Page 13 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Unit 1: Educational Testing and Assessment : Concept, Context, Issues and Current Trends

• Ongoing process Notes
• To understand and improve student learning
• Explicit and public expectations
• Appropriate criteria and high standards
• Systematic data collection, analysis, and interpretation to :
• determine whether learning meets expectations and standards
• document, explain, and/or improve performance

1.6 Context of Educational Assessment

1.6.1 Objectives of Educational Assessment
(a) To prepare students for the new pattern of competency-based teaching and competency-based
assessment.
(b) To make evaluation an integral part of teaching-learning process.
(c) To make evaluation a cooperative and democratic process, involving various stake-holders of
evaluation programme.
(d) To collect more valid and reliable evidences about total development of the learners.
(e) To form sound judgments and take timely decisions about learners’ instructions and learning
environments.
1.6.2 Aspects of Assessment
Comprehensiveness is the significant factor in the assessment of the whole chi1d vis-a-vis his total
development to form the basis of assessment. Accordingly, the following areas of assessment will be
included in the CCE.

1.6.3 Assessment of Scholastic Aspects
Use of the following tools will be made in assessment of scholastic aspects.
1. Tests : Different types of tests required for asessing the scholastic aspects are given below :
(a) Readiness tests
For Standard V the pre-requisite learning is indicated by Standard IV learning competencies.
Before taking up teaching of a unit, a pretest based on pre-requisite learning competencies
will be used and inadequacies in students’ entry behaviours would be analysed. Based on
learning gaps remedial teaching is undertaken. This will also apply to Standards VI and VII,
VIII, IX, X etc.
(b) Criterion-referenced unit-tests
Since unit teaching approach is envisaged, unit-test should be used at the end of each learning
unit. It could be written or oral for review and reinforcement purpose. Each unit-test will be
based on specific content elements of each unit, used for testing students on pre-determined
learning outcomes formulated for each unit in terms of competencies. Focus of unit-tests will
be on diagnosis of students’ inadequacies in learning and improvement of their achievement
through remedial action to enable most of the students to acquire mastery of concepts and
skills. Sample criterion-referenced tests will be developed and supplied to schools and teachers
oriented in unit testing.
1.6.4 Assessment of Non-Scholastic Aspects
This would include assessment of the following aspects which may be introduced in second phase.
1. Physical health, covering basic understanding about nutrition and health, physical fitness,
development of positive attitudes etc.

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