Teaching English: Methodology · Chapter 9

Evaluation and CCE

What to remember

Evaluation is a wider idea than testing. Measurement gives a number, testing is a tool, and evaluation gives a judgement about learning and teaching, used to improve both.
CCE (Continuous and Comprehensive Evaluation) checks the whole child, regularly, in scholastic and co-scholastic areas. "Continuous" means regular and spread over the year; "comprehensive" means all aspects of growth.
Formative assessment is for learning and happens during teaching; summative assessment is of learning and happens at the end. In language, all four skills (LSRW) must be assessed, including listening and speaking.

Test, measurement, assessment and evaluation

Term	Meaning	Example
Test	A tool or set of tasks to find what a learner knows	A unit test
Measurement	Giving a number to a performance	18 out of 25
Assessment	Collecting information about learning, often continuous	Observation, tasks, portfolio
Evaluation	Judging the value of the learning and the programme, and acting on it	Deciding that the class needs more reading practice

The order of widening scope is: test, measurement, assessment, evaluation.

Purposes of evaluation in English

To find the level of the learner and to diagnose weak points.
To give feedback to the learner and the teacher.
To check whether the objectives are achieved.
To plan remedial and enrichment work.
To motivate learners.
To report progress to parents and the school.
To improve the method, the material and the programme.

Types of evaluation

Type	When	Purpose
Placement	At the start	To know the entry level
Diagnostic	During learning	To find the cause of repeated errors
Formative	During teaching	To improve learning (assessment for learning)
Summative	At the end of a term or year	To grade or certify (assessment of learning)

Other pairs:

Norm-referenced: compares a learner with other learners (ranks, percentiles).
Criterion-referenced: compares a learner with a fixed standard of performance.
Internal and external: done by the school teacher, or by an outside body.
Self-assessment and peer assessment: learners judge their own or a friend's work with a simple checklist.

Qualities of a good test

Validity: the test measures what it is meant to measure. A speaking test that only asks written answers is not valid.
Reliability: the test gives consistent results when repeated or marked by different people.
Objectivity: the marks do not depend on the scorer's opinion.
Usability (practicability): the test is easy to administer, score and interpret, and is low-cost.
Discrimination: the test separates strong learners from weak learners.
Comprehensiveness: the test covers the content and the skills in proper proportion.

A test cannot be valid unless it is reliable, but a reliable test may not be valid.

Types of test items

Type	Features	Examples in English
Objective items	One correct answer; fast and objective to score	MCQ, true-false, matching, fill in the blanks
Short-answer items	One word to a few words	Answer in a sentence
Essay or long-answer items	Free, extended writing; subjective scoring	Letter, paragraph, story

Advantages of objective items: wide coverage, fast scoring and high reliability. Limits: guessing is possible and they do not test free expression. Essay items test expression, organisation and creativity, but scoring is subjective and time-consuming.

A good MCQ has a clear stem, one correct answer and plausible distractors of similar length.

Testing the language skills

Skill	Ways of assessing
Listening	Listen and choose, listen and fill, dictation, follow instructions
Speaking	Interview, picture description, role play, show and tell, reading aloud
Reading	Comprehension questions, cloze test, matching, true-false
Writing	Paragraph, letter, story, dialogue, picture composition, editing
Vocabulary and grammar	Gap-filling, word-forms, editing, rearranging jumbled sentences

Cloze test: a passage with words removed (often every fifth or seventh word) which the learner fills in. It tests reading and overall language ability.

Dictation: the teacher reads and the learner writes. It tests listening and spelling.

Portfolio: a purposeful collection of a learner's work over time, such as stories, drawings, and writing. It shows growth.

Rubric: a scoring guide that lists criteria (for example content, organisation, language, mechanics) with levels of performance. It makes subjective scoring fairer.

Continuous and Comprehensive Evaluation (CCE)

CCE was introduced for school education under the Right of Children to Free and Compulsory Education Act, 2009 (RTE Act). The Act as first passed said that no child shall be held back or expelled until the completion of elementary education (the 2019 amendment lets governments hold back a child in Class 5 or 8 after a failed re-examination), and it asks for a continuous and comprehensive evaluation of the child's understanding of knowledge and ability to apply it. The NCF 2005 and the Position Papers also supported moving away from only the year-end examination, which creates stress.

Continuous: assessment is a regular part of teaching and learning, spread across the year, using many tools. It checks progress, finds difficulties early and gives time to correct them.

Comprehensive: assessment covers both scholastic areas (subjects) and co-scholastic areas (life skills, attitudes, values, arts, sports, health). It covers the whole personality.

