Assessment and Evaluation MCQ Quiz in मल्याळम - Objective Question with Answer for Assessment and Evaluation - സൗജന്യ PDF ഡൗൺലോഡ് ചെയ്യുക

Concept mapping is a graphical tool that involves creating diagrams or networks that depict the relationships between different concepts.

Key Points

• Eliciting Ideas of Learners: Concept mapping is a great way to understand the ideas, understanding, and misconceptions that students may have about a particular topic.
• Lesson Planning: Educators can use concept mapping to plan lessons, helping to outline the key ideas, connections between those ideas, and the sequence in which those ideas might be taught. 
• Assessment: Concept maps can be used as a form of assessment, allowing teachers to evaluate a student's understanding of a topic.
• Mapping Student's Progress: Concept mapping can provide snapshots of a student's understanding at different points in time, it is not typically used as a tool for tracking or mapping a student's progress over a more extended period, such as a semester or an entire course.

Hence, we can conclude that Concept mapping is not used as a tool for mapping student's progress.

Formative assessment involves gathering evidence of students' understanding, knowledge, and skills during the learning process.

Key Points

• It is focused on providing feedback and supporting students' learning progress.
• In the context of science education, a laboratory experiment conducted by students aligns with the principles of formative assessment.
• During a laboratory experiment, students actively engage in scientific inquiry, make observations, collect data, analyze results, and draw conclusions.
• Throughout the experiment, the teacher or instructor can provide formative feedback, guidance, and support to students based on their performance.
• This feedback helps students reflect on their understanding, identify areas of improvement, and refine their scientific skills.

Hence, it can be concluded that an example of formative assessment in science is a laboratory experiment conducted by students.

Science is a social activity, and it takes place in a specific cultural and historical context.

Key Points

•  The scientific community has biases and values that affect the way science is conducted, the questions that are asked, and the interpretation of the results.
• For example, the concept of race has been historically used to justify social inequality and discrimination.
• However, with the advancement of science, we now know that race is a social construct and not a biological fact.
• The understanding of the nature of science is dynamic and is continuously evolving as new evidence and research come to light.
• Therefore, it is important for students to learn that scientific knowledge is provisional and tentative and is subject to change based on new evidence and research.

Hence, it can be concluded that Scientific ideas are unaffected by the social and historical setting is NOT in agreement with our contemporary understanding of the nature of Science.

Evaluation is a systematic process of collecting, analyzing, and interpreting evidence of students’ progress and achievement. The evaluation approach is an innovation in the field of education. B.S. Bloom has given this approach to the teaching-learning process.

Characteristics of Evaluation:

• Evaluation is a systematic process of determining the extent to which educational objectives are achieved by pupils.
• It provides the collection of evidence that will show the degree to which pupils are progressing towards the objective.
• Evaluation is a continuous process. It is because the pupil’s growth and development occur throughout.
• Evaluation gives meaning to measurement by judging it against some standard and ascertaining the quality and value of outcomes.

Key Points

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students' development.

• The objective of CCE in science means routine activities and exercises to assess learning.
• CCE ensures to make evaluation an integral part of learning through diagnostic and remedial teaching.
• The comprehensive assessment of the all-around development of the child’s personality includes an assessment of the scholastic and co-scholastic aspects of the student’s growth.

Hence, from the above-mentioned points, it becomes clear that continuous and comprehensive evaluation in science means routine activities and exercises to assess learning.

Assessment for learning also known as formative assessment is designed to identify the learning difficulties and misconceptions of children and accordingly adapt the teaching strategies and provide children with remedial teaching. This assessment happens regularly using many tools. Key PointsInvestigatory projects are examples of assessment for learning as:

• Here the students get a chance to collect, understand and analyze the information required for the project.
• Active involvement of students will be there throughout the project as they will be busy doing some of the other activities required for the project completion.
• Here the students will be assessed through observation even when they are doing the project.
• The steps followed by students to complete the investigatory project can be taken as sources of information to understand the cognitive abilities of children and remediate them.
• Here there is a lot of scope for the students to understand their errors, and correct and verify them to as not to repeat them in the further process.

Hence investigatory project is an example of assessment for learning.

Additional Information

A divergent question is one that does not have a definite answer and instead it tests one's capacity to think extensively about a topic.

Key PointsCharacteristics of divergent questions:

• It requires children to analyze, synthesize, evaluate a knowledge base and then predict different outcomes.
• It encourages children to stretch their thinking beyond what they already know. They are also known as open-ended questions. 
• These questions encourage children to think independently and also promote critical thinking. It encourages learners to use their higher-order cognitive abilities to create new ideas or explanations by combining original and known ideas.
• It helps in identifying individual differences in students as each child will come up with different answers.
• These questions are not objective in nature as there can be multiple correct answers for a single question. For example- what are the ways to reduce pollution?

Hence, we conclude that the statements that are true regarding divergent questions in science are A and B.

