Tools n techniques of evaluation in Higher Education

1. Dr. Jagannath K. Dange
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga,
Karnataka
jkdange@gmail.com
http://jkdange.blogspot.com

2. Evaluation is part of Life
Every situation, Relation, new things-
Undergo Evaluation process.
Education is Incomplete without
Evaluation

3.  Every Individual is Unique
 No two individuals are alike
 Types of learners
 Then why same type of Evaluation
EDUCATION
EVALUATION
Education system is as good as its Evaluation system

4. CREDIBILITY / AUTHORITY
ACCURACY
RELIABILITY
RELEVANCE
DATE
SOURCES BEHIND THE TEXT
SCOPE AND PURPOSE

5. To draw conclusions
and
make new predictions.

6. Measurement-Assessment-Evaluation
Measurement
Assessment Evaluation

7. Measurement
 It involves carrying out actual measurement in
order to assign a quantitative meaning to a
quality i.e. what is the length of the chalkboard?
Determining this must be physically done.
 Measurement is therefore a process of assigning
numerals to objects, quantities or events in
other to give quantitative meaning to such
qualities.
 If the child scores 80 in Mathematics, there is no other interpretation
you should give it. You cannot say he has passed or failed.
 Measurement stops at assining the quantity but
not making value judgement on the child’s
performance.

8. Assessment
• Assessment is a fact finding activity that describes
conditions that exists at a particular time.
• Involves measurement to gather data.
• Assessment to organise the measurement data into
interpretable forms on a number of variables.
It may describe the progress students have made towards a
given educational goal at a point in time.
In the classroom, assessment refers to all the processes and
products which are used to describe the nature and the extent
of pupils’ learning.

9.  A number of instruments are often used to get
measurement data from various sources. These
include Tests, aptitude tests, inventories,
questionnaires, observation schedules etc.
 All these sources give data which are
organised to show evidence of change and
the direction of that change. A test is thus
one of the assessment instruments.
 It is used in getting quantitative data.

10. Evaluation
 Evaluation adds the ingredient of value judgement to
assessment.
 It is concerned with the application of its findings
and implies some judgement of the effectiveness,
social utility or desirability of a product, process or
progress in terms of carefully defined and agreed
upon objectives or values.
 Evaluation often includes recommendations for
constructive action.
 Thus, evaluation is a qualitative measure of the
prevailing situation.
 It is the estimation of the worth of a thing, process
or programme in order to reach meaningful decisions
about that thing, process or programme.

11. Evaluation is the process of examining a subject
and rating it based on
 its important features
 i.e. criteria

11

12. Measurement-Assessment-Evaluation
Measurement
Assessment
Evaluation

13.  The Purposes of Evaluation
(i) to determine the relative effectiveness of the programme in terms of
students’ behavioural output;
(ii) to make reliable decisions about educational planning;
(iii) to ascertain the worth of time, energy and resources invested in a
programme;
(iv) to identify students’ growth or lack of growth in acquiring desirable
knowledge, skills, attitudes and societal values;
(v) to help teachers determine the effectiveness of their teaching techniques
and learning materials;
(vi) to help motivate students to want to learn more as they discover their
progress or lack of progress in given tasks;
(vii) to encourage students to develop a sense of discipline and systematic study
habits;
(viii) to provide adequate information about teachers’ effectiveness and
Institution need;
(ix) to acquaint parents or guardians with their children’s performances;
(x) to identify problems that might hinder or prevent the achievement of set
goals;
(xiii) to determining the promotion of students from one class to another as
well as the award of certificates;

14. Techniques and Tools of Evaluation
 Tools and techniques are required to gather
information. These should be valid, reliable and
usable.
 Interpretation of gathered information needs to
be given in numerical scores, grades as well as in
qualitative terms.
 Judgement should be made not just on scholastic
aspects but also on co-scholastic aspects

15. As far as interpretation is concerned, attainment
can be measured in terms of three levels.
 First is with reference to the learner
himself/herself and the current status of
progress. The learning gaps need to be identified
and marked upon.
 The second level is to identify the status of the
learner with reference to his/her peer group.
(Percentile Rank)
 The third level is with reference to the criteria.
The criteria means the expected level of
learning keeping in view the required skills.

