Managing Diversity in

Classroom

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Classroom and Assessment and
Resource BLOCK 4 ASSESSMENT AND EVALUATION
Evaluation
Management

Introduction to the Block

The fourth Block discusses the most important decisions educators make on
behalf of learners that is assessment. This Block addresses the basics of
assessment and evaluation. While moving forward, you will develop a deep
understanding about assessing different abilities, and the role of ICT in
assessment. You will also become familiar with the recent trends in
assessment and evaluation.

The fourth Block consists of five units.

Unit 12 helps you understand the basics of measurement, assessment and

evaluation. This Unit provides an overview of the relationship between
learning and assessment. Further, we concentrate on assessment as learning,
assessment for learning and assessment of learning. You will come to know
about the assessment at various levels.

Unit 13 discusses the types of assessment based on purpose, nature of data,

domain and measuring standard. Further there is detailed information on
authentic assessment, performance-based assessment, outcom-based
assessment, alternative assessment, Continuous and Comprehensive
assessment, and competency based assessment. This Unit also elaborates on
various tools of assessment.

Unit 14 focuses on how to assess abilities. You know that we have both
cognitive and non-cognitive abilities. In this Unit, assessing both abilities is
well explained with the help of examples. In addition, this Unit throws light
on how to assess aptitude, attitudes, personality traits and social skills.
Unit 15 deals with the role of ICT in assessment. You are aware about the
major role played by ICT in teaching-learning process. This Unit also
discusses Computer-Based Assessment (CBA), Computerized Adaptive
Testing (CAT), Web Based Assessment, E-portfolio, and Digital rubrics by
citing examples.

Unit 16 examines the increased importance of assessment and evaluation in

education policy. By taking cognizance of various policy documents
including NEP 2020, this unit will make you familiarize with the recent
trends in assessment practices at the national and international levels.

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Managing Diversity in Basics of Assessment
UNIT 12 BASICS OF ASSESSMENT AND
Classroom and Evaluation

EVALUATION*

Structure
12.1 Introduction
12.2 Objectives
12.3 Concepts of Measurement Assessment and Evaluation
12.4 Relationship between Learning and Assessment
12.5 Assessment of Learning, Assessment for Learning and Assessment as
Learning
12.6 Assessment at various Levels
12.6.1 Assessment at Pre-primary Level
12.6.2 Assessment at Primary Level
12.6.3 Assessment at Secondary and Higher Secondary Level
12.6.4 Assessment in Higher Education
12.7 Let Us Sum Up
12.8 Unit-End Exercises
12.9 References and Suggested Readings
12.10 Answers to Check Your Progress

12.1 INTRODUCTION
‘To measure or to learn that is the question.’ (Broadfoot, 1996)

Let us have a look at two different situations.

Class VI A students is divided into five groups. Each group has six students
all engaged in last minute preparation for their project presentation. The five
teams can be seen making hectic efforts for completing their project for
which they will be graded. In another situation, class X students are seen
pouring over their books in a desperate effort to perform well in the Board
examination.

Both the situations are related to student learning but with a difference. The
first situation denotes assessment where each student will be assessed based
on their content knowledge, skills of collaboration, communication and
innovation by an expert or a teacher. The second situation is related to
examination where students will be answering questions to a standardized
test which will be evaluated by an external examiner. As you can see the
terms measurement, assessment and evaluation are all used in the learning
process, but each term has different connotations and implications.

*
90 Ram Mohan
Dr. Letha 89
Assessment and Assessment and
Evaluation 12.2 OBJECTIVES Evaluation

After going through this Unit, you should be able to:

• define the concept of assessment and evaluation;

• differentiate among measurement, assessment, and evaluation;
• explain assessment and evaluation as a part of the teaching-learning
process;
• discuss the relationship between assessment and learning;
• differentiate among Assessment of Learning, Assessment for Learning
and Assessment as Learning; and
• explain the term assessment at various levels.

12.3 CONCEPTS OF MEASUREMENT,

ASSESSMENT AND EVALUATION
To many, the word “assessment” conjures up images of testing, marks and
grades. Assessment is much more than this. But then one needs to know the
different terms like, assessment, measurement and evaluation which are used
interchangeably but have different connotations. The figure 12.1 shows the
relationship among test, measurement, assessment and evaluation.

Evaluation

Assessment

Measurement

Test

Fig.12.1: Relationship among Test, Measurement, Assessment, and Evaluation

Assessment is involved in everyday lives of learners. Assessment practices

have a long history in our country. Discussions and debates were a regular
practice to gauge the knowledge of pupils in the ancient Universities of
Nalanda and Takshashila. Although there are several forms of assessment
within our education system, one of the most visible of these are the formal
examinations which is conducted typically at the end of key phases in
education. Let us understand the terms measurement, assessment and
evaluation in detail.

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Basics of Assessment
Measurement Basics of Assessment
and Evaluation and Evaluation
Measurement has been the practice with teachers since a very long time.
They have been testing their students and assigning numbers regarding the
progress of their students in studies, and adopt corrective measures
accordingly. According to Bradfield & Moredock (1957), ‘Measurement is
the process of assigning symbols to the dimension of phenomenon in order to
characterize the status of phenomenon as precisely as possible’. Measurement
is the process by which a characteristic of an object, person or activity is
perceived and understood on specific standards and is described in standard
words, symbols or definite units.

Assessment

The term assessment is gaining importance in the present day, because it is

widely accepted that what is taught is assessed using various tools, and that
the format of assessment influences the format of learning and teaching. In
this Unit, the term assessment is used frequently to describe the basics of
assessment practices.

The word ‘assess’ is derived from the Latin verb ‘assidere’ meaning ‘to sit
with’. This implies that it is something we do ‘with’ and ‘for’ students and
not ‘to’ students. The importance of assessment cannot be undermined. High-
quality assessment is at the very heart of quality education and is the key to
raising learning standards. Assessment is invaluable to both the teacher and
the taught. It enriches learning, enhances pupil motivation and at the same
time enables teachers to reflect on the methods/strategies used and make
modification if necessary. To quote Freeman and Lewis (1998), the five main
purposes of assessment are “to select, to certify, to describe, to aid learning
and to improve teaching” which give a balance to public judgment and
personal development.

Some of the advantages of assessment practices are the following:

• Provides valuable data on the breadth and depth of student learning.

• Help to understand what children know and what they can do.
• Act as lens for understanding students’ learning by identifying their
strength and weaknesses.
• Provide educators, parents, and families with critical information about a
child’s development and growth. in all developmental areas- cognitive,
physical/motor, language, social-emotional, and approaches to learning.
• Determine the needs of students for providing additional support.
• Help teachers to plan specific strategies of instruction for students based
on their needs.
• Contribute in improving learning outcomes and promote learning.
• Identify the strengths and weaknesses within a program.
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Assessment and • Facilitate teachers to use the information obtained to modify theAssessment
teaching and
Evaluation Evaluation
learning process and improve pedagogical approaches.
• Facilitate collaboration among parents, teachers and educators to support
their child.

As you can see, the purpose of assessment is to gather valid, reliable and
useful information about student learning which can used for monitoring
student progress and achievement with respect to learning outcomes and also
for taking appropriate measures to facilitate the students to reach the set
goals.

Evaluation

Unlike measurement, the concept of evaluation in the educational sector is

comparatively new. Often the terms are used interchangeably leading to
ambiguity. There are some major differences between the two terms. For e.g.
by testing a child in Mathematics by administering a single test based on
Algebra we may measure his/her mathematical ability in solving problems in
Algebra and nothing else. But through evaluation we may get to know about
the interests, abilities etc, of the child in Mathematics as well as his skills,
competencies, his/her critical thinking and problem solving abilities also.

In education, evaluation is the process of using the measurements gathered

in the assessments, analyze and interpret the data obtained and use this
information to find out if the objectives of the instruction have been achieved
and also use the information so gathered to determine what students know
and understand, how far they have progressed and how their scores and
progress stand in comparison with other students.

II) Types of assessment

Assessment can be categorized in different ways:

 Formative and Summative assessment
 Formal and Informal Assessment
 Qualitative and Quantitative Assessment
 Direct and Indirect Assessment

Formative Assessment

‘When the cook tastes the soup that’s formative, when the guest tastes that is
summative’. This popular quote of Robert Stake sums up the major
difference between the two types of assessment –formative vs. summative.

Formative assessment is an integral part of the instructional process with

active evolvement by students. It provides scope for self and peer assessment
besides teacher assessment. Active participation increases students’
motivation to learn and the informal setting and unobtrusive techniques of
assessment make learning an enjoyable experience.These type of assessments
92 are carried out during a course of instruction and not confined to end
95 of a
Basics of Assessment
session orcourse by which continuous feedback is provided to both the Basics of Assessment
and Evaluation and Evaluation
teachers and the learners. This facilitates modification or adjustment of the
transactional procedures and learning activities.

Types of Formative Assessments

Teacher observations, student record, questioning strategies, self and peer

assessments, portfolios, anecdotal records, checklists and rubrics, quizzes and
essays, diagnostic test etc. are some of the formative assessments carried out
in schools.

Summative Assessment

Summative assessments conducted at the end of a course of learning are the

most traditional way of evaluating student work. As the term suggests, it
measures or ‘sums up’ how much a student has learned from the
course/semester/unit. It is carried out at intervals or spread out and occur after
instruction every few weeks, months, semester or once a year, when
achievement has to be summarized. It is usually reported as graded test,
marked according to a scale or set of grades. It is a means to measure, at a
particular point in time, student learning relative to certain standards.
Therefore, to rely solely on summative assessment is not advisable because
of its unscientific nature. The overemphasis may also produce enormous
stress and anxiety among the learners. To put it simply, formative assessment
focuses on improving learning whereas summative assessment summarizes
learning. Examples of summative assessment are as follows:

• Mid Term Examination

• End-of-unit or chapter tests
• End-of-term or semester exams

The ideal way is to balance formative and summative assessment so that a

clear picture emerges about a student.

Formal and Informal assessment

Data from formal assessments are used to support the conclusions made
from the test by using standardized measures. The data is mathematically
computed and summarized. Scores such as percentiles, marks or standard
scores are most commonly given when this type of assessment administered.

Informal assessments on the other hand are not data driven but rather content
and performance driven. For example, a language teacher while assessing
the pronunciation of a particular student uses scores such as 10 out of 15
words pronounced correctly, or rubric scores; such as not able to pronounce
properly, pronounce properly to some extent, pronounces all words correctly
are given from this type of assessment.

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Assessment and Quantitative Assessment Assessment and
Evaluation Evaluation

As the term indicates, quantitative assessment helps to collect data that can
be analyzed using quantitative methods. There is much reliance on numerical
scores or ratings. It uses values obtained by using an instrument based on a
standardized system .The major limitation is that the data is derived from a
selected or predetermined set of possible responses. Quantitative assessment
approaches work by the numbers, collecting, analyzing, interpreting, and
charting results, trends, and norms and is mainly concerned with scholastic
achievement focusing on subject-based performance.

Qualitative Assessment

Unlike quantitative assessment, qualitative assessment does not rely on

scores or numbers but on descriptions. It is more concerned with detailed
descriptions of situations or performance; therefore, it can be much more
subjective but can also be much more valuable in the hands of an experienced
teacher. Qualitative is chiefly about evaluating the non-scholastic and mostly
all-important aspects of the students personality including social, emotional,
attitudinal and moral/ethical.

Apart from these types, there are other methods like direct and indirect
methods of assessment. In direct methods of assessment, students are asked
to demonstrate their learning while in indirect methods students are made to
reflect on their learning. Tests, essays, presentations, etc. are generally direct
methods of assessment, and indirect methods include surveys and interviews.

Continuous and Comprehensive Evaluation

Continuous and Comprehensive Evaluation (CCE) was introduced to

redesign how assessments are formulated in our country. Under the RTE Act,
CCE is envisaged as a programme of continuous evaluation of the student
throughout the academic year. The assessment includes both scholastic and
co- scholastic aspects thereby allowing for a comprehensive assessment. The
Ministry of Education in its advisory on implementation of section 29 of the
RTE Act, specifies that CCE should be built around five tools - child’s
engagement pattern, general observations, observations during group work,
and individual work in class, child’s written work, and an anecdotal record.

Diagnostic Assessment

Diagnostic assessment is generally used to diagnose the weakness/difficulties

faced by a student. Tools are administered prior to instruction which will give
a snapshot of what a student knows and modify or plan strategies
accordingly. Students are given identical pre- and post-tests before and after
the course. This method allows teachers and students to chart their learning
progress by comparing pre- and post-tests results.

By now, you must have understood that the type of assessment activity and
the way evidence of learning will be gathered are determined on the basis of
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Basics of Assessment
various variables like learning outcomes being assessed, the curriculum Basics of Assessment
and Evaluation and Evaluation
which is adopted, the teaching- learning activity being conducted, the
learning level of students who are assessed, the social context, the learning
needs of students, the class, the age group they belong to etc. Hence, ‘one
size may not be fit for all.’ Instead a variety of activities may be considered.
Also it is recommended that both formal and informal strategies are used for
assessment of knowledge and skill from pre-primary to college/university
level.

Check Your Progress I

Notes: a) Write your answer in the space provided after each item.
b) Compare your answer with the one given at the end of the unit.
1) List some of the major examination reforms in the recent years.
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
2) Why is there a need to consider a variety of activities for assessment?
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
3) How is measurement different from evaluation?
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………

12.4 RELATIONSHIP BETWEEN LEARNING

AND ASSESSMENT
“What and how students learn depends to a major extent on how they think
they will be assessed.” (John Biggs1999)

The relationship between assessment, teaching and learning is dynamic and

interactive. Assessment is an integral part of the teaching- learning process.
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Assessment and Assessment
Before going into the details, it is worthwhile to understand the process of and
Evaluation Evaluation
education. Education is conceptualized as a tri-polar process with its three
poles being a) Educational Aims and Objecives b) Learning experiences c)
Evaluation. The three are interrelated with mutual synergic, interdependence,
and constitute the process of education.

Educational
objectives

Learning
Evaluation
experiences

Fig: 12.2: Education as a tripolar process

The process of collecting, examining and using information about what

student know and able to do, form the basis of effective teaching-learning
process. The appropriate use of tools to gather data/ information, its proper
analysis and interpretation contribute to a great extent in enhancing the
learning outcomes of students. It plays an important role in the process of
learning and motivation. Quality of education imparted in schools or colleges
is shaped by the assessment practices administered there. Assessment
furnishes the evidence needed to document and validate that meaningful
learning has occurred in the classroom. It is vital to ensure whether students
have learned what they have been taught, or that the teaching was relevant to
the students’ learning needs and interests.

The scope of assessment in learning is immense. When the information

gathered from assessment is properly analyzed, interpreted and used, it would
fetch innumerable benefits for all stakeholders be it the students, parents,
teachers or the school authorities. Effective feedback would help build
confidence among students and give motivation to make further progress. It
helps teachers to modify/adjust their pedagogy and involve students as active
participants in their learning. Parents and school authorities would be able to
understand the strength and weakness of each student as well as monitor the
progress closely. In this way, linking two variables would contribute in
enhanced learning and improvement in learning outcomes.

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Basics of Assessment Basics of Assessment
12.5 ASSESSMENT OF LEARNING,
and Evaluation and Evaluation
ASSESSMENT FOR LEARNING, AND
ASSESSMENT AS LEARNING
One question, which often pops up when we talk of assessment, is the
assessment for the teacher or the student? This needs to be clarified at the
outset .Very often the lack of clarity can lead to wastage of time, energy, and
resources– for both the assessor and the assessed. In addition, we need to
understand the different types of assessment i.e. assessment of learning,
assessment for learning and assessment as learning. These terms are
comparatively recent in the context of assessment and are related to the
constructivist theory that children are not passive recipients rather they are
active participants in the knowledge acquisition process. Central to this view
of learning is the role of the teacher from that of a knowledge provider to that
of a guide, facilitator and a counsellor.

The difference between assessment of learning and assessment for learning is

a matter of function and purpose–a matter of ‘who’; sometimes assessment is
conducted merely as a kind of benchmark to see ‘how well students can do’,
and then it is an assessment of learning. However, if the same is used for
modifying the learning process for improved outcomes then it is considered
as assessment for learning. In fact there is significant overlap between the
two. The same test given in one situation would be considered an assessment
of learning while in another context or situation, it will be assessment for
learning. Let us try to understand the characteristic features of each one of
them.

Assessment of Learning

The ‘traditional’ reasons for assessment were mainly for communicating

results of student achievement by teachers, as well as selecting, sorting and
grading students for entry into various programmes, Assessment of learning
is the predominant type of assessment in schools for such purposes. The
intent of such assessment is to certify learning and report about students’
progress in school. It is used to benchmark students’ learning against criteria
(Process/Skills/Learning Indicators and Learning Outcomes) based on
identified curricular aims and objectives. It is a way to see what the students
can do, mostly summative and usually convey students’ relative position
compared to other students.

Assessment of learning in classrooms is typically done at the end of

something (e.g., a unit, course, a grade, a key stage, a programme and takes
the form of tests or exams that include questions drawn from the material
studied during that time). The results are expressed symbolically, generally as
marks across several content areas to report to parents. The objective is to
provide comprehensive information regarding the extent of student learning.
For example, unit test is a commonly used form of assessment of learning.
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Assessment and Even today, this kind of assessment is most prevalent in schools. Assessment
Teachers and
Evaluation Evaluation
shoulder the major responsibility of creating, administering and marking the
test. Teachers use the tests to assess the quantity and accuracy of student
work, while comparing the performance with other students. The feedback
given to the students is in the form of marks or grades with little scope for
students to take corrective steps to improve upon their performance. These
kinds of testing events would help discern which students are doing well and
which ones are not. The efficiency of the assessment depends on its validity
and reliability. The test content is generally limited to the prescribed syllabus
and the scoring is, too, simplistic that it does not reflect the progress in other
areas or skills.

The major features of Assessment of learning are as follows:

• collect evidence of student learning / achievement.
• provide those evidences/feedback to the wider community, including
parents, educators and to the students themselves.
• grade /rank etc. on the basis of the assessment scores.
• plan future learning goals for students.

Role of Teacher

Teachers’ role is pivotal. Her directedness is paramount in designing

learning, collecting evidence, and judging what has been learnt (and what
has not).The responsibility of reporting student learning accurately and fairly,
also rests on the teacher. There is very little involvement by the students.

Assessment for Learning

The purpose of assessment is constantly changing. It is not restricted to

reporting and sorting ‘Assessment can improve student learning, teacher
effectiveness, and increase the levels of student engagement with the material
(Marzano, 2000; McMillan, 2004; Shepard, 2000).’ It is widely acknowledged
that assessment drives student learning. This type of assessment is
assessment for learning. It is a type of formative assessment used by
teachers to gain an understanding of their students' knowledge and skills and
adjust the teaching learning process accordingly. The feedback is not only
useful for students but also to the teachers themselves.’ It is the process of
seeking and interpreting evidence for use by learners and their teachers to
decide where the learners are in their learning, where they need to go, and
how best to get there .

It is rightly observed that improving the quality of learning in courses

involves not just determining to what extent students have mastered course
content at the end of the course but also how they have progressed
throughout the course. Apart from providing valuable evidence about
students’ learning, assessment for learning assists students in assessing their
own learning. The feedback is useful for both students as well as teachers.
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Basics of Assessment
While the learners would be able to diagnose their own learning, teachers, Basics of Assessment
and Evaluation and Evaluation
too, would be able to gauge their efficiency and effectiveness and design
strategies for improvement .This helps teachers identify the learning gaps of
each child, reflect, review and modify their teaching as per the need and
learning styles of students. Yet another benefit is that since assessment for
learning occurs continuously during teaching-learning process and is based
on multiple evidence using multiple sources to collect information. It is used
as a range of activities that the child participates in both inside and outside
the classroom on all aspects of learning, scholastic as well as co-scholastic.

The main features of Assessment for learning are as follows:

• It is comprehensive as it covers scholastic and co- scholastic aspects,

knowledge as well as skills.
• It is holistic in nature.
• It drives student learning and help them to learn better, rather than just
achieve better marks or scores.
• It involves increased levels of student autonomy.
• It provides effective feedback throughout the course and not just at the
end of the course.
• It is based on the belief that all students can improve.
• It encourages self-assessment and peer-assessment as part of the regular
classroom routines.
• It helps teachers to gauge their own efficiency.
• It could be used as an effective tool in the teaching- learning process.

Teachers use focused observations, questioning, conversations, quizzes,

computer-based assessments, learning logs, or whatever other methods are
likely to give them information that will be useful for their planning and their
teaching. Teachers’ role is central here also but quite different from the
previous approach. S/he is more of a guide and facilitator rather than an
assessor.

Assessment as Learning

The teachers’ role has been redefined in the present day. From the
traditional role of knowledge bearers and keepers, they are now facilitators,
mentors, and guides. Learners are becoming more and more self- directed in
their search for knowledge. When learners themselves become their own
assessors, it is termed as Assessment as Learning. There is major
involvement by the students as they monitor their own learning, ask questions
and use a range of strategies to decide what they know and can do, and how
to use assessment information for new learning. This requires providing
opportunities and space to students to critically assess, reflect and analyze
their own work during the teaching- learning process and identify their
strengths and weaknesses.
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Assessment and Assessment as learning is also a formative assessment which focuses Assessment
on and
Evaluation Evaluation
teaching students the metacognitive processes to evaluate their own learning
and make adjustments. Students are the critical connectors between
assessment and learning. Students become adept at personally monitoring
what they are learning, and use what they discover from monitoring to make
adjustments, adaptations, and even major changes in their thinking.

The main features of Assessment as learning are as follows:

• Teacher and student together create goals and co-construct learning;

• Encourage students to take responsibility for their own learning;
• Require students to reflect on their learning and plan accordingly;
• Provide ways for students to use formal and informal feedback and self-
assessment to help them understand the next step in learning;
• Provide scope for peer assessment; and
• Foster metacognitive skills.

In Table 12.1, a comparison of Assessment of Learning, Assessment for

Learning and Assessment as Learning is displayed.

Teacher’s Role

Teacher’s role though crucial is mostly for guiding the students to assess
themselves and make such an environment that students get to work on
themselves, take corrective steps for self improvement and acquire
metacognitive skills.

In the traditional models, Assessment of learning used to be predominant.

But with the changing times, assessment for and as learning are more widely
used. It is recommended to have a balanced model including all three of the
types of assessments.

Table: 12.1: Comparison of Assessment of Learning, Assessment for

Learning, and Assessment as Learning

Criteria Assessment of Assessment for Assessment as

Learning Learning Learning
Why Assess? To certify or To enable teachers To guide and
inform parents or to determine next provide
others of steps in advancing opportunities
student’s student learning for self
proficiency in assessment and
relation to identify next
curriculum steps
learning
outcomes.

100 103
Basics of Assessment Basics of Assessment
Assess what
and Evaluation
The extent to What each student To find out and Evaluation
which students know and do, each student’s
can apply the key learning needs of thinking about
concepts, students in relation his or her
knowledge, skills, to the curricular learning, and
and attitudes outcome the mechanisms
related to the used to adjust
curricular and advance
outcome learning

What Methods A range of A range of A range of

methods in methods in methods in
different modes different modes different modes
that assess both that make that elicit
product and students’ skills students’
process and understanding learning and
visible meta cognitive
processes
Using the Indicate each Provide each Provide each
Information student’s level of student with student with
learning, give accurate descriptive
reports about descriptive feedback that
student feedback to further will help to
performance that his or her learning develop
can be used to •differentiate independent
decide the next instruction learning habits
steps in a • provide • provide each
student’s learning descriptive student with
feedback to ideas for
parents about adjusting,
student learning rethinking, and
and ideas for articulating his
support. or her learning
• provide the
conditions for
the teacher and
student to
discuss
alternatives
Teacher’s role Very crucial role More of a Make students
-Reporting facilitator and independent
student progress guide learners. Help
accurately develop
metacognitive
skills

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Assessment and Assessment and
You can understand the steps of the assessment cycle from the following
Evaluation Evaluation
figure:

Clearly identify and

define the learning
outcomes

Select appropriate
assessment measures
Adjust or improve programs Assessment
following the results of the Cycle
learning outcomes assessed

Analyze the results of

the outcomes assessed

Fig.12.3: The Four Steps of the Assessment Cycle

Step 1: Clearly identifying and defining the learning outcomes

The first step is to formulate the learning outcomes that describe what
students should be able to do (abilities), to know (knowledge), and appreciate
(values and attitudes) following completion of the program/course.

Step 2: Selection of suitable assessment measures and assess the learning

outcomes

Multiple ways of assessing the learning outcomes are usually selected and
used. It is important to determine how the data will be using appropriate tools
and techniques.

Step 3: Analyze the results of the outcomes assessed

The data/evidence is to be analyzed and the results reported in a meaningful

way. Both quantitive and qualitative strategies may be used for result/data
analysis and interpretation. Utmost care is required while analyzing and
compiling the report.

Step 4: Modifying or adjusting programs following the results of the

learning outcomes assessed

This step is a critical step of the assessment process. Assessment results are
worthless if they are not used properly or those that do not help to modify the
teaching learning process or lead to adjustments or improvements in
programs. The results of assessments should be disseminated to all
concerned.

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Basics of Assessment Basics of Assessment
and Activity1
Evaluation and Evaluation
You have been asked to assess the performance of a task of your classmate.
Which type of assessment you will employ? Give reasons.

12.6 ASSESSMENT AT VARIOUS LEVELS

Assessment methods are the strategies, techniques, tools and instruments for
collecting information to determine the extent to which students demonstrate
desired learning outcomes. Several methods should be used to assess student
learning outcomes. Relying on only one method will only reflect a part of
students’ achievement. Therefore, a combination of direct and indirect
assessment methods should be used. For example, responses from student
surveys may be informative, however, when combined with students’ test
results they will be more meaningful, valid, and reliable.

12.6.1 Assessment at Pre- Primary Level

School Education is a continuum spanning pre primary to higher secondary
classes. The early years are crucial in the growth and development of a
child. Assessment at this stage has vital implications since it is a critical part
of a high-quality, early childhood education.

However, the course of development in young children is uneven and

episodic. In some children, learning will be rapid while others may not.
Therefore, it is very important that the information is interpreted correctly.
Also, the developmental characteristics of young children make it even more
important that teachers and caregivers, be trained to think about and use
assessment properly. Methods of child assessment at this stage may be
mostly informal (conducting natural observations, collecting data and
children’s work for portfolios using teacher ratings) and some may be formal
(using assessment tools). Both methods are effective and can help inform
educators and parents about a child’s progress. Some of the most commonly
used methods are discussed below:

Observation: When educators/teachers do an assessment, they observe a

child to get information about what s/he knows and what s/he can do.
Observation must cover all facets of development, including intellectual,
linguistic, social-emotional, and physical development. A profile for each
child may be maintained which can be used to compile the progress of child
in comparison to her/his previous performance. These observations may be
recorded (in her/his diary/log book/comments written on child’s
notebooks/worksheets/projects, etc.) as and when required, for her/him to
monitor the learning progress of each child. It needs to be used meaningfully
to help children improve their learning and progress. This assessment record
is also a great tool to share with parents so they can follow their child’s
progress at school, understand their child’s strengths and challenges, and plan
how they
104 can help extend the learning into their homes. 103
Assessment and Portfolios: Portfolios are a record of data that is collected through Assessment
the work and
Evaluation Evaluation
children have produced over a period. This may include worksheets, creative
drawings, craftwork, observations interests, abilities and problems of the
child. It is a collection of not just the best but also all kinds of a child’s work
or activities done over a period.

Checklists and Rubrics

Checklists and rubrics are a more concrete way to evaluate young children.
Checklist is a quick way to gather data of the relevant factors. A checklist has
a list of skills that a child is expected to perform. From the list, teacher/
assessor checks off each item the child is able to do.

