MODULE 4 - EVALUATION IN ENGLISH LANGUAGE TEACHING 204

MODULE 4 - EVALUATION IN ENGLISH LANGUAGE TEACHING (15HRS)

4.1.Construction of Achievement test-Design, Blueprint, writing test items

4.2.Relevance of diagnosis test

4.3.Teacher evaluation –criteria for evaluation , preparation of self evaluation tools

EVALUATION

Integral part of the instructional process. Collection and interpretation of evidence leading to a judgment of value with a view of action. The required data is to be gathered in a systematic, planned, precise way. Interpreted meaningfully to arrive at a judgment on the efficiency in realizing the goal.

Purpose

The purpose of evaluation is to provide information for grading.Evaluate the effectiveness of teaching methods, and to motivate the students. Evaluating the entire program of an educational institution. Collecting information for effective education, vocation, counseling and guidance.

Significance In broader sense, the significance of evaluation can be divided into

                        - learning level,

                        - teaching level,

                        - guidance and counselling level,

                        - curriculum development level,

                        - school administration level and

                        - classroom research level.

Functions of Evaluation

Functions associated with the instructional process which involves both learning and teaching.Functions associated with the educational system as a whole. To make education a developmental endeavour, it should satisfy three aspects. They are :i )Totality  (comprehensiveness).   ii) Sustainability.iii) Transferability.

The functions of Educational Evaluation

 Measurement function.

Diagnostic function.

Guidance and remediation.

Motivating function.

Assessment of final output.

Classification and placement function.

 Prognosis, Prediction and Selection function.

Setting up of norms.

Types of Evaluation

i)Norm referenced evaluation

ii)Criterion referenced evaluation

iii)Formative evaluation

iv)Summative evaluation

v)Scholastic evaluation

vi)Co-scholastic evaluation

vii)Competency-based and objective-based evaluation

viii)Continuous and comprehensive evaluation

Continuous and Comprehensive Evaluation ( CCE )

Continuous and Comprehensive Evaluation is an approach that aims at assessing those attributes which cannot be assessed through one attempt written examination. It also aims at making the students regular in studies.It provides enough flexibility and scope for promoting and assessing all round development of the child on a continuous basis which is not possible through the traditional evaluation system.

In order to streamline the evaluation at the school level and to reduce the predominance of external examinations , the National Policy on Education ( NPE ) ,1986 and the Programme of Action ( POA ) ,1992 suggests the introduction of “ Continuous and Comprehensive Evaluation that incorporates both scholastic and non-scholastic aspects of education , spread over the total span of instructional time.

The term “ continuous “means the evaluation has to be completely integrated with the teaching and learning process so  that the progress of the students can be evaluated regularly and frequently. The term “ comprehensive ” refers to both scholastic and non scholastic areas of pupil growth. CCE is informal. evaluation in school carried out by teachers. CCE provide for the use of multiple techniques of evaluation. These include not only written test but also oral test, observation techniques interviews, practical test rating scales, inventories, schedules and profiles and portfolios.CCE  is built into the total teaching – learning program me and is a part of the daily routine for a teacher.

Characteristics of CCE

The term “ continuous “ refers to regularity in assessment. The growth of the child is a continuous process. Therefore it should be evaluated continuously which means that evaluation has to be completely integrated with the teaching and learning process so  that the progress of the students can be evaluated regularly and frequently.

The term “ comprehensive ” refers to both scholastic and non scholastic areas of pupil growth. The comprehensive evaluation covers the whole range of student experience in the context of total school environment which include aspects like physical , intellectual emotional and social growth.

The purpose of CCE is mainly improvement in learning and diagnosis of weaknesses so that remedial measures can be provided. . Both scholastic and non scholastic aspects of pupil growth are evaluated with CCE. CCE is informal evaluation in school carried out by teachers.

CCE provide for the use of multiple techniques of evaluation. These include not only written test but also oral test, observation techniques interviews, practical test rating scales, inventories, schedules and profiles. CCE  is built into the total teaching – learning programme and is a part of the daily routine for a teacher. CCE provides for the analysis and interpretation of evidence  collected.

The tools for Continuous Comprehensive Evaluation

The tools for Continuous Comprehensive Evaluation are:

(i)           Project

(ii)         Assignment

(iii)       Practical (Oral testing)

(a)          Reading aloud

(b)         Recitation

(c)          Role-play

(d)         Mock interview

(e)          Extempore speech

(iv)       Collections of library items

(v)         Research or creative work

(vi)       Seminar or debate

(vii)     Class tests

Portfolio:Portfolio is the minister’s record. A student’s portfolio is also the record of what he has done and achieved. It can be the record of a session, semester or year. It should reflect both the process and the product. Daily experiences worth noting can be written, reports of class or school events, personal feelings etc. can be included which will present an overview of what happened in the academic domain of the learner. It can be used as a tool for evaluation, but there will be subjectivity in scoring. A scoring key may be made use of based on certain essential criteria.

Teaching Portfolio:A professional portfolio is an evolving collection of carefully selected or composed professional thoughts, goals and experiences that are threaded with reflection and self-assessment. It represents the who, what, why, where, how etc. of the professional. A student teacher’s portfolio is an evidence of the standard of performance and it serves as a source of review and reflection. It is a systematic, selective collection of student work to demonstrate his motivation, academic growth and level of achievement. When the collection includes the student’s own reflections of the work, it becomes a real representation of student learning.

Grading system is an example for CCE

II. Scholastic and co - scholastic Evaluation

In Scholastic evaluation focuses on the learner’s achievement of the curriculum. It is content based. Term test and annual examinations etc are examples for this type.

Co – scholastic is concerned with the learner’s proficiency in co – curricular activities. It is a continuous process . The teacher observes the general behavior of the students from the date of his joining the school and evaluates him.

III.  Criterion  -  referenced and Norm - referenced Evaluation

Criterion referenced evaluation :In criterion referenced evaluation the performance of the student is compared to established criteria rather to the performance of other students. In this system of evaluation importance is given to quality of learning. The skill ,  knowledge , understanding etc. required for a past in the test are already fixed. The performance of the testee  is compared with the pre – determined criteria. The driving test is a good example for this type of assessment.

Norm referenced evaluation :In norm referenced evaluation the learner’s performance are compared to a larger group . This larger group is known as “ norm – group” . The norm group is a national sample representing a wide and diverse cross section of students. The students , schools , even states are compared to the norm group. The purpose of norm referenced assessment is usually to sort students for placement or advancement.

Competitive entrance  examinations are  examples for this type of evaluation The pass mark is decided by the performance of the  testees  and the number of posts available.

IV  Competency based evaluation

Teaching learning and evaluation go together. In teaching and learning two elements are important. They are the process and product of learning. In competency based evaluation the product of learning is considered most. In other words , the outcome of learning is the important element taken into consideration in competency based evaluation. It evaluate what the learner has been able to achieve. Formative evaluation is more useful for this

V  Objective based evaluation

Evaluation based on pre- determined objectives is called objective based evaluation. When we form questions with reference to the objectives of instruction the evaluation become objective .Once the objectives have been specifically stated , the whole machinery of the learning process, especially learning experiences and evaluation are set and geared to realize these objectives. Objectives guide the selection of what to teach and how to teach. The inter relationship may be diagrammatically represented by a triangular figure, with the objectives marked at the apex and the other two at the base. The arrow mark represent mutual relationship..

