This PowerPoint described Procedures and Techniques of assessment which includes inventory. interview, checklist, questionnaire, sociogram and teacher made test briefly.
4. The purpose of using interest inventory in
the classroom is to gain information about
your students.
Interest inventory include questions about
personal traits, hobbies, interests, likes,
dislikes, learning style and students’ ages
and what specific information you want to
learn.
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5. Student interest inventories can help you
build rapport and create connections with
your students. Then, you can use the
information in a variety of ways. For example,
Student interest inventory is used in my
classroom to plan lessons and seating charts,
as a way to start conversations with students.
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6. Reading inventory is mostly used in
kindergarten, first and second grades
classrooms.
In reading inventory, There are no right and
wrong answers, and the result are usually
used to plan classroom activities or to
develop individual learning programs.
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7. According to Thill and Bovee, “An interview is any
planed conversation with a specific purpose involving
two or more people”.
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8. The word interview comes from Latin
and middle French words meaning to
“see between” or “see each other”.
Interview means a private meeting
between people when questions are
asked and answered.
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9. The person who answers the questions of an interview is
called in Interviewee. The person who asks the questions
of the interview is called an Interviewer.
Interviewee
Interviewer
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10. Types of
Interview
Structured interviews
Unstructured interviews
Informal, Conversational
interview
General interview guide
approach
Standardized, open-ended
interview
Closed, fixed-response
interview
Other Types of Interviews
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11. Structured interview tend to follow
formal procedures; the interviewer
follows a predetermined agenda or
questions.
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12. When the interview does not follow the
formal rules or procedures, it is called an
unstructured interview.
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13. In the conversational interview, No predetermined questions are
asked; even the wording of questions and the topics are not
predetermined.
During the interview the interviewer “goes with the flow”
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14. In this approach, the interviewer has an outline of
topics or issues to be covered, but is free to vary the
wording and order of the questions to some extent.
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15. The major advantage is that the data are
somewhat more systematic and
comprehensive than in the informal
conversational interview, while the tone
of the interview still remains
conversational and informal.
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16. In this format, the interviewers
bond to a strict script, and there
is no flexibility in the wording
or order of questions.
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17. All interviewees are asked the same questions
and asked to choose answers from among the
same set of alternatives.
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20. The purpose of conducting interview is
to collect information from a single or more
than two persons through a systematic and
structured format.
in looking for in-depth information on a
particular topic.
to provide the instructor with insight about
students' understandings in order to refine and
target instruction.
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21. • To build rapport
• Makes interviewee comfortable
• Desired information is gathered through questions
• start with easy questions to complex questions
• Summarize the key points
• End by thanking
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22. Create a friendly and open environment .
Wait to establish rapport, before asking sensitive
questions.
Pay close attention to your own language; maintain
appropriate levels of eye contact.
Questions should be clear and directly related to the
topic.
Keep eye on the time.
Always thank the interviewee at the end of the
interview.
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23. Interview provide in Depth information.
The interviewer can observe the non‐verbal behaviors
of an interviewee.
Individuals may offer information in interviews that
they wouldn’t offer in a group context.
Interview is highly individualized and relevant to
individual.
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24. Less-structured interview data is difficult to
analyze.
Interview is time-consuming in terms of
identifying subjects, preparation, analyze and
evaluate.
As the objectivity, sensitivity and insight of the
interviewer are high level expertise is required
to conduct an interview.
the interviewer’s presence and behavior bias
the interviewee’s response.
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25. Checklists contain a list of behaviors or specific steps, which
can be marked as Present/Absent, Complete/Incomplete,
Yes /No, etc.
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26. For Teacher:
Checklist is assessment tool that state specific
criteria that allow teachers to make judgments
about developing competence.
They list specific behaviors, knowledge, skills,
attitudes, and strategies for assessment, and offer
systematic ways of organizing information about
individual students or groups of students.
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27. For Student:
students use checklists to ensure that they have
completed all of the steps and considered all of the
possibilities.
Checklists help to provide structure for students and
they are great tools to use when you want to note the
completion of a task, but do not need to assign a
rating scale.
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29. Checklist saves time, effort and Improve memory recall.
Checklists put everything you need to do right in front of you.
Checklists organize what needs to be accomplished so
nothing is forgotten.
Checklists put tasks in order so you can accomplish the most
important things first.
Checklist will keep you focused and on-track.
The checklist is comprehensive.
The checklist is individual documentation on each child.
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30. The checklist loses details of the event.
Organizing a checklist might be too time-
consuming.
The checklist may be biased by the recorder.
The checklist depends on the criteria to be clearly
observable.
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31. Questionnaire is generally a series of written questions
for which the respondents has to provide the answers
(Bell 1999).