A rubric uses a scale to show the degree of mastery of a given task by a child.
At least three levels for each task to be included. The lowest level means the
child is unable to perform the task. The highest level indicates mastery of the
task. The levels in between allow you to indicate the child falls somewhere in
between. Rubrics outline the identified criteria for successfully completing an
assignment and establish levels for meeting those criteria. Rubrics are used to
score everything from essays to performances.

Inventory: It is another way to evaluate children. It contains a list of terms

which a student is capable of performing at an age. Preschool teachers and
early childhood development experts usually use some form of preschool
assessment standards to evaluate how a preschool student is doing in various
skill areas including gross motor and fine motor skills. One of the most
difficult issues in early childhood assessment is to find the needs of children
who want special assistance as a result of cognitive, emotional, visual,
auditory, or motor impairments. Utmost care should be taken in the selection
of tools and tests to assess them. Also, flexibility in the choice of assessment
method should be considered for optimal results.

12.6.2 Assessment at Primary Level

The National Education Policy, 2020 highlights that assessment should
mirror the full range of the child’s learning, encompassing the cognitive,
creative, affective, and physical and social dimensions of his/her
development. This requires a broad continuum of modes of assessment in
order to create a picture that will reflect the full range of the child’s progress,
attainment and development.

Teacher observation: As with pre-primary children, teacher observation is

invaluable to gather evidence about their progress and achievement
Observing students while they are performing a task, demonstrating a skill,
solving a given problem, interacting with peers/ others can provide insights
into the student’s learning progress and growth. Observations may be
informal or incidental, structured or scheduled.

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Basics of Assessment
Question and Answer: Very often teachers resort to this technique for Basics of Assessment
and Evaluation and Evaluation
assessment of outcomes. Teachers use both verbal and written forms though
verbal practices are more prevalent to test what students know or can do. This
technique is easy to administer but care should be taken to provide adequate
wait time for students to think before coming up with an answer. In addition,
a variety of questions may be asked including open-ended questions.
Students responses may be recorded and used for further planning to enhance
learning.

Teacher designed tasks and tests: Teacher may assign tasks to be completed
by the students within a period of time and the progress may be recorded.

Work samples/ portfolios: They are a record of multiple data of student

learning performance, participation in co-scholastic areas, etc. Such data is
highly useful in evaluating student’s performance throughout the session.

E- Portfolio: In the present day with such tremendous advance in

digitization, e-portfolios are replacing the conventional portfolios.
E- portfolio is synonymous with digital portfolio or online portfolio. E-
portfolio is a digitized collection of information, artifacts, presentations,
demonstrations, accomplishments of an individual student, a group of
students, or an institution. The data may be in the form of text in microsoft
word, PDF or any other version, power point presentation, digital images,
audio/video clips, blogs, comments etc. These digital contents are stored in
digital formats. Such data is of immense value to the teacher for the purpose
of evaluation. It helps students in doing self-assessment as well as peer
assessment. Retrieval of information becomes very easy when data is stored
in this way.

Projects: Project work is a method of providing a rich learning experience to

students. In such assignments, students get an opportunity to synthesize
knowledge from various areas of learning, and critically and creatively apply
it to real life situations. Such engagements lead to holistic development by
acquiring skills like collaboration, communication, cooperation and prepare
them for lifelong learning.

Standardized tests: We all are familiar with standardized tests. They are
tests administered to all students in a class to measure their progress. Such
tests generate quantifiable data which can be further used for grading
performance achievement etc.

Anecdotal Records: A teacher makes observation of his/her student on a day

today basis. When his/her observation of an event or incident in a student’s
life, his/her behaviours, skills, attitudes, performance etc are noted in the
form of a concise narrative it may be called anecdotal record. Such notes are
highly useful to record qualitative information about students. Such records
provide cumulative information. It helps in identification of individual needs
of students so as to modify pedagogy accordingly. It is also an efficient way
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Assessment and Assessment
to track their progress over a period of time and sharing information with and
Evaluation Evaluation
parents.

Rubric: As discussed in pre-primary level, rubrics scoring outlines the

criteria identified for successfully completing an assignment and establish
levels for meeting the criteria.

Apart from the above methods, tests and assignments are also used for
generating data on student performance.

12.6.3 Assessment at Secondary and Higher Secondary Level

Children belonging to Class IX &X constitute secondary level and those in
XI-XII belong to higher secondary level. Most of the techniques used in
primary are still relevant like observation, portfolio, anecdotal records etc.
However, other means of measurement may also be used.

Presentation

In this strategy, students are expected to verbalize their knowledge, preset

their thoughts and ideas about a topic and summary of their learning. It may
provide the basis for assessment upon completion of a student’s project or
essay.

Exhibition/demonstration

An exhibition/demonstration is a public performance during which a student

explains and applies a process, procedure, etc. in concrete ways. It would
provide insight into to an individual achievement of specific skills and
knowledge.

Interview

Interview is one of the common ways of assessment by a teacher. It is a face-

to-face conversation in which teacher uses inquiry to assess the student’s
knowledge and understanding of a topic or problem. This is used by the
teacher to explore the student’s thinking, obtain clarification, and probe for
motivations. However, mostly it is conducted in a face- to-face setting, ICT
facilities like Skype, video conferencing, and online interviews are also
gaining popularity now.

Performance task

During a performance task, students create, produce, perform, or present

works on "real world" issues. The performance task may be used to assess a
skill or proficiency, and also to gather information on the process as well as
the product.

Quiz

A quiz requires students to respond to prompt in order to demonstrate their

knowledge (orally or in writing) or their skills (e.g., through performance).
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Basics of Assessment
Quizzes are
usually short and the results are available immediately. It is most Basics of Assessment
and Evaluation and Evaluation
commonly used for exceptional students.

Peer and self-assessment

Now-a-days more and more encouragement is given to peer and self-

assessment strategies especially in the context of assessment as learning.

Peer assessment

This type of assessment draws upon the ability of students to observe,

analyze and reflect on the progress/ task of their peers. Students may provide
feedback to their peers about strengths of the task that has been completed
and/or what aspects have been completed well. Feedback may be oral, written
or digital. However, it is very essential that such feedback should be
moderated by their teachers. Peer assessment provides an opportunity for
students to develop their social, collaborative and reflective skills.

Self-assessment

It is a process by which the student gathers information about, and reflects

on, his or her own learning. It is the student’s own assessment of personal
progress in terms of knowledge, skills, processes, or attitudes. Self-
assessment leads students to a greater awareness and understanding of
themselves as learners and their metacognition. The information gathered
from peer and self-assessment can be used by both students as well as
teachers. The strategies can be formal or informal giving ample scope for
students to reflect on their learning in relation to the outcomes, and recognize
ways to improve their learning.

Collaborative activities

Apart from individual activities, collaborative learning activities also provide

scope for assessment. Collaborative activities are as a result of interaction
between students engaged in the completion of a common task. Students
work together, face-to-face and in or out of the classroom or within their
school. Sometimes it may be between schools, locally or at national and
international levels. Assessment activities in the collaborative node may take
the form of group discussions, cooperative group work, team assignments
and projects, group investigations, presentations, mixed-ability and
differentiated group activities and paired tasks.

When collaborative activities are used for assessment purposes, it may

produce a wealth of information pertaining to not only cognitive abilities of
students but also those in the affective domain like attitude, team spirit,
leadership qualities, empathy, compassion, cooperation and also higher order
skills like problem-solving, creative thinking, critical thinking etc. These are
used more and more at Senior Secondary level and in higher education.

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Assessment and
Evaluation
12.6.4 Assessment in Higher Education Assessment and
Evaluation

To keep pace with momentum for change and growth in the globalized
economy of the present day, there is an urgent need to transform the existing
practices of curriculum and assessment in higher education. The Government
of India, through the Ministry of Education, is the controlling authority of the
assessment systems and procedures. However, the Educational Boards and
Councils in different states and union territories use their own strategies to
assess and evaluate the learners still keeping the standard and norms of the
central assessment system. Assessment is usually conducted through exams
or continuous assessment taking into cognizance the knowledge or skills
gained by the student within a specific field. Annual examination or the
semester examination plays a pivotal role in matters of career choice, pursuit
of higher education etc.

External examination: Currently much emphasis is laid on external

University examination. It is held either at the end of a semester or year, In
most institutes/ colleges, student assessment is still carried out as a single
standardized exam It is based on this one test that the students are judged.
The mark sheet and certificate becomes the entry ticket to the job industry.
Since scores in these examinations are given so much priority and
considered as deciding factors for employment or higher studies, the only aim
of student is to score more and more marks which in turn causes undue stress
and anxiety among them.

Grading System: This is followed in most higher education institutions. The

mark obtained by a student is given a specific grade and grade point. The
absolute grading system so followed has its limitations and do not reflect the
whole picture of a student. This assessment procedure is quite ineffective, as
it does not give a true picture of the potential, knowledge retention and its
applicability in students.

Now- a- days, multiple assessments are making inroads in Higher Education

level. The trend we witness now is to have on-the-job learning projects,
presentations, case study discussions, frequent internships etc., as an
approach to assessing exactly how much a student understands. Other modes
of assessment administered in colleges and institutes in our country are:

 Assignments (Daily/Weekly/After end of topic)

 Quiz, self-study, seminar
 Panel discussion, case study
 Mid-term test, end-term test, Laboratory Assignment, Internship, etc.

Use of Technological interventions

Today, we witness technological advancement in all fields especially in

education. The proliferation of digital devices, ICT enabled systems and
gadgets are influencing classroom teaching-learning process. Technology has
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Basics of Assessment
the potential
to revolutionize learning and evaluation methods also. Various Basics of Assessment
and Evaluation and Evaluation
modes of learning by integrating ICT like blended learning, synchronous
learning, asynchronous learning, flipped classroom, etc. are deployed for
enhancing the teaching- learning process. As schools become increasingly
equipped with computers, tablets, and wireless internet access, the system of
assessment is also subjected to change. Computer-based or online assessment
is increasingly used along with paper-based tests and assessments. It becomes
very clear that no single form of assessment is adequate in developing a
comprehensive profile of the child. What is important is that the mode of
assessment should match the purpose of the assessment.

Check Your Progress 2

Notes: a) Write your answers in the space provided after each item.
b) Compare your answers with the one given at the end of the unit.
1) How is the role of the teacher in assessment of learning different from
assessment as learning?
……………………………………………………………………………
……………………………………………………………………………
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……………………………………………………………………………
2) How does assessment contribute to enhanced learning?
……………………………………………………………………………
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……………………………………………………………………………
……………………………………………………………………………

12.7 LET US SUM UP

In this unit, we have discussed the basic concepts of assessment and
evaluation we have also discussed the different types of assessment and also
the major differences among assessment of learning, for learning and as
learning. We have also discussed the relationship between assessment and
learning and the scope of assessment to enhance learning. You have also
been introduced to the various methods of assessment and the tools used at
different level from pre- primary to higher education. Use of technological
interventions has also been explained. It is worthwhile to remember that all
our attempts should be focused on improving the learning outcomes of
students thereby improving the quality of education.

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Assessment and Assessment and
Evaluation 12.8 UNIT- END EXERCISES Evaluation

1) What is Assessment? How is it beneficial?

2) Discuss the role of teacher in assessment of learning and assessment as
learning.
3) Mention some of the methods used for assessment at primary and
secondary level.
4) How can we integrate technology in assessment?

12.9 REFERENCES AND SUGGESTED

READINGS
• Broadfoot, P., & Black, P. (2004). Redefining assessment: The first ten
years of assessment in education. Assessment in Education: Principles,
Policy & Practice, 11(1). Retrieved from
https://doi.org/10.1080/096959404200020 8976.
• Bradfield, J. M., & Moredock, H.S .(1957). Measurement and evaluation
in education.New York: The MacMillan Company.
• Freeman, R. & Lewis, R. (1998). Planning and implementing
assessment. London: Kogan page.
• Heady, E. (2000). Assessment – a way of thinking about learning – now
and in the future. Journal of College Science Teaching, 29(6), 415- 421.
• Harlen, W. (2006) .On the Relationship between assessment for
formative and summative purposes. In J. Gardner (Ed), Assessment and
Learning. Sage Publications Ltd.
• Harlen, W., & Crick, R. D. (2003). Testing and motivation for learning.
Assessment in Education,10(2), 169–207.
• Marzano, R. J. (2000). Transforming classroom grading. Alexandria,A:
Association for Supervision and Curriculum Development.
• McMillan, J. H. (2004). Classroom assessment: Principles and practice
for effective instruction. New York, NY: Pearson Education.
• National Council for Education Research & Training. (2012).Continuous
and Comprehensive Evaluation Guidelines. New Delhi: NCERT.
• National Council for Education Research & Training. (2019).
Continuous and comprehensive evaluation. New Delhi: NCERT.
• Ministry of Human Resource development. (2020). National Education
Policy 2020. New Delhi: Government of India.
• Sarkar, T.K. (2012). Assessment in education in India. Sage Educational
Journal, 9,( 2).
• Central Board of Secondary Education (2019). Secondary school
curriculum. New Delhi: CBSE.

110 113
 • University
Basics of Assessment Grants Commission India.(2008). Evaluation reforms in Basics of Assessment
and Evaluation and Evaluation
higher education in India. New Delhi: UGC.
• Shepard, L.A. (2000). The role of assessment in a learning culture.
Educational Researcher, 27 (7) . 4-14.
• Smith, W., & Cumming, J . (2009). Educational Assessment in the 21st
Century : Connecting theory and practice. Netherlands: Springer.

12.10 ANSWERS TO CHECK YOUR PROGRESS

Check Your Progress 1
1) Some of the recent reforms are Semester system, Formative and
summative assessment, Continuous and comprehensive evaluation.
2) Every child is unique. By assessing one aspect alone it is not possible to
get a holistic picture. Therefore, a variety of activities needs to be
considered. 'One size for all ' may not fit in.
3) Measurement comprises the observations that are expressed numerically.
Evaluation covers all aspects both scholastic and co-scholastic, and
includes qualitative and quantitative observations.
Check Your Progress 2
1) In assessment of learning teacher’s role is central in designing,
conducting and evaluating, but in assessment as leaning s/he is more of a
facilitator, co-constructing knowledge and helping students to understand
their metacognitive process.
2) Assessment is useful to gather valid, reliable and useful information
about student learning which can used for monitoring student progress
and achievement with respect to learning outcomes and also for taking
appropriate measures to facilitate the students to reach the set goals.

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Assessment and Assessment and
Evaluation UNIT 13 TYPES OF ASSESSMENT AND
Evaluation
*
EVALUATION

Structure
13.1 Introduction
13.2 Objectives
13.3 Types of Assessment
13.3.1 Based on Purpose
13.3.2 Based on Nature of Data
13.3.3 Based on Domain
13.3.4 Based on Measuring Standard
13.4 Authentic Assessment
13.5 Performance-Based Assessment
13.6 Outcome-Based Assessment
13.7 Alternative Assessment
13.8 Continuous and Comprehensive Evaluation (CCE)
13.9 Competency Based Assessment
13.10 Peer Assessment
13.11 Assessing Individuals in Groups
13.12 Tools for Assessment
13.12.1 Portfolios
13.12.2 Rubrics
13.12.3 Learning Logs and Journal
13.13 Grading
13.14 Let Us Sum Up
13.15 Unit End Activities
13.16 References and Suggested Readings
13.17 Answers to Check Your Progress

13.1 INTRODUCTION
In the previous unit, we tried to brief you the concepts of measurement and
evaluation. Teachers conduct different types of assessment activities to assess
their students. But most of the assessment is done only on the basis of pen-
paper test. Even there are different techniques of assessment, teachers are
using same type of assessment for all the subjects at all levels. Through this
unit, we are trying to familiarize you with some assessment techniques based
on nature of data, purpose, domain, and measuring standard, etc. The unit
also focuses on assessment techniques to assess different abilities and tools
for assessment.

112 *
Dr. P.D. Subhash & Dr. Sulekha Ram 115
Types of Assessment Types of Assessment
13.2 OBJECTIVES
and Evaluation and Evaluation

After going through this unit, you should be able to:

• explain the types of assessment based on different criteria;

• identify different assessment techniques to assess different abilities;
• define continuous and comprehensive evaluation;
• discuss different assessment tools to assess various areas of learning; and
• describe the concept of grading.

13.3 TYPES OF ASSESSMENT

During school life, many decisions are made by teachers, principals and other
concerned people about the students. The decisions are made on the basis of
valid information collected on each student that helps the personnel to group
the students on the basis of their excellence in different areas. Decisions can
be drawn based on most relevant data which will increase the accuracy and
unbiased decision.

In general, we can say that assessment is a process of gaining information

about learning of a student and making value judgments on their learning
progress. In order to collect details about the performances of students, we
use different methods like observation, pen-paper test, projects, assignments,
etc. Assessment includes qualitative and quantitative description about the
learning process of students. The process of assessment determines nature
and extent of student learning and development.

13.3.1 Based on Purpose

Periodic assessment of child’s progress is an integral part of the teaching-
learning process. Outcomes of learning should be assessed holistically. In
order to maintain an honest, motivating, unique and distinct profile of a child,
both scholastic and co-scholastic aspects should be given equal weightage.
The assessment process can be classified according to the variety of procedures
included in it. Depending on the purpose, the assessment is classified as
follows:

i) Formative Assessment
ii) Summative Assessment
iii) Diagnostic Assessment

i) Formative Assessment

The purpose of Formative Assessment is to know the progress of

students and teachers during the instructional process. It helps teachers
and students monitor their progress in teaching- learning process. Any
type of strategies and techniques like asking questions, unit test, class
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Assessment and Assessment and
test, observations, filling work-sheet, etc. can be used for formative
Evaluation Evaluation
assessment by a teacher. Continuous feedback on students’ performance
will help them encourage or strengthen their learning process and
remove or correct their misconceptions. It is equally important in their
success and failure. Based on the assessment a teacher can modify or
change their instructional strategy that enhances the performance of the
students. Since formative assessments are for improving the teaching-
learning process, the results usually are not included in the final grade.

From the above discussion, it is clear that formative assessment is

helpful to:

• diagnose and give appropriate remedy;

• provide scope for effective feedback;
• assure the active involvement of students in their learning;
• improve their teaching on the basis of the assessment results; and
• experiment various teaching-learning styles to determine what and
how to teach.

ii) Summative Assessment

Summative assessment is used for assigning grade or certifying student’s

achievement at the end of the course or a unit. It is designed on the basis of
pre-determined learning outcomes and used to check whether the students
have achieved the instructional objectives or not. Teachers use different
techniques for this purpose. It includes teacher made tests, standardized tests,
project reports, oral tests, pen-paper test, performance of students in
laboratory and various activities related to a particular subject. A teacher can
record all the information from these different sources in a portfolio or some
other way to summarize the performance of each student. Summative
assessment aims at grade or certifying students’ achievement. It also helps to
review or improve suitability of instructional objectives and appropriateness
of instructional strategies.

Table 13:1: Difference between Formative Assessment and Summative

Assessment

Formative Assessment Summative Assessment

Use throughout learning process to Use at the end of a learning process
provide feedback to assess learning against a
benchmark or standard
It is an assessment for learning It is an assessment of learning
Identifies gaps and misunderstandings Provides a numeric grade that
in the learning process summarizes how much a student has
learned

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Types of Assessment Types of Assessment
Demonstrates
and Evaluation
evolving understanding Gives overall results of classroom and Evaluation
of a topic instruction
Diagnostic in nature Evaluative in nature
Monitor student’s learning Evaluate student’s learning

Aims at enhancing learning Aims at measuring student’s

competency

Can assess more clearly what students No feedback on the learning process
have and haven’t learned

Check Your Progress 1

Notes: a) Write your answers in the space provided after each item.
b) Compare your answers with those given at the end of the unit.
1) Differentiate between formative and summative assessments.
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….

iii) Diagnostic Assessment

Before starting any topic/ class, a teacher should know how much the
students know about that particular topic. Ralph (1935) says “A
satisfactory diagnosis should be as specific as the desired outcomes
permit and as the possibility of localization of symptoms allow, so long
as the diagnosis is practicable.” If a student continuously faces learning
difficulties, a detailed diagnosis is recommended. Diagnostic assessment
is concerned with persistent learning difficulties. These difficulties can
be in reading, writing, arithmetic or in any other subjects. If a student
experience continuous failure, then teacher should understand that the
student is facing learning difficulties. These problems should be
analyzed and treated at the right time. A detailed and comprehensive
diagnostic test can be conducted to locate the area where the student has
problems. Various observation techniques also can be used for the
support of diagnostic test. Services of educational, psychologists and
counselors will be required for identifying serious learning disabilities.
Thus, the primary function of diagnostic assessment is to locate the areas
and causes of weaknesses of the students and formulate appropriate
remedial actions.

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Assessment and Assessment and
Evaluation Check Your Progress 2 Evaluation
Notes: a) Write your answers in the space provided after each item.
b) Compare your answers with those given at the end of the unit.
1) What are the different points to be considered by a teacher to prepare a
diagnostic test?
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….

13.3.2 Based on Nature of Data

Over the years, researchers use multiple methods to collect and assess data.
Data can be either quantitative or qualitative depending on what kind of
information is required. Evaluation methods can be classified as qualitative
and quantitative based on the nature of data obtained. One is more
appropriate than the other in different situation. Both can be used in a variety
of fields. Now let us reflect separately on quantitative and qualitative
evaluation in detail.

Quantitative Evaluation

In quantitative evaluation, the results will be presented in numbers. Since

different persons evaluate the same situation in the same way, human bias
will be minimum in the process of evaluation. Using of different statistical
techniques makes the results more reliable. It gives answer to the question
like who, what, where, and when, etc. It effectively deals with learning
outcomes related to knowledge and understanding objectives. Replication of
results is easily possible in quantitative evaluation.

Qualitative Evaluation

Sometimes it becomes difficult to measure anything in number form.

Evaluation based on collection and analysis of data not in number form is
called qualitative evaluation. This type of evaluation gives answer to the
questions ‘why’ and ‘how’. The evaluation methods depend on the nature of
the data obtained. Suppose a teacher has to give information about behavior,
attitude and characteristics, s/he may use qualitative methods like observation
(participant/non-participant), interviews, discussion, case studies, etc.
Qualitative evaluation is more subjective as people perceive things in their
own way and interpret in different ways. There are many subject areas where
qualitative evaluation can be used. Therefore, it is very difficult to assure the
accuracy of the results. It effectively deals with learning outcomes related to
application, analysis, synthesis and evaluation.
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Types of Assessment
Quantitative
and qualitative evaluations are used in variety of fields. When Types of Assessment
and Evaluation and Evaluation
quantitative evaluation is suited for some areas then qualitative evaluation
would be better for some other areas. Sometimes both of these become
equally important. Thus, according to the situation one will be more suitable
than the other.

Check Your Progress 3

Notes: a) Write your answers in the space provided after each item.
b) Compare your answers with those given at the end of the unit.
1) Why is both qualitative and quantitative evaluation important?
…………………………………………………………………………….
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…………………………………………………………………………….
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…………………………………………………………………………….

13.3.3 Based on Domain

Scholastic and Co-Scholastic Assessment

Education aims at all round development of a child. All round development

means development in all dimensions, i.e., cognitive, affective and
psychomotor. Cognitive abilities include knowledge, understanding,
application, analysis, synthesis, creativity, and evaluation. These abilities are
assessed under scholastic areas. Affective and psychomotor abilities
comprise of life skills, co-curricular activities, attitudes and values assessed
under co-scholastic areas.

Scholastic area, purely related to academic activities, is associated with

different curricular subjects. Students are expected to achieve objectives of
cognitive domain. It can be assessed by giving assignments, projects,
observation, rating scale, written examinations, oral tests, debates, elocution,
group discussion, etc.

The progress of achieving affective and psychomotor objectives is related to

learner’s life skills, attitude, interest, values, physical and health is termed as
co-scholastic assessment. Observation, school interview, club activity and
portfolio analysis are some of the techniques used for this purpose.
Assessment of scholastic and co-scholastic areas help in developing the
ability of each child and enable them to apply these abilities in real life
situations.

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Assessment and Assessment and
Evaluation Check Your Progress 4 Evaluation
Notes: a) Write your answers in the space provided after each item.
b) Compare your answers with those given at the end of the unit.
1) What are the different aspects of assessment in scholastic and co-
scholastic areas?
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
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13.3.4 Based on Measuring Standard

Based on measuring standard, assessment can be classified as norm-
referenced assessment and criterion-referenced assessment.
Norm- Referenced Assessment
The results obtained from different measurement are interpreted based on
some standard already set. Norm-referenced assessment is designed to assess
relative performance of each individual learner on the basis of the group in
which the learner belongs. From this, we will get an idea of where the
particular student stands. Each learner is compared with the members of the
group. It does not give any idea of how far instructional objectives are
attained by the individual learner. (e.g. Krishna did geometrical construction
80% better than that of his class students). This type of assessment is done
for the purpose of ranking or ordering students in a class.
Criterion - Referenced Assessment
“Criterion-referenced assessment is deliberately constructed to yield
measurements that are directly interpretable in terms of specified
performance standards” (Robert Glaser).
In the case of criterion-referenced assessment, the performance of the learner
is done without comparing others. Each student is assessed on the basis of
pre-assigned criteria regardless to the relative performance of their group. It
is carried out to determine the ability of the learner to perform a specific task
or activity as per the prescribed situation or context. On the basis of ability, a
minimum standard is set and there is no numerical marking. This type of
assessment is used in competence-based courses and in the vocational
assessment (e.g., Krishna did 80% of geometrical construction).
Self -Referenced (Ipsative) Assessment
In many cases, it is important to know whether the learners have made any
improvement in their performance. The current behavior pattern compared
with the earlier behavior of a learner is called self-referenced (ipsative)
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Types of Assessment
assessment. The learners are compared with their own earlier performance. Types of Assessment
and Evaluation and Evaluation
It can be done in different ways such as to engage the learner in the same test
before and after undertaking a course or observe the progress in the overall
(average) grade scores throughout the entire course. Improvement could be
assessed for a particular subject as well as the whole course.

Check Your Progress 5

Notes: a) Write your answers in the space provided after each item.
b) Compare your answers with those given at the end of the unit.
1) Differentiate between criterion-referenced and norm-referenced
assessments.
…………………………………………………………………………….
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2) As a teacher, which kind of assessment do you prefer? Why?
…………………………………………………………………………….
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…………………………………………………………………………….
…………………………………………………………………………….

13.4 AUTHENTIC ASSESSMENT

Authentic assessment is a form of performance-based assessment which
measures meaningful, important and valuable cognitive achievements.
Learner must be given opportunity to construct knowledge, manipulate
different objects, experience and experiment beyond the classroom or school.
It stresses contextualized tasks in real world settings. That means it involves
methods or techniques for assessing achievement of students through
activities requiring application of acquired knowledge and skills.

If a teacher desired to assess communication skill in a foreign language, it

should involve the interaction of the student with foreigners of that country
(Chinese, German, etc.), but as it is not possible in a typical classroom
situation a simulated spoken interaction with teachers or between students
can be observed to assess their communication skill. Since authenticity is a
matter of degree, it is advised to give realistic contents to students which
helps teacher assess whether the learner can solve problems in different
situations.
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Assessment and Assessment and
Evaluation 13.5 PERFORMANCE - BASED ASSESSMENT
Evaluation

The meaning of this particular concept is revealed in the name itself, i.e. the
assessment is being made based on performance. The performance is
assessed by measuring to what extent or how the learner applies their
knowledge and skills that they learned from a unit or units during the
classroom instruction. Measurement of the useful and necessary learning
outcomes are assessed on the basis of performance only. For example, if you
want to assess student’s speaking skill you cannot do it through pen-paper
test.