Science plays an important role in developing the scientific and analytical skills of students because it gives them the insight to understand the world around them. Science is the gate and key to all problems of life. Without science, we can’t imagine our life so easily and effectively. Science is a practical subject and there are not many facilities for the lab in schools. If proper steps are taken from the beginning to improve analytical skills then significant improvement could be made in this direction.

Important Points

An achievement test in Science can help the students because the main purpose of an achievement test is to determine one’s knowledge in a particular subject. Therefore, Achievement in Science seems to be one of the predictors of people’s success in their careers.

• An achievement test is a test for the evaluation of student performance after a period of instruction.
• An achievement test is a test designed to measure knowledge, understanding, and skills in a specified subject or a group of subjects
• An achievement test is a formative assessment tool for teachers the evaluation of students in a school situation.
• The most common type of achievement test is a standardized test developed to measure skills and knowledge through planned instruction, such as training or classroom instruction
• Achievement tests are often contrasted with tests that measure aptitude, a more general and stable cognitive trait.

Hence, we can conclude that the achievement test in Science is used for the Test of Performance.

A science teacher has to plan and execute the assessment as an integrated part of his/her teaching-learning process. A teacher has to devise various tools and adopt different techniques for assessment depending upon nature of the content, type of skills, level of the learner, etc. In means, one can not use a similar kind of tool for assessing a variety of process skill, for different kind of content and activities. 

Key Points

Nature of assessment in science-

• Assessment in science promotes scientific enquiry-
  • When a teacher plans assessment activities in science, its key focus is that it should promote scientific enquiry.
  • If as a teacher, you plan and use such tools and techniques, which involve problem solving, investigation, active thinking and reasoning, your assessment will promote scientific enquiry
• Assessment is linked with cognitive levels of learner-
  • assessment tool should be linked with every level of cognitive learning which are based on remembering, understanding, applying, analyzing, evaluating and creating
• Assessment in science is comprehensive in nature-
  • Comprehensiveness is the key characteristic of assessment in science. A science teacher never assesses only one dimension, rather it assesses many dimensions during one assessment.
• Assessment in science facilitates the development of process skills-
  • The major role of assessment is not grading or promoting. Its role in facilitating the development of scientific process skills.
• One cannot undermine the importance of informal observations that are constantly collected by the teachers whenever they are interacting with children.

HintNodoubt tests are helpful in assessing the knowledge of students but they do not test everything about the students.

Hence, we can conclude that we must realise that we have to test everything that the student knows using a variety of tools statement is the most impractical ideal about assessment of science.

The nature of assessment in science is not something entirely different from other subjects but it has certain distinctive characteristics, which have been drawn from the objectives of teaching-learning in science. 

Key Points

The following tools and techniques have been suggested for assessment as a secondary level in science. 

• Project work-
  • In the process, the students learn fundamental principles of science, methods, and processes of science, and are exposed to the phases involved in a scientific investigation
• Practical Record-
  • We monitor the learner's progress through written tests and practical examinations as well as their practical record in their practical notebooks. Written tests may be unit tests, weekly tests, monthly tests, and terminal tests. Assessment of all such tests will facilitate us in the monitoring of learners' progress. 
• Quiz-
  • It expands a person’s horizon of knowledge, sharpens memory, and prompts spontaneous communication. It is of equal interest to the participants and to the spectators.
• Field trips-
  • The field trip is an educational activity that gives an outdoor experience that cannot be provided in the classroom. It helps to relate concepts of science learned in the classroom with real life and with the environment.
• Roleplays-
  • Roleplay among students develops the skills to handle social and scientific interactions. It builds confidence and communication skills among students.
• Portfolios-
  • Student portfolio provides evidence of students’ knowledge, skills, and attitudes. It is a documentation of the student's growth. Portfolios are portraits of the students during a term or throughout the year.
• Anecdotes-
  • The anecdotal record refers to a written description of a child’s progress that a teacher keeps on a day-to-day basis. It provides observational narrative records of significant incidents in a child’s life.

Thus from the above-mentioned points, it is clear that practical records are most appropriate to assess the experimental skills of students in a science classroom.

Criterion-referenced evaluation is related to the performance of the students in a well-defined learning task. As an example, if we say that a student successfully solves 60 per cent of questions in the chapter of ‘Modern History’ in class-IX text of History, is rightly an example of criterion-referenced evaluation. In this example, the performance of the student is defined in relation to a learning task i.e., chapter of ‘Modern History’ in the class-IX text of History.

Key Points

•  In contrast to a norm-referenced evaluation, we can refer an individual performance to a pre-determined criterion which is well defined.
• In criterion-referenced evaluation, a criteria is fixed i.e. a fixed standard in a learning task, say 50% or 60%.
• In it, the individual’s status is ascertained with respect to some performance standard. The standard is the measure representing the criterion, the criterion itself being a specified performance.
• In criterion-referenced evaluation, there is no question of comparing one student with the other in it.

Hence, It is clear that the evaluation that is concerned with the performance of the individual in terms of what he can do or the behavior he can demonstrate is termed as Criterion-referenced evaluation.