Types of Assessment MCQ Quiz in मल्याळम - Objective Question with Answer for Types of Assessment - സൗജന്യ PDF ഡൗൺലോഡ് ചെയ്യുക

Continuous and Comprehensive Evaluation, commonly know as 'CCE' has been introduced as a school-based system of evaluation by the CBSE in 2009 with the enactment of the Right to Education Act. Continuous and Comprehensive Evaluation (CCE) aims to evaluate the 'All aspects of the development of the child' as it ensures all-round development of students including cognitive, psychomotor, and affective domains.

Important Points

Objectives of CCE:

• Emphasizing continuity and regularity of assessment.

• Assessing both scholastic and co-scholastic aspects of a child's growth.
• laying emphasis on the thought process and de-emphasize memorization.
• Recording the methods of learning in order to make the required improvements.

• Making evaluations an integral part of learning through diagnostic and remedial teaching.

As per the objectives of CCE, Cumulative Record, Assignments, and Anecdotal Record can be the part of CCE as:

• Cumulative Record records factual information regarding children's achievement, progress, health, etc.
• Anecdotal record is an observation that is written in the form of a story to provide information regarding a student's development over the period.
• Assignment refers to a piece of work allocated to students as part of the course of study. It significantly enhances the learning capabilities of students.
• As per CCE guidelines, some schools have no Parents-Teachers Meeting at all or where it is convened, it remains a few and far between event.

The teaching-learning process takes place in three phases. Evaluation is integral to the teaching-learning process as it helps in facilitating student learning and improving instruction. It is a systematic way of collecting information to make a judgment about student learning. It is conducted during different stages of a teaching-learning process, i.e. at the beginning, during, and at the end.

Diagnostic Evaluation:

• A diagnostic evaluation helps in revealing an individual's weaknesses and strengths in a certain course of study.
• It is concerned with the persistent or recurring learning difficulties that are left unsolved by the formative evaluation.
• The main aim of the diagnostic evaluation is to determine the causes of learning problems and to formulate a plan for remedial action.
• It plays a significant role in improving learning outcomes for all students.
• It will pinpoint the types of errors that were made along with their causes.

Hence, a diagnostic evaluation is used to conduct remedial classes.

Additional Information

Summative Evaluation

• Summative Evaluation is a commonly known type of evaluation. It comes at the end of the term, course, or program of teaching.
• It involves formal testing of a pupil's achievement. Annual examinations and half-yearly examinations in schools, public examinations are the example of such evaluation.
• The purpose of this kind of evaluation is to grade, rank, classify, compare, and promote the pupils.
• It is also used for the purpose of certification. Summative evaluation is also used for selecting students for scholarships or for admission to particular courses.
• The prediction regarding the success of students in their future endeavors can also be made on their basis.

Formative Evaluation

• Formative Evaluation, on the other hand, is inbuilt with the process of teaching and learning.
• It is done during the course of instruction with a view to improving students' learning.
• The purpose of this evaluation is to provide feedback regarding the students' progress, by finding out the learning gaps and the weak points.
• The teacher can then organize remedial programs for them.

Competency-based evaluation

• In competency-based evaluation, the statement of competencies is given greater significance.
• All activities pertaining to evaluation are guided by them. The criterion for judging the appropriateness of a test under competency-based 'evaluation is whether or not it successfully provides a means to evaluate the given competencies.
• For example, if you want to evaluate the competency stated as "Learner recognizes numerals for numbers 1 to 9'' in class 1, you have to organize some activities. 

Portfolio

• A portfolio comprises artistic pieces or written work of the student.
• The student might also include letters in the portfolios describing each entry and its importance.
• They may include graphs, diagrams, pictures or digital slideshows, PowerPoint presentations, etc.

Assessment is a systematic process of gathering, interpreting, and evaluating information or evidence about an individual's performance, knowledge, or skills. It is used to make informed judgments, support decision-making, and improve the learning or performance of the assessed entity.

Key Points Assessment for Learning is a dynamic, student-centric approach that prioritizes ongoing feedback, individualized support, and the cultivation of a positive learning environment. It positions assessment as a powerful tool for enhancing the learning process rather than merely measuring outcomes.

• Formative Nature: Assessment for learning is primarily formative, meaning it occurs during the learning process. It is designed to provide ongoing feedback and insights to both educators and learners, allowing for adjustments and improvements.
• Diagnostic Insights: It involves a diagnostic approach, aiming to understand individual learners' strengths, weaknesses, and areas that require further development. This diagnostic information informs instructional strategies.
• Continuous Feedback: Assessment for learning emphasizes the continuous provision of feedback to students, offering specific insights into their progress, areas of excellence, and areas needing improvement. This feedback is intended to guide future learning activities.
• Tailored Instruction: The information gathered through assessments helps educators tailor their instruction to meet the specific needs of each student. It allows for differentiated teaching strategies that cater to diverse learning styles and abilities.
• Student Involvement: Learners are actively involved in the assessment process, encouraged to self-reflect, and set goals for their improvement. This fosters a sense of ownership and responsibility for one's learning journey.
• Identifying Learning Gaps: Through ongoing assessments, educators can identify learning gaps or misconceptions early on, enabling timely interventions. This proactive approach ensures that learners receive the necessary support to overcome challenges.
• Adaptive Teaching Methods: Assessment for learning promotes adaptive teaching methods, where educators adjust their instructional strategies based on real-time feedback. This responsiveness ensures that teaching aligns with the evolving needs of the learners.
• Cultivating a Growth Mindset: By emphasizing improvement and progress over fixed outcomes, assessment for learning contributes to the cultivation of a growth mindset. Students are encouraged to view challenges as opportunities for growth and learning.