Performance based assessment helps a teacher check the effectiveness of both

process and product of a task. Some of the chief attributes of the performance
like originality, problem formulation, manipulation of ideas, etc. cannot be
assessed by using only pen-paper test.

13.6 OUTCOME-BASED ASSESSMENT

Many of us ask a number of questions regarding teaching-learning process.
As everybody knows assessment is a process which gives answer to the
questions like “How effective was the method used? To what extent was a
program successful? “Does the new strategy make any changes?” etc. These
questions are related to the outcomes of a method/strategy and a programme.

Outcome-based assessment is a procedural way of assessment. It assesses to

what degree the education system has achieved the pre-designed (intended)
result. Outcomes can be in many forms. It depends on how the teachers/
stakeholders formulate the desirable changes in the learners at the end of a
programme. It can be in the form of changes in skills, knowledge, attitude,
behavior, etc.

For teachers OBA means:

• Concentrate on the key factors of curriculum;

• Making sure that all the activities inside and outside the classroom match
with pre-determined aims;
• Creating situations for demonstration;
• Balancing the gap between the upper and lower grade levels; and

Let us see what it means for a student:

• Know what are the expectations of teachers;

• Be ready to demonstrate what they know; and
• Try to achieve the minimum.

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Types of Assessment Types of Assessment
13.7 ALTERNATIVE ASSESSMENT
and Evaluation and Evaluation

All the existing assessment techniques that we use normally will give an idea
of what students learned so far. It focuses on continuous progress of an
individual student. Alternative assessment goes beyond the knowledge
acquired by learners and gives information about to what extent they are able
to apply their knowledge. Alternative forms of assessment allow seeing what
the learner can and cannot do rather than what they do or do not know. It
focuses on applied proficiency, problem solving, and reflection. Instead of
giving factual knowledge to a specific question, it demands the learner to
make judgment regarding what knowledge and skills they need to solve a
specific problem.

Alternate assessment includes written and performance-based tests which

enable to measure how the knowledge they have attained rather than ‘what’
they acquired. Examples of alternate assessments are debate, case analysis,
reflective diary, portfolio, and multimedia presentation. Alternate assessment
is identified as a formative assessment tool since it gives feedback to the
students’ ongoing progress.

Check Your Progress 6

Notes: a) Write your answers in the space provided after each item.
b) Compare your answers with those given at the end of the Unit.
1) Cite some examples for alternative assessment.
…………………………………………………………………………….
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…………………………………………………………………………….

13.8 CONTINUOUS AND COMPREHENSIVE

EVALUATION (CCE)
The scheme of Continuous and Comprehensive Evaluation was introduced by
CBSE in 2010 with an aim of making children productive, responsible and
useful citizens of a society. It was formulated to reduce the burden of board
exams and make students learn stress free. CCE is exclusively a school-based
evaluation targeting holistic development of students. Holistic development
ensures not only the development of child’s cognitive abilities, but also gives
equal importance to co-cognitive abilities.

In Continuous and Comprehensive Evaluation, the word ‘continuous’ means

the regularity, periodicity in the evaluation process. Students development is
a continuous
122 process and progress on various aspects should be assured from 121
Assessment and the beginning and continue through the entire span of academicAssessment
session. and
Evaluation Evaluation
Number of unit tests, formal and informal way of assessment during
classroom instruction, regularity of assessment, identification of strengths
and weaknesses, diagnosis of learning problems, suggestions of preventive
measures and testing and retesting will help teachers and students for self-
evaluation.

The word “comprehensive” means evaluation of student consists of both

scholastic and co-scholastic areas. Scholastic area includes subject specific
area in the cognitive domain like remember, understand, apply, analyze,
evaluate, and create. Co-scholastic area comprises affective and psychomotor
abilities like life-skills, attitudes, habits, interest, values and co-curricular
activities, etc. Thus, the scheme emphasizes on holistic learning rather than
testing. Evaluation is done for learning enhancement. It made a
transformation to produce citizens with good health, appropriate attitude,
different practical skills, and with desirable qualities along with academic
excellence.

What we learned about CCE can be summarized as:

• CCE comprised of two aspects ‘continuous’ and ‘comprehensive’.

• ‘Continuous’ aspect has two components ‘continual’ and ‘periodicity’. It
means evaluation takes place during classroom instruction to diagnose
learning gaps and weaknesses. It is mainly for improvement in learning.
Teachers can use different techniques like short time written test, oral
tests, quizzes, observation, discussions, assignment, projects, peer group
discussions, etc.
• This informal assessment is called formative assessment.
• The term ‘comprehensive’ refers to evaluation based on the performance
of learners in both scholastic and co-scholastic areas.
• Performance in curricular subjects (cognitive abilities) is evaluated under
scholastic area and affective, psychomotor abilities are evaluated under
co-scholastic area.
• One academic year is divided into two terms. Two formative evaluations
and one summative evaluation are carried out in one term. Formative
evaluations are conducted during classroom instruction with remedial
measures. At the end of each term, there will be one summative
evaluation.
• Marks will be converted into grades and each formative and summative
assessments are given appropriate weightage.

Check Your Progress 7

Notes: a) Write your answers in the space provided after each item.
b) Compare your answers with those given at the end of the Unit.
1) ‘Evaluation should be continuous’. Comment.
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Types of Assessment
………………………………………………………………………… Types of Assessment
and Evaluation and Evaluation
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
2) What does the word ‘comprehensive’ mean in CCE?
…………………………………………………………………………
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13.9 COMPETENCY BASED ASSESSMENT

Assessing learner’s performance based on some predetermined competency
framework is called competency-based assessment. Well-defined competencies
and its behavioural indicators are the preliminary condition for this type of
assessment. Competency framework is bounded with long- term educational
goals and its vision and mission. These competencies should be interpreted
and contextualized according to the level of the learners. Let us consider an
example of a reality show. In a reality show a minimum group of participants
are competing for a period of time to become the winner. All the competitors
are selected as per some basic skills. At each level of competition, one or two
will be eliminated on the basis of their performance. This will be continued
till one becomes winner.

The main advantage of CBA is that it gives opportunity to each learner to

learn new things from experts. CBA is trying to find out whether a person is
able to do a task or group of tasks and how effectively they can do. Thus, it is
an ongoing & learning process which includes continuous construction of
knowledge and skills, assessment, learning and re-assessment.

13.10 PEER ASSESSMENT

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. It helps students improve the quality of their performance. Before
applying the peer assessment, some criteria should be framed on the basis of
object of assessment, product, form of assessment (formation/ summative),
scheme of assessment (marking/grading) and training of assessors. Effective
use of peer assessment helps teachers save time and it can be used for
124 123
Assessment and classroom instruction. Students get quick feedback and it helpsAssessment
learners and
Evaluation Evaluation
increase their performance level. Everybody gets a chance to correct his or
her mistakes that helps in getting higher grade in teacher assessment. The
following are some of the statements which can be considered as the
assessment criteria.

• You consider you are delighted with the presence of a particular

individual.
• Neutral reaction.
• S/he is not your first choice.
• Last choice.
• Never have you liked to work with that individual.

13.11 ASSESSING INDIVIDUALS IN GROUP

Group work has become an inevitable part of our educational programme. It
can be in the form of an assignment, project work or group discussion,
presentation, collage, poster, etc. Assessment is done on the basis of how the
groups are performed. In group work the final product is assessed, not the
process. It is a debatable issue that how we judge an individual’s performance in
a group work. Final grade/marks we gave to the group actually reflect the
result of teamwork. This is the time to think whether this assessment does
justice to the development of an individual who participated in the group
work. The grade obtained by the group indicated that each individual’s grade
is identical. By getting identical scores it cannot be assured that each member
of the team contributed equally towards the work. This will benefit the free
riders from an excessive worker in the group. Therefore, even if it is a group
work, each individual should be assessed in a group and contributions of each
individual should be identified.
Peer assessment combined with teacher assessment is found to be effective
technique to assess individuals in a group work. For this, the participants
should be cleared about well-defined criteria/rubrics. It will help in
minimizing bias in evaluation.
Following are some of the points to be kept in mind by the teachers while
doing group work assessment:
• Frame a task according to the capacity of the group;
• Size of the group (Minimum number and minimum free riders);
• Specific learning objectives with assessment criteria;
• Proper guidance by the teacher (Opinion and advice of skilled and
experienced experts can also be provided if it is necessary);
• Periodical/formative assessment for improvement;
• Differentiate / highlight individual performance to discourage free rider
student;
124 127
 • Consider
Types of Assessment student feedback; and Types of Assessment
and Evaluation and Evaluation
• Behaviour/attitude, attendance and creativity of individual participants.

Table 13.2: A blank format for peer assessment

Overall impression about the individual:

Bears Makes no
Indicators Outstanding Good Average Some Difference
(4) (3) Importance in the
(2) Group (1)
(5)
1. Quantity of
work done
2. Quality of
work
3. Attitude
4. Creativity
5. Technical
control

Deep and vast knowledge about the criteria for assessment make each learner
prepare their task accordingly.

Check Your Progress 8

Notes: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the Unit.
1) Explain how peer assessment helps to assess individuals in a group work.
…………………………………………………………………………
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13.12 TOOLS FOR ASSESSMENT

Well-planned and systematic collections of students’ works into portfolios,
learning journals and learning logs serve as various assessment tools which
can be used on any level of teaching- learning process. The value of each
assessment tool depends on the purpose and nature of the task to be assessed.
A clear and well-defined criteria or guidelines make the assessment more
transparent and unbiased. Teachers can use these in their daily classroom
instruction as well as to assess the day-to-day progress of their learners.

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Assessment and
Evaluation
13.12.1 Portfolios Assessment and
Evaluation
Portfolios were used as an assessment tool since 1990. In earlier days, it was
used by visual and performing artists to show their skill abilities in the field.
Nowadays portfolio has become a prominent tool to assess students’ work.
Many teachers use portfolios in their respective curriculum areas. Portfolio is
a systemic and well-planned collection of student works which serve for
various instructional and assessment purpose. It can provide information
about student’s performance during a particular academic period related to
any subject. Care should be taken to include best pieces of work according to
the purpose, guidelines and criteria of assessment to get maximum value. It
can be a basis to provide information about a student’s short span of
academic year or more than that. Selected significant samples of work can
serve as a three-way communication among teachers, students and parents. It
gives clear-cut evidence of their child’s effort and progress of achievement.
A portfolio includes:
a) Well stated objectives
b) Criteria to be used
c) Guideline for inclusion of materials
d) Wisely selected pieces of work
e) Evidence of students’ role in selection of content and self assessment
Based on useability, portfolios are distinguished mainly as
1) Working Portfolio
It contains works in progress as well as finished work. Working portfolio
works as a ‘holding tank’ because it is a project and it is ‘in the works’.
This is the primary stage before display or assessment. It is prepared over
a structured content area with a major purpose of diagnosis. It intended
to demonstrate current accomplishments and progress that is useful for
formative assessment.
2) Best works (Display Showcase) Portfolio
This is the documentation of the best pieces of works of students.
Students experience the highest-level achievement by exhibiting their
significant creations. Contents in this portfolio usually include completed
products that are useful for summative evaluation.
3) Assessment portfolio
Assessment portfolio focuses on what a student has learned. It is used to
elicit mastery in any subject/ curriculum area. Contents of the portfolio
collection may range any period of time.

13.12.2 Rubrics
Rubric is a scoring tool which includes set of criteria to assess students’
work. It contains performance expectations for a piece of work. The whole
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Types of Assessment
work will be divided into different components and each component is Types of Assessment
and Evaluation and Evaluation
clearly described according to the characteristics of the work. It is an
assessment process based on performance which reflects process skills,
contents skills, working habit and learning outcomes. It can be used for
assessing any kind of performance because rubrics are very comprehensive in
nature.

Different components in the rubrics enable teachers to recognize the strength

and weaknesses of learners formatively. It makes the expectations of the
assessor clear to the students and also helps the students meet these
expectations successfully. It is very easy for the students to channelize their
efforts accordingly after the feedback from the instructors.

Rubrics are comprised of four components:

1) A description of the assignment/assessment;
2) Criteria that will be assessed;
3) Descriptions of what is expected for each assignment component; and
4) Performance levels indicating mastering of various components.

On the basis of purpose of assessment, mainly two types of rubrics are used.

i) Holistic rubrics

Holistic rubric is used when there is only one attribute to be assessed. It

gives a single rating score on overall performance of the learner. Quick
scoring will be done without any detailed feedback. When there is not a
single right answer or opinion, overall performance or quality and
proficiency of the work is assessed by using holistic rubrics.

ii) Analytic rubrics

Analytic rubric is used when different attributes are to be assessed.

Scores will be given for each criterion with detailed feedback. A
carefully designed rubric can offer a number of benefits to instructors
and students.

A sample of holistic, analytic and blank rubrics are given in table 13.3, 13.4 and 13.5.

Table 13.3: A Sample of Holistic Rubric

(Group Project Work)
Criteria Exemplary Advanced Proficient Developing Limited
(5) (4) (3) (2) (1)
Overall
participation
of the
individual

128 127
Assessment and Table 13.4: A Sample of Analytic Rubric Assessment and
Evaluation Evaluation
(Assessing Prose Reading Skill in English)
Performance level
Criteria Attempted Acceptable Admirable Awesome
(1) (2) (3) (4)
Decoding
Fluency
Vocabulary
Sentence
Construction
and Cohesion
Pronunciation

Table 13.5: A Sample of Blank Rubric

Performance level
Criteria Level-1 Level-2 Level-3 Level-4
(1) (2) (3) (4)
C1
C2
C3
C4
C5

13.12.3 Learning Logs and Journals

Learning logs are a personalized learning resource for children. In the
learning logs, the children record their response to learning challenges set by
their teacher. Each log is a unique record of the child’s thinking and learning
(Wikipedia).

Learning journals is a collection of notes, observations, thoughts and other

relevant materials built-up over a period of time and usually accompanying a
period of study, it is personal and will reflect your personality and
expressions (Wikipedia).

Learning logs and journals are the record of personal experiences of learners
during the teaching- learning process. Learning logs and journals give
emphasis on personal experience, reflections and reactions about what they
have learned. It is used as a medium of reflection. Learning logs focus on
recording the step by step activities accompanied with questions and ideas. It
will be helpful to the learners for self-assessment by correcting their
mistakes. Writing learning logs and journals help the learners to strengthen
the quality of their learning and integrate theory and practical.
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Types of Assessment
Importance of writing learning logs and journals: Types of Assessment
and Evaluation and Evaluation
• It is a record of experiences. These experiences facilitate learning.
• Developing problem-solving skills, questioning attitude and critical
thinking.
• Enhancing inter-cognition and reflection.
• Improving the ability of self-expression and self-empowerment.
• It works as a means of communication between one learner and the
other.

Fig. 13.1: Format of journal writing

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Assessment and Assessment and
Evaluation Check Your Progress 9 Evaluation
Notes: a) Write your answers in the space provided after each item.
b) Compare your answers with those given at the end of the unit.
1) Write any two purposes that might be served by a portfolio.
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………

13.13 GRADING
Grades are standardized measurement of varying levels of comprehension
within a subject area. Grades can be assigned in different ways such as a
letter (A,B,C,D, etc.), in percentage, as a scale (5.0-1.0), as description
(excellent, very good, good, average, satisfactory, needs improvement, etc.).
Most of the time it was found that evaluation stressed only cognitive aspects
of learning and numerical marking. Therefore, National Curriculum
Framework (NCF) 2005 introduced grading system in schools to reduce
examination pressure and negative assumptions about marking 0-100.
Grading is a system of assigning a degree using symbols of measurement of
achievement of students. Care will be taken to define each symbols used
uniformly and precisely so that all the concerned people can understand the
meaning of each symbol communicate meaningfully. The grading pattern
will be different for different departments/institutions. As far as school and
educational institutions are concerned, a general pattern of grading system
can be adopted. The grading pattern followed by CBSE for scholastic
achievement is given in table 13.6.

Table 13.6: Grading pattern by CBSE for Scholastic Achievement

Marks range Grade Grade Point

91-100 A1 10
81-90 A2 9
71-80 B1 8
61-70 B2 7
51-60 C1 6
41-50 C2 5
31-40 D 4
21-32 E1 Fail
00-20 E2 Fail
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Types of Assessment
Suppose we specify a grade to a particular student. What function does it do? Types of Assessment
and Evaluation and Evaluation
i) Compares student’s performance with some absolute standard or a
relative standard of the specified group already defined.
ii) Quality of performance on the basis of effort and achievement.
iii) Quality of knowledge or learning attained at the end of any instructional
process.

Check Your Progress 10

Notes: a) Write your answers in the space provided after each item.
b) Compare your answers with those given at the end of the Unit.

1) Mention some of the academic areas where grading is better than marking
for assessment.

…………………………………………………………………………

…………………………………………………………………………

…………………………………………………………………………

…………………………………………………………………………

…………………………………………………………………………

13.14 LET US SUM UP

In this Unit, you have studied the basic concepts of assessment and
evaluation. Assessments can be classified on different criteria. Based on
purpose, assessments can be categorized as formative, summative and
diagnostic. Nature of data is the basis for qualitative and quantitative
evaluation. Scholastic and co- scholastic abilities should be assessed to get a
complete profile of a child. In self-referenced assessment, the learner
compared his/her own present performance with earlier performance.
Performance based assessment helps a teacher to check the effectiveness of
both process and product of a task. It assesses to what degree the education
system has achieved the pre-designed (intended) result. When you deal with
alternative assessment, it goes beyond the knowledge acquired by learners
and gives information about to what extend they are able to apply their
knowledge. CCE comprised of two aspects ‘continuous’ and
‘comprehensive’. CBA is trying to find out whether a person is able to do a
task or group of tasks and how effectively they can do. When students judge
their peers’ performance, it is termed as peer assessment. Peer assessment
combined with teacher assessment is found to be effective technique to assess
individuals in a group work. Well-planned and systematic collections of
students’ works as portfolios, learning journals and learning logs can be used
on any level of teaching- learning process. By coming to the end, you have
132 131
Assessment and Assessment
come across with grading which is a system of assigning a grade using and
Evaluation Evaluation
symbols of measurement of achievement of students.

13.15 UNIT-END ACTIVITIES

1) Construct a scoring rubric for an essay question in any subject of your
choice.
2) Classify each of the following into formative, summative and diagnostic
assessment:
a) A term end examination.
b) A class test to locate difficult area in solving linear equations.
c) Conducting science quiz by a science teacher during the
instructional process.
d) Preparation of a portfolio at the end of a course.
e) Teacher conducts reading test to find out errors in reading skills.
f) Giving surprise test on any topic/unit.
3) If possible, try to get two or more portfolios used by students during their
course with guidelines, purpose, scoring criteria, given by their teacher
educators(student self-evaluation and reflections are also recommended).
Analyze and discuss with colleagues about strengths and weaknesses of
these portfolios and suggest changes if required.
4) Imagine that pen-paper tests are going to be abolished at all educational
levels, discuss its direct and indirect consequences on students, and
teachers.

13.16 REFERENCES AND SUGGESTED

READINGS
 Woolfolk, A. (2014). Educational Psychology. New Jersey: Allyn &
Bacon.
 Agrawal, M. (2004). Curricular reform in schools: The importance of
evaluation. Journal of Curriculum Studies. 36 (3), pp. 361–379 .
 ARG (2002) .Assessment for learning: 10 Principles, research-based
principles to guide classroom practice. Retrieved from http://
www.assessment-reform-group.org.uk
 Bhattacharjee A. and Sarma N. (2010). Status of Co-Scholastic Activities
in The School Programme of The Elementary Schools. Journal of All
India Association of Educational Research, 22(1), pp. 61-65. Retrieved
from http:/ /www.ejournal.aiaer.net/vol22110/8.pdf.
 CBSE. (2010). Manual for Teachers on School Based Assessment
Classes VI To VIII. New Delhi: CBSE

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Types of Assessment
 Dingel, M. & Wei, W. (2014). Influences on peer evaluation in a group Types of Assessment
and Evaluation and Evaluation
project: An exploration of leadership, demographics and course
performance. Assessment & Evaluation in Higher Education Vol.39,(6),
pp. 729-742.
 Davies, W.M. (2009). Group work as a form of assessment: Common
problems and recommended solutions. Higher Education 58:563–584.
 Gronlund, W., Miller, M.D., & Linn, R.L. (2013). Measurement and
Assessment in Teaching. Nether Lands: Pearson.
 Cohen, L., Manion, L.& Morrison, K. (2011). Research methods in
education. New York, NY: Routledge.
 NCERT. (2008). Source Book on Assessment. New Delhi: NCERT.
 NCERT (2000). National Curriculum Framework for School Education
– 2000, New Delhi: NCERT
 Palm, T. (2008). "Performance assessment and authentic assessment: A
conceptual analysis of The Literature." Practical Assessment Research
and Evaluation, 13(4).
 Ralph W. Tyler. (1935). “Characteristics of a satisfactory diagnosis”,
educational diagnosis.34th Yearbook: Chicago: University of Chicago
Press.
 Smith, S.L. (1994). Authentic assessment Vs. Traditional assessment
among students. (n.p.): Mercer University.
 Stevens, D. & Levi, A. (2013). Introduction to rubrics: An assessment
tool to save grading time, convey effective feedback, and promote student
learning. Virginia: Stylus.
 VedPrakash, et. al. (2000). Grading in schools. New Delhi: NCERT
 Walvoord, B. E. F., & Anderson, V.J. (1998). Effective grading: A tool
for learning and assessment. San Francisco, Calif: Jossey-Bass
Publishers.
 Zhang, B., & Ohland, M.W. (2009). How to assign individualized scores
on a group project: An empirical evaluation. Applied Measurement in
Education, Vol.22(3), 290-308.

13.17 ANSWERS TO CHECK YOUR PROGRESS

Check Your Progress 1
1) Refer table 13.1
Check Your Progress 2
1) Areas of learning difficulties.
Different learning points
Time available
Remedial techniques
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Assessment and Check Your Progress 3 Assessment and
Evaluation Evaluation
1) Quantitative and qualitative evaluations are used according to the nature
of data available. To assess different aspects of learning and
development both are important.
Check Your Progress 4
1) Scholastic assessment-Assessing cognitive abilities which includes
knowledge, understanding, application, analysis, synthesis, evaluation,
and creativity objectives. It is related to academic activities associated
with different curricular subjects.
Co-scholastic assessment – Assessing affective and psychomotor
abilities include lifeskills, co-curricular activities, attitudes and values.

Check Your Progress 5

1) Norm referenced Criterion referenced

 Covers large domain of  Focuses on a delimited domain of

learning tasks. learning tasks.
 Emphasizes  Emphasizes description of what
discrimination among learning tasks individuals can and
individuals in terms of cannot perform.
relative level of learning.  Interpretation requires a clearly
 Interpretation requires a defined and delimited
clearly defined group. achievement domain.

2) Write your own argument.

Check Your Progress 6

1) Case analysis, debates, projects etc.
Check Your Progress 7
1) Learner’s development is continuous and progress on various aspects
should be assessed from the beginning and continue throughout the
entire span of academic session.
2) Comprehensive evaluation means evaluation of both scholastic and co-
scholastic areas. All the domains are to be assessed.
Check Your Progress 8
1) A well-designed peer assessment criterion removes the bias in the
assessment process and reduces the number of free riders.
Check Your Progress 9
a) Students assessment and instruction.
b) To display current accomplishments and demonstrate progress.
Check Your Progress 10
1) Manipulative skills, social skills, socio-emotional aspects, and individual
and group projects. 137
134
 UNIT 14 ASSESSING ABILITIES *
Types of Assessment Assessing Abilities
and Evaluation

Structure

14.1 Introduction
14.2 Objectives
14.3 Difference between Ability and Skill
14.4 Types of Abilities
14.4.1 Cognitive Abilities
14.4.2 Non-Cognitive Abilities
14.5 Why to Assess Non-Cognitive Skills/Abilities?
14.6 Assessing Aptitude
14.7 Assessing Attitudes
14.8 Assessing Personality
14.8.1 Purpose of Personality Assessment
14.8.2 Tools for Assessing Personality
14.9 Assessing Social Skills
14.10 Let Us Sum Up
14.11 Unit-End Exercises
14.12 References and Suggested Readings
14.13 Answers to Check Your Progress

14.1 INTRODUCTION
Assessment is an integral part of teaching-learning process. It can be
described as a pedagogical behavior in which knowing and understanding of
learners is a constant feature. Having read about the basics of assessment in
Unit 12, you might have understood the meaning of assessment. From Unit
13, you might have acquainted with various types of tools used in assessing
students. The process of assessment is meaningful when the purpose, modes
and effect of it is reflected on the learning outcomes of students. Educational
institutions are considered as primary institutions to nurture cognitive and
non-cognitive abilities among learners. Therefore, assessing social and
personal development of students besides cognitive abilities is essential.
Social and personal developments play a major role in fostering interaction
among students and between students and teachers that help in shaping their
behaviours, attitudes, and personality traits. You know that teachers spent a
vast amount of time in assessing cognitive abilities. On the other hand, they
may feel uneasiness in assessing non-cognitive abilities. This unit provides
extensive information on how to assess different abilities. In this Unit, you
will come to know the various cognitive and non-cognitive abilities included

*
136
Dr. Elizabeth Kuruwilla 135
Assessment and in each task. This Unit will also make you aware about the need Assessment
to assess and
Evaluation Evaluation
non-cognitive abilities. Our discussion then turned to a description of
assessing different non-cognitive abilities such as aptitude, attitudes,
personality traits, and social skills.

14.2 OBJECTIVES
After going through this Unit, you should be able to:

• define the term ability;

• explain the differences between ability and skill;
• classify the types of abilities;
• describe the need to assess non-cognitive skills;
• explain the why and how of assessing aptitude and attitudes;
• explore the methods and techniques to assess personality; and
• elaborate the need to assess social skills;

14.3 DIFFERENCE BETWEEN ABILITY AND

SKILL
Read the following case:

Case 1
A teacher observed that children of Class 1 are collecting objects and putting
them in different cardboard boxes during their free time. There are various
boxes containing pencils, pens, sharpener, erasers, books etc. The different
boxes are arranged in a way as if it resembles a shop exclusively for kids.
While going through the above case, the following questions are pertinent to
ponder over:
What do we understand from the activity of children?
Why do they collect and arrange the objects similar to a shop?
What are the abilities possessed by children in performing this task?

The above case illustrates an example of how a teacher is able to identify

children’s interest in demonstrating a real shop experience in a contrived
setting. We can assume that the teacher might teach about the term ‘shop’ in
classroom. After understanding the settings of a shop, the children
themselves try to optimize opportunities to demonstrate their learning. The
abilities that children possess in performing the task are interest, positive
attitude and ability to express through a demonstration. How do we perceive
the activity of children in case 1? Is it the ability or skill of children? This
question leads us to think about the terms ‘ability’ and ‘skill’. Are these terms
alike or have any differences? You may also sometimes face difficulty to
differentiate these two terms precisely. Though they seem to be the same but
in real sense they are different.
136 139
Assessing
A Abilities
skill isthe learned ability to perform an action with determined results Assessing Abilities

with good execution often within a given amount of time, energy, or both
(https://en.wikipedia.org/wiki/Skill). Ability, on the other hand, is enduring
attributes of an individual that influence his/her performance. Ability is the
common make up of an individual that is inherited. Skills help an individual
to perform a task at a higher standard. We may say that they are more goal-
oriented. Conversely, abilities are more stable and enduring than skills. It is
significant to note that abilities are core to bring out the skills of an
individual. Moreover, one’s physical attribute is directly linked to the
abilities. Learning style describe your preference to learn and interact with
information. By knowing your preferred learning style helps you to develop
the skills to be an effective learner. The table 14.1 displays the difference
between ability and skill.