16. Tools and techniques
A tool is any physical item that can be used to achieve
a goal.
Tools that are used in particular fields or activities may
have different designations such as "instrument",
"utensil", "implement", "machine", "device," or
"apparatus".
The knowledge of constructing, obtaining and using tools
is technology.
Technique: The basic method for making or doing
something, such as an artistic work or scientific
procedure
Skill or command in a particular activity.

17. Criteria
Questions
Techniques
tools
Quality
How the evaluation
will be done

18. Certain standard
on which the
achievements of a
learner is measured

19. Validity
 Reliability
Reproducibility
Sensitive
Specific
(VRRSS)

20.  As per Quality of Evaluation
Quantitative
Qualitative
 As per Time of Evaluation
Formative
Summative
Pre – Post Evaluation

21. Quality Formative Summative
Purpose detect strengths &
weakness
Overall achievements
Frequency During or end of unit In end – point of
certification,
promotion
Area covered One unit/no. of units Course content
Administrative
utility
Advisory, not always for
permanent record
Decisive, for
permanent record
Feedback to
students
Done immediately Inform regarding pass
or fail
Feedback to
faculty
If significant no. shows
error than weakness in
instruction
Overall pass or fail

22. Affective
Domain
(Impact)
(25-40%)
Psychomotor
Domain
(Skills)
(25-40%)
Cognitive
Domain
(Knowledge)
(25-40%)
Evaluation Questions should Include Each level of Evaluation

23. Level I – Reaction
How did the student react to the class?
Level - II Learning √
What has the student learned?
 Level III – Skill √
How much did the student retain?
 Level – IV Impact √
What is the final impact or practical application of this
learning?

24. 1) Teaching dossiers(files,records,reports,databases)
2) Student ratings
3) Peer observations
4) Interviews
5) Portfolios
6) Classroom Assessment
7) Projects
8) Practical
 Evaluation should use a combination of techniques to
take advantage of their inherent strengths as well as
their individual limitations.

25. Observation:
View with an intention
 Information can be best collected about students
in 'natural' settings.
 observations about learners in the course of
teaching.
 Other information is based on planned and
purposeful observation of students on
activities/tasks.
TYPES
 Participatory and non-participatory

26. Advantages of Observation
 Various aspects of personality development
can be assessed through observations.
 Can be used to assess individuals as well as
groups.
 Assessments can be made during varying time
periods.
 Evidence of student's performance/knowledge
is based on an 'on-the-spot record'.
 Over time, detailed observations of behaviour as
well as interests, challenges,-patterns/trends
emerge which allow teachers to create a
comprehensive picture/view of the student.

27. Interview is a two-way method
which permits an exchange of ideas and
information.
As a technique, the interview is a conversation
carried out with the definite purpose of
obtaining certain information by means of the
spoken word.
Interview is a process of
communication or interaction in which the
subject or interviewee provides information
verbally in a face to face situation.

28. Structured interview:
The procedure is standardized and
determined in advance, follows certain degree of
formality
The interviewer asks questions in the
given order, no freedom to rephrase or add
questions or change order of questions
Unstructured interview:
- Questions and procedure may be decided in
advance
- Provides flexibility in order of questioning,
modifying or adding questions instantly,
if needed. Can take different forms

29. Focused interview – aims at some
particular event or experience rather
than general lines of inquiry.
In-depth interview – searching or giving
emphasis on psychological or social
factors.
Non-directive interview – provides
utmost freedom to the interviewees to
talk about the problem under
investigation

30. ADVANTAGES OF INTERVIEW :
Depth Information: Interviews are particularly good at producing data which
deal with topics in depth and in detail.
Insighs : The researcher is likely to gain valuable insights based on the depth of
the information gathered and the wisdom of “key informants”.
Equipment : Interviews require only simple equipment and build on
conversation skills which researchers already have.
Information Priorities : Interviews are a good method for producing data based
on informant’s priorities, opinions and ideas.
Flexibility : Interviews are more flexible as a method of data collection.
Validity : Direct contact at the point of the interview means that data can be
checked for accuracy and relevance as they are collected.
High response rate : Interviews are generally pre-arranged and scheduled for a
convenient time and location.
Therapeutic: Interviews can be a rewarding experience for the informant,
compared with questionnaires, observation and experiments, there is a more
personal element to the method.