Interrelationship between Objectives, Learning Experience and Evaluation

Evaluation is based on objectives and only those that can be measured and evaluated are selected as objectives.

Evaluation and learning experiences are similarly inter related. On one hand we evaluate the outcome of learning experiences, evaluation influences and modifies the learning experiences.

Formative evaluation

Formative evaluation is the process by which the achievements of the pupils are  judged at every stage of teaching learning process.

Range of formal or informal assessment during instruction to modify the teaching learning activities to improve student’s attainment.-Occurs over a period of time.-provides continuous feed back to both teachers and students.-Motivate to perform better -Increase   retention and transfer of learning.-Provides diagnostic testing -Improve quality of instruction.

At the end of each item or section students have to be evaluated with respect to the anticipated objectives. Thus weaknesses should be diagnosed and remediated. This procedure will ensure mastery of the subject in terms of realization of educational objectives.

As this function of evaluation is developmental in nature ,it may be said to be formative. Formative evaluation provides immediate feedback leading to diagnosis and remediation and the resulting reinforcement and motivation. The instructional process thus becomes dynamic and effective through continuous formative evaluation The emphasis is on the realization of pre – determined objectives.

A teacher asking questions in the classroom is a kind of formative evaluation. There are three stages systematically used in formative evaluation.

Formative evaluation makes the learners move successful to set objectives They are motivated and learning becomes effective.

  The purpose of formative evaluation in a classroom situation is to provide feedback to the teacher and to the student about how things are going . Short unit test , measures of interest and attitude, and interviews or conference with students and their parents during the programme . The important functions of formative evaluation are;

Plan corrective action for overcoming learning difficulties.

Help to motivate the learner.

Increase retention and transfer of learning.

Improve the quality of educational institution

Summative evaluation

Summative evaluation is the one administered to pupils at the end of a lesson or unit of learning. This helps the teachers  to know how far they have succeeded in realizing the pre – determined objectives of education. This makes the placement of pupils on the basis of their academic achievements very easy. Annual examinations may be said to be a summative evaluation. The result of summative evaluation will give a general picture of the level of attainment. Summative evaluation is useful for teachers to plan their teaching for the next year. The prime consideration in summative evaluation is the determination of the extent to which the examinee has mastered the knowledge and skills associated with a course.

The important functions of summative evaluation

Assigning grades

Reporting learning  programmes to parents, pupils and school personal.

Improving learning and instruction.

The results of summative evaluation helps students to plan their future.

Grading System

Grading is considered to be a more scientific way of evaluation as it solves the problem of borderline cases by including all the pupils falling with in a wider range with in the same class or grade. Here the evaluator is concerned with identifying students' performance level within a wide range rather than placing him at a finer point on a 101-point continuum. Looking into all these advantages, grading is considered to be more acceptable than the marking system.

GRADING

Fundamentally a 'grade' is a score. If, for example, raw scores on a classroom test are converted into grades, these grades are used like scores to indicate the level of performance. Indeed, teachers often convert raw scores on assignments and tests into grades to make the interpretation of relative positions of students within the group more understandable. When we describe the level as below average (C) average (B) or above average (A) it makes more sense. Also the grades can indicate the range of scores in which a candidate is.

Different types of grading                                         

1. Direct Grading       

2. Indirect Grading

 i. Absolute Grading  

 ii. Relative Grading

Direct Grading :Direct Grading  is the process by which any given phenomenon (eg. achievements, personality traits, physical abilities, etc.) with respects to each individual of the group concerned, is adjudged by me evaluator in terms of the most appropriate letter grade only (A, B, C,.......), without assigning scores. In examination situations, this would involve awarding of particular grade (without assigning marks as in the marking scheme) to the answer for each individual question, on the basis of it's quality as judged by the evaluator.

2. Indirect Grading: It is the process of awarding grades througt marks. In this procedure marks are first awarded as usual. The marks are awarded to the individual questions on the basis of the prescribed marking scheme and the total score for the paper arrived at. The conversion of marks into grades, which is a technical matter, is to be done in two ways (i) absolute and (ii) relative.

Absolute Grading: In absolute grading some fixed range of score is determined in advance for each grade. On the basis of this, the score obtained by a candidate in a subject is converted to the grade concerned. It is a type of criterion referenced grading.

Relative  Grading :In absolute grading the grade ranges are determined in advance. But in relative grading, the grade range is not fixed. It can vary in tune with the relative position of the candidates in the group that wrote the examination. The fundamental premise of relative grading is that if an evaluation result is plotted on a graph, the graph will assume the form of a 'normal probability curve'. The normal probability curve has properties by which one could determine the percentage of members (or their number) in the group concerned dot can be expected to fall in a given class / grade.

Relative grading could be said to be, best suitable for the large- scale public/external examinations conducted by the universities and board of school examination.

The new system of evaluation introduced in Kerala

It was already pointed out that the Department of general education, Kerala has decided to evaluate development of pupils in three parts. Details of these follows.

Part I- Evaluation of scholastic skills

This is further subdivided into two parts

(i) Continuous Evaluation (CE) and (ii) Term end Evaluation (TE)

i. Continuous Evaluation (CE)

The continuous evaluation for each scholastic subject in made on the basis of(l) Projects (2) Assignments (3) Practical/Seminar (4) Records/Collections, and (5) Class Tests given during the course of the year. These parameters and the scores assigned for each are given in the following table:

ii. Term end Evaluation (TE)

The term end evaluation consists of a time bound, score specific written test, covering all the academic areas, taking care to ensure that means tests can evaluate higher abilities viz. comprehension, analysis, systematic nmesis and evaluation instead of mere memory of facts. The results are then tabulated.

Part II. Evaluation of co-scholastic abilities

The subjects under part II are Work Experience, Art Education, and Health and Physical Education.

Part III. Evaluation of personal and social qualities

Under  part III the student's personal and social qualities are evaluated. These include (1) communication skill (2) character and conduct (3) regularity (4) group working skill (5) leadership quality, and (6) school club activities.

d. Internal Assessment

Assessment of learner's behaviour changes qualitatively by way of internal judgment is known as internal assessment. By internal assessment the effectiveness of the instruction imparted also can be assessed along with the level of achievement of Ac learners. It can also be used for the continuous appraisal of students' progress during a particular period. But it is important that internal assessment is not a substitute for the traditional annual external examination. It could be said that internal assessment supports the teaching learning process and enhances learning. Moreover, for the purpose of diagnosis and remedial teaching internal assessment is very helpful.

The Indian Education Commission (1964-66), The Indian Education Commission (1964-66) recommends, "Internal assessment should be built into me total educational programme and should be used for improvement rather than for certifying the level of achievement of the student."

 Internal assessment should be as objective and unbiased as possible, for which it should be based on their performance in a number of items such as the records of written tests, oral tests, practical tests, homework, as well as participation in seminars, discussion, projects, etc. Pooling of me results of observation by the various teachers, done with the help of checklists, rating scales, etc. will be of immense help for assessing personal and social qualities. A teacher should provide as many activities as possible and maintain detailed records about the nature of participation of each student

Advantages of Internal assessment

Following are the major advantages of internal assessment:

1. Examination based on mere rote memory of the students can be avoided .

2. Internal assessment helps to minimize the over anxiety and nervousness among the students, which otherwise affect the students at the time of examination.