Table 14.1: Difference between Ability and Skill

Ability Skill
1. Abilities are inherited. 1. Skills are learned.
2. Abilities may not necessarily lead 2. Skills lead to higher level of
to higher level of performance. performance.
3. Abilities are much stable and 3. Skills are not much stable and
enduring. enduring.
4. Abilities cannot be acquired 4. Skills can be acquired through
through training. training.
5. Abilities can be cognitive, 5. Skills can be cognitive, perceptual
perceptual and psychomotor. and psychomotor.

Having understood the differences between ability and skill from the above
table, you might be eager to know whether both ability and skill are
necessary in performing a task. Let us try to understand the different abilities
and skills needed in doing a task.

Read the following case:

Case 2
Mathew has taken admission for Class V in a new school. His school uses a
spiral math curriculum, in which students must discover and explain the
process they use to solve problems. He faces difficulty in using the basic
whole number processes such as addition, subtraction, multiplication, and
simple division. Moreover, he fails in doing fractions and decimals. Though
his teacher and peers assist and guide him in solving the basic number
problem, Mathew couldn’t make any noticeable improvement.
After reading the above case, the following question you might have
developed in your mind:
What are the abilities and skills Mathew lack in solving the basic number
problem?
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Assessment and Assessment and
Some of us might have faced difficulty like Mathew in solving mathematical
Evaluation Evaluation
problems while we were at school. Let us analyze the various skills and
abilities needed in solving mathematical problems. The table 14.2 classifies
the various skills and abilities that Mathew should acquire in solving the
basic number problem.

Table 14.2: Skills and Abilities needed in Solving Basic Number Problem

Skills Abilities
1. Numeracy skills- ability to use, 1. Number Facility: Ability to
interpret and communicate rapidly and accurately
mathematical information to solve manipulate and deal
real-world problems with numbers, ability to count
2. Skill to recognize numerals verbally.
3. Skill to calculate problem 2. Manage time (rapidity)-Ability to
4. Skill to understand the relationship solve problems within the
between numbers stipulated time.
5. Skill to interpret mathematical 3. Information Ordering — The
information ability to arrange things or
actions in a certain order or
pattern according to a specific
rule or set of rules (e.g., patterns
of numbers, pictures,
mathematical operations)

From the table 14.2, you might have understood that ability is a part of skill.
Without having the ability, one cannot attain the skills. We may conclude that
skill is a composite of abilities, techniques and knowledge. From the table
14.1 you may notice that both abilities and skills can be cognitive, perceptual
and psychomotor. Let us elaborate this statement on the basis of Case 2. For
recognizing numerals and finding the relationship between numbers, Mathew
uses his thinking power which comes under cognitive criterion. Next, he has
to calculate the problem where the importance of psychomotor criterion is
highlighted. After calculating, he has to interpret the mathematical
information which denotes the perceptual criterion. If Mathew has the
inherent ability to recognize numerals and interpret the information, this does
not imply that he is going to become a skilled mathematician. For becoming a
skilled mathematician, he needs training.

Let us discuss another illustration to differentiate the terms ability and skill.
Suppose a teacher wants to measure the attending skill of a learner. Five
abilities are included in attention. They are the following:

i) ability to focus
ii) ability to sustain focus
iii) ability to alternate or coordinate attention
138 iv) ability to discriminate 141
Assessing
v) Abilities
ability to divide attention to have multiple thoughts Assessing Abilities

Thus we have seen that ability to coordinate attention alone will not lead to a
skill. When all the five abilities are combined together, the output is attending
skill. Let us move on to another illustration.

We know that intelligence consists of many different skills and abilities.

Intellectual abilities can be treated as groups of related skills such as memory
or spatial ability organized into hypothetical constructs known as primary
mental abilities. In turn, related groups of primary mental abilities can be
clustered into broader skills called secondary mental abilities. Horn (1982)
had suggested five primary mental abilities as listed below:

• Number: the basic skills, underlying our mathematical reasoning;

• Word fluency: how easily we produce verbal descriptions of things;
• Verbal meaning: our vocabulary ability;
• Inductive reasoning: our ability to extrapolate from particular facts to
general concepts; and
• Spatial orientation: our ability to reason in the three-dimensional world.

Thus from the above illustrations, we have examine that all skills contain
abilities. But ability alone is not a skill. Having understood the difference
between ability and skill, let us now attempt to learn about the types of
abilities.

Check Your Progress 1

Notes: (a) Write your answers in the space provided after each item.
(b) Compare your answers with those given at the end of the unit.
1) Differentiate between skill and ability.
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………

14.4 TYPES OF ABILITIES

We know that in the 21st century holistic development of a learner has
become more significant than in the last century. What do we mean by
holistic development? Holistic development means the development of
intellectual, mental, physical, emotional, and social abilities in a learner so
that s/he is able to face the demands of everyday life. These abilities are
essential to succeed in their career too. A holistic approach to education
facilitates
140 the total development of a child by providing him/her the positive 139
Assessment and Assessment and
learning environment where the learner develops self-concept, self-esteem,
Evaluation Evaluation
sense of worth and self-identity apart from academic achievement. Abilities
can be classified into two i.e. cognitive abilities and non-cognitive abilities as
shown in figure 14.1.

Non-
Cognitive
Cognitive Abilities
Abilities
Abilities

Fig. 14.1: Classification of Abilities

In the forthcoming sub-sections, we will explore the cognitive and non-

cognitive abilities in detail.

14.4.1 Cognitive Abilities

You may agree with us that for performing any task cognitive and non-
cognitive abilities are essential. What do we mean by cognitive abilities?
Cognitive abilities are associated with an individual’s knowledge and
intelligence. It involves conscious intellectual effort, such as thinking,
reasoning, or remembering. Or we may say that cognitive abilities are the
abilities to think and process information, and to apply that information. The
assessment of language competence should include evaluation of a student’s
ability to process, both in comprehension and in expression, language in a
spoken and written format. From figure 14.2, you will understand the
different types of cognitive abilities of an individual.

Thinking

Problem-
Reasoning
solving
Cognitive
abilities

Overall
Comprehension
intelligence

Fig.14.2: Different types of Cognitive Abilities

140 143
Assessing
TheAbilities
21st century learning skills consists of 4 C’s such as critical thinking, Assessing Abilities

creative thinking, communicating, and collaborating. These skills help

students learn, and so they are importance to success in education and
beyond. Let us try to have a deeper understanding about cognitive abilities
with the illustration of reasoning which is a component of critical thinking
(fig.14.3).

Fluency of
Ideas

Category
Originality
Flexibility

Information
Reasoning Problem-
Ordering Sensitivity

Inductive Deductive
Reasoning Reasoning

Fig.14.3: Cognitive Abilities in Reasoning

You know that reasoning is an ability that helps the manipulation of ideas in
critical thinking. The sub-components are the following:

• Fluency of Ideas - The ability to come up with multiple ideas.

• Originality - The ability to come up with novel idea.
• Problem Sensitivity - The ability to recognize a problem.
• Deductive Reasoning - The ability to apply general rules to
specific problems.
• Inductive Reasoning - The ability to combine different information
to generate conclusion.
• Information Ordering - The ability to arrange things or actions in a
certain order based on rules.
• Category Flexibility - The ability to combine or group things in
different manner.

When you examine the components of reasoning, you might have noticed
that information ordering and category flexibility come under both cognitive
and non-cognitive abilities. Let us now turn our attention to non-cognitive
abilities.

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Assessment and
Evaluation
14.4.2 Non-Cognitive Abilities Assessment and
Evaluation

You know very well that in the present examination system, we give more
importance to cognitive abilities. Assessing non-cognitive abilities is equally
important in a classroom that follows constructivist approach. It is an undeniable
fact that each task contains both cognitive and non-cognitive abilities. Therefore,
we cannot categorize cognitive and non-cognitive abilities in water-tight
compartments. Defining non-cognitive ability is not an easy task. Non-
cognitive abilities are associated with the personality, temperament, interest
and attitudes that contribute to the competencies of an individual. They may
also involve intellect but more indirectly. The affective and psychomotor
domains come under the non-cognitive abilities. You are aware that non-
cognitive factors include affective, personal, and social variables that predict
the performance of an individual; for examples, self-identity, emotional
intelligence, cooperativeness, sense of responsibility, and conscientiousness.
You will get clear notion of this term with the help of the description of
spatial ability as given below:

Spatial Abilities mean the abilities related to the manipulation and

organization of spatial information. It has two categories such as spatial
orientation and visualization.
Spatial Orientation is the ability to know your location in relation to the
environment.
Visualization means the ability to imagine how something will appear when
its parts are moved or rearranged.

To have more conceptual understanding about non-cognitive abilities, let us

take the concept of ‘Social and Emotional Skills.’ It refers to one’s abilities to
regulate thoughts, emotions and behaviour. In this skill, the focus is upon
how individuals manage their emotions, perceive themselves and interact
with others, instead of their ability to process information. Social and
emotional skills measure the ability of individuals to adjust with the
environment and the way they achieve in their lives. The development of
these skills is essential in every aspect of life, irrespective of individual and
social levels. You may agree with us that all places are considered as learning
places, so the relevance of this skill extends to wider communities and
societies collectively. The ability of citizens to adapt, be resourceful, respect
and adjust with others and to take responsibility personally and collectively is
more and more becoming the totem of a learning society. Now let us analyze
the categories of social and emotional skills-The Big Five Model which is
arranged hierarchically and developed by Organization for Economic Co-
operation and Development (OECD):

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Assessing Abilities Assessing Abilities
The broad categories of the Big Five are:
- openness to experience (open-mindedness)
- conscientiousness (task performance)
- emotional stability (emotional regulation)
- extraversion (engaging with others)
- agreeableness (collaboration)
Source: OECD, Social and Emotional Skills- Well-being, Connectedness and
Success. Rerieved from
https://www.oecd.org/education/school/UPDATED%20Social%20and%20
Emotional%20Skills%20-%20Well-being,%20connectedness%20and%20
success.pdf%20 (website).pdf

While analyzing each category, it is evident that they are reflected generally
in non-cognitive abilities. Each of the categories encloses a cluster of
mutually related social and emotional skills. For example, emotion regulation
includes abilities such as stress resistance, optimism and emotional control.

In the light of above discussion, let us try to understand the need to assess
non-cognitive skills.

Check Your Progress 2

Notes: (a) Write your answers in the space provided after each item.
(b) Compare your answers with those given at the end of the unit.
1) Give an example of a task where cognitive and non-cognitive abilities are
involved.
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………

14.5 WHY TO ASSESS NON-COGNITIVE

SKILLS/ABILITIES?
Levin (2012) refers to non-cognitive skills as “those that are generally
viewed as attitudes, behaviors and values that contribute to adult
competencies” (p. 4). Today’s classroom is challengeable and demanding a
lot of skills to meet the diverse needs of learners. Therefore, learners need a
balanced set of abilities such as cognitive, social and emotional. Various
learning strategies in classroom demand learners to acquire social and
emotional skills. Learners have to face multiple demands, practice inhibiting
control (ability to control one’s thoughts, behavior and emotions), and
st
effectively
144 engage with others. Moreover, with the introduction of 21 143
Assessment and Assessment
century skills, both cognitive and non-cognitive abilities are important for and
Evaluation Evaluation
learners. We know that providing academic skills alone is not enough to
achieve success in one’s life. For well-being, connectedness and positive life
outcomes, social and emotional skills such as mindfulness, empathy,
tolerance, sociability, emotional stability, collaboration etc. are essential. In
order to develop perseverance, attitudes, and to do better academically and
better in work force, non-cognitive skills are essential. Skills and attitudes
can be developed through learning experiences and opportunities created for
learners in schools and colleges.

As discussed in section 14.4, the major objective of education is the all-round

development of a child in all dimensions i.e. physical, socio-emotional,
intellectual, moral, and spiritual. This holistic development is perceived as a
comprehensive approach to learning that aims to develop multiple abilities of
a learner. In order to ensure the occurrence of holistic development among
learners, you have to adopt the approach of holistic assessment, which
includes assessment of cognitive and non-cognitive abilities. Education is
meant to teach two things-i) how to earn livelihood and ii) how to live. These
remind us the concept of four pillars of learning mentioned in the ‘Learning:
The Treasure Within- Report to UNESCO of the International Commission
on Education for the Twenty -First Century’ (1996). The four pillars denote
four skills that an individual must acquire. They are:

• Learning to know – learning skills

• Learning to do – performance skills
• Learning to live together – interpersonal skills
• Learning to be – personal development skills

The above mentioned four pillars of learning emphasized the need to acquire
and assess both cognitive and non-cognitive abilities. That is why in higher
education curriculum (CBCS), skill enhancement courses are included along
with other compulsory subjects which provides the holistic development of
learners.

Having understood the types of abilities and the need to assess non-cognitive
skills let us now attempt to understand how to assess aptitudes, attitudes,
personality and social skills in the forthcoming sections.

14.6 ASSESSING APTITUDE

Before the discussion on assessing aptitude in detail, let us glance through
the various ways that are used to assess cognitive and non-cognitive abilities.
You might have understood that the overall abilities are divided into abilities
related to cognition (brain), psychomotor, affective and physical abilities.
These abilities can be assessed through achievement tests, aptitude tests,
intelligence tests, attitude scale and personality tests. Psychomotor abilities
influence the capacity to manipulate and control objects. While assessing this
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Assessing Abilities
ability, sub areas of psychomotor ability such as manual dexterity (ability
the Assessing Abilities

to grasp, manipulate or assemble objects), finger dexterity (ability to

coordinate movements of the fingers) and wrist-finger speed (ability to make
movements of fingers, hands and wrists repeatedly) are also assessed. You
are well familiar with achievement tests that assess cognitive abilities. Now
let us turn our attention to the detail description on how to assess aptitude.

The term ‘aptitude’ means natural ability or skill. In aptitude test, we try to
assess the innate and acquired skills of individuals. Aptitude tests are
constructed to measure the cognitive skills, abilities, and knowledge that
individuals have accumulated as the result of their overall life experiences.
Hence these tests can be conceptualized as tests of developed cognitive
abilities that can be ordered along a continuum in terms of assessed abilities
are to specific learning experiences. Aptitude test is not meant to test
knowledge rather it tests a particular skill.

Different Types of Aptitude Tests

You might have heard about different types of aptitude tests and sometimes
you might have undertaken an aptitude test in your school days. From the
table 14.3, you can understand the different types of aptitude tests and their
purposes.

Table 14.3: Different Types of Aptitude Tests and their Purposes

Sl.No. Types of Aptitude Tests Purpose

1. Abstract Reasoning Test Assess the ability to think laterally
and to make logical connections of
various information
2. Spatial Reasoning Test Assess the ability to understand and
visualize an object’s spatial
distribution and movement
3. Verbal Reasoning Test Assess the ability to use words
4. Logical and Critical Assess the ability to make logical
Reasoning Test inferences
5. Visual Reasoning Test Assess the ability to create mental
image of an object to find solution
and for drawing technological
designs
6. Problem-Solving Ability Test Assess the ability to use available
information to deal with a problem
7. In-tray and E-tray Exercises Standardized psychometric tests to
assess an individual’s general ability
to manage and respond to a series of
different tasks, to negotiate conflicts
146 and analyze different priorities
145
Assessment and Assessment and
Evaluation 8. Mechanical Reasoning Test Assess the ability to deal with
Evaluation
mechanical concepts

9. Situational Judgement Test Assess the ability to judge the most

appropriate approach to solve
problems related to situations
10. Numerical Reasoning Test Assess the ability to make correct
inferences from numerical or
statistical data

You will also study in detail about mental ability test incorporated in
competitive examinations and different types of mental ability tests in
sections 16.4.4 and 16.6 of Unit 16 of the Course, BESC-133: Curriculum,
Teaching-Learning and Assessment. Now let us understand the thrust of
National Policy on Education, 2020 with regard to aptitude test. The National
Testing Agency (NTA) will offer a high-quality common aptitude test, as
well as specialized common subject exams in the sciences, humanities,
languages, arts, and vocational subjects, at least twice every year. These
exams shall test conceptual understanding and the ability to apply knowledge
and shall aim to eliminate the need for taking coaching for these exams. This
will help university to admit students in various programmes based on their
interests and talents. (NEP, 2020, section 4.42, p.19).

Check Your Progress 3

Notes: (a) Write your answers in the space provided after each item.
(b) Compare your answers with those given at the end of the unit.
1) Which test is used to assess the ability to make logical inferences?
…………………………………………………………………………
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…………………………………………………………………………
…………………………………………………………………………

14.7 ASSESSING ATTITUDES

Attitudes are learned positive or negative reactions to a person, object, or
idea. You know that there are affective components in learning process. The
outcome of schooling is to develop positive attitudes toward self and society
as well as to attain freedom of choice, equality of opportunity, free and open
inquiry. In pursuit of being a lifelong learner, the development of positive
attitudes may be more important than mastery of knowledge. Because of their
importance, it is essential to assess learner’s attitudes toward the subject area
146 149
Assessing
andAbilities
their ability
to perform well in examinations. Due to this importance, we Assessing Abilities

know that along with scholastic areas, co-scholastic areas are also stressed in
curriculum. How do we assess the component of attitude? This is possible
through observation, questionnaires and interviews. In planning how to use
these techniques properly in assessing attitudes, you should keep in mind the
following procedures (Johnson, D.W. & Johnson R.T. (2002) :

1) Determine the attitude you want to measure: In this procedure you

have to determine attitudes toward the subject, learning experiences, peer
group, academic self-worth and so on.
2) Preparation of a Questionnaire: While preparing a questionnaire, you
have to decide the types of questions, sequence of questions, forms of
response and scoring procedure.
3) Select the standardized attitude measures: The selection of
standardized attitude measure depends on your instructional goals and
expertise in using the results to improve instruction.
4) Administer the questionnaire in the beginning and at the end of an
instructional unit:
When you administer the same questionnaire in the beginning and at the
end of an instructional year for a few years, you can assess the attitudes
and can build norms based on the response of learners.
5) Analyze and organize the data to make instructional decisions: You
can analyze the data to get feedback and can present the results in
graphic forms.
6) Provide timely feedback to learners: Timely feedback to learners
motivates them to change their attitudes.
7) Use the data to modify the teaching strategies: You can change your
instructional methods and curriculum to inculcate positive attitudes
toward teaching-learning process.

For example, suppose you want to assess learners’ attitude toward the
classroom life, you may include the following criteria in your questionnaire:

• Positive goal interdependence

• Teacher academic support
• Teacher personal support
• Peer support
• Learning Environment
• Academic self-esteem
• Teaching strategies
• Classroom climate
• Fair assessment
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Assessment and • Classroom cohesion Assessment and
Evaluation Evaluation
• Alienation

Based on the above criteria, you may construct a questionnaire either in

open-ended form /closed- ended form /semantic differential form. In open-
ended questionnaire, there is chance to give free responses of respondents.
Closed-ended questionnaire require the respondent to indicate the alternative
answer closest to his or her internal response. A semantic-differential
questionnaire consists of a series of rating scales of bipolar adjective pairs
describing a concept. For example,

Effort
Worthless 1234567 Valuable
Unproductive 1234567 Productive

The teacher then added the response to obtain an overall indication of

attitudes toward the concept. Each concept is listed separately accompanied
by the same sets of adjectives.

Activity 1
Prepare an open-ended questionnaire to assess learning environment in
your class. The questionnaire should contain 10-15 items. Apply it in your
class and prepare a report.

14.8 ASSESSING PERSONALITY

We all engage in the assessment of personality while interacting with others.
We may call some persons as introverts and others as extroverts which stated
that you are making a judgement about personality. Each individual has
different personality traits, states and interests. Your personality will
influence relationships with your family, peers and contribute to your health
and well being. Before proceeding into the details of how to assess
personality, it is beneficial to clarify the term ‘personality’ in the context of
assessment. Gray (1999) defines personality as ‘the relatively consistent
patterns of thought, feeling, and behaviour that characterize each person as a
unique individual.’ Personality assessment means the procedures adopted to
identify the similarities and differences among individuals in their traits,
types, states, attitudes, cognitive styles and personal features. Let us consider
the difference among traits, types and states. Traits mean any distinguishable,
relatively enduring way in which one individual varies from another
(Guildford, 1959, p.6). The term ‘distinguishable’ denotes the behaviours that
are linked with different traits which differ from person to person. ‘Relatively
enduring’ indicates the relative consistency of traits throughout the life-span
but based on the context the evidence of traits may differ. Personality type
refers to the psychological classification of different types of individuals. Or
148 151
Assessing
weAbilities
may say the traits denote characteristics whereas types are descriptions of Assessing Abilities

individuals. Coming to personality state, it indicates the temporary condition

that an individual experience for a short period of time. Now let us turn our
attention towards the purpose of personality assessment.

14.8.1 Purpose of Personality Assessment

The purpose of personality assessment is always linked with the context in
which it is used. The contexts may be clinical, educational, health care and
organizational settings. In clinical settings, personality assessment is done to
diagnose psychological disorders in persons. It also contributes to identify the
attitudes of individuals towards themselves and others, their own strengths
and weaknesses, their needs and concerns, and their coping styles which are
used in treatment planning and outcome evaluation. In educational settings,
the results of personality assessment are used to provide proper guidance and
counseling to students and to provide educational services to students with
special needs. In health care settings the results of personality assessment are
used to find out the adaptation to chronic illness, mental illness and stress of
individuals and to provide appropriate treatment for them.

14.8.2 Tools for Assessing Personality

The tools used to assess personality in educational settings are rating scales,
self-report inventories and projective techniques. There are generally two
types of personality assessment methods-i) objective methods and ii)
projective methods. In this section, our focus is upon self-report inventories
and projective techniques.

Self-Report Inventories (Objective Methods)

Self-report inventories are a kind of objective test used to assess personality.

They mainly assess thoughts, feelings and psychological disorders of
individuals. The items are framed in the format of multiple-choice which
represent a range from 1 (strongly disagree) to 5 (strongly agree). They often
are called Likert scales after their developer, Rensis Likert (1932). The self-
report inventories have proven their usability in assessing internal disorders
such as depression and anxiety that are not directly observed. They are well-
suited to identify personality states as they ask individuals to describe their
own subjective experiences, including emotional, motivational, interpersonal,
and attitudinal characteristics. Hence, it is not possible to identify personality
traits and behavioural dispositions. The most commonly used self-report
inventory is the Minnesota Multiphasic Personality Inventory (MMPI). It
is a psychological test used to assess individuals who are having mental
health issues. Some of the popular self- report inventories are displayed in the
table 14.4.

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Assessment and Table 14.4: Popular Self- Report Inventories Assessment and
Evaluation Evaluation

Sl. Name of Self-Report Purpose

No. Inventory
1. Beck Anxiety Inventory Measure the severity of anxiety in
(BAI) children and adults
2. Beck Depression Inventory Measure severity of depression
(BDI) among children
3. Myers-Briggs Type Indicator An introspective questionnaire
(MBTI) indicating differing psychological
preferences in how people perceive
the world and make decisions
4. Eysenck Personality Assess the personality traits of an
Questionnaire (EPQ) individual
5. Revised NEO Personality Assess a person’s five factors (five-
Inventory (NEO PI-R) factor model) of personality traits
such as openness to experience,
conscientiousness, extraversion,
agreeableness, and neuroticism

Projective Techniques (Projective Methods)

Projective techniques include the presentation of ambiguous images or other

ambiguous stimuli to assess an individual’s unconscious thoughts, fears,
desires, needs and conflicts. The core of this technique is that the examinees
could interpret ambiguous stimuli in a manner that reveals unconscious
aspects of their personality. The ambiguous stimuli may be pictures, words,
inkblots or sounds. For example, Thematic Apperception Test use pictures as
projective stimuli. In Word Association Test and Sentence Completion Test,
words act as projective stimuli. Rorschach Inkblot Test used inkblots printed
on cards as projective stimuli. In Auditory Inkblots, sounds are used as
projective stimuli. It provides a deeper understanding of a person. The
advantage of projective technique is that they are free of response sets unlike
self-report inventories. This is because the examinee is not aware about the
expected responses. Table 14.5 shows the commonly used projective
techniques to assess personality.

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Assessing Abilities Table 14.5: Common Projective Techniques Assessing Abilities

Sl.No. Name of Projective Purpose

Technique
1. Projective Drawing
Techniques
a. Draw-A-Person Test Reflect how children feel about
(DAP) themselves and also while interacting
with their environment
b. House-Tree-Person (H- Reflect unconscious and conscious
T-P) aspects of the self

c. Kinetic Family Drawing Provide children’s view of their

(KFD) family and their interactions
2. Apperception Tests
a. Thematic Apperception Reflect an individual’s perception of
Test (TAT) interpersonal relationships
b. Children’s
Apperception Test (CAT)
3. Sentence Completion Test Reflect attitudes, beliefs, motivations
and other mental states
4. Rorschach Inkblot Test Reflect an individual’s personality,
emotional functioning and thinking
patterns

Till now, we have discussed how to assess one’s own feelings, attitudes,
emotions and thoughts. We are interacting with others in our daily lives.
Therefore, assessing social skills is an inevitable component which is
discussed in the next section.

Check Your Progress 4

Notes: (a) Write your answers in the space provided after each item.
(b) Compare your answers with those given at the end of the unit.
1) Distinguish between self-report inventories and projective techniques.
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
2) List some of the projective techniques used to assess personality.
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
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Assessment and Assessment and
Evaluation 14.9 ASSESSING SOCIAL SKILLS Evaluation

‘From the standpoint of everyday life…there is one thing we do know; that

man is here for the sake of other men-above all, for those upon whose smile
and well-being, our own happiness depends , and also for the countless
unknown souls with whose fate we are connected by a bond of sympathy.
Many times a day I realize how much my own outer and inner life is built
upon the labours of my fellow men, both living and dead, and how earnestly I
must exert myself in order to give in return as much as I have received.’
– (Albert Einstein (scientist and philosopher)

Social skills are necessary to make connections among people. Any time
learners are interacting with teachers, peers and engage in group work which
demands the necessity of social skills. This skill involves abilities such as co-
operation, connectedness, communication, and coordination. You know that
an individual’s success in life depends on social skills. Acquiring social skills
lead to gain social competence. Social competence is the extent to which the
consequences of a person’s actions equate with his or her intentions.
Individuals who are socially competent acquire a wide range of interpersonal
skills. According to Johnson, Johnson, and Holubec (1998a) social skills can
be classified as follows:

1) Forming skills : This includes the skills require to form a

cooperative learning group where the individuals
learn to work together with team spirit.
2) Functioning skills : This includes skills to manage group activities,
share ideas, maintain working relationships in
groups and encourage the participation of all
group members.
3) Formulating skills : This means to have a deeper understanding about
the material and to adopt reasoning strategies.
4) Fermenting skills : This include the skill to stimulate
reconceptualization of the material being studied
and enter into cognitive conflict to get more
information.

Having understood the classification of social skills, let us attempt to learn

the basic assumptions underlying the assessment of social skills of learners.
According to Johnson, Johnson, and Holubec (1998a), the following are the
basic assumptions that underlie the assessment of social skills:

1) Social skills are learned: Social skills are not inborn, they should be
taught. While in group activity, learners will learn the interpersonal
skills.
2) Every cooperative lesson is a lesson in social skills: Learners will learn
both task work (subject matter) and teamwork (group skills) while they
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Assessing Abilities
are engaged in cooperative learning. If all the members contribute Assessing Abilities

equally, the higher is the quality and quantity of their learning.

3) Teach teamwork skills: While in teamwork, learners should learn how
to respect others’ viewpoints, participate actively, stay on task, control
one’s behavior and motivate each other to contribute for the success of
the task.
4) Follow the rules of teamwork skills: There are three teamwork skills
such as:
i) Be specific: Define each social skill in operational terms
ii) Start small: Begin with one or two skills
iii) Emphasize overlearning: Keep emphasizing the practice of each
skill until the learners incorporate them in their behavioural pattern
habitually.