Thus, it is concluded that the “Assessment for learning” emphasizes assessment to enhance learning.

Key Points

Formative Evaluation

• Formative means that the instructional materials are in their formative stages and evaluation refers to the process of gathering data to determine strengths and weaknesses, thus formative evaluation is a judgement of the strength and weakness of instruction in its developing stages.
• Michael Scriven coined the term Formative Evaluation.
• Its goal is to monitor student learning to provide ongoing feedback that can be used by instructors.
• It implies that learning should be managed and monitored continuously.
• It helps students identify their strengths and weakness and target areas that need work.
• Formative evaluation is an effective tool in personalized learning.
• It typically involves qualitative feedback for both students and teachers.
• It is commonly contrasted with summative evaluation, which seeks to monitor educational outcomes, often for purpose of external accountability.

Thus, option 3 is correct.

Hence, we can say that Formative Evaluation implies that learning should be managed and monitored continuously.

Assessment is a process of gaining information about learning of a student and making value judgments on their learning progress.

Key Points

• A student judging their peers’ performance is termed as peer assessment.
• It can be used as a collaborative learning technique because students not only give feedback but also give suggestions for further improvement in their work.
• According to research, peer-assessment is valuable because pupils may accept feedback from one another on their work.
• Peer assessment helps students improve the quality of their performance.
• In peer assessment, Everybody gets a chance to correct his or her mistakes that helps in getting higher grade in teacher assessment.

Hence, we can conclude that according to research, peer-assessment is valuable because pupils may accept feedback from one another on their work.

The teaching-learning process takes place in three phases. Evaluation is integral to the teaching-learning process as it helps in facilitating student learning and improving instruction. It is a systematic way of collecting information to make a judgment about student learning. It is conducted during different stages of a teaching-learning process, i.e. at the beginning, during, and at the end.

Diagnostic Evaluation:

• A diagnostic evaluation helps in revealing an individual's weaknesses and strengths in a certain course of study.
• It is concerned with the persistent or recurring learning difficulties that are left unsolved by the formative evaluation.
• The main aim of the diagnostic evaluation is to determine the causes of learning problems and to formulate a plan for remedial action.
• It plays a significant role in improving learning outcomes for all students.
• It will pinpoint the types of errors that were made along with their causes.

Hence, a diagnostic evaluation is used to conduct remedial classes.

Additional Information

Summative Evaluation

• Summative Evaluation is a commonly known type of evaluation. It comes at the end of the term, course, or program of teaching.
• It involves formal testing of a pupil's achievement. Annual examinations and half-yearly examinations in schools, public examinations are the example of such evaluation.
• The purpose of this kind of evaluation is to grade, rank, classify, compare, and promote the pupils.
• It is also used for the purpose of certification. Summative evaluation is also used for selecting students for scholarships or for admission to particular courses.
• The prediction regarding the success of students in their future endeavors can also be made on their basis.

Formative Evaluation

• Formative Evaluation, on the other hand, is inbuilt with the process of teaching and learning.
• It is done during the course of instruction with a view to improving students' learning.
• The purpose of this evaluation is to provide feedback regarding the students' progress, by finding out the learning gaps and the weak points.
• The teacher can then organize remedial programs for them.

Competency-based evaluation

• In competency-based evaluation, the statement of competencies is given greater significance.
• All activities pertaining to evaluation are guided by them. The criterion for judging the appropriateness of a test under competency-based 'evaluation is whether or not it successfully provides a means to evaluate the given competencies.
• For example, if you want to evaluate the competency stated as "Learner recognizes numerals for numbers 1 to 9'' in class 1, you have to organize some activities. 

Portfolio

• A portfolio comprises artistic pieces or written work of the student.
• The student might also include letters in the portfolios describing each entry and its importance.
• They may include graphs, diagrams, pictures or digital slideshows, PowerPoint presentations, etc.

Evaluation

• Evaluation is a systematic determination of a subject's merit, worth, and significance, using criteria governed by a set of standards.
• The primary purpose of evaluation, in addition to gaining insight into prior or existing initiatives, is to enable reflection and assist in the identification of future change.