3. Learners will be motivated to actively participate in both curricular and co-curricular activities

4. It helps to identify the strength and weakness of the students in  the various aspects and to impart remedial instruction if necessary

5. It brings about a desirable change in the attitude towards, interests in and appreciation of students and teachers of the various types of school programmes.

6. It is a universally accepted principle that one who imparts instruction is the best person to assess the students. Internal assessment makes this possible.

Disadvantages of internal assessment

1. Personal prejudices and subjectivity are likely to creep in and this may adversely affect the quality of assessment

2. Lack of basic infrastructure facilities of the school may negatively affect the right assessment

3. Lack of enthusiasm and interest of the teachers may adversely affect effective assessment.

Summative Evaluation Procedure.

ADVANTAGES AND DISADVANTAGES OF VARIOUS ASSESSMENT METHODS

1. Standardized Exams (Commercial)

Advantages

Convenient

 Can be adopted and implemented quickly.

 Reduces or eliminates faculty time demands in instrument development and  grading.

Are scored objectively.

Provide for external validity.

 Provide reference group measures.

Can make longitudinal comparisons.

Can test large numbers of students.

Disadvantages

Measures relatively superficial knowledge or learning.

Unlikely to match the specific goals and objectives of a program/institution

Norm-referenced data may be less useful than criterion-referenced.

May be cost prohibitive to administer as a pre- and post-test.

More summative than formative (may be difficult to isolate what changes

 are needed).

Norm data may be user norms rather than true national sample.

May be difficult to receive results in a timely manner.

Recommendations

Must be selected carefully based on faculty review and determination of

 match between test content and curriculum content.

Request technical manual and information on reliability and validity from

publisher.

Check with other users.  If possible, purchase data disk for creation of customized reports.

If possible, select tests that also provide criterion-referenced results.

Check results against those obtained from other assessment methods.

Embedding the test as part of a course’s requirements may improve student   motivation.

2. Locally Developed Exams /Teacher Made Tests

Advantages

 Can be tailored to match program and institutional objectives.

Specific criteria for performance can be established in relation to the  curriculum.

 Can be used to develop locally meaningful norms.

Can obtain results more quickly.

Cheaper than commercial exams.

Easier to use in a pre- and post-test approach.

May be embedded in specific course.

Disadvantages

 Complex and time consuming to develop psychometrically valid exams.

More costly in time and effort.

Requires considerable leadership and coordination.

May hinder curriculum change if it means that exam would have to be  revised.

Vulnerable to student theft and distribution.

 Results not can not be generalized beyond the program or institution.

Recommendations

Development requires strong cooperation by program faculty.

 Use on-campus experts to assist with test construction and validation.

Include outside experts and stakeholders in development and grading process.

 Consider embedding within a course common to all students in the program.

Check results against those obtained from other assessment methods.

3. Performance Measures

Types

Essays

 Oral presentations

Oral exams

Exhibitions

 Demonstrations

 Performances

Products

 Research papers

Poster presentations

Capstone experiences

Practical exams

Supervised internships & practicums

Advantages

Can be used to assess from multiple perspectives

 Using a student-centered design can promote student motivation

Can be used to assess transfer of skills and integration of content

Engages student in active learning

Encourages time on academics outside of class

Can provide a dimension of depth not available in classroom

Can promote student creativity

Can be scored holistically or analytically

May allow probes by faculty to gain clearer picture of student understanding  or though processes

Can provide closing of feedback loop between students and faculty

Can place faculty more in a mentor role than as judge

Can be summative or formative

Can provide an avenue for student self-assessment and reflection

Can be embedded within courses

Can adapt current assignments

Usually the most valid way of assessing skill development

 Disadvantages

Usually the mostly costly approach

Time consuming and labor intensive to design and execute for faculty and students

Must be carefully designed if used to document obtainment of student learning outcomes

 Ratings can be more subjective

 Requires careful training of raters

Inter-rater reliability must be addressed

Production costs may be prohibitive for some students and hamper reliability

Sample of behavior or performance may not be typical, especially if  observers are present

Recommendations

Can be intimidating to students

Develop specific, measurable criteria for observing and appraising

When possible, use criterion-referenced rating approach instead of simple checklists

Develop rubrics for greater consistency between raters

Must clearly articulate expectations to students prior to initiation and provide models or performance criteria

Consider possible award strategies for enhancing student motivations (best of show, etc)

Performances could be videotaped  If possible, base assessment on range of products or performances instead of  on single items

All raters should be trained and inter-rater reliability checked

 Consider training peers, alumni, and community members as raters

DIFFERENT TYPES OF TEST ITEMS – MERITS AND DEMERITS

Multiple-Choice Items

Multiple-choice test items are not a panacea. They have advantages and limitations just as any

other type of test item. Teachers need to be aware of these characteristics in order to use

multiple-choice items effectively.

Advantages

Versatility. Multiple-choice test items are appropriate for use in many different subject-matter

areas, and can be used to measure a great variety of educational objectives. They are adaptable to

various levels of learning outcomes, from simple recall of knowledge to more complex levels,

such as the student’s ability to:

Analyze phenomena

Apply principles to new situations

Comprehend concepts and principles

Discriminate between fact and opinion

 Interpret cause-and-effect relationships

 Interpret charts and graphs

Judge the relevance of information

Make inferences from given data

Solve problems

The difficulty of multiple-choice items can be controlled by changing the alternatives, since the

more homogeneous the alternatives, the finer the distinction the students must make in order to

identify the correct answer. Multiple-choice items are amenable to item analysis, which enables

the teacher to improve the item by replacing distractors that are not functioning properly. In

addition, the distractors chosen by the student may be used to diagnose misconceptions of the

student or weaknesses in the teacher’s instruction.

Validity. In general, it takes much longer to respond to an essay test question than it does to

respond to a multiple-choice test item, since the composing and recording of an essay answer is

such a slow process. A student is therefore able to answer many multiple-choice items in the

time it would take to answer a single essay question. This feature enables the teacher using

multiple-choice items to test a broader sample of course content in a given amount of testing

Reliability. Well-written multiple-choice test items compare favorably with other test item types

on the issue of reliability. They are less susceptible to guessing than are true-false test items, and

therefore capable of producing more reliable scores. Their scoring is more clear-cut than short answer test item scoring because there are no misspelled or partial answers to deal with. Since

multiple-choice items are objectively scored, they are not affected by scorer inconsistencies as

are essay questions, and they are essentially immune to the influence of bluffing and writing

ability factors, both of which can lower the reliability of essay test scores.

Efficiency. Multiple-choice items are amenable to rapid scoring, which is often done by scoring

machines. This expedites the reporting of test results to the student so that any follow-up

clarification of instruction may be done before the course has proceeded much further. Essay

questions, on the other hand, must be graded manually, one at a time.

Limitations

Versatility. Since the student selects a response from a list of alternatives rather than supplying

or constructing a response, multiple-choice test items are not adaptable to measuring certain

learning outcomes, such as the student’s ability to:

 Articulate explanations

Display thought processes

Furnish information

Organize personal thoughts

Perform a specific task

 Produce original ideas

Provide examples

Such learning outcomes are better measured by short answer or essay questions, or by

performance tests.

