1. 85% Pass/Fail A
F B
C+ 93%
Assessment, Scoring,
and Evaluation S
D

2. Process of Evaluation
The general pattern of educational evaluation consists of
four important steps.
1.Selection and Clarification of Objectives : Evaluation
and teaching should start with the clear formulation and
statement of all educational objectives.
2. Gathering of data in Terms of the Objectives : The
gathering of data on pupil progress and evidence relating
to stages of growth and development in terms of the
objectives. This involves some kind of measurement
procedure which might shed light on learning.

3. 3.Ordering of Data : It will be necessary for the
teacher to bring the data together in some
systematic manner so that an appraisal can be
made on the basis of all evidence available
4. Judgement: When the first three steps have
been completed, teachers will make
judgements by means of the collected data and
with respect to the identified objectives

4. TYPES OF EVALUATION
Classified in following ways:
 Based on frequency of conducting
 Based on the nature of measurement
 Based on method of interpreting results

6. FORMATIVE EVALUATION
 A formative evaluation (sometimes
referred to as internal) is a method for
judging the worth of a program while the
program activities are forming (in
progress).
 Monitor how well the instructional goals
and objectives are being met.
 Its main purpose is to catch deficiencies
so that the proper learning interventions
can take place.

7.  Formative evaluation is individualized by
comparison of the students achievement
during the various stages of course or
curriculum,
 Formative evaluation puts the student against
himself and not by comparison with other
students.
 This enable the student to control his learning
behavior at every point of course and seek
appropriate teacher guidance.
 Formative evaluation is also useful in
analyzing learning materials, student learning
and achievements, and teacher effectiveness

8. Summative evaluation
 A summative evaluation (sometimes
referred to as external) is a method of
judging the worth of a program at the end
of the program activities (summation). The
focus is on the outcome.
 Summative evaluation refers to assigning
a grade for students achievement at the
end of the course or instructional program.

9. Formative evaluation Summative evaluation
Evaluation is performed to determine how Evaluation is performed simply to grade the
well students have mastered various students at the end of course
element.
Deals with only a segment Deals with the whole in detailed manner.
Test can be administered after completion Test can be given after the completion of
of the units. the course/program
Immediate feedback Feedback not possible immediately
Diagnostic and progress test can be Achievement examination can be
possible possoble.
Weakness and strenghts of the students Success and failure of the students will be
can be understand possible.

10. Maximum performance
evaluation
 Determines what an individual can do when
performing at their best.
 Determines a person’s abilities and how
well an individual perform when motivated
to obtain high score as possible.

11. Typical performance
evaluation
 Determines what an individual will do
under natural conditions i.e. their typical
behavior.
 How does an individual usually behave in
normal or routine situations.?
 Indicates what an individual will do rather
than what they can do.

12. Criterion-Referenced
Evaluation
 Evaluation of performance by judging an
individual's behavior, performance, or
knowledge against specific criteria or
standards. Based on a predetermined set of
criteria.
 For instance,
 90% and up = A
 80% to 89.99% = B
 70% to 79.99% = C
 60% to 69.99% = D
 59.99% and below = F

13.  Determine individual performance in
comparison to some standard or criterion.
 It enable us to describe what an individual
can do, without reference to other’s
performance.

14. Norm-referenced Evaluation
 Norm-referenced measures are designed to
compare students performance according to
relative position in some known group.
 It determine individual performance in
comparison to others.
 it is inappropriate to use NRMs to determine
the effectiveness of educational programs and
to provide diagnostic information for individual
students

15. Norm and Criterion Compared
Criterion-Referenced Norm-Referenced
Dimension
Tests Tests
•To rank each student with
•To determine whether each student has
respect to the
achieved specific skills or concepts.
achievement of others in broad
Purpose •To find out how much students know
areas of knowledge.
before instruction begins and after it has
•To discriminate between high
finished.
and low achievers.
Measures broad skill areas
Measures specific skills which make up a sampled from a variety of
Content designated curriculum. These skills are textbooks, syllabi, and the
identified by teachers and curriculum judgments of curriculum
experts.

16. •Each skill is usually tested
Each skill is tested by at least four by less than four items. Items
items in order to obtain an adequate vary in difficulty.
Item
sample of student
Characteristics
performance and to minimize the effect •Items are selected that
of guessing. discriminate between high
and low achievers.
•Each individual is compared
with other examinees and
•Each individual is compared with a assigned a score--usually
preset standard for acceptable expressed as, a grade .
achievement.
Score
•The performance of other examinees is •Student achievement is
Interpretation
irrelevant reported for broad skill areas,
•A student's score is usually expressed as although some norm-
a percentage. referenced tests do report
student achievement for
individual skills.