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

common blueprint of CCE based on the same design of SBA is adopted in all schools under the Notes
same board, comparability of attainment targets and pupils’ achievement across the schools
would not be possible, which in turn would pass it difficult to pass valid norm-referenced
judgments.
(d) No system of school-based assessment would succeed unless we have full faith in the
competency of practising teachers and provide them continued motivation, encouragement
and recurrent training for empowering them to implement SBA system effectively to achieve
the desired attainment targets.
(e) Extreme subjectivity in internal assessment reigns supreme in SBA, which indeed is the
stumbling block in implementing this scheme. Unless multiple scoring cooperative testing and
quality question-banks are developed and used for assessment of scholastic achievement, and
illuminative approach reflecting multiple views of participant observers are used in assessing
non-cognitive outcomes and personal social qualities, it would not be possible for teachers to
make objective assessment, form sound judgments and take right decisions.
(f) Unless regular feedback of formative evaluation (which is an integral part of teaching) and
functional research support are provided continually for diagnostic purpose and remedial
teaching, further improvement in pupils’ achievement and instructional strategies would not
be possible.

What is Readiness test ?

1.8 Current Trends in Educational Assessment

1. Visualise : the context and background of the institution
2. Take : cognizance of time frame, students’ intake, input resources etc.
3. Study : curriculum objectives of the prescribed courses of studies.
4. Formulate : clearly subject-wise objectives in achievable and testable terms, covering both
cognitive and non-cognitive domains.
5. Specify : subject-wise objective in terms of intended learning outcomes, i.e. Essential Learning
competencies and Desirable Learning Competencies.
6. Clarify : the purpose and objectives of School-based Assessment.
7. Delineate : the areas and components of assessment for each subject.
8. Choose : the relevant mode of assessment to be used at different stages of instruction and
evaluation of pupils and programmes.
9. Identify : relevant techniques and tools of assessment for measuring both scholastic and co-
scholastic attainments of pupils.
10. Ensure : needed validity, reliability and usability while constructing measuring instruments
and other assessment devices.
11. Apply : relevant tools and techniques to collect needed evidences about pupils’ attainments on
cognitive and non-cognitive outcomes of learning.
12. Analyse : evidences in terms of specified intended learning outcomes.
13. Interpret : the evidences in terms of assessment objectives.

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