Reliability. Although they are less susceptible to guessing than are true false-test items,

multiple-choice items are still affected to a certain extent. This guessing factor reduces the

reliability of multiple-choice item scores somewhat, but increasing the number of items on the

test offsets this reduction in reliability. The following table illustrates this principle.

Difficulty of Construction. Good multiple-choice test items are generally more difficult and

time-consuming to write than other types of test items. Coming up with plausible distractors

requires a certain amount of skill. This skill, however, may be increased through study, practice,

and experience.

Essay Type Questions

The scoring of essay requires expert judgement  rather than the application of a  clerical key.

Essay Questions are of two types1.Extented Response Questions and 2.Restricted response Questions

Advantages

Test writing skill

Test a small group

Limited time  for test construction

Evaluation as a critical reader

Encourage students for creative and free expression

Can measure complex learning outcome not measurable by other means

Can test thought process

 Disadvantages

Only limited content can be sampled

Yield unreliable scores

Highly subjective.- scores can be influenced by the impression of the student

Time consuming to score

Qualities of a good measuring tool : 1.Validty -content validity, face validity, construct validity, empirical validity, Predictive validity and concurrent validity.           2. Reliability 3.Discriminating power  4.Objectivity    5.Comprehensiveness  6. Adequacy7.Objective based 8. Administrability  ( Practicability  or  Usability.)

ACHIEVEMENT TEST DESIGN AND CONSTRUCTION

Every Unit plan should be followed  by an evaluation procedure. (Achievement of the Curricular Objectives can be tested by a Unit Test/ Achievement test.)

Achievement Test Design  :1.Planning of the test 2.Preparation of a design for the  test: ( Weightage to Objectives, Content, Form of Questions, and  Difficulty level.) 3.Preparation of the blue print 4.Writing of items 5.Preparation of the scoring key  and marking scheme 6.Preparation of the question wise-analysis. The achievement of the students are  measured with the help of an Achievement test.

The major steps involved the construction of the achievement test are:

1.                  Planning of test

2.                  Preparation of a design of a test

3.                  Preparation of the blue print

4.                  Writing of items

5.                  Preparation of the scoring key and marking scheme

6.                  Preparation of question wise analysis

On the basis of the weightage given to the objectives, content, form of questions etc the blue print is prepared.  Based on the blue print items of questions are prepared

Preparation of the scoring key and marking scheme:-

            In order to maintain objectivity, scoring   is made strictly in accordance with a pre designed scheme of evaluation. In the case of objective type items where the answers are in the form of some letters or other symbol a scoring key is prepared. In the case of short answers and essay type questions the marking scheme is prepared. When  preparing the marking scheme  the examiner lists out the value points to be credited and then to fix up the marks to be given to each value point.

i)                    Preparation of question wise analysis:-

            In order to avoid all loop wholes the investigator prepares  a table containing all relevant details of all items of the test. This was done by making an analysis of each item in terms of objectives, specifications, form of questions, difficulty level, marks and estimated type. This analysis is very helpful to check whether all the aspects envisages in the design and blue print are satisfied by the test in its final form.

ii)                  Establishing validity and reliability of the test:-

Validity of the test:- “Validity is that quality of a data gathering instrument of procedure that enables it to measure what is supposed to measure”(Best,1992).

Content validity refers to the degree to which the test actually measures, or is specifically related to, the traits for which it was designed. Content validity is based up on careful examination of standard text books, objectives and judgment of subject matter specialists. The criterion of content validity is often assessed a panel of experts in the field who judge its adequacy, but there is no numerical way to express it. Through opinion of experts, suggestion from the school teachers and psychological experts content validity is ensured.

Format of  Unit  Test/Achievement Test   Record

Preliminary Details

Name of the teacher:

Name of the school  :

Standard                     :       

Division                       :

Subject                        :

Duration                      :

Maximum Marks       :

Content and Curricular

/ Learning Objectives

( Here content refers to the content of the evaluation tool or question paper- it may differ from time to time , therefore get the latest question paper from a nearby school)

1.      Prose Comprehension

The learner:

a) Reads and analyses literary pieces  

b) Identifies the theme of the passage

c)  Uses appropriate vocabulary

 d) Uses language elements contextually

f)   Writes appropriate answers in simple English

2.      Poem Comprehension

a) Reads, analyses and appreciates the given poem

b) Identifies the poetic craft

3.      Textual Questions

a) Reads and analyses unfamiliar text

b) )Identifies the theme of the passage

c)Uses appropriate vocabulary

e)Uses language elements contextually

f) Writes  appropriate answers in simple English

4.      Discourse Writing

a) Drafts a discourse –write up.

b) Makes use of the features of a write-up

5.      Language / Grammatical items

a) Uses language elements relevant to the context

b)Analyses and interprets the given data. Transfers information from one form to another

c) Edits and refines a loosely written passage

Preparation of a Design for the Test

Weightage to Content and Curricular/ Learning Objectives

Sl. No.	Content	Curricular Objectives	No.of questions	Score		Percentage
1	Prose comprehension	1a, 1b, 1c	3		3(1)	15
2	Poem Comprehension	2a,2b
3	Textual Questions	3a,3b
4	Discourse Writing	4a,4b
5	Language / Grammatical items	5a,5b
Total						100

Weightage to Form of Questions

Sl.No.	Form of Questions	Number of Questions	Score	Percentage
1	Short answer	9	9(1)	45
2	Very short answer
3	Long  answer
Total				100

Weightage to Difficulty Level

Sl.No.	Difficulty Level	Number of Questions	Score	Percentage
1	Easy	4	4(1)	20
2	Average			60
3	Difficult	4	4(1)	20
Total				100

BLUE PRINT

Sl. No.	Content	Curricular Ojectives	Form of Questions			Total
			V.S.A	S.A.	L.A.
1.	Prose Comprehension	1a, 1b,1c		3		3(1)
2
Total						100

Question wise Analysis

SlNo	Content	Curricular Ojectives	Form of Questions	Difficulty Level	Score	Time
1	Prose comprehension	1a,1b.1c	S.A	Easy	1(1)	1mt
2	Prose comprehension	1a,1b.1c	S.A.	Average	1(1)	1mt
3

Sample Question Paper 

Scoring Key and Marking Scheme

Achievement Test Scores   
Sample answer sheets of the pupils (one or two )

Format of the Statistical Analysis of Data

 Mean-definition – Formula for calculating the mean

Median – definition – Formula for calculating

 Mode - definition – Formula for calculating

Any one form of graphical representation

Conclusion

References (for preparation of the achievement test – course book, source book)

STATISTICAL ANAYSIS OFDATA         
Raw Data

The marks of the students secured in the achievement test is known as the raw scores or crude scores.

The raw scores are the following:5,7,8,9,10,15,16,16, 17,18,19,19,

 The raw scores are classified in the form of a frequency table  for statistical analysis . Frequency distribution  is the organization of data and grouping of scores in to classes or categories.

Frequency Distribution Table

Scores	Tally mark	Frequencies
1-5	I	1
6-10	IIII	4
11-15	II	2
16-20	IIIII	5
	N=12

Measures of central Tendency

Measures of central tendency deal with the types of averages of a series of scores. The most widely used  measures of central tendency are the mean, the median and the mode. They serve two purposes. First they throw light on the performance of the group as a whole. Secondly they are a means to compare the performances of two or more groups.

