Page 25 - EVALUATION ENGLISH

Evaluation Reforms

2. Assessment Types

Student understanding must be built on and assessed for a wide range of learning activities, which
would include different approaches and are classified along several bases such as :

Based on Purpose: Assessment types include i) Summative (evaluation of students learning at
end of instructional unit) and ii) Formative (informal and formal tests administered during the
learning process).

Based on Nature of Data : i) Quantitative evaluation is mainly concerned with scholastic
achievement in subject-based performance whereas ii) Qualitative is chiefly about evaluating the
non-scholastic and probably more important, aspects of the student’s personality involving social,
emotional, attitudinal and moral/ethical assessment.

Based on Domain: Assessment types include i) Scholastic achievement (assessment of curriculum
related classroom teaching and learning) and ii) non-scholastic achievement (assessment of students
behavior, values attitude, emotional stability during co-curricular activities and other structured or
unstructured situations inside or outside the classroom).
Based on Measuring Standard: i) Criterion-referenced (uses test score to generate a statement
about the behaviour that can be expected of a person with that score), ii) Norm-referenced
(Standardized) (whether test takers performed better or not than a hypothetical average student)
and iii) Self-referenced (Ipsative) Evaluation (assessment of a person’s performance is compared
with their own earlier performance to identify improvements, if any).
A further classification is based on direct and indirect measurement of learning. A direct method
which is based on a sample of actual student work, including reports, exams, demonstrations,
performances, and completed works, requires students to produce work so that teacher can assess
how well students meet expectations. An indirect method is based upon a report of perceived
student learning. These include surveys, exit interviews, and focus groups.

The assessment must be designed with learner attributes in mind. These attributes, which have
clear linkages to Program Education Objectives and Outcomes, stem from the taxonomy. A critical
overview of Assessment Types along with learner attributes is given in Appendix-3.

A wide range of assessment types for evaluating students is available for the teachers/ institutions
to use. Each assessment type has its distinct utility, advantages and limitations. A suitable
compendium of such types needs to be carefully chosen for a particular program depending on its
nature, objectives and available resources. An overview of some of the significant tools alongwith
their advantages and limitations is presented below :

Written Mode Oral Mode Practical Mode Integrated Mode
1. Exams 1. Viva/ Oral exam 1. Lab work 1. Paper
2. Class Tests 2. Group discussion / 2. Computer Presentations /
3. Open Book Exams / Fishbowl technique simulations / Seminars
Tests 3. Role play Virtual Labs 2. SWOC Analysis
4. Open Notes Exams / 4. Authentic Problem 3. Craft work 3. Authentic
Tests /CA Solving 4. Co-Curriculars Problem
Work
5. Self-Test/Online Test 5. WSQ (Watch 5. Experience solving

Evaluation Reforms in Higher Educational Institutions 23