Notes: Evaluation of Achievement and Formation of Questions | Child Development and Pedagogy for CTET Preparation - CTET & State TET PDF Download

Evaluation provides the desired outcome regarding the level of achievement a learner has reached during their study. A proper evaluation occurs when the evaluation process is coupled with appropriately framed questions. If questions are not formulated well, considering content coverage and other relevant aspects, the evaluation process may not be effective. Therefore, effective evaluation begins with accurately framing questions that assess the learner.

Meaning of Achievement of a Learner

Academic achievement of a learner encompasses knowledge, understanding, skills, learning attitudes, etc., which can be assessed through tests conducted during or after the learning-teaching activity. It also reflects the quality of learners, curriculum, learning-teaching activities, and the abilities of both the teacher and the learner.

Achievement depends on three main factors:

1. Bio-Social Factors: These include inborn characteristics such as gender, age, as well as educational background, hometown, upbringing, and personal differences.
2. Affective Factors: These encompass achievement motivation, study habits, anxiety levels, adjustment, responsibility, and the interaction between teachers and students.
3. Environmental Factors: These factors include parental support, teaching quality, and classroom atmosphere.

Evaluate Achievement by Aligning to Learning Outcomes

It is crucial that assessment is aligned with learning outcomes. In an outcomes-based learning environment, a variety of learners are supported to achieve these outcomes. Since learning outcomes are performance-based, learners must not only know but also demonstrate what they have learned. Therefore, well-planned assessments allow learners to show that they have achieved the required learning outcomes or provide feedback that indicates the progress they are making toward their achievement. While there are various ways to assess student learning, all assessments should be directly linked to the learning outcomes.

Validity and Reliability of Diagnostic Tests

Validity

Validity in a diagnostic test means that the test measures what it is supposed to measure. Three types of validity evidence should be considered:

1. Content: The extent to which the test content matches the instructional objectives.
2. Criterion: The extent to which test scores agree with or predict an external criterion.
3. Construct: The extent to which an assessment corresponds to other variables as predicted by some rationale or theory.

Reliability

Reliability refers to the consistency of measurement given by the test over parameters like time and different test creators. It can be measured by the following parameters:

1. Stability: Give the same assessment twice, separated by days, weeks, or months. Good correlation between scores indicates stability.
2. Alternate Form: Create two forms of the same test by varying questions slightly. Good correlation between scores indicates reliability.

Types of Assessment Tasks

Essay Type

Essay type tests are important for testing learning outcomes such as organizing, summarizing, integrating ideas, and expressing them in one’s own way. These outcomes cannot be adequately tested through other types of tasks. Essay questions often have length restrictions to reduce subjectivity in marking.

Short Answer and Very Short Answer Type

These questions usually require exact answers and test knowledge, inference-making, and other skills. They are usually brief, requiring responses in a sentence or a few words.

Diagrammatic

Diagrammatic questions may require learners to draw a labeled diagram or fill in a map. They test the learner’s ability to draw neatly, accurately, and label correctly.

Objective

Objective questions are free from subjective bias and have only one correct answer. Various forms include:

• Multiple Choice: A stem (question), a key (correct answer), and distractors (incorrect answers) are provided. Used in competitive examinations.
• Alternative: Typically in forms like True/False or Yes/No.
• Matching: Requires the learner to match items from two lists correctly.

Formulating Appropriate Questions

Parameters for Formulating Questions

1. Getting Appropriate Answers: Questions should be clear and properly worded to ensure the answers are sufficient and appropriate.
2. Category of Questions: Decide whether questions are informational, judgmental, analytical, etc., and use appropriate question words (who, where, when, what, how, or why).
3. Important Elements: Focus on key elements of the correct answer to use as keywords in the question.

Assessing Readiness Levels of Learners

Readiness levels of students for a particular topic can be tested through pre-instruction assessments which:

• Preview the upcoming topic.
• Determine prior mastery of students’ knowledge, skills, and understanding before teaching.
• Gauge appropriate content and pacing of instruction.
• Help teachers make instructional decisions based on student strengths and needs, including:
• Recognizing students’ preferences for learning.
• Identifying students’ interests, curiosities, and passions.

Enhancing Learning and Critical Thinking in the Classroom

Critical thinking is essential for students to cope with complex problems and adapt to technological advancements. Educators can enhance critical thinking by using teaching strategies that encourage creativity, such as:

1. Assist in Finding the Solution: Instead of providing solutions, encourage students to think critically about finding solutions.
2. Brainstorm: Before starting an activity, ask students to predict what they will learn or do. This encourages critical thinking.
3. Classify and Categorize: Have students identify and sort objects into categories, encouraging them to apply a set of rules.
4. Compare and Contrast: Have students compare and contrast different items, which helps them analyze similarities and differences.
5. Make Connections: Encourage students to connect classroom learning to real-life situations, helping them identify patterns and relationships.
6. Provide Group Opportunities: Group settings expose students to different thought processes and help them understand alternative viewpoints.

Introducing critical thinking skills early in education prepares students to think critically and become better problem-solvers.

Assessing Learner Achievement

To plan assessments through achievement tests, teachers should design tests that:

• Match expected learning outcomes or course requirements.
• Adequately represent and elicit the content and skills students are expected to attain.
• Enable students to demonstrate their capabilities and progress.
• Use authentic and real-world tasks.
• Require learners to integrate their learning.
• Reflect complex thinking skills and pose enduring problems that learners may encounter in the future.
• Be fair, free of bias, and meaningful to important stakeholders.
• Be engaging and motivate students to showcase their capabilities.