an extend to which questionnaire,
test, observation or any measurement
procedure produces the same results on
repeated trials. In short, it is stability or
consistency of scores over time or across
raters.
Reliability types:
Test- retest method
Split- Half method
Parallel form
Internal consistency
USABILITY:
Ease to use.
• OBJECTIVITY:
Not influenced by emotional or
personal prejudice.
 ITEM ANALYSIS

It is a statistical technique which is used

for selecting and rejecting the items of the
test on the basis of their difficulty value
and discrimination power.
PURPOSE of ITEM ANALYSIS

 To select the best available items for the final form of

the test.
 To identify structural or content defects in the items.
 To detect learning difficulties of the class as a whole.
 To identify the areas of weakness of students in need of
remediation
 To increase instructor’s skill in the test construction.
 To identify specific areas of course which need greater
emphasis or clarity.
ANALYSIS Item difficulty/difficulty index
ITEM

Item discrimination/discriminate
power
Item difficulty/difficulty index
- proportion or percentage of the
examinees who have answered the item
correctly.

Item discrimination/discriminate power

- is the ability of an item on the basis
of which the discrimination is made
between supervisor and inferiors
Step 1: find 27% of the total students
Step 2: according to the total marks,
arrange descending order (i.e. highest to
lowest)
Step 3: classify the High achiever (upper
zone) and slow learner (lower zone) using
the STEP 1 value.
Step 4: Then, find the value of difficulty
index and discriminate power for each
item.
 Example
STUDENTS ITEM1 ITEM2 total

30
 Example
 Suppose 30 students appear in the test,
 Step 1: find 27% of 30=(27/100) *30

(27*30)/100=8.1
 Step 2 : we arrange the obtained score of 30
students in descending order.
 Step 3: Classify upper and lower zone using step I
value i.e. 8
upper 8 students and lower 8 students
 Step 4:find the value of difficulty index and
discriminate power for each item by using formula.
 DIFFICULTY INDEX
Find Ru= No. of right answer in upper zone and
Rl = No. of right answer in lower zone for
each question and calculate
Right Item 1 Item 2
Dif.Index answer in
each zone

=(Ru +Rl)/(2*27%)
=(5+1)/16
Upper 5
group (8)

=0.375 Lower
group (8)
1

Total 6
correct
item

Difficulty 0.38
index
DISCRIMINATE POWER

Dis.I=(Ru - Rl)/(27%)
=(5-1)/(8) Right
answer in
each zone
Item 1 Item 2

=0.5
Upper 5
group (8)

Lower 1
group (8)

Dis. power 0.5

Interpretation of DIFFICULTY INDEX
AND DISCRIMINATE POWER

Discriminating power Difficulty index

0.4 & above Excellent item 1.0-0.8 Very easy item
0.4 -0.3 GOOD 0.8 - 0.6 Easy item
0.3-0.2 Average item 0.6 - 0.4 Average
difficulty
0.2-0.1 Requires 0.4 - 0.2 Difficult item
improvement
Less than 0.1 Item to be 0.2 – 0.1 Very difficulty
dropped or item
condemned
 CRITERIA FOR SELECTION AND
REJECTION ITEMS
Positive discrimination index
only selected
Negative and zero discrimination
index items are rejected
High and low difficulty value
items are rejected
 Definition - Rubrics

A Rubric is an explicit set of criteria

used for assessing a particular type of
work or performance.
 Rubrics for
Assessment

Rubrics are a valuable tool for

evaluating student work, providing
clear guidelines and expectations
for assessments. They are used to
assess various skills and
knowledge in an objective and
consistent manner.
 Meaning of rubrics

evaluation organized
evaluation organized
Assessment of work or performance Structure for assessment criteria

The meaning of rubrics lies in their role as a tool

for evaluation and organized assessment criteria,
providing a structured framework for assessing
work or performance. They offer a clear and
organized way to gauge the quality of work and
provide constructive feedback.
Meaning of Rubrics for Assessment

1 Clarity 2 Consistency 3 Transparency

Provide clear criteria Ensure consistent Make assessment

and standards for evaluation across criteria transparent and
assessment. different assessments understandable for
and evaluators. students.
Types of Rubrics for Assessment
Holistic Rubrics
Evaluate overall performance on an activity or task.