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32. Devaus (1996) sees a questionnaire in a much
wider context (namely as a technique in
which various persons are asked to answer
the same set of questions.
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34. In closed ended questions, respondents’
answers are limited to a fixed set of
responses.
Yes/no question
The respondent answers with a "yes" or a
"no".
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35. Responses are graded on a scale.The respondent has several options
from which to choose.
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36. No options or predefined categories are
suggested.
It allows for the respondent to
provide their own answer without forcing
them to select from fixed possible
options.
For example, "What is your opinion on
questionnaires?"
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37. Questions should flow
logically from one to the next.
from the more general to the more specific.
from the least sensitive to the most sensitive.
from factual and behavioral questions to attitudinal and
opinion questions.
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38. Brief and Limited Questionnaire
Simple and Clear
Use of Proper Words
Sequence of the Questions
Objective Questions
Attractive Questionnaire
Instructions
No Personal Questions
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41. They are cheap, simple and quick for the respondent to
complete.
They should be Large amounts of information can be
collected from a large number of people in a short period of
time
They can be used for sensitive topics which users may feel
uncomfortable speaking to an interviewer about
Respondents have time to think about their answers; they
are not usually required to reply immediately.
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42. It is sometimes difficult to obtain a sufficient number of
responses, especially from postal questionnaires
There is no way to tell how truthful a respondent is being
Open-ended questions can generate large amounts of data that
can take a long time to process and analyze.
Respondents may ignore certain questions and misunderstood.
Some people may not be willing to answer the questions.
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43. A Sociogram is a Socio-metric instrument which
diagrammatically indicates the formation and changes of a
group.
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44. It is a map and a graphic representation of social links that a
person has.
The purpose of Sociogram is to highlight the feeling of
attraction, indifference and rejection that occur within a group
and between its members.
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45. A Sociogram is a teacher-made device that is used to provide
additional information regarding a student and how s/he
interacts with peers.
It is a valuable tool for determining how a student is viewed
by his/her classmates.
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46. A Sociogram is to uncover the underlying relationships
between people.
A Sociogram will help the teacher to know the child’s
position in the group and the kind of position the child wants
to occupy. Knowing this will provide insight into the child’s
attitudes and values.
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47. It is important for understanding the relationships within
classroom.
Once this relationship is understood by the teacher, group work
can be better facilitated for greater learning to occur.
When working with students who tend to socially withdraw or
isolate themselves
These results can then be used when assigning groups and
arranging seating.
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48. Interaction develops between students.
Allowing a student to work with a chosen peer may be a
motivational tool.
Social isolates (those not selected by others) could be placed
in interaction situations with accepting peers.
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49. It is difficult to construct.
It can be very confusing to understand.
Caution and professionalism are required when using this
technique. (Can harm any youngster's self-esteem)
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50. Teachers made tests are classroom tests and are
developed by the teachers.
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51. ELEMENTS TEACHER-MADE TESTS TEST
PURPOSE Measure the outcome of a teacher’s
teaching or outcome of learning in his
class.
SCOPE Its scope is limited.
ACCURACY Less accurate
REFINEMENT It is simple and rough.
SOURCES Based on experience of teacher
COVERAGE OF CURRICULUM Covers small area of curriculum
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52. Simple to use.
Motivate the students
Help the teacher to assess individual pupil’s strengths and
weaknesses and needs.
Provide feedback for teachers as to assess the effectiveness of
teaching methods.
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54. Ebel (1965) has described the following differences and similarities
of objective and essay tests:
DIFFERENCES
Objective Tests Essay Tests
Requires student to choose among
two or more alternatives.
Requires student to plan his/her own
answer and express it in his/her words.
Consists of many rather specific
question requiring only brief answers.
Consists of relatively few, more general
questions.
Students spend most of their time in
reading and thinking.
Students spend most of their time in
thinking and writing.
Quality is determined by the skill of
the test constructor.
Quality is determined largely by the
skill of the grader reading.
Difficult to prepare Easy to prepare
Easy to score Difficult to score
Courage guessing Courage bluffing
Highly reliable Less reliable
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56. Make sure the test is correlated to course objectives or mental level of
student.
Use Simple and Clearly Sentences.
Give clear directions for each section of the test.
Arrange the questions from simple to complex.
Vary the question types (true/false, fill-in-the-blank, multiple choice, essay,
matching).
Give sufficient time for all students to finish.
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57. Teachers made tests are much less expensive to construct and administer.
They present the same question to all the students under nearly identical
conditions.
They can be evaluated easily.
When a teacher creates his/her own tests, she/he has complete control over
the format.
Teacher can make as many or as few as she/he wants.
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58. Tests are narrow in scope.
Tests are either too short or too lengthy.
Tests serve limited purpose.
Results cannot be generalized beyond the program or institution.
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