31. Project: Kill Patrick
 These are undertaken over a period of time and
generally involve collection and analysis of data.
 Projects are useful in theme-based tasks to be
completed as assignments in groups.
 They can be open ended or structured and can
be both individual or group projects.
 They should be based on contexts outside the
textbooks and related to the student's
environment/culture/ lifestyle/ community based
social programs.

32. Advantages Of projects
 Provide opportunities to explore and work
with one's hands.
 Observe, collect data, analyze, organize and
interpret data and draw generalizations.
 Provides an opportunity to work in groups
and in real life situations.
 Helps develop a positive attitude towards
group work, sharing and learning from each
other

33. Portfolio:
 Collection of evidences of students' work over a
period of time.
 It could be day-to-day work or selection of the
learner's best piece of work.
Advantages:
 Provide a cumulative record. In the process, a
picture of how a skill or knowledge area
develops emerges.
 Enables the student to demonstrate to others,
his/her learning and progress.
 The learner becomes an active participant in
learning and assessment.

35. Rating is the expression of opinion or judgment
regarding some situation, object or character.
The opinions are usually expressed on a scale of values.
Rating scale refers to a scale with a set of points
which describe varying degree of the dimension of an
attribute being measured.
 Can be used to evaluate human behavior – reactions,
tendencies, opinions, values etc.
 Can be used to record the quantified observations of a
social situation – program, campaign, customs etc.
 Can be used to describe activities of an entire group and
the changes in the situation surrounding them

36. PURPOSE OF RATING SCALE:
Rating scales have been successfully utilized for
measuring the following:
•Teacher Performance/Effectiveness
•Personality, anxiety, stress, emotional intelligence
etc.
•Institutional appraisal including appraisal of
courses, practices and programmes.

37. 1.Numerical scales – A sequence of defined numbers is assigned to each
behavior criterion/description,
e.g. Use of stimulus variation:
1. Excellent 2. Very good 3.Good 4. Fair 5. Poor
2. Graphic scale – A straight line is shown, vertically or horizontally, with
various cues related to the behavior to mark the appropriate one, e.g.
Q. How effective was the interaction during presentation?
------------ ----------------- ---------- ------------- ----------
Highly Substantially Average Fairly Less
Effective Effective Effective Effective
3. Standard scale – A set of standards (pre-existing scale values) is
presented to the rater following which he marks the rating, e.g The standard
can be rated by A, B, C, D, E showing superiority to inferiority.

38. Questionnaire is a device for securing answers to a series
of questions related to the problem under investigation by using a
form which the respondent fills in self.
Barr, et.al(1953), define questionnaire as "a systematic
compilation of questions that are submitted to a sampling of
population from which information is desired".
FEATURES :
Widely used to obtain information about conditions or practices, or
to inquire into the opinions or attitude of individual or group.
Can be administered personally or mailed to the respondents so as
to save time and money.

39.  Multiple Choice
 True/False
 Matching
 Completion or fill in the
blank
 Essay
 Short Notes
 Long Essay
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40. Step 1. Define Purpose & Scope
Step 2. Specify Evaluation Question
Step 3. Specify Evaluation Design
Step 4. Create Data Collection Action Plan
Planning
Implementation
Step 5. Data Collection
Step 6. Data analysis
Step 7. Finding data Inference
Step 8. Disseminate Information
Step 9. Feedback for improvement
Feedback

41. Decide level of Evaluation
Type of Evaluation
Type of Evaluation Technique
What Evaluation Questions ?
From whom/Data Sources ?
By whom ?
When Collected ?
How Collected ?
How Data are to be Analyzed ?

42. why in process: Purpose of evaluation
When in process: Formative vs. Summative
style of evaluation: laboratory vs. field
type of measures: qualitative vs. quantitative
level of information: high level vs. low level
resources available:time, subjects, tools &
equipment, expertise etc.

43. Status
Evaluation
Feedback

44. “If you can not measure it,
you can not improve it.
so
Evaluation is important

45. Dr. Jagannath K. Dange
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga,
Karnataka
jkdange@gmail.com
http://jkdange.blogspot.com