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Understanding Evaluation Processes and Standards

Explore the importance of marking schemes, normal distribution curves, and standard deviation in evaluating performance. Learn about threats to effective evaluation, variations during assessment, and critical issues in the evaluation process.

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Understanding Evaluation Processes and Standards

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  1. Evaluation skills G Balasubramanian

  2. Why evaluate? • Individual position on a learning curve • Position in a given learning cohort • Position in a given universe

  3. What does a marking scheme contain? • A marking scheme contains value points for assessment. • They are suggestive. • The evaluator has the flexibility to award so long as the value point is reflected.

  4. What is the relevance of marking scheme to an evaluator? • It reduces ambiguity in evaluation • It reduces subjectivity in evaluation • Ir provides standards for evaluation. • It is a normative tool for the entire universe of the examinees.

  5. Threats to effective evaluation • Identification of schools/ candidates • Focus on the remuneration by increasing the quantity of evaluated papers • Poor computation of marks • No standardized procedures for addition or recording.

  6. Normal Distribution Curve

  7. What is the meaning of a Bell curve? • It reflects the performance profile of examinees in a given situation. • It shows a meaningful profile when the volume of the examinees is large • It is just an indicator. • There is no pre-condition that it has to remain always normal. • The standard curve is never forced on a cohort

  8. The skewing of the curve • In all normal conditions the curve is skewed. • Skewing could be positive or negative.

  9. When does positive skewing occur? • When the question paper is too easy. • When the evaluation is quite liberal and subjective. • When the given cohort are high profile and high performing learners. • When the volume of the examinees is quite less. • When the marking scheme is not objective

  10. When does a negative skewing occur? • When the question paper is quite difficult. • When the questions are out of focus or syllabus. • When the performance profile of the learners is low • When the learning experiences have been inadequate • When the evaluation is quite tight and rigorous. • When the marking scheme is not objective

  11. What is J-effect?

  12. What causes J-effect? • Undue emphasis on a given mark • Psychological pressure on examiners to award a given mark • Moderation or standardization focusing on a given mark • Student performances targeting a given mark

  13. What is standard deviation? • Standard Deviation • The Standard Deviation is a measure of how spread out numbers are. • Its symbol is σ (the greek letter sigma) • The formula is easy: it is the square root of the Variance. • The Variance is defined as: The average of the squared differences from the Mean.

  14. What does standard deviation indicate? • Standard deviation is the measure of dispersion away from the mean, or average, value

  15. How do we assess the performance of a school? • Relating the mean score of a school in a subject with that of the Board score. • Relating the distribution profile of the learners of a school with that of the Board.

  16. Should we give full marks to an answer if it is correct? • Why not? • Why should I? yes No

  17. What kind of variations could occur during evaluation? • Perceptional variations • Indifference in observations • Oversights • Misconceptions about answers/questions

  18. Issues in evaluation • Lack of focus/attention • Speed of assessment • Personal preferences • Poor handwriting • Styles of answers • Ideological differences

  19. Some examples of poor assessment • Case relating to the question • The most ideal man I know

  20. If the examiner doesn’t know • Give an example of Antibiotics.

  21. Issues in evaluation • Does the teacher have adequate knowledge? • Does the teacher have adequate competence? • Does the teacher take the task with seriousness it deserves? • Mindsets in evaluation

  22. Team Evaluation • What are its strengths? • What are its demerits?

  23. Inter-teacher variability • Monitoring • Mentoring • Supervising

  24. Case Study 1 • The format of writing a letter

  25. Case study 2 • Lack of knowledge of the subject area

  26. Case study 3 • All students getting the same marks in a given subject • All students getting the same marks in Maths and sciences

  27. Case study 4 • Data Entry errors

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