The best technique which can be used to assess social skills among learners is
observation. It can be either direct observation or indirect observation. Here
is an example to observe social skills among learners.

Sl.No. Descriptors Score out of 5

1. I like to work in a group than individually
2. I try to understand the viewpoints of others.
3. I keep away from others’ personal space
4. I adapt my behavior according to the situation
5. I follow the rules that framed in group activity
6. I admit the mistakes done by me in a group
7. I maintain self-control when others teased me
8. I listen to others without any interruption
9. I expressed my ideas openly and frankly
10. I control my tune when enter into disputes with
others
Total
Average Grade
You can also develop such observation schedule which will help you to
assess the social skills of your classmates in an effective manner.
Activity 2
Prepare an observation schedule for assessing social skills among your
friends. The schedule should consist of 10-15 descriptive indicators. Apply it
in your class and prepare a report.

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Assessment and Assessment and
Evaluation 14.10 LET US SUM UP Evaluation

In this Unit, we began our discussion by explaining the term ability as an

enduring attributes of an individual that influence his/her performance. Then
we have identified the various abilities needed to perform different tasks. We
have clarified the difference between a skill and ability by providing
sufficient examples. Then we attempted to distinguish the cognitive and non-
cognitive abilities with the help of illustrations. We came to the conclusion
that we cannot categorize cognitive and non-cognitive abilities into water-
tight compartments. Then we turn our attention to the need of assessing non-
cognitive skills/abilities. A holistic approach to education facilitates the total
development of a child where we have to assess both cognitive and non-
cognitive abilities. By the end, we have delineated the procedures of how to
assess aptitude, attitudes, personality and social skills.

14.11 UNIT-END EXERCISES

1) Identify a topic in your subject area that could be the focus for a
Cooperative Learning. Categorize the cognitive and non-cognitive
abilities needed to do the task.
2) How do we assess cognitive and non-cognitive abilities by administering
aptitude tests?
3) How do we assess personality?

14.12 REFERENCES AND SUGGESTED

READINGS
• Barnett, W. Steven, and Clive R. Belfield. 2006. Early childhood
development and social mobility. The Future of Children, vol. 16, no. 2,
73–98.
• Gray, P. (1999). Psychology. New York: Worth Publishers.
• Guilford, J. P. (1959). Personality. New York: McGraw Hill.
• Horn, J.L.(1982). The Aging of human abilities. In B.B. Wolman (Ed.),
Handbook of Developmental Psychology.Englewood Cliffs, NJ: Prentice
Hall.
• Government of India.(2020). National Education Policy 2020. Retrieved
from
https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_E
nglish_0.p
• Johnson, D. W., Johnson, R., & Holubec, E. (1998a).Cooperation in the
classroom.Edina, MN: Interaction Book Company.
• Johnson, D.W. & Johnson, R.T. (2002). Meaningful assessment- A
manageable and cooperative process.Boston: Allyn & Bacon.
• Kail, Robert V. & Cavanaugh, John C. (2013). Human development-A
154 life-span view. Canada: Wadsworth, Cengage Learning. 157
 • Abilities
Assessing Levin, H. M. (2012). The utility and need for incorporating noncognitive Assessing Abilities
skills into large-scale educational assessments. The Role of International
Large-Scale Assessments: Perspectives from Technology, Economy, and
Educational Research, 67-86.
• OECD (2015). Skills for social progress: The power of social and
emotional skills, OECD Skills Studies. OECD Publishing. Retrieved
from http://dx.doi.org/10.1787/9789264226159-en.
• UNESCO. (1996). Learning: The Treasure Within- Report to UNESCO
of the International Commission on Education for the Twenty -First
Century. France: UNESCO.
Website
https://www.oecd.org/education/school/UPDATED%20Social%20and%20
Emotional%20Skills%20-%20Well-being,%20connectedness%20
and%20success.pdf%20 (website).pdf

14.13 ANSWERS TO CHECK YOUR PROGRESS

Check Your Progress 1

Refer table 14.1

Check Your Progress 2

Give your own answer.

Check Your Progress 3

Logical and Critical Reasoning Test

Check Your Progress 4

1) Self-Report Inventories mainly assess thoughts, feelings and

psychological disorders of individuals whereas projective techniques
include the presentation of ambiguous images or other ambiguous
stimuli to assess an individual’s unconscious thoughts, fears, desires,
needs and conflicts.

2) Apperception tests, Sentence completion test, Projective Drawing

Techniques, Rorschach Inkblot Test.

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 UNIT 15 ICT AND ASSESSMENT *
Assessment and Assessment and
Evaluation Evaluation

Structure
15.1 Introduction
15.2 Objectives
15.3 Concept of Assessment
15.4 Role of ICT in Assessment
15.5 Web Based Assessment
15.5.1 Tools for assessing objective items
15.5.2 Online/Web based assessment in subjective tests
15.6 Electronic support as a tool in the assessment process
15.7 Computer Adaptive Testing
15.8 E-Portfolios and E-Rubrics
15.8.1 Meaning of e- Portfolio
15.8.2 Meaning of e-Rubrics
15.9 Use of Blogs for Assessment
15.10 Advantages and Disadvantages of ICT Based Assessment
15.11 Let Us Sum Up
15.12 Unit- End Exercises
15.13 References and Suggested Readings
15.14 Answers to Check your Progress.

15.1 INTRODUCTION
Information Communication Technology (ICT) is technology that provides
access to information. It includes diverse technological tools and resources
used to transmit, store, create, share and exchange information. ICT such as
smart phones or tablets or computers with internet, plays a pivotal role in
assessing students’ achievement and performance. Teaching-learning process
integrated with technology requires that students acquire higher-order
thinking skills such as drawing inferences, analyzing, synthesizing,
predicting, comparing, evaluating, etc. Use of multiple teaching strategies
demands multiple forms of assessment. Various digital devices can be used in
construction of assessment activities for students. ICT helps to report the
feedback of learners’ achievement through electronic reporting systems. The
present unit focuses on the use of ICT as an assessment tool for learning. The
learners will develop understanding about the various ICT tools that are used
for assessing learning outcomes.

156 *
Dr. Elizabeth Kuruwilla 159
ICT and Assessment ICT and Assessment
15.2 OBJECTIVES
After going through this Unit, you should be able to:

• define the term assessment.

• explain the meaning of ‘ICT based assessment’.
• identify the role of ICT in student assessment.
• categorizes the various software used for assessing objective and
subjective items;
• describe how e-portfolio and e-rubrics can be applied as an assessment
tool; and
• analyze the advantages and disadvantages of ICT based assessment.

15.3 CONCEPT OF ASSESSMENT

Before going into the details that how ICT can be used as an assessment tool
let us recollect the concept of assessment. The term assessment is used in
education to mean any activity or procedure that is used to evaluate, measure
and document about the academic readiness, learning progress, skill
acquisition or educational needs of a learner. The word assessment is derived
from the Latin word ‘assidere’ meaning ‘to sit down’ or ‘beside the learner’.
According to AFT, NCME and NEA, 1990, assessment is:

“the process of obtaining information that is used to make educational

decisions about students, to give feedback to the student about his or her
progress, strengths and weaknesses, to judge instructional effectiveness and
curricular adequacy and to inform policy”(AFT, NCME and NEA,1990,p.1).

From the above definition, one can make out that assessment is related to the
appraisal of individuals’ performance. There are various ways to carry out
assessment: oral, aural, written and performance based. Formative
assessment requires a systematic and planned approach that assesses learning
and displays what students know, understand, and do. It is used by both
teachers and students for improvement of learning.

15.4 ROLE OF ICT IN ASSESSMENT

In this Unit, we will discuss the role of ICT (Information and Communication
Technology) in assessment in detail, particularly the various types of ICT
tools used for assessment. Burkhardt and Pead (2003) opined that though the
use of computers as a tool for assessment are in the minds of educators for
years, but its practices in classrooms are meager. Preparation of assignments,
doing projects, webinars etc. are possible by using ICT. The following are the
advantages of using computers for assessment:

• Delivery of on-demand test.

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Assessment and • Able to present test tasks that are like the real life-tasks by combining
Assessment and
Evaluation Evaluation
sound, graphics, text, animation etc.
• Immediate declaration of results thereby saving time and energy of
human resources.
There are mainly two major forms of ICT based assessment. These are:
• Computer-Assisted assessment or Computer-Aided Assessment (CAA);
and
• Computer-Based Assessment (CBA).

Computer-Assisted Assessment (CAA) refers to the use of computers to

manage or support the assessment process and evaluate assignments. CAA is
mostly used for scoring multiple-choice questions and questions with short-
answer responses using optical mark reader. Through Computer-Assisted
Assessment, it is possible to provide timely feedback to learners. It can be
summative when feedback is given at the end of a course.

Computer-based assessment is generally made through a computer.

Computer-Based assessment means the use of digital tools for assessment-
related activity. Computer-Based assessment can be done using laptops,
tablets, and even smart phones. The most common ways of computer-based
assessment are the following:

Assessment embedded within e-learning modules: This type is most

similar to the original computer-based training. Here, online assessments are
embedded within larger e-learning modules so that students’ learning
activities could take place on the computer. For example, a student may
complete a full e-learning module that culminates in a final test.

Standalone online assessments: In this, an instructor uses an online

assessment creator to develop quizzes and tests, which students then take
using an online platform. Online assessment can also be used to boost student
engagement and measure retention on continuous basis. For example, a
teacher after completion of his/her teaching may conduct a short quiz that
students take on their smart phones.

Today, evaluation is possible through online and web-based tools. You might
be thinking about the difference between online and web-based tools. A web-
based tool is something that runs from a browser, on an outside server using
the Internet whereas online tool is something that uses an internet connection
to access the needed information. Computers are not only used as an
educational tool but also as form of socializing. It can be assumed that
today’s generation is more familiar with working in an online environment
than ever before. As discussed by Duffy & Bruns (2006), most students are
highly socially active in internet-based environments such as myspace.com,
flickr.com and the blogging space blogger.com. In these online spaces they
are already writing reflectively and commenting on their friends’ writings.
The terms “computer-adaptive testing” and “web-based assessment” are used
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ICT and Assessment
interchangeably with “computer-based assessment”. But in fact, they are ICT and Assessment

different. That is, computer-adaptive testing has a stronger emphasis on

nonlinear item selection by rapidly estimating the examinee’s ability based
on his/her previous responses. Web-based assessment refers to computer-
based assessment that is typically delivered via online learning management
systems. Let us discuss in detail about the web-based assessment.

Check Your Progress 1

Notes: (a) Write your answers in the space provided after each item.
(b) Compare your answers with those given at the end of the unit.
1) Differentiate between Computer-assisted Assessment and Computer-
based Assessment.
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….

15.5 WEB-BASED ASSESSMENT

In web-based assessment, digital technologies are used in planning and
delivery of assessments, automatic marking and in all processes of reporting,
storing and transferring of data associated with assessment. The existing
evaluation system in many institutions consists of two components i.e.
continuous and term-end evaluation. Online and web-based tests can be used
in both components. There are several online objective and subjective type
tests that are used for formative and summative assessment. In the subsequent
paragraph, we will discuss some of objective and subjective tests that are
delivered through online mode.

15.5.1 Tools for Assessing Objective Items

Technology mediated learning environment prompted educators to apply
computer in students’ assessment. Computer-Based Assessment (CBA) may
be treated as the use of digital technology to collect, process, and report the
results of that assessment. The four components of CBA may be categorized
as (1) assessment generation, (2) assessment delivery, (3) assessment scoring
and interpretation, and (4) storage, retrieval, and transmission. The
University of Nottingham developed an e-Assessment management system
known as Rogō to create and deliver online assessments. E-assessment uses
computer and information technology to make the assessment process more
efficient by automating functions. Objective questions like multiple-choice,
fill in the blanks, multiple response, text box and matrix can be developed
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Assessment and Assessment
through online. The format of each objective type question is framed as and
Evaluation Evaluation
follows:

Objective type questions: There are various types of objective type

questions such as multiple-choice, fill-in-the blank, multiple response and
text box. The format of each type of objective items is detailed below:

Multiple-choice question type

A question with three or four options is presented where only one option is
correct. Options can be text, images or a combination of both. It consists of
four parts as given below:

• STEM - question or incomplete statement

• OPTIONS - suggested answers or completions
• DISTRACTORS - incorrect responses
• KEY - correct response

For eg. See the following question:

1. The IT capital of India is Stem

Key a. Bangalore

b. Mumbai

Distractors c. Delhi Options

d. Chennai

The full list of presentation option in multiple-choice type question is:

• Vertical Option Button

• Vertical Option Button (with 'other' text box)
• Horizontal Option Button
• Dropdown list (text only)

The question setter can also set the order that the options are displayed in:

• Display Order- All the options are displayed either in vertical manner or
horizontal manner.
• Alphabetic - This option will automatically sort the answer choices or
rows in alphabetical order.
• Random - The order of choices will be randomized for each respondent
that accesses the question.

Fill- in- the blank question type

A paragraph of text is presented with some words removed. The blank can be
completed either by typing the correct text or by selecting from a randomized
dropdown list. The mode of question completion is created by the question
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ICT and Assessment
setter. Asking
students to type the missing text relies on correct spelling for ICT and Assessment

marks to be given. Where acronyms are often used in place of a full term, the
question can be set to accept both.

For example, --------------- is the capital of India.

Multiple response question type

When there is more than one correct option that needs to be selected for a
Multiple-Choice type question, the Multiple Response question type is used
(see figure 15.1). The scoring method can be selected to give marks for
correctly selected options or to give a mark for the whole question. The
options can be displayed in the following manners:

• Display Order
• Alphabetic
• Random

You can see an example of display order option of multiple response question
item below:

Fig.15.1: Format of multiple response question

Text box

In text box, questions that require answers to be typed into a text box are
mainly used. Such questions need to be marked manually. Student responses
are presented anonymously to the marker and there is an option for these to
be second marked. If second marking has been used, the assessment system
highlights the discrepancy of greater than one mark between the first and
second mark for any question. The final mark is then manually selected.

The size of the text box is set by the question setter by selecting the number
of rows and columns for the box. Textboxes have a maximum of 65,535
characters. A formatting toolbar can be included above the textbox by
selecting the Editor mode as given in figure 15.2.
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Assessment and Assessment and
Evaluation 1. How could safety measures in school be improved? Evaluation

Fig.15.2: Format of a text box

Quizzes

There are various software that can be used to assess objective test items in
the form of quiz. Quizzes which contribute to students’ end of module marks
(i.e. are 'summative') are referred to as e-examinations; quizzes which are
designed to help students check their understanding and identify areas to
focus on, and which do not contribute to their end of module marks are
referred to as 'formative'.

Quizzes have several potential benefits such as follows:-

• Inter-scorer reliability( the reliability and internal consistency among two

or more individuals) – It gives a score of how much homogeneity there
is in the ratings given by different raters. Computer marks quizzes
objectively.
• Speed of marking for quizzes – results are available immediately without
manual staff marking.
• Flexible provision of feedback – Feedback may be provided both at
individual question level for correct and incorrect responses, and overall,
for the test as a whole.
• Reports – Each question can be scrutinized via an automatically-
generated report enabling examiners to check for any errors.
• Re-usable questions – A question bank can be built up and test items can
be added and removed. Questions and answers can be randomized.

You would come to know the various software that can be used to develop
quizzes from the box given below:

Learning pod is an online quiz bank with 48,000 questions from trusted
names like Kaplan. Teachers can remix, assign, and even print quizzes for
their students.

Socrative is a smart cloud based student response system that empowers

teachers to engage their classrooms through a series of educational games
and exercises via smart phones and tablets. Teachers control the questions
and games on their laptop, while students respond and interact through their
smart phones/laptops.

QuestBase gives you the freedom to create quizzes, tests, assessments, exams
or get feedback from surveys and polls. 165
162
ICT and Assessment ICT and Assessment
Moodle provides a quiz tool that can be used for formative and summative
assessment. It includes multiple choices and multiple response, true-false,
short answer, and calculated questions. These questions are kept in a
categorized database and can be re-used within courses and even between
courses. Quizzes can allow multiple attempts. Each attempt is automatically
marked, and the tutor can choose whether to give feedback or to show
correct answers.

QuizPedia is a digital tool for quizzes in the classroom. Easy to add text,
pictures, and sound. Use quizzes to assess your student's level of
understanding or make the students co-creators of their own learning by
preparing quizzes themselves and then share them with their peers.

The Hot Potatoes suite includes six applications, enabling you to create
interactive multiple-choice, short-answer, jumbled-sentence, crossword,
matching/ordering, and gap-fill exercises for the World Wide Web. (For
developing quizzes with hot potatoes go to the
link.(https://www.nacs.k12.in.us/cms/lib07/IN01906695/Centricity/Domain/4
6/Moodle%20IV.pdf)

QuizStar is a web-based quiz maker. Quizzes can be created, administer and

grade automatically through QuizStar. It allows you to have a media
repository which stores all your images and lets you attach them to multiple
questions or quizzes.

(Source:https://www.slideshare.net/skpulist/design-and-development-of-
quizzes-with-hot-potatoes)

Practice on your own

Develop online quizzes based on any topic by using one of the softwares
given in the above box.

15.5.2 Online/Web Based Assessment in Subjective Tests

Technology has made it possible to conduct subjective tests through online. It
provides a complete score for an essay as well as feedback about grammar,
usage, mechanics, style and organization, and development. Essay tests are
an example of a constructed-response task where students reflect about a
particular topic. The essays are generally evaluated for their writing quality.
For assessing subjective items, there are various online assessment tools such
as question mark perception, e-rater, Calibrand Marker and intelligence essay
assessor. In the next paragraph, we will discuss the various software used for
assessing subjective tests.

i) Question Mark Perception (QMP) is software used for formative and

summative purposes. QMP provides scope for submission of long
answer type questions. Students can type their long answers in a text box
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Assessment and Assessment
and upload the file. Teachers can write, administer, and report on and
Evaluation Evaluation
assessments using computers.

ii) Electronic Essay Rater (e-rater) is a prototype automated scoring

system which uses discourse structure analysis, syntactic features, and
topical content analysis to assign essay scores. It is built at Educational
Testing Service (ETS) and uses a hybrid feature approach for scoring the
essays. Syntactic structures in essays are identified by Natural
Language Processing (NLP).The different types of clauses and verbs
used in a sentence are parsed with the help of Microsoft Natural
Language Tool (MNLT). Ratio of syntactic structure types used in an
essay and in each sentence was computed as possible measures of
syntactic variety.

Discourse structure analysis refers to analyzing written, spoken, and

signed language use or any significant semiotic event. It is an effort to
interpret what the writer or speaker intended to communicate within a
social context. In discourse analysis, ‘cue words and structures’ are
identified and then kept for computer- based discourse analysis. For
example, surface cue words such as ‘in summary’ and ‘in conclusion’ are
classified as conjuncts used for summarizing. Cue words such as
‘perhaps’ and ‘possibly’ are treated as belief words to express the belief
of a writer to an argument given in an essay. For discourse analysis you
can use various tools such as cohesion, coherence, parallelism, speech
events, background knowledge, conversational interaction, and co-
operation principle. Let us discuss in brief about these tools.

Cohesion: It refers to the connections that exist within texts in the form
of linking different parts of a sentence. It is grammatical and lexical
relationship within a text or sentence.
Coherence: Coherence is grammatical and semantic interconnectedness
between sentences that form a text. It is the semantic structure, not its
formal meaning which create coherence.
Parallelism: It means the comparisons or contrasts that go side by side
in a literature is known as parallelism. It helps to interpret the whole text.
Speech events: It is mainly concerned with the sayings of people in
different contexts. Debates, discussions, quiz, interview etc. constitute
speech events.
Background knowledge: It consists of two things- schema and script.
Through background knowledge, one can tell the real situation and
interpret actions.
Conversational interaction: It aims to understand how people manage
interactions and how social relationships are developed through
interactions.

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ICT and Assessment
Co-operationprinciple: According to Grice (1975) in conversational ICT and Assessment

exchanges, the participants are co-operating with each other based on

four maxims. They are:
1) Maxim of quantity: The conversation must be as informative as is
required but not more or less than is required.
2) Maxim of quality: While speaking, say only facts which are either
true or have evidence.
3) Maxim of relation: Use relevant words.
4) Maxim of manner: Be clear, brief and orderly.

Topical content analysis

A good essay relates to other good essays in its vocabulary use patterns.
E-rater evaluates the topical content of an essay by comparing the
patterns of words it contains to those found in manually graded essays. It
uses two different measures of content similarity for computation. First
one is based on vocabulary use in the essay as a whole and other based
on the specific vocabulary content of the argument units found in the
essay.

iii) Calibrand Marker is an internet or intranet-based workflow application

through which assessment process is possible at all stages-formative,
continuous and summative. It is mainly used for assessing essays and
case studies.

iv) Automated Text Marker (ATM) is developed for assessing text

contents and is particularly suitable for assessing short answers to
closed-ended questions. A student’s answer is automatically separated
into smaller concepts. It mainly assesses basic grammars and text
contents.

v) Intelligence Essay Assessor (IEA) is an internet-based tool for scoring

the quality of electronically submitted essays. The text is analyzed
through a combination of Latent Semantic Analysis (LSA) which is a
powerful matrix algebra-based approach pioneered by Pearson
principals. This package permits students of a course to log on the web
and submit their essay for evaluation. LSA analyzes essays by
representing their meaning and comparing them with high quality similar
texts. There is possibility of resubmission of essay after the comments
given by the experts. Thus, this software permits formative and
summative evaluation.

With Latent Semantic Analysis (LSA), IEA analyzes essay semantics.

LSA is a statistical model of word usage that compares the semantic
similarity between texts. It assumes that there is some ‘underlying’ or
‘latent’ structure in the manner of word usage across documents and
statistical techniques are used to estimate the latent structure. It generates
a166
matrix of occurrences of each word in the essay and then decomposes 165
Assessment and the word-by-document matrix into a set of factors. Through anAssessment
analysis and
Evaluation Evaluation
of association of words and documents, the method produces a
representation of words that are used in similar contexts and are more
semantically associated.

vi) eWrite is an online writing assessment for students in classes 5 to 8

(between 10-13 years). It provides immediate diagnostic feedback on
students' skills on the following categories:

• Narrative
• Descriptive
• Report
• Persuasive writing

Students type plain text into the online system. Students do not have any
access to dictionaries. Planning and editing time are built into the
assessment. eWrite automatically marks the students' writing and then
produces a detailed report highlighting the strengths and weaknesses of
everyone’s answers. If assignment is submitted by a group, then
interactive group reports will be generated.

vii) eMarking Assistant: You could mark students’ assignments and grade
papers in Microsoft Word using eMarking Assistant. eMarking
Assistant helps you to provide comprehensive feedback when marking
assignments or grading papers by using any version of Microsoft Word
for Windows. It helps you to:

• provide easier and quicker detailed feedback using reusable

comment;
• possibility for using and sharing of reusable comment banks;
• recording and embedding audio comments in the assignment;
• do repetitive tasks using your own detailed automated analytic e.g.,
rescaling, totalling, and converting marks;
• providing tools to do Google searches on highlighted phrases in
Word;
• helping markers to download and upload graded assignments and
marks; and
• recording and embedding audio comments in the assignment.

viii) Automated Analytic Rubrics: Word document contains several examples

of grading rubrics for marking essays and projects. It allows you to
create detailed automated analytic rubrics and marking sheets using any
version of Microsoft Word for Windows. After adding your marks,
images, sounds or hyperlinks in Word, then press buttons on a floating
toolbar or pressing function keys to highlight performance standards.
After calculating the weighted marks, then calculate the total and
rescaled mark. Find the percentage and then convert it to a grade. Once
166 169
ICT and Assessment
you havecompleted the rubric or marking sheet, you can copy and paste ICT and Assessment

the rubric into another document or online system to return to the

student. There are different websites such as Rubi Star (see fig. 15.3),
Rubric Maker (see fig.15.4) and iRubric for developing rubrics by
teachers.

Fig.15.3: Homepage of rubistar

Fig.15.4: Homepage of Rubric Maker

ix) Marking Mate gives an overall evaluation of your assignment. Instead

of marks, figures of happy, normal or unhappy face are awarded for each
area that marking mate has assessed. Your total scores are calculated by
assigning 2 points for each happy face, 1 point for each normal face and
0 point for each unhappy face. At the bottom of the report card, a
summary comment regarding the areas to improve (in highlighted text)
will
168 be given. A format of Marking Mate is given in the figure 15.5. 167
Assessment and Assessment and
Evaluation Evaluation

Fig.15.5: Homepage of Marking Mate

Practice on your own

Evaluate an essay answer in marking mate and prepare a report on the results
you received.

x) Markin is a Window’s program that import a student’s text for assessing

directly from a document file. It provides a comprehensive set of tools
that enable the teacher to mark and annotate the text. After assessment,
the document is saved as an XHTML document, in which the teacher’s
marks and annotations are in coloured text. When the student opens this
document in a web browser and click on the marks, s/he could see the
detail about the nature of teacher’s comments. Below is given a sample
markin screen in figure 15.6.
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ICT and Assessment ICT and Assessment

A Sample Marked Text

This is a sample marked text. This is a spilling error, and here there is a
missing {*} in the middle of the sentence. I have added a comment here1, and
another comment, referring to this text2, here. You can look at the comments
by clicking on the Comments tab at the bottom of the screen. Finally, I have
added a little praise here{*}, and some more here{*}. I have added some
feedback as well. You can see that in the Feedback tab at the bottom of the
screen. Try viewing this text in your browser (click on the menu and
choose View in browser).

Content

This is some feedback about the content of the essay. You can
include hyperlinks in your feedback if you want to. In the output, hyperlinks
will be normal Web links; in the Markin editing environment, you can
Control+Click on them to go to the URL of the link.

Language

This is some more feedback, this time about the language used in the essay.
You can write any kind of styled text you like in the feedback box. Text can
be in different colours if you want to distinguish one kind of feedback from
another.

85%

1. This is my first comment.

2. This is my second comment.

Statistics

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Assessment and Assessment and
Evaluation Evaluation
Help Points Points
Instances Annotation Explanation Categories Value
link lost gained

Totals -2 2

MissingW Missing Grammar -1 -1

1 word or
words

1 Spl Spelling Spelling -1 -1

Excellent!
1 Excellent! Content 1 1
Well done.

1 Good! Good! Content 1 1

Source: https://www.cict.co.uk/markin/sample.mrk.htm

Fig.15.6:A sample Markin screenshot

xi) WebPA

Technology can be used for assessing group work by peers. In group

work, there is possibility of getting same team mark for each student
regardless of individual performance. In this context, introduction of
WebP Aas a group assessment tool makes a different to the criticism of
acquiring equal marks to team members without considering their
individual performance.

WebPA is an online peer assessment tool that allows each student in a

team to score individual contributions to group work. It allows each team
member to assess the contribution made by their group members towards
the final group mark based on the indicators decided by the teacher.
Individual mark for each member will then calculated by the system. It
allows students to assess their own and others’ contribution thereby
leading to increased engagement in group work.

Procedure of WebPA
The following is the procedure of WebPA:
• Create a form that contains different questions and assessment criteria
that your students can use to mark their team members. Once developed,
this form can be re-used further.
• Create the groups you need and allot students to each group.
• Create an assessment schedule when it starts.
• You can assess your peer group now.
• Each student gets a weighting and the weighting is then multiplied by the
170 group mark to finalize the actual mark. 173
 • You can
ICT and Assessment also put limit to peer assessment mark of a group. For example, ICT and Assessment
you may want only 50% of the group mark to be done by the peer group,
in that case the mark is calculated as follows:
Suppose the weightage of each student in a group is 1.1.
Actual mark of the group = 1.1x 80% = 88%
If 50% of the group mark should be peer assessed then, 1.1 x (50% of
80%) + (50% of 80%) = 84%

Benefits of Peer Assessment

Through peer assessment students will develop deep self-evaluation skills.To

assess others, students must have a good understanding of the assessment
criteria and the assignment task. This promotes a positive approach to
learning. Through this, students learn the variety of ways a work could be
done thus leading to greater engagement in learning process.

