Testing and evaluation are crucial components of teaching. Tests are organized to assess the performance level of students. This chapter discusses various methods of testing and evaluation, and their significance in teaching and learning.

Evaluation is the overall assessment of educational outcomes resulting from the teaching-learning process. In the context of science education, it assesses the social learning outcomes brought about by teaching the subject of Science.

Description of Evaluation Techniques

Viva-voce or Oral Tests

Oral tests involve direct communication between the examiner and examinees. Students are asked oral questions and respond verbally. This can include interviews, quizzes, group discussions, panel discussions, debates, declamation contests, symposiums, and extempores to evaluate students' abilities and learning potential.

Practical Tests

• In practical tests, students demonstrate their learning through experimental and work activities.
• They may create or produce something, report observations of a phenomenon, apply theoretical information in a concrete form, or perform motor skills and activities to test their outcomes related to cognitive, conative, and affective domains.
• Developing practical skills is reinforced by helping students maintain a practical record.

Written Tests

Written tests require students to use paper and pencil to respond to test questions provided on a question paper. The answers are recorded on an answer sheet or directly on the question paper. Written tests are the most frequently used evaluation tools in the teaching-learning process.

Types of Questions in Written Tests

Essay Type Questions

Essay type questions in written tests require students to provide lengthy, descriptive, and elaborate answers. Students have the freedom to respond in their own words. Examples of essay type questions in science include:

• What are Newton’s three laws of motion? Discuss them carefully, citing suitable examples.
• What are electrons? How are they distributed in different cells? Explain with examples.
• What is nuclear energy? How is this energy produced? Explain in detail.

Short Answer Type Questions

Short answer type questions require brief and precise answers, often limited to a specific number of words or requiring specific information. Examples include:

• Name the three modes of transmission of heat. Point out the precautions to be kept while preparing oxygen gas in the laboratory.
• Name the planets of our solar system.
• What is the importance of the nucleus in the structure of a cell?
• Define radiation by giving an example.

Objective Type (Multiple Choice Questions)

Objective type questions in written tests require students to choose the correct answer from options provided. These questions can be answered with a few words or numerals.

Open-Ended Questions

Open-ended questions are unstructured and require students to answer in their own words. These questions start with words like how, what, when, where, and why. They provide qualitative information and are useful in exploratory research. Example:

• What factors do you consider when buying a vehicle?
• In your opinion, what is a reasonable price for this item?

Observation as an Evaluation Technique

Observation as an evaluation technique involves noting observed behaviors by an examiner or group of examiners. It helps assess changes in learning behavior, and can be conducted in various ways:

Observing students without their knowledge by hiding the examiner’s presence.

Choosing an evaluation instrument depends on factors like:

• Objectives of teaching-learning.
• Contents and learning experiences.
• Methodology and strategies used.
• Behavioral domains (cognitive, conative, affective).
• Purposes (diagnostic, formative, summative).
• Emphasis on mastery learning or grading.
• Level of learning (memory, understanding, reflection).
• Nature of the evaluation instrument.

Questionnaire

An evaluation technique using a questionnaire consists of a set of questions designed to assess specific performance or behavior. Questions in a questionnaire can take various forms:

Types of Questionnaire Examples

• How does laboratory work in Chemistry/Physics make you feel?
• 
  
  • Bored
  • Confident
  • Anxious
  • Interested
• I like to draw essential diagrams for the preparation of gases in the laboratory. Yes/No
• 
  
  • Yes
  • No
• After being asked to verify a fact through laboratory work by my teacher, I feel...
• 
  

Interview

Interview as an evaluation technique involves a face-to-face dialogue and interaction between the examiner and examinee. The interviewee responds to questions posed by the interviewer or interview panel to evaluate their performance and behavioral changes.

Continuous & Comprehensive Evaluation (CCE)

Continuous and Comprehensive Evaluation (CCE) integrates evaluation with the teaching and learning process. It maintains a cumulative record of student performance across cognitive, affective, and psychomotor domains.

Objectives of CCE

• Emphasizes learning over memorization.
• Supports students who lag behind in learning through remedial actions.
• Makes teaching and learning student-centered.
• Ensures that CCE is a compulsory and integrated process of teaching and learning.