Formative evaluation

• It is also known as evaluation for learning.
• It is conducted during the instructional process in order to modify teaching and learning activities to improve student attainment.
• It is conducted to know the mastery in content.
• The purpose is to monitor the learning progress of the learner.
• It helps the learner to actively and continuously engage in learning in a non-threatening and supportive environment.
• It provides a chance for the learner to reflect on their performances and scope for improvement.
• It provides feedback to students and teachers for effective learning.
• The questionnaire, observation schedule, interview, checklist, rating scale are some of the tools used in formative evaluation.
• It includes diagnostic testing, a range of formal and informal evaluation procedures.
• These evaluations are conducted by teachers during the learning process. Therefore, it helps students identify their strengths and weaknesses and target areas that need work.

Hence, The concept of Formative Evaluation implies that learning should be managed and monitored continuously

Formative Assessment

• It is also referred to as internal evaluation.
• In this form of assessment, a teacher embeds various forms of assessment all through the teaching and learning process.
• It is an ongoing assessment that allows teachers to monitor students on a day-to-day basis and modify their teaching based on what the students need to be successful.
• For example, the teacher asks various questions to motivate students and encourages them to answer those questions. Along with this, the teacher helps students to analyze their responses.
• This assessment provides students with timely and specific feedback that they need to make adjustments to their learning.
• Questionnaires, quizzes, oral discussions, unit tests are some tools used for formative evaluation. 
• It is a diagnostic and remedial, formal, and informal approach of assessment.

Additional Information

• The teacher assesses the comprehension of students towards the end of the unit transaction
• The teacher judges the level of performance after the unit test

These statements are indicative of summative assessment. This form of assessment is typically held at the end of a teaching and learning process and is often referred to as summative assessment too, and typically involves standard tests.

A Norm-referenced test is done to assess each student concerning the marks or grades obtained by the other students of the class or group. This type of test helps to differentiate between the high and low performers in a test. The assessment is done on a broad skill aspect with each skill being assessed by different items. The scores are often represented as percentile which represents the percentage of students below the depicted percentile. Since it just represents the score in comparison to all the students in the group, sometimes there is no fail or pass in this testing.

Key Points

Norm-Reference Test:

• The Norm-referenced test (NRT) is a standardized test that helps to determine a student’s place in the ranking.
• This is accomplished by comparing the student’s performance to a norm or average of performance to a norm or average of performances by other similar students.
• In this test student’s score is interpreted by comparing it with how others performed.
• They help the teacher to provide educational and vocational guidance to students to improve their achievement.
• It is designed to differentiate as much as possible, the children who have reached different levels of achievement.
• It refers to the relative achievement of other students to interpret performance.

Percentile:

• Percentile is a set of measures used to indicate the relative position of a single item of the individual in context with the group to which the item of an individual belongs.
• In other words, it may be said that it is used to indicate the relative position of a given score among other scores.
• Whenever you want to compare two individuals, it is always better and advised to compare them based on Percentile Rank and not based on scores they have secured.
• For any standardized tests, percentile norms are given with the test and, therefore, with the help of norms, one may interpret the results properly.

Hence we can conclude that a Norm-referenced test is a type of test done to depict the position of the test taker with relation to all the test takers and with respect to the general trait or pattern measured. In this type of test, no one is mentioned as failing. The results of these are mostly awarded as a percentile.

Additional Information

• Criterion-referenced tests are also termed minimal competency testing as the assessment is based only on a set of criteria and not on competencies as in norm-referenced tests. Thus it measures students' performance against a fixed set of predetermined criteria or learning standards. Just by meeting the standards or by answering the required percentage of the correct answer, the student is termed as passed the test. The test data help us to determine a student’s rank
• Achievement tests are administered to students to measure their learning outcomes. These tests are more prevalent in our schools. These tests show as to what has been learned by the students, rather than to predict future performance
• The percentage is the number, amount, rate, etc. of something, expressed as if it is part of a total which is a hundred; a part, or share of a whole
• Grade Point Average (GPA) is the average of all the grades obtained by a student in his/ her academic studies

The correct answer is 'Anecdotal records'

Key Points

• Anecdotal records:
  • Anecdotal records are written accounts of specific incidents or events involving students that have occurred in the school setting.
  • These records are factual and descriptive, providing detailed observations of student behavior, interactions, and performance.
  • They are used by educators to gather qualitative data on students' progress, identify patterns, and make informed decisions about instruction and intervention strategies.
  • Anecdotal records help in understanding individual student needs, strengths, and areas requiring support.

Additional Information

• Rubrics:
  • Rubrics are assessment tools that outline criteria and standards for evaluating student performance on various tasks and assignments.
  • They provide a structured framework for scoring and feedback but do not document specific events or incidents.
• Cumulative records:
  • Cumulative records are comprehensive files that contain a student's academic history, including grades, attendance, and standardized test scores.
  • While they provide a broad overview of student progress, they do not include detailed accounts of individual events or behaviors.
• Observation schedule:
  • An observation schedule is a systematic plan for observing and recording specific behaviors or activities within a set timeframe.
  • It is a tool used for structured observations rather than documenting spontaneous events or incidents.