Frequent formative feedback is possible through peer assessment and this

may positively influence the work of students.Peer assessment will reduce
the workload of you by giving some responsibility to students. In some cases,
it helps to reduce the pressure upon you to manage larger class and to give
feedback to them.

Benefits of WebPA

The following are the benefits that student gained by using WebPA:
• It saves time of teachers.
• It gives a picture of contribution of each group.
• Storing of records in a central place.
• It helps you to provide timely feedback to learners.
• It helps to provide an opportunity to reflect upon the group work process.
• It increases interpersonal skills of students such as communication,
reflection, team-spirit.
• It gives students an opportunity to express their views within a
comfortable environment; and
• It affected the behavior of students as they come to know that they are
assessed by teachers.
How to Log into WebPA
In the login screen, enter you ‘username’ and ‘password’ before clicking on
the ‘login’ button. Once you have logged into WebPA you will be taken
through to the WebPA Home page. Among the list of all the open
assessments, if you want to take one of the assessments, you need to click on
the button next to the assessment labelled ‘Take Assessment’. If you follow
the ‘My Assessments’ link, then you can access a list of all the assessments
that have been set for you to take and all the finished assessments. If you
submitted marks to an assessment, then it will show ‘Completed’. If you
failed172
to complete an assessment, then it will be mark ‘Did not submit’. The 171
Assessment and ‘view feedback’ link only appears once the assessment’s deadline has and
Assessment
Evaluation Evaluation
passed.
Taking an Assessment
When taking an assessment, you will be presented with a screen. At the top
of the page is a link back to your assessments list. Clicking this link will
cancel the assessment and return you to that screen. Any marks you entered
will be forgotten. The assessment can be viewed or taken at any time until the
closing deadline. But remember if you do not take the assessment you may be
punished when the marks are calculated.
After the link to return to the assessments link, is an explanation as to how
the assessments work. Take time to read this line and if you do not
understand then seek advice from your teacher.
Under the explanation of the assessment system there may be some
introductory text from your teacher. If your teacher has decided to provide
further information about your assessment it will be displayed in this
section.You must enter a mark for every member of your team, including
yourself. If you have missed some marks out, you will receive a warning
when you try to submit the assessment.
How to mark your team members
The rest of the assessment screen is taken up with the assessment form. This
form is to be broken down into different assessment criteria. Each criterion
will examine certain aspects of your group’s performance, and the key skills
you should have employed.
Below the name of the criterion, there may be a description of this criterion,
to help you understand what is being assessed. The description of the
criterion is optional. Every criterion can have descriptions of what the
different scores mean. Different teachers may use different marking schemes,
so these scores and their descriptions may vary. The score descriptions are
optional. If there are descriptions, you should always take time to read them
for clarification of how to score the criterion.
Finally, there is the marking area. Each member of your team, including you,
has their own row. Across the top are the different scores you can allocate for
this criterion. For every member of your team, click the appropriate radio-
button to assign them the mark you want.Typically, the scoring range will be
something like 1 to 5 or according to the range fixed by the teacher.
You repeat the marking process for every member and for every criterion or
skill. You must give everyone a mark for your scores to be accepted. If you
miss out a mark, then you will be warned and asked to check your
assessment. When you have completed the assessment and are ready to
submit, click the ‘save marks’ button.
Once you have clicked the ‘save marks’ button you will receive an on-screen
confirmation of the submission. You have now completed the assessment and
can return to the assessments list or log out of the WebPA system.

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ICT and Assessment
Feedback ICT and Assessment

Your teacher can select for all to receive feedback on how you have done in
the assessment. If feedback is available for an assessment, then a ‘view
feedback’ link will be displayed next to the finished assessment on the ‘My
Assessments´ page. ‘Finished Assessment’ will only happen after the
deadline for the assessment submission has passed.
The WebPA system compares the marks that you received, with the marks
that your team members received, and report on your performance. This
feedback is only descriptive, if you want the grade, then you need to contact
your teacher.
Source: http://webpaproject.lboro.ac.uk/student-guidance/)

Check Your Progress 2

Notes: (a) Write your answers in the space provided after each item.
(b) Compare your answers with those given at the end of the unit.
1) What are the benefits of quizzes?
…………………………………………………………………………...
…………………………………………………………………………...
…………………………………………………………………………...
…………………………………………………………………………...
…………………………………………………………………………...

15.6 ELECTRONIC SUPPORT AS A TOOL IN

THE ASSESSMENT PROCESS
Having dealt with objective and subjective tests, you might be thinking about
other uses of computer for assessment purposes. In addition to using
electronic packages to create unique tests, it is possible to use the computer to
generate different tests automatically.

Question banks: Electronic selection of questions from a bank is one

possibility for the electronic generation of tests. Creation of a question bank
is done by several staff members from different institutions who collaborate
to share questions in the form of question bank. From this, a huge number of
different tests can be generated.

Electronic recording and analysis of results: Recording, analysis, general

storage, and management of results is another area where technology offers a
tool for assessment practices. A wide range of spreadsheets, statistical
packages and database packages are available (e.g., Excel, Lotus 1-2-3,
Dataease, SPSS, Minitab, Access), into which it is easy to enter data

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Assessment and manually if results are not already in electronic form. But care must Assessment
be taken and
Evaluation Evaluation
while generating data files.

Results from several assessments, entrance tests, courses or modules can be

collated quickly, easily, and accurately for discussion at examination boards,
and the volume of paper required for long term storage can be reduced.
Further, any trends within the data can be fully explored, which in turn
provides valuable feedback for the academic team.

Electronic seminars and Conferencing: Computer and web-based

technologies are used for presenting seminar/conference papers. Students
who are participating in the seminars/conferences submit their papers through
e-mails or online discussion forum. A teacher can work as the moderator of
the discussion group and offer comments to the group members. There is
possibility of peers to give their comments in online discussion forum.

Diagnostic tools of assessment: Varieties of diagnostic tools are used for

student and teacher use and information. In the next paragraph, we will
discuss about two diagnostic tools i.e., i) diagnosys and ii) thesys that are
used for assessment.

DIAGNOSYS is a knowledge-based package to investigate mathematics

skills on entry to university. Teacher will identify the areas relevant for test.
The test is adaptive, that is, every student get different set of questions and
they cannot alter them. The students attempted the test in computer. As
students answer correctly or incorrectly the computer selects a new question
from its bank to check more fully on the specific skills of that student. Hence,
it is not necessary to attempt the whole series of questions. The diagnostic
report can be made available for either the student or the teacher. Individual
or class profiles can be provided.

THESYS is another diagnostic tool used for assessment. It is a package

designed as a formative self-assessment tool for students preparing a project
report. It contains a series of questions examining the structure and content of
their report. It also provides detailed suggestions on where additional
information would be required to achieve a higher grade. An estimate of the
grade that this project would attain is also provided.

Check Your Progress 3

Notes: (a) Write your answers in the space provided after each item.
(b) Compare your answers with those given at the end of the unit.
1) List the two diagnostic tools used for assessment purpose.
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………

The portions under Sections 15.4,15.5 and 15.6 are adapted from Unit 11: ICT and Assessment of
the Course BESE:135: Information and Communication Technology with minor changes.177
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ICT and Assessment ICT and Assessment
15. 7 COMPUTER ADAPTIVE TESTING
Computer Adaptive Testing (CAT) is a tailor-made test to assess the ability
level of each individual. According to Wainer (1990), “an adaptive test is an
attempt to copy the examination techniques of a wise examiner...if an
examiner asked a question that turned out to be too difficult for the examinee,
the next question asked would be considerably easier" (p. 1 0).This test is
known as adaptive testing in the sense that CAT can adapt or adjust the
difficulty level of a test item based on the response of students. When
compared to regular tests, CAT is more effective and targeted. By using
technology, CAT can collect more data for highly reliable results. In addition,
it is time-consuming and resource intensive. CAT has high discriminating
power which means that it is easy to distinguish between high and low
performing examinees.

For preparing test items in CAT, a set of competencies in different subject

areas and several indicators for each competency is required. Competencies
can be classified into three levels as given in figure 15.7.

Level 1 Level 2 Level 3

Knowledge
Factual Understanding, transfer,
knowledge logic, etc. application, and
modeling

Competencies

Fig.15.7: Categories of Competencies

From the above figure, you have understood the three categories of
competencies as Level 1, Level 2, and Level 3. It is easy to measure lower-
level competencies and it becomes difficult to measure higher-level
competencies. Moreover, lower-level competencies include selected response
(closed) items whereas higher-level competencies involve constructed
response (open-ended) items. The technique of item cloning is used to
increase the availability of test items and to reduce the cost of item writing.
When the test items are designed to assess the exact same construct but with
the substitution of random elements (names, locations, etc.), it is known as
item cloning. It provides scope for generating item pools so that it results in
cost-effective implementation of CAT. You may agree with us that it is
difficult to develop test items as well as to develop items for each indicator.
For example, we cannot test some indicators in written form, and some can
176 175
Assessment and Assessment
be tested only by using mathematical tasks. For scoring test items that have and
Evaluation Evaluation
more than one correct answer, use of rubrics is essential.

It is also important to know the purpose of CAT whether the test is

diagnostic, formative, or summative. If the purpose is diagnostic, then
multiple items with one operation (diagnosing mistakes and addressing
needs) is needed. On the other hand, if the purpose is summative, multiple
items that are complex in nature are required to measure competency.
Regarding the type of test in CAT, multiple-choice tests need more items
whereas fewer items are required in constructed-response items.

Check Your Progress 4

Notes: (a) Write your answers in the space provided after each item.
(b) Compare your answers with those given at the end of the unit.
1) Why is CAT known as adaptive testing?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………

15.8 E-PORTFOLIOS AND E-RUBRICS

You are aware that in National Education Policy 2020, there is emphasis on
the design and implementation of portfolio and rubrics to assess learning
outcomes of students. In the forthcoming section, you will come to know
how e-portfolio and e-rubrics are used as assessment tools.

15.8.1 Meaning of e-portfolio

Portfolio is used as a popular term in educational contexts by the early 1990s.
It was first defined as a systematic collection of learned material (McLean,
1990). In simple term, a portfolio is a purposeful collection of process,
artefacts and products that involves selection of evidence to demonstrate
achievement over time and reflection on the process and value of the learning
itself. The portfolio has also been described as “expansionist” (Mabry, 1999)
because of the possibility of submitting varieties of collections for the
assessment of student achievement of knowledge, skills, attributes, or
competencies.Authentic assessment presumes that students will be graded on
their abilities to demonstrate behaviours that have relevance for real life. At
present, portfolios are used in all phases of education from early childhood
through to higher education. Both students and teachers use portfolio for
purposes ranging from improving learning, acquiring, and demonstrating new
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ICT and Assessment
knowledge and skills, to preparing professionally for employment. You know ICT and Assessment

that the use of the portfolio for assessment offers the potential for the process
and progress of learning.

An electronic portfolio (e-portfolio) is a digitized collection of artifacts,

resources, and accomplishments of an individual or group that form part of
personal online spaces called as digital learning platforms. This collection
can be text-based, graphic or multimedia elements archived on a CD or DVD
or on a web site. The feature that distinguishes e-portfolio from the paper-
based portfolio are electronic access and digitization. E-portfolio is also
referred as digital portfolios, or webfolios. The EDUCAUSE National
Learning Infrastructure Initiative (NLII, 2003) defines E-portfolio as:

“a digital collection of authentic and diverse evidence, drawn from a larger

archive representing what a person or organization has learned over time on
which the person or organization has reflected, and designed for presentation
to one or more audiences for a particular rhetorical purpose.”

E-portfolios are generally used as a means of supporting the formative and

summative assessment of the collections of work produced by students. The
digital nature enables the adoption of a range of structures, reduces
administration, and allows secure access from a range of locations. E-
portfolios are considered as powerful tools for communication in various
languages and for cultural awareness and expression. They can also act as
powerful tools for encouraging online collaboration and for both self and
peer assessment. As a learning and assessment tool, an e- portfolio may
comprise artefacts and expresses a reflective dimension. When used as a
learning tool, e-portfolio contains the following:

• reflects on what the learners understand.

• encloses the main learning points.
• proposes their future for learning.

An e-portfolio can be seen both as a product and as a process. As a product, it

displays the collection of work documents of a learner in their learning
environment. Whereas, as a process-oriented tool, e-portfolios allows learner
to supervise their own learning continuously, get feedback of their learning
and reflect on their learning performance.

15.8.2 Meaning of e-rubrics

The word rubric is derived from the Latin word “Rubber”, which means
“Red’. Rubric is a set of instructions connected to the law and was written in
red (Renjit, George, Renu, & Souza, 2015). An electronic rubric (e-rubric) is
a digitized alternative assessment tool that indicates pre-established
performance criteria related to the assessment of student work. Wolf and
Steven (2007) defines rubrics “as a scoring tool that is used to evaluate
students’ performance in a task based on a list of criteria describing the
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Assessment and characteristics of products or performances at varying levels Assessment
of and
Evaluation Evaluation
accomplishment”. It can be used for both formative and summative
assessments. In a rubric each task is divided into separate components and
provides clear criteria for performing each component. Therefore, the criteria
and performance-level descriptions in the rubrics make students to
understand what they had to perform (Brookhart, 2013). Rubrics can be used
to mark assignments, or to assign overall grades.It can be used as a critical
tool as it serves the following functions:

• Provide scaffolding for improving work;

• Showcase the progress of students according to the set standards of each
tasks;
• Help teachers to grade subjective work fairly;
• Help parents to understand the grading and standards of each work; and
• Make students to know in advance the criteria of each task.

You may be eager to know how rubrics can use as an instructional tool. For
this, students must be involved in the learning process as well as in self-
assessment and peer assessment processes. It is desirable that students could
also be engaged in the design of rubrics. In such cases, rubrics will serve as a
guideline for evaluation. The advantage of e-rubrics over traditional rubrics is
that e-rubrics provide more scope for interactivity among students, and they
will enjoy more autonomy in evaluating their competencies. In addition,
teachers will get detailed information on the performance of students. Rubric
is divided into two types as given in figure 15.7.

Holistic
Rubric Analytic
Rubric

Fig.15.8: Types of Rubric

Let us discuss the use of each type of rubric.

i) Holistic Rubric

In holistic rubric, different assessment criteria will be grouped together

under achievement levels. Holistic rubric is uni-dimensional and is used
to assess the overall achievement of learners in an activity. The
performance indicators are written in paragraph in this type of rubric. In
holistic rubrics, there is no single correct answer to a task. The
assessment is done based on overall quality and it is summative.

ii) Analytic Rubric

Analytic rubric is a two-dimensional rubric consisting of achievements

178 as columns and assessment criteria as rows. In this tabular form 181
rubric, a
ICT and Assessment
student’s achievement can be assessed on multiple criteria by using a ICT and Assessment

single rubric. It is designed with a grid of ‘criteria’ (columns) and

‘levels’ of achievement (rows). Points or weights are assigned to criteria
and then the evaluation is done. Analytic rubrics are also called as
‘teaching rubrics’ as this rubric help teachers to adjust their instruction.

How to Use Rubrics Effectively

The following points state how to use rubrics effectively:
i) Develop a separate rubric for each task.
ii) Provide a rubric along with the task to students.
iii) Inform students to attach self- developed rubric along with the
assignment. This will help in self-assessment.
iv) While evaluating assignment, circle the achieved level of performance
for each criterion on the rubric so that students will come to know the
drawbacks of their own performance.

15.9 USE OF BLOGS FOR ASSESSMENT

Paquet (2003) refers to the term ‘blog’ which was initiated by Barger in
1997, as a log of the web — or weblog. It is a like a website with reflective
entries. It can be used as a noun and a verb. In its simplest form it is a website
with dated entries, presented in reverse chronological order and published on
the internet. The word ‘blog’ is both a noun and a verb. People who maintain
a blog are called bloggers. The act of posting to a blog is called blogging and
the distributed, collective, and interlinked world of blogging is the
blogosphere. A blog allows individual students to keep a record of their
learning progress. It is a record of what they have learnt, with reflective
comments about their learning effectiveness and forms a narrative of their
self-assessment. As the teacher, we can follow each student’s blog, adding
supportive comments as appropriate. This can of course be done at any time,
and in any place where there is internet access.

A blog offers interaction with reflective comments and the ability to interlink
to related ideas. Also, other members of the community can comment on blog
entries to suggest additional considerations and explorations of the idea
presented and promote further reflection and thought regarding a stated
viewpoint.

The advantages of using blogs as an assessment tool are:

• Able to assess critical and analytical thinking.
• Can promote creative, intuitive, and associational thinking (creative and
associational thinking in relation to blogs being used as brainstorming
tool and also as a resource for interlinking, commenting on interlinked
ideas).
• Can promote analogical thinking.
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Assessment and • Potential for increased access and exposure to quality information.
Assessment and
Evaluation Evaluation
• Combination of solitary and social interaction.
Within a pedagogical perspective a blog can support:
• comments based on literature readings and student responses;
• a collaborative space for students to act as reviewers for course-related
materials;
• an online gallery space for review of works, writings, etc. in progress,
making use especially of the commenting feature;
• teachers encouraging reactions, reflections, and ideas by commenting on
their students’ blogs; and
• development of a student portfolio of work.

15.10 ADVANTAGES AND DISADVANTAGES

OF ICT- BASED ASSESSMENT
Till now, we have discussed the various software that can be used to assess
objective and subjective items. Next let us examine the advantages and
disadvantages of ICT based assessment. As suggested by Harvey and Mogey
(1999), the advantages for using computer in assessment are:

• Quick and accurate assessment of large numbers of assignment

• Monitoring of student responses
• Offering assessment in an open access environment
• Saving assessment in a folder for longer time
• Reuse of assessment when and then required.
• Assessment can be stored and reused.
• Immediate feedback can be given.
• Peer assessment and group assessment can be done by using chatrooms
and discussion boards
• Participation of students in online discussions can be evaluated from the
transcript.
The disadvantages of ICT based assessment are the following:-
• Interruptions occurred in hardware and software system may affect the
continuous assessment of learners.
• Control of access to both questions and student data may result in
security issues.
• Accessibility to computers may lead to equity issues in ICT based
assessment.
• Familiarity with screen-based work and variations in speed of internet
connections will affect student performance.

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ICT and Assessment ICT and Assessment

Check Your Progress 5

Notes: (a) Write your answers in the space provided after each item.
(b) Compare your answers with those given at the end of the unit.
1) Differentiate between e-portfolio and e-rubrics.
…………………………………………………………………………..
…………………………………………………………………………..
…………………………………………………………………………..
…………………………………………………………………………..
…………………………………………………………………………..
2) What are the advantages and disadvantages of ICT based assessment?
…………………………………………………………………………..
…………………………………………………………………………..
…………………………………………………………………………..
…………………………………………………………………………..
…………………………………………………………………………..

15.11 LET US SUM UP

In this Unit, we began our discussion on the concept of assessment and the
differences between computer-assisted assessment and computer-based
assessment. Until now, you might have become familiar with various online
tools that are used for assessing objective and subjective types of questions.
You might have developed understanding on how to prepare test items in
CAT and how to use e-portfolio as well as e-rubrics for the purpose of
assessment. WebPA that is an online peer assessment tool allows each
student in a team to score individual contributions to group work. Peer
feedback leads to deeper learning due to the evaluative processes used. There
is also content coverage on e-portfolios and e-rubrics. You may understand
the need of using multiple means of assessment in teaching-learning process.
You have come across in the unit that all type of questions that exists in
conventional testing can be converted to online. By doing so, this will
enhance the learning opportunities of students on the one hand and help
teachers to assess their students easily and effectively without wasting time
on redundant assessments.

The portions under Sections 15.9, and 15.10 are adapted from Unit 11: ICT and Assessment of
the Course BESE:135: Information and Communication technology with minor changes.

182 181
Assessment and Assessment and
Evaluation 15.12 UNIT- END EXERCISES Evaluation

1) Discuss various online tools that are used to assess objective items.
2) How could you use e-portfolios and e-rubrics effectively to inform the
assessment process in an online class?
3) Discuss various online tools used for assessing subjective type questions.

15.13 REFERENCES AND SUGGESTED

READINGS
• ALTER (1993) "Workshop on assessment of learning in higher
education", TLTP Project ALTER, November 1993.
• ALTER (1993) "Using technology to assess student learning". TLTP
Project ALTER, Dec. 1993.
• ALTER (1993) "Quality and Information Technology in Assessment
Procedures"; Occasional Green Paper No.5, TLTP Project ALTER, Oct.
1993.
• AFT (American Federation of Teachers); NCME (National Council on
Measurement in Education); NEA (National Education Association).
(1990). Standards for teacher competence in educational assessment of
students. In Educational Measurement: Issues and Practices, 9(4), pp.30-
32.
• Burkhardt, H., & Pead, D. (2003). Computer based assessment - A
platform for better tests? In C. Richardson (Ed.), Whither Assessment?
London, UK: Qualifications and Curriculum Authority.
• Baker, E. L., & O'Neil, H. F., Jr. (1995). Computer technology futures
for the improvement of assessment. Journal of Science Education and
Technology, 4(1), 37-45.
• Brookhart, S. M. (2013). How to create and use rubrics for formative
Assessment and grading. Retrieved fromhttp://www.ascd.org/
publications/books/112001/chapters/What-Are-Rubrics-and-Why-Are-
They-Important%C2%A2.aspx.
• Duffy, Peter & Bruns Axel. (2006). The Use of Blogs, Wikis and RSS in
Education: A conversation of possibilities. In Proceedings Online
Learning and Teaching Conference 2006, pages pp. 31-38, Brisbane.
Retrieved from https://eprints.qut.edu.au/5398/1/5398.pdf .
• Grice, H.P. (1975). Logic and conversation. In P. Cole and J. Morgan
(eds). Studies in syntax and semantics 111:Speech Acts. New York:
Academic Press.
• Harvey, J., & Mogey, N. (1999). Pragmatic issues when integrating
technology into the assessment of students. In Brown, S., Race, P. &
Bull, J. (1999) (Eds). Computer-assisted assessment in higher education.
Lodon: Kogan page.
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• Mabry,L. (1999).Portfolio plus: A critical guide to alternative ICT and Assessment

assessment. Thousand Oaks. CA: Corwin.

• Mogey, Nora & Watt Helen.(1999). Implementing learning technology.
Learning technology dissemination initiative. Retrieved from
http://www.icbl.hw.ac.uk/ltdi/implementing-it/using.htm on 29/05/2017.
• McLean, L. (1990).Time to replace the classroom test with authentic
measurement. Alberta Journal of Educational Research, 36,78-84.
• NLII (National Learning Infrastructure Initiative). (2003). Retrieved
from http://www.educause.edu.
• Paquet, S. (2003). Personal knowledge publishing and its uses in
research. Knowledge Board, 10 January. Retrieved from
http://knowledgeboard.com/cgibin/item.cgi?id=936934 & d = 744&h =
746 & f = 745
• Renjit, V., George, A., Renu, G., and Souza, P. (2015). Rubrics in
nursing education. International Journal of Advanced Research, 3(5),
423-428.
• Responding to writing assignments: managing the paper load. Centre for
Teaching Excellence, University of Waterloo. Retrieved from
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-
resources/teaching-tips/assessing-student-work/grading-and-
feedback/responding-writing.
• Shute, V. J. (2009). Simply assessment. International Journal of
Learning and Media, 1(2), 1-11.
• Thissen, D., & Mislevy, R.J. (2000). Testing Algorithms. In Wainer, H.
(Ed.) Computerized Adaptive Testing: A Primer. Mahwah, NJ: Lawrence
Erlbaum Associates.
• VCU Centre for Teaching Excellence. Online Assessment. Online
Teaching and learning. Resource Guide. Retrieved from
http://www.uwec.edu/CETL/resources/upload/online-assessment.pdf.
• Wainer, H. (1990). Introduction and history. In H. Wainer (Ed.),
Computerized adaptive testing: A Primer (p. 10). Hillsdale, NJ:
Lawrence Erlbaum A.
• Wang, J & Brown, M.S. (2007). Automated Essay Scoring versus
Human Scoring: A Comparative Study. Technology, Learning and
Assessment, 6(2). Retrieved from http://escholarship.bc.edu/jtla/vol6/2.
• Wolf, K. and Stevens, E. (2007). The role of rubrics in advancing and
assessing student learning. The Journal of Effective Teaching, 7(1), 3-14.
Websites
https://www.slideshare.net/skpulist/design-and-development-of-quizzes-with-
hot-potatoes
http://webpaproject.lboro.ac.uk/student-guidance
https://www.cict.co.uk/markin/sample.mrk.htm
184 183
Assessment and Assessment and
Evaluation 15.14 ANSWERS TO CHECK YOUR PROGRESS
Evaluation

Check Your Progress 1

1) Computer-Assisted Assessment (CAA) refers to the use of computers to

manage or support the assessment process and evaluate assignments.
CAA is mostly used for scoring multiple-choice questions and questions
with short-answer responses using optical mark reader. Through
Computer-Assisted Assessment, it is possible to provide timely feedback
to learners.Computer-based assessment is generally made through a
computer. Computer-Based assessment means the use of digital tools for
assessment-related activity. Computer-Based assessment can be done
using laptops, tablets, and even smart phones.
Check Your Progress 2
1) • Inter-scorer reliability( the reliability and internal consistency among
two or more individuals) – It gives a score of how much
homogeneity there is in the ratings given by different raters.
Computer marks quizzes objectively.
• Speed of marking for quizzes – results are available immediately
without manual staff Marking.
• Flexible provision of feedback – Feedback may be provided both at
individual question level for correct and incorrect responses, and
overall for the test as a whole.
• Reports – Each question can be scrutinized via an automatically-
generated report enabling examiners to check for any errors.
• Re-usable questions – A question bank can be built up and test items
can be added and removed. Questions and answers can be
randomized.
Check Your Progress 3
1) Diagnosys and thesys.
Check Your Progress 4
1) CAT can adapt or adjust the difficulty level of a test item on the basis of
the response of students.
Check Your Progress 5
1) An electronic portfolio (e-portfolio) is a digitized collection of artifacts,
resources, and accomplishments of an individual or group that form part
of personal online spaces called as digital learning platforms. This
collection can be text-based, graphic or multimedia elements archived on
a CD or DVD or on a web site.
An electronic rubric (e-rubric) is a digitized alternative assessment tool
that indicates pre-established performance criteria related to the
assessment of student work.

184 187
 2) Advantages:
ICT and Assessment - Quick and accurate assessment of large numbers of ICT and Assessment
assignment
- Monitoring of student responses
- Offering assessment in an open access environment
- Saving assessment in a folder for longer time
- Reuse of assessment when and then required
- Assessment can be stored and reused
- Immediate feedback can be given
- Peer assessment and group assessment can be done by using chat-
rooms and discussion boards
- Participation of students in online discussions can be evaluated from
the transcript
Disadvantages:- Interruptions occurred in hardware and software system
may affect the continuous assessment of learners
- Control of access to both questions and student data may result in
security issues.
- Accessibility to computers may lead to equity issues in ICT based
assessment
- Familiarity with screen-based work and variations in speed of
internet connections will affect student performance.