Arithmetic Mean

Mean is a commonly used average.It is obtained by summing up the values of items in a series and dividing the sum by the number of items.

When the scores are ungrouped the mean is computed by dividing the sum of the scores by the total number of scores. When the scores are classified in to a frequency table the Mean =∑fx /∑f     where x is the class interval, f is the corresponding frequency and N is the total number of scores.

(Calculation of  Arithmetic Mean)

Median

Median is the middle most score of a distribution. It is a positional average. Median is the value of that item which occupies the central position , when the items arranged in the ascending or descending order of their magnitude.

The median of ungrouped data can be calculated by ranking them usually in the ascending order. When there are N scores , the rank of the median will be  N/2 .

The class in which the N/2 observations fall is the median class. If l is the lower limit of the median class, and  i  is the class interval length and f the frequency of the median class, and m is the cumulative frequency up to the median class.

The Median=l+N/2-m/f*i

(Calculation of  Median)                                      

Mode

Mode is the value of an item which occurs more frequently than all other items. It is the value of that item which is more prominent than others.When data is ungrouped the mode is the most repeated score.It is called ‘rude’mode.When scores are grouped, the rude mode is the midpoint of the interval in which the greatest frequency occurs.

(Calculation of  Mode)
Measures of Dispersion

The measures of dispersion means the measures of variability of the scores around their central tendency. Range, mean deviation, quartile deviation, and standard deviation are the important measures of dispersion.

 Standard Deviation (SD)

SD is defined as the square root of the mean of squares of deviations from the mean. In order to calculate SD, deviation of separate scores from the mean (d=x-m) are calculated. The sum of the squares (∑d²  )is divided by the total number of scores  and  the square root of it gives the SD of the scores.

SD=√d²  /N

(Calculation of  SD)
Graphical Representation of Classified Data

Statistical data are represented diagrammatically for better clarity and understanding and  for quick and easy  reference.

i)Bar  Diagram.

ii)Histogram

iii)Pie Diagram.

It is a useful form of diagram to represent a group divided into a number of parts which are to be compared.

(Graph)

Histogram

A histogram is a two dimensional graph. The two variables are the class intervals and the frequency of the scores at each interval. The histogram is prepared by plotting the class intervals along the X axis and the corresponding frequencies along the Y axis.

(Graph)

Conclusion

From the statistical analysis of the raw data

The mean =

The median =

The mode=

The SD =

The high values of AM , median and mode and SD denotes that the students have secured  high  marks. It indicates that the  performances of the group of students  are in the above average level without much dispersion. It also  indicates the effectiveness of the classroom instruction provided to the students.

References

  Clarke,A.(2008) E-Learning Skills.London: Palgrave MacMillan.

Anderson,L.(1994) Argyris and Schön’s theory on
congruence and learning,Research Papers in Action Rearch, VA (online-http://www.scu.edu.au/schools/gcm/ar/arp/argyris.html#a_arg_loops  – accessed 7/12/08).

 http://englishteachereducation.blogspot.com/

¨       

Continuous and Comprehensive Evaluation

The diversity of functions and the variety in the types and models of educational evaluation highlights the limitations of existing examination procedures followed for evaluating pupil performance as well as other related phenomenon. This also points the urgent need for a new perspective about a more effective strategy for evaluating all aspects of the educational system, especially evaluation of the performance of pupils who are educated for development. This is the reason why the Program of Action of the National Policy of Education stresses the need for building up a system of ‘Continuous and Comprehensive’ evaluation. Implementing formative evaluation at every stage using a variety of techniques ranging from observation to testing with the help of appropriate tools designed for accurate measurement is the first operational requirement of such a system. The educational values of such continuous evaluation and the functions served by it in achieving development are great. Equally important is the need for making evaluation comprehensive. Instead of limiting summative evaluation to a written examination asking for knowledge of information, all the components of the expected output by way of changes in various domains of human activity will have to be assessed all along and the cumulative result of this exercise has to be taken as the measure for ascertaining the level of pupil performance.

In short, continuous and comprehensive evaluation alone can ensure that education succeeds in fulfilling its ultimate aim, namely, promoting the ‘total development’ of the individual and the nation alike.

The first Indian University Commission, 1902 had expressed long ago in very strong language its disapproval of the examination system prevalent at that time, in view of its harmful consequences. The Commission pointed out “…the greatest evil from which the system of university education in India suffers is that teaching is subordinated to examinations and not examination to teaching”. The first University Education Commission appointed in free India, 1948-49 also pointed out that “…if we are to suggest a single reform in University Education, it should be that of the examinations”. The Secondary Education Commission, 1952-53 and later the Kothari Commission, 1964-66 also has stated in very emphatic terms the urgency for implementing examination reforms.

Along with these severe criticisms, proposals for implementation were also made. These in general were meant for organizing an examination system that centered round different aspects of education, which included (i) Introduction of semester systems (ii) Internal assessment (iii) Implementing grading system (iv) De-linking degrees from jobs (v) Development of question banks (vi) Monitoring examination reforms and (vii) Establishment of evaluation units. Many attempts were made by the UGC to implement some of these suggestions at the University level during the period between 1951 and 1961. In spite of these attempts, many proposed reforms could not work mainly due to the absence of a statutory body with authority and responsibility for implementing plans of actions. In 1969, the Commission appointed a committee for Examination Reforms in Central Universities. This Committee recommended certain ‘innovative’ programs such as ‘credit system’ and ‘semester system’ and released booklets on these. Four areas were highlighted on the basis of the recommendations made by various commissions and committees. These were (i) Continuous ‘Internal Evaluation’ as a supplement to the existing final examination (ii) Development of ‘Question Banks’ in order to eliminate some of the short comings of the setting of question papers (iii) Introduction of the ‘Grading System’ in the place of the existing marking system (iv) Introduction of the ‘Semester System’.

The evaluation has to be comprehensive with respect to the learning material learnt and developmental course anticipated. Developmental education warrants ‘totality’, ‘sustainability’ and ‘transferability’ of development. Totality warrants development in all areas of human behaviour and related competencies which include cognitive (intellectual) changes, affective (emotional) changes and psycho-motor changes. Education aims at the upbringing of a balanced personality through the development of all three domains. Backwardness in any of these will be reflected in the individual in one way or the other. The trend in the system of examination had been just the assessment of cognitive abilities of the child on the erroneous belief that if cognition is there, affective and psycho-motor abilities must have developed automatically. Evidences are there to conclude that teaching for the development of cognitive aspects can adversely affect the affective behaviour and psycho-motor abilities of the child. Various methods, techniques and tools of evaluation can be made use of in collecting evidence on the students’ developments in all desirable directions. The problem lies in the fact that it is difficult to change and measure affective behaviour and also areas of psycho-motor development, the measurement of which demands much time and attention. Another difficulty is that behavioural objectives have not yet been stated clearly. Still, the classroom teacher can assess the outcomes directly and indirectly through certain techniques.

Internal assessment of all activities of the students is one method. It can be based on continuous appraisal of certain behaviours and activities. Class attendance, periodic tests, class-work, home work etc. can be different techniques for assessment of affective variables like punctuality, regularity, systematic work, responsibility etc. The development of social behaviour and values can be assessed by observing their participation in community service, help rendered to peers or co-operation in any type of activity. Personal and social adjustments shown by the child in real situation can be an indicator of his affective development. Self appraisal by the students is an indirect way to assess their nature – cooperation, self-worth, self-reliance, beliefs etc. Aptitude tests, interest inventories, attitude scale, tools which measure critical thinking ability etc. can be used. Sociometric techniques also can be applied.

