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TOOLS & TECHNIQUES IN EDUCATIONAL ASSESSMENT COMPILED BY HINA JALAL
TOOLS & TECHNIQUES FOR CLASSROOM ASSESSMENT
In the classroom, teachers are the primary assessors of students. Teachers design assessment tools with
two broad purposes: to collect information that will inform classroom instruction, and to monitor stu-
dents’ progress towards achieving year-end learning outcomes. Teachers also assist students in devel-
oping self-monitoring and self-assessment skills and strategies. To do this effectively, teachers must
ensure that students are involved in setting learning goals, developing action plans, and using assess-
ment processes to monitor their achievement of goals. The different tools and techniques used in class-
room assessment are the following;
• Observation
• Check List
• Portfolio
• Anecdotal Records
• Rating Scale
• Questionnaire
• Interview
OBSERVATION
Observation is a visual method of gathering information on activities: of what happens, what your
object of study does or how it behaves. From the earliest history of scientific activity, observation has
been the prevailing methods of inquiry.
Observation is the active acquisition of information from a primary source. In living beings, observation
employs the senses. Observational methods in psychological research entail the observation and
description of a subject's behaviour. According to Gardner (1975), observation is the selection,
provocation, recording and encoding of that set of behaviours and settings concerning organism “in situ’
which are consistent with empirical aims.”
Characteristics of Observation
1. Observation is at once a physical as well as mental activity.
2. Observation is selective and purposeful.
3. Scientific observation is systematic
4. Observation is specific
5) Scientific observation is objective and quantitative.
6. The record of observation is immediately.
7. Observation is verifiable
8. Behaviour is observed is natural surroundings
9. It enables understanding significant events affecting social
10.It determines reality from the perspective of observed person himself.

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TOOLS & TECHNIQUES IN EDUCATIONAL ASSESSMENT COMPILED BY HINA JALAL
Types of Observation
Simple and systematic observation
Observation is found in almost all research studies, at least in the exploratory stage. Such data collection
is often called simple observation. Its practice is not very standardized. Systematic observation it
employs standardized procedures, training of observers, schedules for recording.
Subjective and Objective
Observation One may have to observe one’s own immediate experience, it is called subjective
observation. In any investigations, the observer is an entity apart from the thing observed, that type of
observation is called objective observation
Structured and Un structured observation
Structured observation is organised and planned which employs formal procedures, has a set of well-
defined observation categories, and is subject to high levels of control and differentiation. Unstructured
observations are loosely organized, and the process is largely left to the observer to define.
Natural and Artificial Observation
Natural observation is one in which observation is made in natural settings while artificial observation
is one in which observation is made in a laboratory condition
Participant and Non-participant observation
When the observer participates with the activities of these under study is called participant observation
Merits: - Acquiring wide information, Easy in exchange of clear observation of neutral and real
behaviour. Limitations: - larger time required, greater resources required lack of objectivity. When the
observer does not actually participate in the activities of the group to be studied but simply present in
the group it is common as non-participant observation. The observer in this method makes not effort to
his influence or to create a relationship between him and the group.
Advantages of Observation
1. It allows collection of wide range of information
2. It is a flexible technique in which research design can be modified at any time
3. It is less complicated and less time consuming.
4. It approaches reality in its natural structure and studies events as they evolve.
5. It is relatively inexperience
6. The observer can assess the emotional reaction of subjects.
7. The observer can record the content which gives meaning to respondent’s expression
8. The behaviour being observed in natural environment will not cause any bias.
9. Superior in data collection on dependable and convincing
10. Greater accuracy and reliability of data.

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TOOLS & TECHNIQUES IN EDUCATIONAL ASSESSMENT COMPILED BY HINA JALAL
11. Results are more dependable and convincing
Limitations of Observation
1. Establishing the validity of observation is always difficult
2. The problem of subjectivity also involved
3. There is the possibility of distortion of the phenomena through the very act of observing.
4. It is a slow and laborious process
5. The events may not be easily classifiable
6. The data may be unmanageable
7. It is going to be a costly affair 8. It cannot offer quantitative generations.
CHECK LIST
A checklist is a simple device consisting of a prepared list of items which are thought by the researcher
to be relevant to the problem being studied. A checklist is a selected list of words, phrases, or sentences
following which an observer records a check () to denote the presence or absence of whatever being
observed. When we want to assess whether some traits are present or absent in the behaviour of an
individual, we can use check list method. This consists of several statements on various traits of
personality. The statement which applies to the individuals is checked. Thus, responses to the checklist
items are a matter of ‘fact’, not of ‘judgment’. The checklist is an important tool in gathering facts for
educational surveys, that is for checking of library, laboratory, game facilities, school building,
textbooks, instructional surveys, that is for checking of library, laboratory procedures, etc. checklist are
sometimes used in the form of a questionnaire. Which are completed by the respondent rather than by
the observer.
Construction of A Checklist
• The items are determined may be arranged in logical and psychological order. There are various
ways of writing and arranging the items in a checklist.
• The items of the checklist should be phrased in such a way that they are discriminative in quality.
It will increase the validity of the check list. A preliminary try out of the check list may also
prove helpful in making the tool one objective
Analysis and Interpretation of Check List Responses.
The tabulation, qualification and interpretation of the checklist response is done in very much the same
way as that of the questionnaire responses.
PORTFOLIOS
Student portfolios may be collected from the time that students enter a program until they
graduate or may be collected for narrower time frames. Students are responsible for gathering