186 185
Assessment and Assessment and
Evaluation UNIT 16 TRENDS IN ASSESSMENT AND
Evaluation
*
EVALUATION

Structure
16.1 Introduction
16.2 Objectives
16.3 Increased Importance of Evaluation and Assessment in Education
Policy
16.4 Online and On-Demand Examination
16.5 Creating a Dedicated Agency to Govern Assessment and Evaluation
(National Board of Accreditation)
16.6 Mental Ability Test
16.6.1 Meaning of Mental Abilities

16.6.2 Different Types of Mental Abilities

16.6.3 Some Prominent Competitive Examinations to Assess Mental Abilities

16.7 Greater Emphasis on Learning Outcomes
16.8 Internationalization of Assessment
16.9 Relying More on Educational Standards
16.10 Let Us Sum Up
16.11 Unit-End Exercises
16.12 References and Suggested Readings
16.13 Answers to Check Your Progress

16.1 INTRODUCTION
In the previous units of this block, you have learnt about the basic concepts
of assessment and evaluation, purpose of evaluation and various tools and
techniques of evaluation. You also must have learned that how assessment is
carried out for different domains of learning viz; cognitive, affective, and
psychomotor. In this unit, you will be exposed to recent trends in assessment
and evaluation. You will be learning about the manner in which issues related
to assessment and evaluation were looked into by various Educational
Commissions, Educational Policies, National Curriculum Frameworks and
more recently addressed in National Education Policy-2020. You must have
noticed that duringCOVID-19 pandemic when schools and colleges were
shut down, during that time teaching-learning process was transformed to a
large extent. Even assessment was transformed and was shifted to online
mode. These days lot of importance is being given to learning outcomes and
educational standards. Much is talked about national and international

186 *
Dr. Sukhvinder 189
Trends in Assessment
achievement surveys. Many new institutions and organizations are being Trends in Assessment
and Evaluation and Evaluation
established for carrying out assessment. Several agencies are working in the
area of accountability and accreditation. Computer based technology is being
used in teaching-learning process and now it is being used effectively for
assessment. By taking cognizance of these developments, through the present
unit you will be made familiarized to some of the recent trends in assessment
practices at the national and international level.

16.2 OBJECTIVES
After going through this Unit, you should be able to:

• recognize the increased importance of evaluation and assessment in

education policy;
• describe the features of online and on-demand examination;
• appraise the role of dedicated agencies to govern assessment and
evaluation;
• describe the importance of mental ability test in assessment;
• emphasize the relevance of learning outcomes in assessment;
• summarize the assessment practices at the international level; and
• estimate the role of educational standards in education.

16.3 INCREASED IMPORTANCE OF

EVALUATION AND ASSESSMENT IN
EDUCATION POLICY
The assessment and evaluation had always remained a prime concern in the
policy documents due to its potential to improve the teaching-learning
process, certification, accountability and maintaining quality standards. In
common parlance examination remains synonymous with assessment and
evaluation. Right from the very beginning, there are debates like use of
external versus internal assessment, one-time examination versus continuous
and comprehensive evaluation and so on. In different periods, these issues
were matter of concerns for different commissions and national educational
policies. We may begin tracing the importance of examination reforms in
educational policies and commission from the quote:

“If we have to suggest one single reform in University Education, it should

be that of examination.”
-Radha Krishan Commission, 1948.

One of the major recommendations of Mudaliar Commission (1952-1953)

was improvement in the examination system. The commission laid stress on
reduction of external examination, the use of objective type tests, internal
assessment, and maintenance of record of each and every student. The
188
Commission further recommended evaluating students on 5-point scale 187
Assessment and Assessment and
(A-Distinction, B-credit, C-pass and D & E failure & re-exam) and provision
Evaluation Evaluation
of compartment examination.

Education Commission (1964-66) too repeated these reforms and

recommended the 10+2+3 structure of education envisaged the need to define
national standards at the three levels- end of primary, secondary and higher
secondary stage. Further, it advised each state government to prescribe the
standards to be attained at each of these levels in view of local conditions and
stage of development reached. It also recommended the steps to be taken at
the national level. The commission also suggested that certificate of the
student should reflect the complete performance and not just remark to reflect
that s/he has passed or failed in the whole examination.

National Policy on Education, (NPE, 1968) stated that major goal of

examination reforms to improve the reliability and validity of the
examinations and to make evaluation a continuous process aimed at helping
the students to improve their level of achievement, rather than at certifying
the quality of their performance at a given moment of time.

National Policy on Education, (NPE, 1986) emphasized on the Continuous

and Comprehensive Evaluation(CCE) that incorporated both scholastic and
non-scholastic aspects of education, spread over the total span of
instructional time and the introduction of semester system at the secondary
stage. The examination system policy recommended examination a mean to
bring qualitative improvement in education. The policy focused on improving
examination by elimination of excessive element of chance and subjectivity,
de-emphasize on memorization, effective use of evaluation process by
teachers, students and parents, improvement in conduct of examination, the
introduction of concomitant changes in instructional material and
methodology and the use of grades in place of marks. These goals were
relevant for external as well as internal examination. The policy
recommended reducing the predominance of external examinations. Further,
the policy recommended preparing National Examination Reform
Framework (NERF) to serve as a set of guidelines to the examining bodies
which would have the freedom to innovate and adapt the framework to suit
the specific situations.

The Programme of Action (POA, 1992) suggested several specific short

term and long term measures for carrying out examination reform at the
school as well as at the University level. Some of the strategies of POA at the
elementary stage included development of Minimum Levels of Learning
(MLL), evaluation to be diagnostic at this stage as there is no detention
envisaged at primary stage, for CCE flexible scheme to prepare by concerned
agency in each state. At the secondary level, there were strategies like laying
down expected levels of attainments at class IX to XII, flexible scheme of
CCE to prepare at the state level by the designated agency. At the higher
education stage, there were strategies like selection tests for admission to all
188 professional and technical courses to be conducted on all India basis, 191 each
Trends in Assessment
university to prepare broad guidelines for grading to be followed by Trends in Assessment
and Evaluation and Evaluation
individual colleges/institutions and departments under its jurisdiction.

National Curriculum Frameworks: At the national level, National Council

of Educational Research and Training (NCERT) develops curriculum
frameworks for school education. NCERT had come out with four such
frameworks in 1975, 1988, 2000 and 2005, respectively. There has been
several recommendations made by each framework for streamlining
assessment practices in the area of school education.

National Education Policy (NEP-2020)

The implementation of previous policies has left some unfinished agenda. In

order to fill these gaps, and to meet the educational aspirations of the people,
the country had National Education Policy 2020 after more than three
decades. This policy has certain key principles that include:

• Respect for diversity and local context in all curriculum, pedagogy and
policy;
• Equity and inclusion of all educational decisions;
• Use of Technology in teaching and learning;
• Emphasize conceptual understanding rather than rote learning and
learning for exams;
• Unique capabilities recognizing, identifying them in each students;
• Critical Thinking and creativity to encourage logical decision-making
and innovation; and
• Continuous review based on sustained research and regular assessment
by educational experts.

Taking clue from the guiding principles, NEP-2020 emphasis on

transforming assessment for optimizing learning and development of all
students with a focus on the following:

• Assessment must be regular, formative and competency based;

• Promote learning and development of students;
• Focus on ‘assessment for learning’;
• Test higher-order skills (analysis, critical thinking and conceptual
clarity); and
• Help entire schooling system in revising continuously teaching- learning
processes to optimize learning.

The policy further advocates for 360-degree, holistic, multi-dimensional

report card that reflects in details the progress as well as the uniqueness of
each learner in all domains. It will include self-assessment, peer-assessment
besides teacher assessment. It has provided several recommendations for
public examination, like students will be given freedom to choose range of
subjects
190 in which they take board exams, depending on their individualized 189
Assessment and interests. The Board exams will be made easier in the sense that theyAssessment
will test and
Evaluation Evaluation
primarily core-competencies rather than content memorization. To reduce
pressure and coaching culture boards may come up with viable models like
annual/semester/modular exam or in a certain subject question paper may be
redesigned to have two parts- objective and subjective.

NEP-2020 further proposes to set up National Assessment Centre/PARAKH

(Performance, Assessment, Review and Analysis of Knowledge for Holistic
Development) with the basic objectives of setting norms and standards and
guidelines for student assessment, and evaluation of all recognized school
boards in India. It also recommends National Testing Agency (NTA) to offer
a high quality common aptitude test, as well as high quality common subjects
exams in science, humanities, languages arts and vocational subjects, at least
twice a year. NTA will serve a premier, expert autonomous testing
organization to conduct entrance exams for undergraduate and graduate
admission and fellowship in higher education. Universities to use these
common entrance exams, rather than to have their own entrance exams. In
the domain of assessment in higher education, the policy proposes setting up
of General Education Council under National Higher Education Regulatory
Council (NHERC) for framing of expected learning outcomes for higher
education programme.

Thus, we have seen the journey of students’ assessment go a long way over
the years. Several policies had suggested significant changes in assessment
and the National Education Policy 2020 is another important landmark for
providing orientation towards assessment of students in the country.

Check Your Progress 1

Notes: a) Write your answers in the space provided.
b) Compare your answers with those given at the end of the unit.
1) Why assessment has been given importance in the policy documents?
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
2) State any three recommendations on assessment suggested by New
Education Policy 2020.
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….

190 193
Trends in Assessment Trends in Assessment
16.4 ONLINE AND ON-DEMAND EXAMINATION
and Evaluation and Evaluation

Most of the students in conventional school set up express that school system
is very rigid when it comes to examination as they have a little or no choices
at all to appear in the examination. They also complain about not getting
sufficient time for preparation for examination. Some unfortunate ones are
not able to cope up with the undue stress and anxiety caused by examination,
and ends up losing their lives. Parents sacrifice their time and resources in
helping their children in coping with examination, and try their best to ensure
success of their wards. Teachers often voice their words that much of their
time is utilized in setting the test papers and conducting the tests. They, too,
have almost no say in decision- making and adhere to the prescribed
guidelines issued by the authorities. Policy makers in consideration with
views of all these stakeholders are constantly engaged in exploring ways to
make the examination system flexible.

In higher education, the examination system is very rigid and with little
chance for flexibility. Conventional Universities and colleges are more rigid
than universities offering education through open and distance mode. Since
the examination system is very rigid with respect to time frame and time
schedule, it offers limited time for preparation for examination by the
candidates. This ultimately leads to either low score of the learners or a
situation where learner must drop out or s/he clears part of the course and
needs to wait for some more months to get another chance.

In this regard, the position paper of Focus Group on Examination Reforms

(NCF-2005) has clearly recommended providing flexibility to students to
select date and time as per their convenience. Moreover, with the advent of
ICT in education the concept of online and on demand examination came into
existence and is practiced all over the world. Let us read an excerpt from the
Focus Group Position Paper on Examination Reform in the light of Online
and On Demand Examination.

Flexibility in when exams are taken: If it is accepted that learners learn at

different paces, there is no reason, other than administrative convenience,
to test them after two years of higher secondary course in all subjects
simultaneously. We recommend that students be allowed to clear some (up
to two, perhaps) subjects at the end of the XIth (or the IXth grade for the
secondary exam). This would not only reduce stress a year later, but also
make for better long-term learning—and cause very little inconvenience to
exam boards. Allowing students to take another two exams in the middle of
the XIIth (or the Xth for secondary exam) would require boards to depart
from their once-a-year schedules (barring re-takes) but would lead to a
more learner-friendly system. In general, every student should be given a
three-year window within which all the subjects must be passed (or scores
improved). In any one exam session students should have a choice of taking
no 192
exam, all exams, or a few exams. This reform besides allowing for 191
Assessment and learning and testing to take place when a student is ready for itAssessment
(rather and
Evaluation Evaluation
than when the board decrees it on a one size- fits-all principle), also works
towards social justice. A large number of exam candidates are trying to
hold down a fulltime or part-time job while doing their exams. A large
number of these students do not get through, because they do not get more
than a week off before the exams— hardly sufficient time for preparation
for all subjects. Allowing them, for instance, to do two subjects in each of
the three sessions would greatly enhance their performance.

In the long run, the system must gradually move toward on-demand exams
(they are usually done online, internationally) taken when the candidate is
ready, rather than at the convenience of the system. We suggest a small
beginning of this in computer science exams as a pilot project and its future
extension to maths and physics exams.

(NCF-2005 Position Paper in Examination Reforms)

We notice that, there is strong recommendation by the policy makers to make

the examination system flexible. Therefore, students may not be tensed,
stressed due to examination. They must learn at their own pace and enjoy
learning process; and get them assessed when they are actually ready. Here
comes, two important innovations introduced online and on-demand
examination. Let us have further insights to these concepts.

Online and On-Demand Examination: These are the two innovations in

assessment evolved in last two decades. Let us try to understand these two
innovations and relationship between these two. Online examination is
computer-based examination that requires internet connection and browser.
Students can appear using their devices or devices arranged by the
agency/organization at a designated place. On-demand examination allows
the learners to take the examination when s/he is ready. Readiness depends
on the learner and not on the institution. On-demand examination are
generally carried out in online mode.

However, there was a strong recommendation from policy makers for

introducing online and on-demand examination. There was little percolation
of this idea in the conventional system. Whereas at the national level, the
National Institute of Open Schooling (NIOS) On- Demand Exam System
(ODES) is a unique feature of NIOS, similarly Indira Gandhi National Open
University (IGNOU) also provides opportunity to learners through On-
Demand Examination for several courses. In order to gets deeper insight let
us read an announcement on on-demand examination from the pioneer
university working in the area of open and distance learning.

192 195
Trends in Assessment Trends in Assessment
and Evaluation and Evaluation
On-Demand Exam in IGNOU expands further
18 July, 2011
Starting with two-certificate level programmes nearly one and half years
ago, the scheme of On-Demand Examination has, now, been extended to
more than 135 courses covering more than 30 programmes in Indira Gandhi
National Open University (IGNOU).
The students can take benefit of the scheme of On-Demand Exam in all
courses of Bachelor Preparatory Programme (BPP); all elective courses of
Bachelor in Tourism Studies (BTS), Bachelor of Commerce(B.Com),
Bachelor of Social Work (BSW), Bachelor in Arts (Economics) (BA-Eco),
Bachelor Technology in Mechanical Engineering (BTME), Master of
Commerce(M.Com), Masters of Arts- Tourism Management (MTM)(Cat-2)
five foundation courses of and eighteen Application Oriented Courses of
Bachelors Degree Programme (BDP).
IGNOU started a flexible and learner friendly scheme of examination, called
“On – Demand Term End Examination” nearly one and half years ago. The
scheme is an innovative provision for the students who could not find time to
appear at examination of all the courses of a programme, in one go. In this
scheme of examination, the students who have completed the minimum
stipulated study period and submitted their assignments can now choose the
date of examination as per their convenience and preparation and need not
to wait for six months for term end examinations. This is a boon for those
who have failed or could not appear in any paper for some reason or the
other.
For On-Demand Term end Examination, the student has to get
himself/herself registered in advance on-line through IGNOU website for
which he has to pay a nominal fee. The procedure for payment of fees is also
very simplified and flexible. If exam fees is paid by credit card, the Hall
Ticket is generated instantaneously and the student can take its print out.
Registration fee can also be paid through bank challan and bank draft in
favour of IGNOU.
Another important feature of the scheme is that the result of On-Demand-
Examination will be announced soon after the examination. This will help the
students whose maximum period is about to expire or whose career progress
needs immediate result. However, the certificate or degree will be issued
along with the result of the term end exam. For availing the facility of On-
Demand Term End Examination, the students have to ensure that they fulfill
the eligibility criteria as set for the term end examination for that course or
programme.
The scheme is expected to improve results and eliminate the possibility of
malpractices in the examination as the entire process of registration, paper
generation and result preparation is computer based and examination is
carried under camera surveillance at the Regional Centers of IGNOU in
direct custody of the Regional Director. It will thus help the genuine students
in completing the courses as per their convenience.
Source:www.ignou.ac.in/bulletin board/ announcement/archives
194 193
Assessment and It is hoped that reading the announcement had made you clear aboutAssessment
the and
Evaluation Evaluation
advantages of on- demand examination. You may mark the advantages of
online examination. To recapitulate one may list out advantages as given in
figure 16.1

Degree and level of

Every question paper for
performance is decided
each student is different
by the Student who can
Learner-centric Reduces the threat of having comparable
reappear in the
Examination System failure in examination difficulty level which
examination as many
leads to decrease in
times as one wants, till
malpractices
satisfied

Removes frustration, Self paced allows the

Readiness depends on
loss of self esteem, peer learners to take the Can take up one or all
the learner and not on
group ridicule, examination when papers at a time
the institution
depression etc he/she is ready

Knowledge of results is
The degree and level of Helpful in containing almost immediate and tools for evaluation are
performance is decided malpractices in success, even in one unique for the individual
by the learner examinations subject, is a strong student.
motivating factor.

Respects the
individuality and
sovereignty of the
learner

Fig. 16.1 Advantages of On- Demand Examination

Innovative features of On-Demand Examination System: The On-

Demand Examination System (O-DES) is ICT enabled flexible of
examination system free from traditional rigid time frame. In this case,
students have advantage of selecting the suitable time for appearing in the
examination rather than waiting for a period or six months or even more than
that for waiting for next cycle of examination. In this case the problem of
generating multiple set of question papers is resolved as instant generation of
parallel question papers are generated with the help of ICT. Some of the
salient features of the O-DES are as under:

194 197
Trends in Assessment
• The system has symbiotic relationship with online examination. The Trends in Assessment
and Evaluation and Evaluation
registration process for O-DES is in online mode. Once the eligibility is
ensured then all other processes are held online, like issuing hall ticket
indicating date, time and examination center, conduct of examination and
declaration of results.

• Since the entire process is computer based, there is inbuilt mechanism

for checking the authenticity of the student’s data, eligibility for the
examination, validity of the admission. In other words, the system
ensures that only genuine learners are benefitted.

• Students have flexibility for fee payment through online mode like net
banking, credit card and debit card.

• It is safe, secured, and truly transparent system. The O-DES is reliable,

valid and practical system. It has several advantages over traditional
system.

• The system is very simple and user friendly, at the same time it is also
cost-effective and saves time and effort in setting question papers, in
database management and in data transfer.

• In this system, individualized question papers are generated on the day of

examination by picking up the questions randomly from the question
bank as per the blueprint and design, It is ensured that though each
student may get different question paper but they may have the
comparable content and difficulty level.

• The question papers are encrypted on the day of examination at the time
of generation. The encrypted question papers are made available online
to the examination centers. They are decrypted by the authorized person
with the help of software and unique key is generated.

• Question bank is important component for generating required number of

question papers for O-DES. Each question is coded with Meta data (Unit
and chapter, type of question, difficulty level). Question bank is
reviewed and moderated by subject experts, periodically. The finalized
question papers are converted into database from which question papers
are generated based on blueprint and design.

Learners’ Views: Let us read what these learners had to offer with respect to
on-demand examination.

196 195
Assessment and Assessment and
Evaluation Evaluation

Fig: 16.2: Learners’ views on On-Demand Examination

Online Examination: You may have noticed that learning and assessment
has undergone several changes in the last few decades. Many gadgets, like
computer, tablets, mobile phones, mobile apps were not available when we
were there as students. In the present day, technology is used in big way in
education. Several educational institutions are using technology for their
educational administration and management. They are using technology to
carry out admission processes, fee payment, registration of students,
conducting examination, declaration, and analysis of results. Using
technology in assessment has many advantages. In our country several
entrance examinations are conducted online. At the same time, several
recruitment agencies also select their employees through online examination.
Conduct of Online Examination has certain advantages over conventional
pen-paper test.

We will discuss some of the advantages of online examination.

• Generation of question paper: Generation of question paper is easy, as

questions are lifted from the database of question bank.
• Flexibility in Test Conduction: In online examination, there is less
threat if the paper is postponed. Same material may be used in the
subsequent time. Even, there is possibility of last minute changes in
196 199
 online
Trends in Assessmentexamination, whereas such changes are not possible in traditional Trends in Assessment
and Evaluation and Evaluation
pen paper test.
• Security of the question paper: As mentioned earlier in this unit,
online question papers are generated encrypted and decrypted, which not
only leads to minimizing the chance of paper leakage but also the chance
of mass copying.
• Result processing in shorter time: Since online examination is
computer based, the responses are calculated instantly and accurately.
Even analysis of result is done with the faster pace. Contrary to pen-
paper test, there are several steps involved and lot of time is consumed.
• Unlimited Examination Centers: For online examination we need
computer, internet and web browser. Though most of the entrance
examination is conducted at the designated centers, but this can be
conducted at your own place of convenience. This also resolves the issue
of hiring so many examination centers, providing security to these
centers etc.
• Cut on Logistics Cost: When result processing is done online, it saves
not only time but also money. In a conventional examination, lot of time,
money and energy is consumed in transporting test material to the
examination centers and bringing it back to the examining agency. Since
there is lesser cost involved in conduct of examination, this is feasible,
affordable.
• Remote Supervision: As stated earlier in this unit, in online test
monitoring and supervision can be done through microphone and web
browser. This can lead to appoint minimum number of invigilators.

Though there are several advantages of online examination but still it has
several limitations especially for subjective examinations in which students
are expected to elaborate and discuss. It is also not suitable for conducting
practical examination. Online examinations are also of limited utility for
conducting examination for the lower classes where students are not well
versed with the computers. These are well suited for conduct of entrance
examination. This has served as boon for education system in open and
distance learning, where due to inaccessibility students are not able to carry
forward their studies.

Check Your Progress 2

Notes: a) Write your answers in the space provided.
b) Compare your answers with those given at the end of the unit.
1) Out of the several advantages of online examination, which one do you
consider the most significant one? Give your argument.
……………………………………………………………………………
……………………………………………………………………………
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Assessment and Assessment and
Evaluation 16.5 CREATING A DEDICATED AGENCY TO
Evaluation
GOVERN ASSESSMENT AND EVALUATION
(NATIONAL BOARD OF ACCREDITATION)
You may recall that assessment and evaluation are carried out for several
purposes. Teachers conduct assessment to know the effectiveness of
classroom transaction, the board of school education conduct assessment for
certification and promotion of students; while several agencies conduct
assessment surveys to know the quality of the education system, and some
specialized agencies conduct assessment to know the effectiveness of
programmes and functioning of institutions and organizations. Now let us
read the following chat boxes of various stakeholders.

After accreditation of our

university, we got new sense of
direction, identity, and targets and
certainly we will improve in
coming days.

My programme is accredited, and

it has more value and this gives
me confidence to seek good job.

Courses of ‘x’ university are accredited; we know that

they are committed to excellence and continuous quality
improvement. They do not compromise with quality. We
can admit our children in the said university. The courses
are very reputed and have lot of prestige.

Fig. 16.3: Responses of various stakeholders related to accreditation of institutions and

programmes

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Trends in Assessment
Think of a
situation wherein you realize that the course you have opted for is Trends in Assessment
and Evaluation and Evaluation
both not recognized and accredited or the course does not meet national and
international standards. Certainly, you will be disappointed, frustrated and
may feel helpless. The solution to such situation is described in the
forthcoming sections.
You are aware that in our country there are several conventional and
professional organizations which are working in educational sector. These
organizations are set up with a particular mandate and they have specific
goals to target at. Then, we have dedicated agencies such as National Board
of Accreditation (NBA), National Assessment and Accreditation Council
(NAAC), Medical Council of India (MCI), Bar Council of India (BCI),
National Council of Teacher Education (NCTE), All India Council of
Technical Education (AICTE), University Grants Commission (UGC),
Distance Education Council (DEC) and various boards of school education
such as Central Board of School Education (CBSE). These boards monitor
the functioning of institutions that falls under their jurisdiction. They conduct
assessment and evaluation of organizations fall under their jurisdiction on
periodic basis and accredit them. Accreditation is the process of quality
assurance and improvement, whereby a programme in an approved
institution is critically appraised to verify that the institution or the
programme continues to meet and / or exceeds the norms and standards
prescribed by regulator from time to time. It is a kind of recognition that
indicates that a programme or institution fulfills certain standards.
Accreditation is a tool that stakeholders use to monitor, assess and evaluate
the standards and quality of the education a student receives at a college,
university or other institution of higher learning.
NBA-India was initially established by the All India Council of Technical
Education (AICTE) under section 10 (u) of AICTE Act, in the year 1994 to
assess the qualitative competence of the programme offered by educational
institution from diploma level to post graduate level in engineering and
technology, management, pharmacy, architecture and related disciplines,
which are approved by AICTE.
NBA came into existence as an independent autonomous body with effect
from 7th January 2010 with the objectives of assurance and quality and
relevance to technical education, especially of the programmes in
professional and technical education. i.e. engineering and technology,
management, architecture, pharmacy, and hotel management and catering
technology, through the mechanism of accreditation of programmes offered
by technical institutions.

Purpose served from Accreditation

 Support and advice to technical institutions in the maintenance and
enhancement of their quality provision.
 Confidence and assurance on quality to various stakeholders, including
students.
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Assessment and  Assessment and
Assurance of the good standing of an institution to government
Evaluation Evaluation
departments and other interested bodies.
 Enabling the institution to state publicly that it has voluntarily accepted
independent inspection and has satisfied all the requirements for
satisfactory operation and maintenance of quality education.
 Encourages quality improvement initiatives by institutions.
 Improves students’ enrolment in quality and quantity.
 Helps the institutions in securing funds.
 Enhance employability of graduates.
 Facilitates transnational recognition of degrees and mobility of
graduates and professionals.
 Motivates faculty to participate actively in academic and related
institutional departmental activities.
 Helps create sound and challenging academic environment in the
institutions and contribute to social and economic development of the
country by producing high quality technical manpower.

Major objectives of NBA:

The main objectives of NBA are the following:
 To assess and accredit the technical education.
 To evolve standards and parameters for assessment and accreditation in
line with the parameters lay down by the appropriate statutory regulatory
authority for co-ordination, determination, and regulation of standards in
the concerned field of technical education.
 To promote excellence through a benchmarking process, which is helpful
in determining whether an institution is able to achieve its mission and
broad based goals and in interpreting the results of the outcomes
assessment process.
 To promote quality conscious system of technical education where
excellence, relevance to market needs and participation by all
stakeholders are prime and major determinants.
 To build a technical education system as facilitator of human resources,
that will match the national growth by competence, contribution to
economy through competitiveness and compatibility with societal
development.
 To set the quality benchmarks targeted at global and national stockpile of
human capitals in all the fields of technical education.
 To conduct evaluation of self-assessment of technical institutions and/or
programme offered by them on the basis of guidelines, norms and
standards specified by it, and
 To contribute to the domain of knowledge in quality parameters,
assessment and evaluation.
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Trends in Assessment
Other organizations: Besides NBA, other organizations conduct assessment Trends in Assessment
and Evaluation and Evaluation
for accreditation. The National Assessment and Accreditation Council
(NAAC) is an organization to accredit institutions of higher education
(Universities, Autonomous Colleges, and Affiliated/Constituent College).
NAAC is set up with a vision to make quality the defining element of higher
education in our country through a combination of self and external quality
evaluation, promotion and sustenance initiatives. NAAC arrange for periodic
assessment and accreditation of institutions of higher education or units
thereof, or specific academic projects or programmes. NAAC uses seven
criteria to serve the basis of its assessment procedures and different
weightages to these criteria, under different key aspects based on the
functioning and organizational focus of the three types of higher education
institutions. After assessment, institutions are graded based on their
performance.

Recent initiatives taken by the Government: In order to regulate and

monitor the quality of education in different universities and institutes, the
Ministry of Education, Government of India came out with a scheme in 2015
called as National Institutional Ranking Framework (NIRF). This
framework outlines a methodology draws from the overall recommendations
broad understanding arrived at by a core committee to identify the broad
parameters for ranking various universities and institutions. The parameters
broadly covered are as under:

 Teaching- Learning and Resources

 Research and Professional Practices
 Graduation Outcomes
 Outreach and Inclusivity
 Perception

Certain sub-parameters were significantly changed in the subsequent cycles.

