Chapter 30: Evaluation in Science 📝
Introduction
Evaluation is the systematic process of collecting, analyzing, and interpreting evidence of student learning. It is not just about giving tests—it is about understanding what students know, can do, and value, and using that information to improve teaching and learning .
30.1 Purposes of Evaluation
| Purpose | Description |
|---|---|
| Diagnostic | Identify strengths and weaknesses before instruction |
| Formative | Monitor learning during instruction (ongoing feedback) |
| Summative | Assess learning at end of unit/course (grades) |
| Placement | Determine appropriate level or group for student |
| Evaluative | Judge effectiveness of curriculum/teaching |
30.2 Types of Evaluation
A. Based on Timing
| Type | When | Purpose |
|---|---|---|
| Placement Evaluation | Before instruction | Determine prior knowledge |
| Formative Evaluation | During instruction | Monitor progress; adjust teaching |
| Summative Evaluation | End of instruction | Assign grades; certify learning |
| Diagnostic Evaluation | When difficulties appear | Identify specific learning problems |
B. Based on Reference
| Type | Description | Example |
|---|---|---|
| Norm-Referenced | Compares student to others | "You scored above 80% of students" |
| Criterion-Referenced | Compares student to fixed standard | "You scored 85%, passing is 70%" |
30.3 Continuous and Comprehensive Evaluation (CCE)
CCE was introduced in India (by CBSE) to shift focus from only summative assessment to ongoing, holistic evaluation .
| Aspect | Description |
|---|---|
| Continuous | Regular, periodic assessment throughout the year |
| Comprehensive | Covers all aspects—scholastic (subjects) and co-scholastic (life skills, attitudes, values) |
Components of CCE:
Scholastic Areas: Subject knowledge (tests, assignments)
Co-scholastic Areas: Life skills, attitudes, values, participation in activities
Co-curricular Activities: Sports, arts, clubs
30.4 Tools of Evaluation
A. Observation
| Tool | Description | Use |
|---|---|---|
| Observation Schedule | Structured observation form | Record specific behaviors |
| Anecdotal Record | Brief narrative of significant incident | Capture unusual behavior/achievement |
B. Written Tests
| Type | Description | Example |
|---|---|---|
| Objective Type | Single correct answer | Multiple choice, true/false, matching |
| Short Answer | Brief response (1-5 sentences) | Define, explain briefly |
| Essay Type | Extended response | Discuss, analyze, compare |
C. Practical Assessment
| Tool | Description | Assesses |
|---|---|---|
| Practical Exam | Hands-on task | Psychomotor skills, process skills |
| Lab Notebook | Record of experiments | Observation, recording skills |
D. Other Tools
| Tool | Description | Use |
|---|---|---|
| Checklist | List of criteria to check | Skill assessment |
| Rating Scale | Scale (e.g., 1-5) to rate quality | Attitude, participation |
| Portfolio | Collection of student work over time | Growth, reflection |
| Projects | Extended investigation | Research, presentation skills |
| Rubric | Scoring guide with criteria | Consistent grading |
30.5 Assessing Different Domains
A. Cognitive Domain
| Level | Assessment Method |
|---|---|
| Remember | MCQ, define, list |
| Understand | Explain, summarize, give example |
| Apply | Solve problem, demonstrate |
| Analyze | Compare, contrast, categorize |
| Evaluate | Critique, justify, recommend |
| Create | Design, construct, develop |
B. Psychomotor Domain
| Level | Assessment Method |
|---|---|
| Imitation | Observation checklist |
| Manipulation | Practical task with instructions |
| Precision | Practical task independently |
| Articulation | Complex task with multiple steps |
| Naturalization | Automatic, skilled performance |
C. Affective Domain
| Level | Assessment Method |
|---|---|
| Receiving | Observation, checklist |
| Responding | Participation records |
| Valuing | Self-report, interviews |
| Organization | Reflection journals, discussions |
| Characterization | Observation over time, portfolio |
30.6 Characteristics of Good Evaluation
| Characteristic | Description |
|---|---|
| Validity | Measures what it claims to measure |
| Reliability | Consistent results over time |
| Objectivity | Free from personal bias |
| Comprehensiveness | Covers all important aspects |
| Practicality | Feasible in terms of time, cost, effort |
| Fairness | Equitable for all students |
30.7 Pedagogical Implications
| Implication | Classroom Practice |
|---|---|
| Use multiple tools | Tests + observation + projects |
| Assess regularly | Not just at end of term |
| Share criteria | Tell students how they'll be assessed |
| Give feedback | Specific, constructive, timely |
| Use results to improve | Adjust teaching based on outcomes |