Analytical Rubrics

Break down performance into specific criteria and

provide a detailed assessment.
Scoring Rubrics for Assessment

1-4 5-point
Levels of achievement Rating scale
 Components in Rubrics for
Assessment

• Evaluation criteria
• Descriptive levels
• Performa descriptors
Benefits of Rubrics for Assessment

Enhanced Feedback Objectivity Student Engagement

Offers constructive Promotes fair and unbiased Encourages students to

feedback and guidance for evaluation of student work. understand assessment
improvement. criteria and perform better.
Challenges of Rubrics for
Assessment

Overuse
Excessive use may lead to rigid teaching methods and hinder creativity.

Complexity

Developing comprehensive rubrics requires careful planning and can be time-

consuming.

Interpretation

Ensuring consistent interpretation of rubric criteria among different

evaluators.
 Rating scale
Rating scale is defined as a
closed-ended survey question used to represent
respondent feedback in a comparative form for
specific particular features/products/services.
Four primary types of rating scales
- Numerical Rating Scale
- Graphic Rating Scale
- Descriptive Rating Scale
- Comparative Rating Scale
- Numerical Rating Scale
It has numbers as answer options and not each
number corresponds to a characteristic or meaning.
For instance, a Visual Analog Scale or a
Semantic Differential Scale can be presented using a
numerical scale.
- Graphic Rating Scale
Graphic Rating Scale: Graphic rating scale indicates the
answer options on a scale of 1-3, 1-5, etc. Likert Scale is a popular
graphic rating scale example. Respondents can select a particular
option on a line or scale to depict rating.
- Descriptive Rating Scale
In a descriptive rating scale, each answer
option is elaborately explained for the respondents.
A numerical value is not always related to the
answer options in the descriptive rating scale. There
are certain surveys, for example, a
customer satisfaction survey, which needs to
describe all the answer options in detail so that
every customer has thoroughly explained
information about what is expected from the survey.
◦ Comparative Rating Scale
As the name suggests, it expects respondents
to answer a particular question in terms of
comparison, i.e. based on relative measurement or
keeping other organizations/products/features as a
reference.
DIAGNOSTIC TEST AND
PROGNOSTIC TEST
 Diagnostic Test is a comprehensive test that
provides feedback to teachers and students on their
strengths and weaknesses. It is specially conducted
for removing the learning difficulties of learners.
 Diagnostic test -- a test which is designed to show
what skills or knowledge a learner knows and
doesn't know.
 Prognostic test -- a test which is designed to
predict how well one is likely to do in a language
course (Estimating and predicting the future
career).
 Group Test vs. Individual Test
A Group Test consists of tests that can be
administered to a large group of people at
one time. This is opposite of an Individual
Test, which is administered to one person
at a time, typically by someone receiving
payment to administer the test.
 Speed test
In this test, examinees must answer all the
questions of the test within time limits or in
the shortest time possible. Speed test is
considered as time bond test but the items are
comparatively mixture of both easy and
difficult.
Most of the achievement test and competitive
examinations belong to this category. For
example, the test like as clerical examination
(general aptitude test) and NET/CTET
(teaching aptitude test) based on the speed test
 Power test
 A power test is one which provides generous time to answer
the questions so that most of the examinees are able to
attempt every item. Simply, sufficient time is given to
answer all the items in a test. A power test is that whereas
main emphasis is on assessing the knowledge, understanding
and ability of the examinees rather than speed with which
the examinees answer the items.
 In this test, items are usually arranged in increasing order of
difficulty. Most of the intelligence tests belong to the
category of power test. In-fact, power test demonstrates the
in-depth knowledge of examinees.
Aptitude Test: An aptitude test is an exam
used to determine an individual's skill
or propensity to succeed in a given
activity.
Teacher made test: A teacher is more
concerned with the teacher-made tests as
she is directly involved in their
construction.
A Standardized test is one in which
norms have been established. The test has
been given to a large number of students.
See you all sooonnnn……