Aspects to be Evaluated in CCE

• Learning skills related to various subjects.
• Development of individual interests, skills, and inspirations.
• Understanding the importance of a healthy and productive life.
• Monitoring changes in student behavior and knowledge progress.
• Student reactions to specific situations in and outside of school.
• Application of knowledge in different environmental and situational contexts.

Evaluation of Achievement

Grading System

• The child should be evaluated continuously for their achievements. Grading is considered the best method for evaluation.
• A five-point grade system can be used for preparing student report cards. These grades should also be convertible to percentages.
• Parent-teacher meetings are not part of Continuous and Comprehensive Evaluation (CCE).

Evaluation at Primary Level (Class I-V)

• No formal evaluation should be conducted at this level. Assessment should be based on observation, and the results should be communicated to parents/guardians.
• Report cards should reflect observed aspects such as the child's interests, capabilities, skills learned, and health details.
• Evaluation should be continuous from Class III-V.
• Assessment should focus on understanding of knowledge, reading ability, and expressive capabilities.
• No formal evaluation procedures should be conducted during the teaching and learning process at this level.
• Merit lists should not be created.
• No student should be held back or failed.
• Teachers should regularly evaluate children's progress through observation.

Evaluation at High Primary Level (Class VI-VIII)

• CCE should be conducted at the end of each unit or term. The annual exam should not carry much weightage.
• No student should be retained in the class or failed.
• Open book tests can be conducted at this level, including both written and practical tests.
• Students should develop broad views on subjects rather than misuse their knowledge.
• Teachers should address doubts and myths and provide clarification on topics that may mislead adolescents.
• Experts should be called upon for counseling of adolescents who are misguided.

Evaluation at Secondary Level (Class IX-X)

• Evaluation should focus on understanding scientific principles, quantitative measurements, and laboratory experiments.
• Practical skills assessment should be part of internal assessment.
• The Class X Board examination should include evaluation based on technical models and laboratory skills.
• Co-curricular activities should be made compulsory alongside the designed curriculum.
• Lessons and teaching plans should maintain vertical continuity and horizontal unity.

Evaluation at High Secondary Level (Class XI-XII)

• Topics like local issues, use of technology in education, science fairs, math and science Olympiads, and international social and political issues are important for students' mental development but should not be evaluated.
• These activities are informative and enhance knowledge for students interested in pursuing careers in science, but they should not be evaluated.
• Internal assessment should be conducted for practicals and biotechnology modules.
• The Class XII examination question paper should include questions based on technical practical skills.

Types of Evaluation

Diagnostic Evaluation

Diagnostic evaluation provides information about students' prior knowledge and understanding before teaching a specific topic or content area. It is not limited to the pre-stage of instruction but can be used throughout a lesson or unit to diagnose understanding and interest. This ongoing assessment is crucial for identifying learning problems and planning remedial actions.

Formative Evaluation

Formative evaluation is conducted during the teaching-learning process. It helps teachers and students assess their progress and identify strengths and weaknesses. Formative evaluation can be formal (like quizzes, assignments, tests) or informal (like observations, student comments). Key characteristics include:

• Administered during the lesson or instruction.
• Provides feedback to students on their progress towards learning objectives.
• Provides data to teachers to modify their teaching methods.
• Guides students, plans remedial instruction, and encourages students to seek help.
• Should not be used for making comparisons or certifying judgments against students.

Summative Evaluation

Summative evaluation is conducted at the end of a lesson or unit. It represents a final test or measure of students' progress as a result of their learning. Both formal (like tests, questionnaires, projects) and informal (like observations, discussions) techniques can be used. Key characteristics include:

• Summarizes the final progress of students at the end of a unit or course.
• Conducted less frequently than formative evaluation.

Formative and Summative Evaluation Instruments in Science

Science teachers use a variety of instruments for formative and summative evaluations to assess teaching-learning outcomes. These instruments include:

• Oral tests and examinations.
• Practical tests and examinations.
• Written tests and examinations with essay, objective, and short answer questions.
• Techniques like observation, discussion, questionnaire, inventory, interview, checklist, aptitude scale, rating scale, case study, projective techniques, assignment, project work, creative and productive work of students, etc.