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TOOLS & TECHNIQUES IN EDUCATIONAL ASSESSMENT COMPILED BY HINA JALAL
the information that the faculty want them to gather. Among the types of materials contained in
a portfolio may be: research papers, essays, drafts of written material leading to a final product,
laboratory research, videotapes of performances, exhibits of creative work, and examinations. A
particularly valuable component of student portfolios is the reflective essay, in which the student
reflects upon her or his growth in scholarship or creative efforts and draws conclusions about
his or her strengths and weaknesses at the time the portfolio is compiled. To save valuable space,
many portfolios are now gathered electronically. The primary drawback of the portfolio is that
it takes time for faculty to review. The primary advantage is that it can be designed to represent
a broad view of student academic development, one that also contains some depth.
ANECDOTAL RECORDS
Anecdotal Records are collections of narratives involving first-hand observations of interesting, illu-
minating incidents in children’s literacy development. Anecdotal records are reports about the teacher
informal observations about students. It will help the teacher to collect details regarding student’s be-
haviours at different situations. It will be a good tool to bring positive behavioural patterns through
daily observation and correction. It involves the following information;
Social interactions and literacy exchange that teacher have observed
Children’s everyday routines, such as what they choose to do in centre workshops; a writing topic in
a journal or on a sheet of paper during independent writing time; the book they choose during inde-
pendent reading time; and when they spend time with blocks, sand, painting, or other forms of creative
expression
Children’s learning styles
Recurring patterns in children’s ways of understanding
Changes in children’s behaviours
Milestones in children’s development
Steps Involved in Preparation of Anecdotal Records
Teachers basically use the following steps for the preparation of Anecdotal records;
1. Observing children in instructional settings:
Formal and information is the starting point in the preparation of anecdotal records.
2. Maintaining a standards-based focus:
Follow some criteria as standards at the time of observation.
3. Making anecdotal records:
Writing quality anecdotal records is facilitated by keeping in mind the following considerations: Write
observable data, use significant abbreviations, write records in the past tense.

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TOOLS & TECHNIQUES IN EDUCATIONAL ASSESSMENT COMPILED BY HINA JALAL
4. Managing anecdotal records:
Once the records are coded for strengths, needs, or information, simply list an abbreviated summary of
the strengths and the needs in the space provided below the records. Separating the records into
strengths and needs allows the teacher to summarize what patterns are being exhibited by the student.
The summary also helps clarify and generate appropriate instructional recommendations.
5. Analysis of anecdotal records:
Anecdotal records assessment is informed by comparing the standards to the child’s performance. The
standards also inform the selection of strategies and activities for instructional recommendations.
Periodically, analyse the compiled records for each student. The time between analyses may vary
according to your own academic calendar.
RATING SCALE
Rating scale is one of the scaling techniques applied to the procedures for attempting to determine
quantitative measures of subjective abstract concepts. It gives an idea of the personality of an individ-
ual as the observer judge the behaviour of a person includes a limited number of aspects of a thing or
of traits.
Rating means the judgment of one person by another. “Rating is in essence directed observation”. Writes
Ruth Strang. A.S. Barr and other define, “Rating is a term applied to expression of opinion or judgment
regarding some situation, objects or character. Opinions are usually expressed on a scale or values.
Rating techniques are devises by which such judgments may be qualified.”
Characteristics
There are two characteristics of a rating scale.
1. Description of the characteristics to be related,
2. Some methods by which the quality, frequency or importance of each item to be rated may be given.
Types of Rating Scale
Several rating techniques have been developed which enable the observers to assign numerical values
or ratings to their judgments of behaviour.
According to Guilford (1954, P. 263) these techniques have given rise to five board categories of rat-
ing scale.
1. Numerical scale (Itemized rating scale)
2. Graphic scale
3. Standard scale
4. Rating by cumulative points
5. Forced choice ratings.