Along with an academic profile of the students, a personal profile can also be kept by the teacher. Everyday events noticed about the child can be written. It can be about participation in school activities, initiatives taken, cheerfulness, self-control, behaviour towards his friends and elders, way of handling books and other equipments etc. Student portfolio is a record which tells the teacher about the child’s overall performance and talents in academic area, literature, sports, arts etc.

The psycho-motor development is to be corresponding to the stages of growth and the teacher can measure it by giving performance tests, practicals, speed and quality tests etc. The ability to effectively coordinate both the psychic and physical abilities becomes revealed in written expressions, oral expressions, in reading skill, activities which made creative thinking and practical problem solving situations. The play-way method can be adopted for this purpose.

Along with these tools and techniques, feedback from peer group, parents and the community will have much contribution in the area of non-cognitive development. Accurate and appropriate, object assessment will become easy for the classroom teacher if we succeed in formulating specifications for such behavioural changes.

The tools for Continuous Comprehensive Evaluation

The tools for Continuous Comprehensive Evaluation are

(viii)   Project

(ix)       Assignment

(x)         Practical (Oral testing)

(f)          Reading aloud

(g)         Recitation

(h)         Role-play

(i)           Mock interview

(j)           Extempore speech

(xi)       Collections of library items

(xii)     Research or creative work

(xiii)   Seminar or debate

(xiv)   Class tests

Performance-Based Assessment

Performance-based assessment is an alternative form of assessment that moves away from traditional paper and pencil tests. Performance-based assessment involves having the students produce a project, whether it is oral, written or a group performance. The students are engaged in creating a final project that exhibits their understanding of a concept they have learned.

     A unique quality of performance-based assessment is that is allows the students to be assessed based on a process. The teacher is able to see first hand how the students produce language in real-world situations. In addition, performance-based assessments tend to have a higher content validity because a process is being measured. The focus remains on the process, rather than the product in performance-based assessment.

     There are two parts to performance-based assessments. The first part is a clearly defined task for the students to complete. This is called the product descriptor. The assessments are either product related, specific to certain content or specific to a given task. The second part is a list of explicit criteria that are used to assess the students. Generally this comes in the form of a rubric. The rubrics can either be analytical, meaning it assesses the final product in parts, or holistic, meaning that is assesses the final product as a whole.

     Performance-based assessment tasks are generally not as formally structured. There is room for creativity and student design in performance-based tasks. Generally, these tasks measure the students when they are actually performing the given task. Due to the nature of these tasks, performance-based assessment is highly interactive. Students are interacting with each other in order to complete real-world examples of language tasks. Also, performance-based assessment tends to integrate many different skills. For example, reading and writing can be involved in one task or speaking and listening can be involved in the same task.

     Performance-based assessment is an opportunity to allow students to produce language in real-world contexts while being assessed. This type of assessment is unique because it is not a traditional test format. Some examples of performance-based assessment tasks are as follows:

Types of Performance-Based Assessment:

1. Journals
    Students will write regularly in a journal about anything relevant to their life, school or thoughts. Their writing will be in the target language. The teacher will collect the journals periodically and provide feedback to the students. This can serve as a communication log between the teacher and students.

2. Letters
    The students will create original language compositions through producing a letter. They will be asked to write about something relevant to their own life using the target language. The letter assignment will be accompanied by a rubric for assessment purposes.

3.Oral Reports
    The students will need to do research in groups about a given topic. After they have completed their research, the students will prepare an oral presentation to present to the class explaining their research. The main component of this project will be the oral production of the target language.

4. Original Stories
    The students will write an original fictional story. The students will be asked to include several specified grammatical structures and vocabulary words. This assignment will be assessed analytically, each component will have a point value.

5. Oral Interview
    An oral interview will take place between two students. One student will ask the questions and listen to the responses of the other student. From the given responses, more questions can be asked. Each student will be responsible for listening and speaking.

6. Skit
    The students will work in groups in order to create a skit about a real-world situation. They will use the target language. The vocabulary used should be specific to the situation. The students will be assess holistically, based on the overall presentation of the skit.

7. Poetry Recitations
    After studying poetry, the students will select a poem in the target langugage of their choice to recite to the class. The students will be assessed based on their pronunciation, rhythm and speed. The students will also have an opportunity to share with the class what they think the poem means. 

8. Portfolios
    Portfolios allow students to compile their work over a period of time. The students will have a checklist and rubric along with the assignment description. The students will assemble their best work, including their drafts so that the teacher can assess the process.

9. Puppet Show
    The students can work in groups or individually to create a short puppet show. The puppet show can have several characters that are involved in a conversation of real-world context. These would most likely be assessed holistically.

10. Art Work/ Designs/Drawings
     This is a creative way to assess students. They can choose a short story or piece or writing, read it and interpret it. Their interpretation can be represented through artistic expression. The students will present their art work to the class, explaining what they did and why.

PORTFOLIO

1)What is portfolio?

1.      It is a collection of your work and evidence about your work.

2.      It supports your claim in seeking accreditation , by supplementing your practical activities and providing the major means by which assessors and verifiers will be able to assess your performance.

3.      It shows the variety of your experiences and the knowledge that you have gained.

Portfolio is the minister’s record. A student’s portfolio is also the record of what he has done and achieved. It can be the record of a session, semester or year. It should reflect both the process and the product. Daily experiences worth noting can be written, reports of class or school events, personal feelings etc. can be included which will present an overview of what happened in the academic domain of the learner. It can be used as a tool for evaluation, but there will be subjectivity in scoring. A scoring key may be made use of based on certain essential criteria.

Teaching Portfolio

A professional portfolio is an evolving collection of carefully selected or composed professional thoughts, goals and experiences that are threaded with reflection and self-assessment. It represents the who, what, why, where, how etc. of the professional. A student teacher’s portfolio is an evidence of the standard of performance and it serves as a source of review and reflection. It is a systematic, selective collection of student work to demonstrate his motivation, academic growth and level of achievement. When the collection includes the student’s own reflections of the work, it becomes a real representation of student learning.

(a)Contents

The collection of materials in a portfolio can be grouped into five. They are evidences of

(i)     Understanding of subject matter and current developments e.g. Qualifications, courses undergone, comments on the course curriculum; review of a few books, essays or methodology followed, observation report of a colleague.

(ii)   Skills and competencies in teaching e.g. lesson plan, self-evaluation report, examples of student work, video recording of class, report by supervisor, a few teaching materials, notes of appreciation from past students

(iii) Approach to classroom management and organization e.g. a brief description of philosophy of classroom management, observation report of a peer, written comments by a supervisor, students’ account of effectiveness of classroom management

(iv) Commitment to professional development. e.g. a professional development plan, observation report of the peers, details of classroom research, related courses undergone, membership in professional organizations, report of articles.

(v)   Information concerning relationship with colleagues. e.g. details of assistance given to peers, report of friendly relation with peers and institution, help provided to peers for their professional development.