Result of the ranking is such that every institution in the country is striving
hard to be ranked in top 100 and upgrading their standards year by year.

Assessment for Rankings of Institution: At the international level, the QS

World University rankings is by Quacquarelli Symond Limited. It ranks
universities and subjects at the global level annually. At school level,
Educational World International School Ranking (EWISR) is the largest,
most independent, and comprehensive primary-secondary schools survey in
the world conducted annually. It ranks India’s top 1000 schools nationally
and in states and cities, divided into three main categories (day, boarding and
international) based on 14 parameters of excellence in school education.

Thus, one of the important purposes of assessment is accreditation. The goal

of accreditation is to ensure that education provided by institution meets
acceptable quality. Accrediting agencies can be owned by government or
may be private. These agencies develop assessment criteria and conduct
202 201
Assessment and Assessment and
assessment. Through accreditation institutions comes to know its strengths,
Evaluation Evaluation
weaknesses and opportunities through an informed review process. It helps in
identification of internal areas of planning and resource allocation. Funding
agencies look for objective data for performance funding. The society also
looks for reliable information on quality education offered. Employers look
for reliable information on the quality of education offered to prospective
recruits.

Check Your Progress 3

Notes: a) Write your answers in the space provided.
b) Compare your answers with those given at the end of the unit.
1) What is the goal of accreditation of educational institutions?
…………………………………………………………………………
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16.6 MENTAL ABILITY TEST

You will agree to the fact that our examination system is criticized on several
grounds. One such ground is that it is based on rote memory. Students
require skills such as problem solving, critical thinking, analytical skills and
skills of interpretation. These are 21st century learning skills which are
required by students to stay competitive in changing job market. These
include critical thinking, creativity, collaboration, and communication. These
are tested through mental ability tests. These are related to mental processes
required to adapt and improve upon a modern work environment. There is
wide gap between the assessment conducted by school/college and
assessment for entrance and recruitment examination as the latter consist of
assessment of higher mental processes through Mental Ability Test. Almost
all competitive examination has component of Mental Ability Test, such as
National Talent Search Scheme conducted by NCERT, CAT, UGC/CSIR
Examination for Junior Research Fellowship, GRE and GATE.

16.6.1 Meaning of Mental Abilities

These are abilities such as space visualization, perceptional speed, numerical
ability, verbal communication, word fluency, inductive reasoning, and spatial
intelligence of an individual.

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 16.6.2 Different
Trends in Assessment
and Evaluation
Types of Mental Abilities Trends in Assessment
and Evaluation

There are many types of mental abilities but broadly mental ability tests have
two parts, namely verbal reasoning and non-verbal reasoning.

Verbal reasoning is further categorized into two parts mainly mental ability
and logical deduction as given in table 16.1.

Table 16.1: Categorization of Verbal Reasoning

General Mental Ability Logical Deductions

• Series completion • Logic
• Analogy • Statement- Arguments
• Classification • Statement- Assumptions
• Coding- decoding • Statement Courses of Action
• Blood relationship • Statement Conclusions
• Puzzle Test • Deriving conclusions from passages
• Sequential Output Tracing • Theme detection
• Direction Series • Cause and effect reasoning
• Logical Venn Diagram
• Mathematical Operations
• Data sufficiency
• Assertion and Reason
• Situation Reaction Test

Then there is another group of reasoning called non- verbal reasoning. This
includes figures related problems. The most prominent test types in this
category are as under,

• Series
• Analogy
• Classification
• Analytical reasoning
• Mirror and water images
• Completion of pattern
• Figure matrix
• Paper folding
• Paper cutting
• Cubes and cuboids
• Dot situation
• Figure formation and analysis.

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Assessment and
Evaluation
16.6.3 Some Prominent Competitive Examinations to Assess
Assessment and
Evaluation
Mental Abilities
National Talent Search Examination (NTSE): The National Council of
Educational Research and Training (NCERT) identify 2000 talented students
across the country and nurture them. Identification of talented students is
through two-tier examination process. Stage-I is conducted by the states/UTs,
and Stage-II is conducted by NCERT. Selection of talented students is done
through two test papers. Mental Ability Test (MAT) is an important
component along with the Scholastic Aptitude Test (SAT).

Common Entrance Test (CAT): This test is conducted every year for those
aspiring to pursue a career in managemen. It consists of just one paper
divided into several sections that includes verbal reasoning, logical
reasoning, data interpretation and quantitative aptitude.

The Graduate Record Examination (GRE): This standardized test is an

admission requirement for many graduate schools in the United States and
Canada. The GRE is owned and administered by Educational Testing
Service. GRE measure verbal reasoning, quantitative reasoning, analytical
writing and critical thinking skills that have been acquired over a long period
of learning.

The Graduate Aptitude Test in Engineering (GATE): This test is one of

the most competitive examination primarily assesses the comprehensive
understanding of various subjects in engineering and science. GATE is
conducted jointly by Indian Institute of Technologies (IITs) and Indian
Institute of Science (IISc) on behalf of the National Coordination Board
GATE, Department of Higher Education, MHRD, Government of India. The
GATE score of a candidate reflects the relative performance level of a
candidate. The score is used for admissions to various post graduate
programmes in higher education. Recently, GATE scores are also being used
for recruiting graduate in entry level positions. The examination has two
important components, i.e. general and technical. General section includes
verbal ability (English grammar, sentence completion, verbal analogies, word
groups, instructions, critical reasoning and verbal deductions), Numerical
ability (numerical computation, numerical estimates, numerical reasoning
and data interpretation).

Apart from these prominent examinations, there are number of other

examination conducted for either entrance test or for recruitment tests, where
there is large dependency of assessment of mental abilities.

Check Your Progress 4

Notes: a) Write your answers in the space provided.
b) Compare your answers with those given at the end of the unit.
1) Why there is more focus on assessing mental abilities?
204 207
Trends in Assessment Trends in Assessment
…………………………………………………………………………
and Evaluation and Evaluation
…………………………………………………………………………
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…………………………………………………………………………

16.7 GREATER EMPHASIS ON LEARNING

OUTCOMES
Learning outcomes and assessment has close relationship. The learning
outcomes provide benchmark on which learning progress can be tracked in
quantitative or qualitative manner. The learning outcomes help the teachers to
direct their teaching learning process in the desired manner and also make
other stakeholders, like parents, School Management Committees (SMCs)
community and the state functionaries responsible and alert towards role for
ensuring quality education.
We are aware that the quality in education has always remained a matter of
global concern. In accordance with the Sustainable Goals at the global level
in India, the Right of children to Free and Compulsory Education Act (RTE),
2009, entitles every child in the age group of 6-14 years to quality education.
Though there is a mention of Learning Outcomes in the RTE Act, it has not
been properly defined. In this context, the goals of education needed to be
envisioned in a broader manner than mere learning the subjects. Instead of
assessing students in a very superficial manner, there is need to assess
students against certain benchmarks. This led to initiation of national level
exercise to clearly define learning outcomes for grades 1 to 8 and in different
curricular areas that included Environmental Studies, Mathematics, English,
Hindi, and Urdu.

NCERT had developed the document on ‘Learning Outcomes at the

Elementary Stage’ for teachers, teacher educators, educational administrators
as well as parents to enhance the quality of learning in schools, by enabling
teachers to ascertain learning skills more accurately and take corrective steps
without delay and provide effective learning opportunities to all the students,
including children with special needs. NCERT at national level and SCERTs
at state level are academically supporting all stakeholders in the proper
implementation of learning outcomes.

The document prepared by NCERT was developed in two sets. The set one
contains the complete document, which includes curricular expectations,
pedagogical processes and learning outcomes for classes 1 to 8. The set two
contains the compact version with only the learning outcomes for each
subject, and each class. From the academic session 2017-2018, specific
benchmarks related to learning level of students from Classes, I to 8 had been
included in the rules, and their implementation is mandatory. The document
aims to standardize the parameters for assessing the levels of learning of
school students. The learning outcomes are not prescriptive and may be
contextualized
206 as per the local-specific requirement. 205
Assessment and These learning outcomes were mapped with curricular expectations Assessment
and also and
Evaluation Evaluation
with the pedagogical processes. Let us see an example from Class III
Mathematics:

Fig: 16.4: An Example of learning outcomes designed for class III Mathematics

In this example, you may notice the way pedagogical processes and learning
outcomes are listed out.

Based on the learning outcomes, National Achievement Survey (NAS) was

conducted for classes, III, V and VIII on November 17th, 2017 in all
States/UTs of the country. The test items used in the survey were based on
learning outcomes. In continuation of the elementary stage, competency-
based learning outcomes for secondary stage (classes IX and X) for all
subjects (English, Hindi, Urdu, Sanskrit, Science, Mathematics, Social
Science, Health & Physical Education, and Art Education) are developed.
The subject and class-specific curricular expectations and pedagogical
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Trends in Assessment
processes are listed taking examples from diverse learning contexts Trends in Assessment
and Evaluation and Evaluation
prevailing in the country. However, the pedagogical processes mentioned in
the document are suggestive and are not corresponding one to one with the
Learning Outcomes. The teachers have the flexibility to adopt, adapt as even
modify the pedagogical processes as per the context and resource availability.

Learning Outcomes at Higher Education Level: We have learnt the way

learning outcomes are framed at school level. Now we will turn our attention
to the learning outcomes at higher education level. University Grants
Commission (UGC) has framed the Learning Outcomes-based Curriculum
Framework (LOCF) document at higher education level. The Quality
Mandate of the UGC emphasized on Curriculum Reforms on Learning
Outcome based approach with an aim to equip the students with knowledge,
skill, values and attitude. Let us go through the objectives of learning
outcomes as framed by UGC.

 To help formulate graduate attributes, qualification descriptors,

programme learning outcomes and course learning outcomes that are
expected to be demonstrated by the holder of a qualification;
 To enable prospective students, parents, employers and others to
understand the nature and level of learning outcomes (knowledge, skills,
attitudes and values), or attributes a graduate of a programme should be
capable of demonstrating on successful completion of the programme of
study;
 To maintain national standards and international comparability of
learning outcomes and academic standards to ensure global
competitiveness, and to facilitate student/graduate mobility; and
 To provide higher education institutions an important point of reference
for designing teaching-learning strategies, assessing student learning
levels, and periodic review of programmes and academic standards.

(Source: Retrieved from https://www. ugc.ac.in/pdfnews/4598476_LOCF-UG.pdf.)

The argument behind the inclusion of learning outcomes is that higher

education qualifications are awarded on the basis of demonstrated
achievement of outcomes (expressed in terms of knowledge, understanding,
skills, attitudes and values) and academic standards expected of graduates of
a programme of study. The expected learning outcomes are used as reference
points that would help formulate graduate attributes, qualification descriptors,
programme learning outcomes and course learning outcomes, which in turn
will help in curriculum planning and development, and in the design, delivery
and review of academic programmes. The graduate attributes reflect both
disciplinary knowledge and understanding, generic skills, including global
competencies, that all students in different academic fields of study should
acquire/attain and demonstrate. For example, a Bachelor degree holder is
expected to demonstrate characteristic attributes in the following areas:

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Assessment and Assessment and
Evaluation Graduate Attributes Evaluation
• Disciplinary Knowledge • Reflective Thinking
• Communication Skills • Digital Literacy
• Critical Thinking • Self-Directed Learning
• Problem-Solving • Multicultural Competence
• Analytical Reasoning • Leadership qualities
• Research-Related Skills • Moral and Ethical Awareness
• Team work/Cooperation • Lifelong learning
(Source: Retrieved from https://www. ugc.ac.in/pdfnews/4598476_LOCF-UG.pdf.)

A qualification descriptor indicates the generic outcomes and attributes

expected for the award of a particular type of qualification. For example, a
graduate should be able to demonstrate on completion of a degree-level
programme may include the following:

• Demonstrate
(i) a fundamental/systematic or coherent understanding of an academic
field of study, its different learning areas and applications, and its
linkages with related disciplinary areas/subjects;
(ii) procedural knowledge that creates different types of professionals
related to the disciplinary/subject area of study, including research and
development, teaching and government and public service;
(iii) skills in areas related to one’s specialization and current
developments in the academic field of study.
• Use knowledge, understanding and skills required for identifying
problems and issues, collection of relevant quantitative and/or qualitative
data drawing on a wide range of sources, and their application, analysis
and evaluation using methodologies, as appropriate to the subject(s) for
formulating evidence-based solutions and arguments;
• Communicate the results of studies undertaken in an academic field
accurately in a range of different contexts using the main concepts,
constructs and techniques of the subject(s);
• Meet one’s own learning needs, drawing on a range of current research
and development work and professional materials;
• Apply one’s disciplinary knowledge and transferable skills to
new/unfamiliar contexts, rather than replicate curriculum content
knowledge, to identify and analyze problems and issues and solve
complex problems with well-defined solutions.
• Demonstrate subject-related and transferable skills that are relevant to
some of the job trades and employment opportunities.

(Source: Retrieved from https://www. ugc.ac.in/pdfnews/4598476_LOCF-UG.pdf.)

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Trends in Assessment
Check Your Progress 5 Trends in Assessment
and Evaluation and Evaluation
Notes: a) Write your answers in the space provided.
b) Compare your answers with those given at the end of the unit.
1) State one learning outcome from a particular class and subject. How will
you assess that whether that learning outcome is attained?
…………………………………………………………………………….
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16.8 INTERNATIONALIZATION OF
ASSESSMENT
Improving the learning levels is the heart of the global education and
development agenda for 2030. The education system needs to equip students
with the most relevant knowledge, skills, and values in the era of global
competitiveness. At the national level, we conduct National Achievement
Surveys (NAS) by NCERT. At the international level, there are several
assessment surveys conducted by different organizations and for different
levels (see table 16.1). In the global era, where economy plays a major role,
employability is not only restricted to one’s own country. When there are
emerging curricular expectations with the changing time; when there are new
set of skills required to sustain in the global market; when there is no room
for rote memory and the focus is on competency-based education wherein
you are expected to create new knowledge rather than reproducing
knowledge. Further, you have expectations to think out of the box. Thus,
there is need to have such a system in practice wherein educational standards
of different countries are placed on the common platform. There are several
agencies involved in conduct of international assessment surveys. The most
prominent international assessment survey is Programme for International
Student Assessment (PISA) conducted by Organization for Economic Co-
operation and Development (OECD), since the year 2000. The survey is
conducted in 80 countries every three years. In PISA-2018, around 600,000
students were drawn representing about 32 million 15 plus children from
seventy-nine countries. Next round of PISA will be conducted in the year
2021 wherein India will also be participating. We will read in detail about
India’s participation in PISA in the forthcoming paragraphs.

PISA tests the skills and knowledge of 15 years old students in reading,
mathematics and science. The age 15+ is chosen because at this age young
people in most OECD and other countries are nearing the end of compulsory
education.
210 In our country also 15+ means completion of ten years of formal 209
Assessment and education and also completion of secondary stage of school education. Assessment
In and
Evaluation Evaluation
this assessment survey, conventional areas of reading, mathematics and
science, which are foundation to a student’s ongoing education are tested.
This survey collects information on student’s attitude, motivations,
dispositions and beliefs, their home, school and learning environment, and
also regarding skills such as collaborative, problem solving, creative thinking
and global competence. In 2018, several other questionnaires were also
administered, like familiarity with computers, expectations for further
education and student’s well-being. There are options available with the
country to opt for some of the questionnaires based on their needs and
aspirations.

Though PISA does not prescribe or promote any one curriculum, yet this
assessment is based on the content that is found in curricula across the world
and looks at student’s ability to apply knowledge and skills to analyze, reason
and communicate effectively as they examine, interpret and solve problems.
Countries usually volunteer to take the test. In case, making all 15-year-old in
the country take the test is not feasible, regions are identified within the
country where the test can be conducted. Within the region, individual
schools are chosen which are approved by the PISA governing board, and
evaluated using stringent criteria. These schools represent the country’s
education system. Like Shanghai Province represented China and the states
of Tamil Nadu and Himachal Pradesh represented India in 2009.

MCQs in PISA have variety of formats, including highlighting of a word

within a text, connecting pieces of information, and making multiple
selections from drop-down menus, in addition, typically up to one-third of
questions in are open-ended. The test is set by educational experts drawn
from different parts of the world. The tools are administered in the language
of instruction that the students are familiar with. Further, it evaluates whether
students can solve mathematical problems, or explain phenomena through
scientific thinking or interpretation of text. In PISA-2018 computer-based
tests were used in most countries.

PISA is a study done to produce comparable data on education policy and

outcomes across countries. PISA ranks countries and economies according to
their performance. PISA helps country to raise the standard of education in
their country. It also assesses the quality and inclusivity of school systems in
these countries. The aim of the test is not to rank the countries which
volunteer to participate in the evaluation, but to give a comprehensive
analysis of how education systems are working in terms of preparing its
students for higher education and subsequent employment. After collecting
results from across the world, experts translate these results into data points
which are evaluated to score the countries. If a country scores well, it
suggests that not only does it has an effective education system but an
inclusive one, in which students from privileged and underprivileged
backgrounds perform equally well. Further, the test evaluates whether the
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Trends in Assessment
education system in these countries teach students adequate social and Trends in Assessment
and Evaluation and Evaluation
community skills, which will enable the students to excel holistically as a
member of the workforce. OECD also hopes that the test will allow countries
to learn from each other about effective education policies and improve their
own systems, using others as examples.

Programme for International Student Assessment (PISA) in India: India

has participated in the PISA test only once before, in the year 2009. In this
survey student from two states, viz. Himachal Pradesh and Tamil Nadu had
participated. In that survey the position of our country was not so
encouraging at the global level. India ranked 72nd out of 73 countries,
outranking only Kirgizstan. Since then, India has strayed away from the
survey in next three rounds.
Once again India will be part of PISA-2021 wherein 1.75 lakh students from
government schools from Union Territory of Chandigarh, along with 600
students from Navodaya Vidyalayas and 3,000 from Kendriya Vidyalayas
will be participating in the survey. India's participation in PISA 2021 is an
attempt to move away from rote learning and move towards competency-
based education. The assessment will help us to set global benchmarks for
Indian institutes. It is true that it is hard to deliver competency-based
education in our classrooms, because it requires a very different learning and
teaching pattern. PISA will help India understand different ways of learning
and substantiate difficult educational reforms. It will analyze if poverty is the
real reason for limited education.

Table 16.2: Main International Surveys of Student Achievement

Curriculum/Discipline Age/Class Frequency

area Assessed
prePIRLS Reading Class 4 Every 5 Years
PIRLS Reading Class 4 Every 5 Years
TIMSS Mathematics and Class 4, 8 & Every 4 Years
Science 12
PISA Reading, Mathematics Age 15 Every 3-4 Years
and Science
SEACMEQ Literacy, Numeracy Class 6 Varies,
Every 3-4 Years
PASEC French, Mathematics, Class 2, 5 Varies by Country,
National Language for but generally
each country annually
LLECE Languages (Spanish, Class 3, 6 Every 5 Years
Portuguese),
Mathematics
Notes:
prePIRLS: It is a stepping stone to participate in PIRLS.
212Progress in International Reading Literacy Study.
PIRLS: 211
Assessment and TIMSS: Trends in International Mathematics and Science Study Assessment and
Evaluation Evaluation
SEACMEQ: Southern and Eastern Africa Consortium for Monitoring Educational
Quality
PASEC: Programme d’ analyse des systemes educatifs de la Confemen, where the
latter stands for conference des Ministers de l’ Education des Pays ayant le
Francaisen Partage (Programme for the Analysis of Education Systems).
LLECE: Laboratorio Latinomericano de Evaluacion de la Calidad de la Educacion
(UNESCO’s Latin American Laboratory for the Assessment of the Quality of
Education)
(Source: NAS Review and Strategic Planning Committee Report, 2012)

Check Your Progress 6

Notes: a) Write your answers in the space provided.
b) Compare your answers with those given at the end of the unit.
1) Should our country participate in international achievement surveys?
Give two arguments to support your answer.
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16.9 RELYING MORE ON EDUCATIONAL

STANDARDS
Education standards are the learning goals for what students should know and
be able to do at each grade level. Educational standards are the knowledge
and skills students should possess at critical points in their career. Standards
serve as basic educational reform across the nation and policy makers
respond to the call for clear definition of desired outcomes of schooling and a
way to measure student’s success in terms of these outcomes. We have
realized that today’s education must sync with tomorrows job market. Our
education system needs to move from conventional examination system to
equip students with skills that bridge their disconnect with job markets.
Educational standards need to be upgraded by inculcating problem-solving
skills, logical reasoning, language comprehension, general knowledge and
data interpretation. Life skills need to be inculcated amongst students.

You have read about national achievement surveys in the previous section of
the unit. The results of these surveys are used for not only planning and
designing appropriate interventions for improving the standards. The results
of National Achievement Survey are aggregated at the district, state and
national level. Data obtained from these surveys helps in setting standards for
212 various administrative regions. Benchmarking helps in setting targets 215 and
Trends in Assessment
planning forinterventions. Thus, several countries/states rely on the data for Trends in Assessment
and Evaluation and Evaluation
setting standards.

In order to set norms and standards, and to provide guidelines for assessment,
and evaluation of all recognized school boards in India, NEP-2020
recommended a National Assessment Centre-PARAKH (Performance
Assessment, Review, and Analysis of Knowledge for Holistic Development).
The center will guide the State Achievement Survey (SAS) and will
undertake the National Achievement Survey (NAS), and will monitor
learning outcomes in the country. The center will also encourage and help
school boards to shift their assessment towards meeting the skill requirements
of 21st century, and advice school education boards regarding new
assessment patterns and latest research, promote collaboration between
boards, and become instrument for sharing of best practices among school
boards. Thus, the proposed center will help in relying more on educational
standards.

Check Your Progress 7

Notes: a) Write your answers in the space provided.
b) Compare your answers with those given at the end of the unit.
i) What does PARAKH stands for? What are its proposed roles and
function?
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16.10 LET US SUM UP

In this unit, you have learned about the way assessment and evaluation is
reflected in the policy documents. You have also learnt about innovative
practices of assessment in the form of online and on demand examination.
You are acquainted with several national organizations which are responsible
for maintaining quality standards. Furthermore, you were made aware of
international assessment (PISA) and its different features. You also came to
know that how this was different from national achievement survey. At the
end, you have learnt about educational standards and its importance. Hope
these trends in assessment will widen your horizon in the domain of
understanding the recent trends in assessment.

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Assessment and Assessment and
Evaluation 16.11 UNIT-END EXERCISES Evaluation

1) Highlight the prominent issues of assessment practices reflected in the

policy documents.
2) Online and on-demand examination in school education is a distant
thought in our country. Elaborate the statement.
3) Critically analyze the role of National Board of Assessment in our
country.
4) ‘Mental ability test is panacea to assess mental abilities’. Justify the
statement.
5) List out salient features of Programme of International Students
Assessment.
6) Setting up of Educational Standards is need of the hour in our country.
Give reasons.

16.12 REFERENCES AND SUGGESTED

READINGS
• Department of Education (1968). National Policy on Education. New
Delhi, MHRD, Government of India
• Department of Education (1986). National Policy on Education. New
Delhi, MHRD, Government of India
• Learning Outcomes at Elementary Stage, 2017, New Delhi: NCERT.
• Learning Outcomes at Secondary Stage, 2019, New Delhi: NCERT.
• National Curriculum Framework for Elementary and Secondary
Education: A Framework, 1988, New Delhi: NCERT.
• National Curriculum Framework for School Education , 2000, New
Delhi: NCERT.
• National Curriculum Framework, 2005, New Delhi: NCERT.
• Government of India, (2020). National Education Policy, 2020.
Retrieved from https://www.education.gov.in/sites/upload_files/mhrd/
files/NEP_Final_English_o.p.
• Report of Secondary Education Commission, 1953, Ministry of
Education. New Delhi: Government of India.
• Report of the Education Commission, 1964-66, Ministry of Education.
New Delhi: Government of India.
• Sharma, Om Prakash (2011): A study of student’s perception of on-
demand examination in IGNOU. New Delhi: Indira Gandhi National
Open University.
• NCERT. (1975). The curriculum for the ten year school: A framework.
New Delhi: NCERT.

Website
https://www. ugc.ac.in/pdfnews/4598476_LOCF-UG.pdf.
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Trends in Assessment Trends in Assessment
16.13 ANSWERS TO CHECK YOUR PROGRESS
and Evaluation and Evaluation

Check Your Progress 1

1) Assessment has been given importance in the policy documents because
of its immense importance in teaching-learning process. Assessment not
only helps in improving the teaching- learning process and attainment of
learning outcomes, but also used as a valid tool for certification, fixing
accountability and maintaining quality standards in imparting education.
2) The three recommendations on assessment suggested by New Education
Policy-2020 are as under:
a) Introduction of 360 degree multidimensional report card that reflects
in greater details the progress, as well as the uniqueness of each
learner in all domains.
b) Board examination will be made easier in the sense they test
primarily core capacities/competencies rather than content
memorization.
c) Setting up of National Assessment Centre/PARAKH. To set
standards and guidelines for assessment, and evaluation of all
recognized schools boards in India.
Check Your Progress 2
1) Out of the several advantages of online examination, I consider speed
and accuracy the most important advantage of online examination. One
such example is that Joint Entrance Examination (JEE) main was
conducted for seeking admission for courses in engineering during 23-26
February 2021 and results were released on March 8, 2021 in a short
span of time.
Check Your Progress 3
i) The goal of accreditation is to ensure that education provided by
institution meets acceptable quality. Through accreditation institutions
comes to know its strengths, weaknesses and opportunities through an
informed review process. It helps in identification of internal areas of
planning and resource allocation. Funding agencies look for objective
data for performance funding. The society also looks for reliable
information on quality education offered. Employers look for reliable
information on the quality of education offered to prospective recruits.
Check Your Progress 4
1) Our examination system is criticized on several grounds. One such
ground is that it is based on rote memory. Students require higher mental
abilities such as problem solving, critical thinking, analytical skills and
skills of interpretation. These are 21st century learning skills which are
required by students to stay competitive in changing job market. These
include critical thinking, creativity, collaboration, and communication.
These are related to mental processes required to adapt and improve
upon a modern work environment. There is wide gap between the
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Assessment and assessment conducted by school/college and assessment for entrance and
Evaluation
recruitment examination, as the latter consist of assessment of higher
mental processes. Thus, there is increased focus on attaining higher
mental abilities.
Check Your Progress 5
1) There is one learning outcome for Class VIII Social Science. It is stated
as under:
Draw bar diagram to show population of different countries/India/States.
The teacher will provide population data of different states/countries, and
will ask them to draw the given bar graph. The bar graph will be assessed
by using rubric.
Check Your Progress 6
1) Yes. In my opinion that our country must participate in international
assessment surveys, as the assessment will help us to set global
benchmarks for Indian institutes. The education system of our country
needs to equip students with the most relevant knowledge, skills, and
values in the era of global competitiveness. These surveys will help our
country to assess the strengths and limitations of our education system.
Check Your Progress 7
1) The PARAKH stands for Performance, Assessment, Review, and
Analysis of Knowledge for Holistic Development, a proposed National
Assessment Centre by NEP-2020. The basic roles and function are as
under:
• Setting norms and standards, and guidelines for students’
assessment, and evaluation of all recognized school boards in India.
• Guiding the State Achievement Survey (SAS) and undertaking the
National Achievement Survey (NAS), and monitoring learning
outcomes in the country.
• Encouraging and helping school boards to shift their assessment
towards meeting the skill requirements of 21st century.
• Advice school education boards regarding new assessment patterns
and latest research, promote collaboration between boards, and
become instrument for sharing of best practices among school
boards.

216