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TOOLS & TECHNIQUES IN EDUCATIONAL ASSESSMENT COMPILED BY HINA JALAL
Use and Advantages of Rating Scales
1. Helpful in measuring specified outcomes or objectives of education
2. Helpful in supplementing other sources of understanding about the child.
3. Helpful in their simulating effect upon the individuals who are rated.
4. Helpful in writing reports to parents
5. Helpful in filling out admission
6. Helpful in finding out student’s needs
7. Helpful in making recommendations to the employers.
8. Helpful to the students to rate himself.
Limitations
1. Some characteristics are more different to rate.
2. Subjective element is present.
3. Lack of opportunities to rate students.
4. Rates tend to be generally generous.
QUESTIONNAIRE
A questionnaire is defined as tool of evaluation that consists a set of questions or other types of prompts
that aims to collect information from a respondent. These typically are a mix of close-ended
questions and open-ended questions; long form questions offer the ability for the respondent to elaborate
on their thoughts. Questionnaires were developed in 1838 by the Statistical Society of London.
1. Questions in Open Ended Format
Questions that allow the target audience to voice their feelings and notions freely are called open-
format questions or open-ended questions. These questions are not based on pre-determined
responses, giving respondents an opportunity to express what they feel is right, and often provide
real, perception, and at times, startling proposals. Open-ended questions placed at the end of a
questionnaire tend to draw accurate feedback and suggestions from respondents as well.
2. Questions in Closed Ended Format
Questions which have multiple options as answers and allow respondents to select a single option
from amongst them are called closed-format or closed-ended questions. This type of questionnaire
is especially useful when conducting preliminary analysis. As a fixed answer set is provided,
these are ideal for calculation of statistical information and percentages of various types. Closed-
ended questions help to arrive at opinions about a product or service, and sometimes, about a
company, in a more efficient manner.

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TOOLS & TECHNIQUES IN EDUCATIONAL ASSESSMENT COMPILED BY HINA JALAL
Advantages of Questionnaire
It has greater potentialities when it is properly used otherwise progress in many areas of education
would be greatly handicapped.
It is economical way of collecting information to educators.
3.It permits a nationwide or even international coverage.
it can cover a large group at the same time.
It is easy to plan construct and administer.
Once it has been constructed skilfully the investigator may ask anybody to administer it on his behalf.
Confidential information often may be obtained more readily by means of questionnaire.
It places less pressure on the subject for immediate response.
Limitations of Questionnaire
1. The mailed questionnaires can be used only for educated people also restricts the number of re-
spondents.
2. The return rate of questionnaire is low.
3. The mailing address may not correct which may omit some eligible respondents.
4. Sometimes different respondents interpret questions differently.
5. The researcher is not present to explain the meaning of certain concepts the respondent may leave
the question blank.
6. It does not provide an opportunity for collecting additional information.
7. The respondent can consult others before filling in the questionnaire this response cannot be consid-
ered as his own views.
8. There is a lack of depth or probing for a more specific answer.
INTERVIEW
An interview is formal meetings between two people (the interviewer and the interviewee) where
questions are asked by the interviewer to obtain information, qualities, attitudes, wishes etc.
According to Gary Dessler, “An interview is a procedure designed to obtain information from a
person’s oral response to oral inquiries.”
Types Of Interviews
There are many types of interviews that an organization can arrange. It depends on the objectives of
taking the interview. Some important types of interviews are stated below:
1. A structured interview (Formal interview or guided interview):
Here in the traditional form of interview, the questions asked are all in a standard format and the same
is used for all the candidates. This is to assess the ability of all the candidates impartially.
2. Unstructured interview (Informal interview or conversational interview):

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TOOLS & TECHNIQUES IN EDUCATIONAL ASSESSMENT COMPILED BY HINA JALAL
This is the opposite of structured interview. Here the interviewer has a definite idea in mind about the
questions to be asked, but it doesn’t follow a certain format. The interviewer may deviate, and a
conversation type interview follows.
3. Standardized or open-ended interview:
Here the same open-ended questions are asked to all interviewees; this approach facilitates faster
interviews faster interviews that can be more easily analysed and compared.
4. Closed or fixed-response interview:
It is an interview where all interviewers ask the same questions and asked to choose answers from among
the same set of alternatives. This format is useful for those not practiced in interviewing.
5. Group interview:
This involves multiple candidates and they are given a topic for discussion. They are assessed on their
conversational ability and how satisfactorily they can have their own views and make others believe in
them. Here, the best among the lot gets selected.
6. Panel interview (Committee Interview):
The interviewers here are a group from among the company people who are in senior position and usually
the panel interview is when the candidate is supposed to make a presentation. But many-a-times it could
be for the job interview as well.
7. Depth interview (In-depth interview):
When you need to ascertain everything about the interviewee right from the life history, academic
qualifications, work experiences, hobbies, and interests; you conduct the depth interview. Here the
interviewer has a clear idea about the questions he will be asking but once the question is asked, he
allows the conversation to flow and is more of a listener. This interview takes time and more of a friendly
approach of the interviewer towards the interviewee.
8. Individual or One-to-one interview (Personal interview):
It is the most common among the interview types, it involves the interviewer asking questions maybe
both technical and general to the interviewee to investigate how fit the candidate is for the job.