(b)Organization of contents

Introduction

            Overview

            Rationale

            Items

Artifacts

            Philosophy of teaching

            Course outline

            Lesson plan

Explanation

            Explanation of artifacts

Reflection

            Comments/review on artifacts

Conclusion

            Commentary/ review of the meaning of the portfolio

           

Types of portfolio

Types of portfolio are

(a)    Product portfolio or Show care portfolio – content includes products that are students, best work which exhibits the range and quality of work

(b)   Process or effort portfolio – drafts leading to completed products to show how works evolute.

(c)    Progress or Working portfolio – for comparison of identical work, samples overtime are included to show student improvement.

The student teachers must be informed whether the number of items presented alone is important or that the contents and quality also will be taken into account at the time of assessment. Anyway, portfolio is complete with student work, student reflection on the work, assessment by teachers, parents, social members etc.                                                                                                                         EDUCATIONAL DIAGNOSIS

—  . Educational diagnosis is the determination of the learning difficulties and deficiencies.

  Diagnostic Test :

           A test designed to identify and investigate the difficulties, disabilities, inadequacies and gaps of people in specific curriculum areas with a view to helping them overcome those difficulties through remedial instruction is called a diagnostic test.

Diagnostic tests becomes relevant on two occasions

1.  Before introducing a new unit : What is required in this case is to diagnose the deficiencies concerning pre-requisites for learning the new materials, in the absence  of which learning will be quite impossible. A test meant for this purpose is a pre-diagnosis test

2. After  teaching a unit : Here it is concerned with diagnosis of the difficulties that might be left after learning the new material. A  test meant for this purpose may be said to be a post diagnostic test.

     Both are equally essential for effective learning at mastery level.

Construction of a Diagnostic Test

There are five steps in the construction of  a diagnostic test :

1. Purposeful planning
2. Analysis of the learning material concerned
3. Writing of test items
4. Division of items into small sections
5. Provision of clear instruction

Analysis of the result of a Diagnostic  Test

The result of a diagnostic test has to be analysed with a view to find out the exact area in which difficulties exist and to determine what exactly the nature of difficulty is. This  may be done with respect to the group tested (group diagnosis – meant to locate difficulties general for the group ) as well as for each individual student (individual diagnosis – aims at helping each individual student solve specific difficulties of his own.)

Remedial teaching

Remedial teaching is the process of instruction that follows immediately after diagnostic testing and analysis of the result.By the success in remedial classes, resistant children become co-operative, apprehensive children become self confident, discouraged children become hopeful, and socially mal-adjusted children become acceptable to the group.

TEACHER EVALUATION

Qualities of a good English language teacher: A teacher of English should have a number of qualities. These qualities can be broadly divided in two areas:

            i) Personal qualities, and

                  ii) Competency- based qualities

Personal qualities: The personal qualities of a teacher include genuineness, honesty, compassion, adaptability, etc must come in the forefront.

Competency- based qualities: Competency is defined as knowledge, skills and judgment which the teacher has to demonstrate at a pre- determined proficiency level. He has to be conscious about three factors – the student, the subject and the methodology. The teacher should be linguistically minded and should love his subject and be eager to sharpen his previous experience, enrich his knowledge and to explore new prospective areas and trends in education. He should be resourceful. The teacher should not be a mere dispenser of knowledge. Instead, he should act as a social engineer producing good citizens.

***

Some of the common benchmark competency-based practices in learning and development are:

Assessments against competencies – Once the competencies have been defined for particular job / roles, it becomes possible for employees and others to assess the employee’s competencies against those required for current or future roles within the organization. This assessment can occur in the following ways:

Self-assessment – Typically, the behavioral indicators for the competencies and proficiency levels needed within the target role / job are used as the standard for assessing the performance of the employee using a common rating scale (e.g., five-point scales from Never to Always) for assessing each indicator. The results are compiled and a report is provided that includes the results for all competencies, highlighting both employee strengths as well as competencies requiring improvement. This information can then be used to support the development of an individual learning plan (see below).

Multi-source / 360 – Multi-source or 360 feedback is similar to the self-assessment process except there is more than one evaluator. The process includes at a minimum the employee and their supervisor, and can include others with whom the employee interacts within the workplace (e.g., peers, team members, clients both within and outside the organization, reporting employees; etc.). Once again, a report is prepared on the feedback reults to allow the employee, supervisor and / or others (e.g., coach / mentor; learning advisor; etc.) to target learning and development efforts to the particular employee’s needs.

Assessment through other methods – Competency assessments can be accomplished through a wide variety of other methods, including those typically used in a selection process (see Recruitment & Selection section), such as: competency-based behavioural interviews; in-baskets; role-plays and simulations; track record / portfolio reviews; etc. As well, formalized assessment is often included as a component of employee development programs for the purpose of assessing the employee’s base skills / competencies going into the program, progress in development at any point, as well as level of success at the end of the program.

Individual learning plans – Once employee strengths and areas for development have been defined, it becomes possible to develop individual learning plans targeted to particular learning needs. At a minimum, tools to support this process include a set of instructions or guide for completing a learning plan as well as a standard learning plan form.

Learning resources catalogued by competency – Organizations often support employee learning by providing a catalogue of learning options organized by competencies, often incorporating a variety of learning options, such as: on-the-job assignments / activities; books and written reference material; courses / workshops / conferences; videos / DVDs; e-learning; etc. This information is often delivered via internet or intranet with links to other sites for additional information or course registration.

Aggregate reports on organizational gaps in competencies – Individual gaps in competency requirements can be consolidated into group reports, and decisions can be made on the best strategies for closing the organizational gaps in the most fiscally prudent and cost-effective manner

Program design / development – Having defined the competencies and behaviours required for success in a particular role it becomes possible to target the design of curriculum and development programs to address these requirements.

Learning evaluation / validation – Competencies that have been identified for roles within the organization can serve as the standards or criteria for determining the level of success of learning interventions.

CRITERIA FOR EVALUATING TEACHING COMPETENCE

TEACHER EVALUATION

In general, teacher evaluation refers to the formal process a school uses to review and rate teachers’ performance and effectiveness in the classroom.

Guidelines for Evaluating Teaching

Just as there is no simple system for evaluating the quality of faculty research, there is no simple system for evaluating the quality of faculty teaching. However, by thinking carefully about the purposes of evaluation, and by crafting multiple methods of evaluation that suit those purposes, one can devise evaluation systems that are reliable, valid, and fair. Equally important, the process of discussing and crafting evaluation systems focuses attention on the practice of good teaching and helps to create a culture in which teaching is highly valued.

Some Principles of Teaching Evaluation

1.      Multiple methods.
The most important consideration in teaching evaluation, both for improvement purposes and for personnel decisions, is the use of multiple methods of teaching evaluation involving multiple sources of data.

2.      Faculty, departmental and school responsibilities.
To ensure that the evaluation system adopted is credible and acceptable, faculty members must have a strong hand in its development. Before departments and schools adopt teaching evaluation systems, the faculty members should determine their criteria for effective teaching. To promote compatibility within the university, standards should be reviewed, understood, and accepted by all groups involved in the promotion and tenure review process.

3.      Individualizing teaching evaluation.
Effective teaching evaluation must be individualized. A uniform system discriminates against some individuals, so a plan sensitive to individual variation should be developed. A faculty member should provide information about his/her contributions and accomplishments as a teacher on a longitudinal basis over his/her teaching career. Consideration can then be given to changes in emphasis and interest that will naturally occur in an academic career.

4.      What may be assessed.
Teaching evaluation has as its central element the assessment of the quality of classroom instruction. Since teaching includes activities broader than classroom instruction, evaluation of teaching must assess more than classroom performance. Some Sources of Data for Evaluating Teaching: Students, Colleagues, and Self-Reflection

A.    Students: Multiple Methods

1. End-of-course rating forms and written comments.

2. Alumni letters and surveys.

3. Focus-group interviews, exit interviews, and surveys of students.

4. Mid-course and periodic student feedback

5. Evaluation of student learning.

B.     Colleagues: Peer Review

In most institutions, faculty and administrators have relied on student ratings of teaching effectiveness for teaching improvement purposes and for personnel decisions. Now, however, surveys about how teaching is evaluated on college and university campuses demonstrate an increase in use of faculty colleagues as raters of teaching effectiveness. Colleague review of teaching can play as significant a role as does peer evaluation of research.

Colleagues who have expertise in the discipline being taught and training in what to observe can provide important evaluative information through classroom visits and review of course materials and instructional contributions. For a faculty member engaged in interdisciplinary instruction, evaluation may involve colleagues with expertise in similar interdisciplinary instruction and/or with expertise in each of the individual disciplines represented by the faculty member.

1. Evaluation of classroom teaching

2. Evaluation of course materials

3. Evaluation of instructional contributions .

C.    Self-Reflection: Teaching Dossiers/ teacher portfolio

The development of a teaching dossier (or portfolio) is a method that allows individuals to collect and display multiple sources of information regarding their teaching effectiveness for examination by others. It contributes both to sound personnel decisions and to the professional development of individual faculty members. A dossier is a "factual description of a professor's major strengths and teaching achievements. It describes documents and materials which collectively suggest the scope and quality of a professor's teaching performance" (Seldin, 1991, p. 3).

Units might want to consider including information in the following three areas:

1. The background of the faculty member.

2. The environment in which the faculty member works.

3. Elements regarding the faculty member's teaching process.

The faculty member may provide the following:

a.       samples of teaching materials, such as course syllabi, laboratory assignments, and videotapes of classroom teaching;

b.      samples of student learning, such as exams, papers, projects, slides of student work, etc.; and

c.       the faculty member's reflections about the samples of teaching and learning materials.

Evaluation of teaching is not a science; there is still much to learn. However, as indicated in this brief set of guidelines, there is already a considerable body of knowledge about teaching evaluation. The academic community has a strong incentive to add to that knowledge since we will not be able to recognize and reward teaching adequately until we craft a better system for evaluating it.

CRITERIA FOR AN EFFECTIVE TEACHER EVALUATION SYSTEM

1.Teacher evaluation should be based on professional teaching standards .

2.Evaluations should include multifaceted evidence of teacher practice, student learning, and professional contributions

3.Evaluators should be knowledgeable about instruction and well trained in the evaluation system,

4.Evaluation should be accompanied by useful feedback, and connected to professional development opportunities 

5.The evaluation system should value and encourage teacher collaboration,

6.Expert teachers should be part of the assistance and review.

7.Panels of teachers and administrators should oversee the evaluation process .

TEACHING COMPETENCY RATING SCALE

Name of the Student Teacher:                                  

 Subject:

Class:

Observer:

Date:

Instructions: -TEACHING COMPETENCY RATING SCALE  is used  to assess the performance of a student teacher by his/her peer.  If the student teacher exhibits all the four sub- components under a given component he/she must be marked under point 5, if only 3 sub-components are present the mark him/her under point 4 and so on. Point 5 stands for very good performance, 4 stands for good performance, 3 stands for average performance, 2 stands for below average and 1 stands for poor performance. All the sub- components must be marked. A total  score value lying between 161and 128 is graded as very good, a score value of 97-128 is graded as good, 65-96 is graded as average, 33-64 as below average and 32 as poor.

MANUAL FOR TEACHING COMPETENCY RATING SCALE

The tool ‘Teaching Competency Rating Scale ’ aims at assessing the student teachers’ teaching competency by the peers. It measures the competency of the student teachers in the areas of Subject competency, Communication, Instructional Strategies, Use of learning materials, Class management, Evaluation, Motivation and Teacher.

This tool can be used by the student teachers to evaluate the performance of their peers.

Sl.No.	Dimensions	Component	Evaluation
			1	2		3		4		5
1.	Subject competency	a) Resourcefulness:  knowledge of content, additional information, clarification of doubts, creativity.
		b) Linking with life situations: citing examples, integrating values, applications, issues.
		c)Sequential arrangement of content: logical, simple to hard , concrete to abstract, known to unknown.
		d) Ability for consolidation: consolidation of major points, providing opportunities to link new  knowledge to new situations, linking with previous knowledge , linking with future learning.
2.	Communication	a)Stimulus variation: change in speech pattern, focusing, pausing, oral- visual switching.
		b)Fluency of language: grammatically correct, direct and straight forward, without unnecessary words, continuity in speech.
		c)Voice modulation: intonation, change in speech pattern, pause, pitch variation
		d)Audibility: loud, clear, distinct, recognizable
3.	Instructional Strategies	a)Innovation:-appropriate, effective, creative, novelty
		b)Interactions: teacher-pupil, pupil-teacher, inter pupil interactions and intra pupil interaction
		c)Progress of lesson: connecting  ideas, continuity, concrete to abstract, active participation
		d)Originality: unique, thought provoking, resourceful, inspiring
4.	Use of learning materials	a)Skill in handling of aids:  chalk board, charts models , equipments.
		b)Novelty : innovative, adequate, improvised, arousing interest
		c)Effectiveness: adequate, appropriate, impressive, successful
		d)Appropriateness: relevant, proper, timely, suitable

Sl.No.	Dimensions	Component	Evaluation
			1	2	3	4	5
5.	Class management	a) Time management:  organize the lesson, transacting within the stipulated time, closure of the lesson, no un-necessary pauses.
		b)Active participation:  students - involvement, cooperative, contributions of students, share
		c) Guided activity: student teacher – help, leadership, directions, tips.
		d) Classroom climate :  democratic, open and friendly, no fear, discipline
6.	Evaluation	a) continuous evaluation :, questioning in between, observing students participation, eliciting ideas,  appropriateness of the method
		b)Suitability of the tool: appropriate, relevant, objectivity, encouraging
		c)Modification of strategies according to responses, adaptability , flexibility, tactfulness
		d)continuity, sequence, comprehensive, motivating
7.	Motivation	a)Reinforcement : suited to age level , adequate, supportive, constructive
		b)Developing, maintaining interest, inspiring enthusiastic
		c)Fostering student participation, supportive, , encouraging, constructive criticisms
		d) Catering to diverse needs, individual attention, eye contacts, responding to students queries.
8.	Teacher	a)Appearance: pleasant, dignified, modesty in dress, active
		b)Movements:- judicious, appropriate to direct attention, normal gestures, controlled
		c) Teacher-Pupil interaction:- healthy, friendly, thought provoking,  proper.
		d) Facilitator, guide, friend, philosopher.

Reference:

Linda Darling-Hammond  accessed  via : http://www.aft.org/periodical/american-educator/spring-2014/criteria-effective-teacher-evaluation-system

http://www.crlt.umich.edu/print/301