Scholastic and co-scholastic areas

Area	What it includes
Scholastic	Subject learning: language skills, knowledge, understanding, application, creativity
Co-scholastic	Life skills, attitudes and values, participation in activities, arts, sports, work experience

Tools and techniques of CCE

Observation of the learner (anecdotal records, checklists, rating scales).
Oral work: recitation, conversation, story telling.
Written work: notebooks, assignments, projects.
Class tests (slip tests), unit tests.
Portfolio, rubric and self- or peer-assessment.
Projects, assignments, field work, quiz, debate, role play.
Cumulative record card or progress card, to record the child's growth over time.

Formative and summative assessment in practice

The state school system uses a pattern of formative assessments (FA) during the year and summative assessments (SA) at set times. Formative assessment commonly includes work such as slip tests, written work, projects and oral work. Summative assessment is a written paper at the end of a period. Marks, weightage and the number of assessments differ by class and year; check the latest official release for current details.

A grading scale is often used in place of marks at the elementary stage. The aim is to reduce comparison and fear.

Feedback, remedial and enrichment teaching

Feedback should be quick, specific, kind and useful. It shows the learner what is right and how to improve.
Error analysis looks at the types and causes of mistakes. Errors are signs of learning. Causes include mother-tongue interference, overgeneralisation of rules, and incomplete learning.
Remedial teaching is for the learners who have not achieved the learning outcomes. It uses a different method and extra practice.
Enrichment is for fast learners and gives them wider and more challenging tasks.

Evaluation of the teacher's own work

Evaluation is also for the teacher. The teacher can use results to reflect on the method, TLM and pace. Reflective practice and action research are ways to solve a classroom problem scientifically: identify the problem, plan an action, apply it, observe and reflect.

Planning a classroom assessment

A teacher first decides the learning outcomes and then chooses the task that best shows them. A short blueprint helps: it lists the skills, the type of items and the marks for each part, so that no skill is missed. After the test, the teacher analyses the results, finds the items that most learners missed, and plans re-teaching. Records should be kept simply and used for support, not for labelling a child. Learners and parents should be told the criteria in advance. Fair assessment gives every child equal chances, uses more than one tool, and avoids comparing children with each other.

Exam traps

Evaluation is wider than measurement and testing.
Formative is during teaching (for learning); summative is at the end (of learning).
Validity means measuring the right thing; reliability means consistency.
Norm-referenced compares with other learners; criterion-referenced compares with a standard.
A diagnostic test finds causes of difficulty; a placement test finds the starting level.
"Continuous" means regular; "comprehensive" means the whole child, not only marks.
Co-scholastic areas are life skills, attitudes, arts and sports, not extra subjects.
Portfolio collects work over time; rubric is a scoring guide with criteria.

One-liners

1. Evaluation is wider than measurement.
2. Formative assessment is assessment for learning.
3. Summative assessment is assessment of learning.
4. A valid test measures what it is meant to measure.
5. A reliable test gives consistent results.
6. CCE has its basis in the RTE Act, 2009.
7. CCE covers scholastic and co-scholastic areas.
8. A portfolio is a collection of the learner's work over time.
9. A rubric lists criteria and levels of performance.
10. A cloze test removes words from a passage for the learner to fill in.
11. Diagnostic tests find the causes of learning difficulties.
12. Remedial teaching helps learners who have not achieved the outcomes.

Practice questions

Giving a number to a learner's performance is called
1. Evaluation
2. Assessment
3. Diagnosis
4. Measurement
Answer
D. Measurement
Measurement quantifies; evaluation judges the value.
Which term has the widest scope?
1. Test
2. Evaluation
3. Marking
4. Measurement
Answer
B. Evaluation
The order of widening scope is test, measurement, assessment, evaluation.
Assessment carried out during teaching to improve learning is
1. Summative assessment
2. Placement test
3. Formative assessment
4. Norm-referenced test
Answer
C. Formative assessment
Formative assessment is assessment for learning.
Assessment at the end of a term to grade learners is
1. Self-assessment
2. Summative assessment
3. Formative assessment
4. Diagnostic assessment
Answer
B. Summative assessment
Summative assessment is of learning.
A test is valid when it
1. Is easy to score
2. Is short
3. Gives the same score each time
4. Measures what it is meant to measure
Answer
D. Measures what it is meant to measure
Validity means the test measures the intended skill.
A test that gives consistent results is
1. Subjective
2. Comprehensive
3. Valid
4. Reliable
Answer
D. Reliable
Reliability means consistency.
A test that finds the causes of repeated learning difficulties is
1. Diagnostic test
2. Aptitude test
3. Summative test
4. Placement test
Answer
A. Diagnostic test
Diagnostic tests locate causes of weakness.
A test given at the start of a course to know the entry level is
1. Summative test
2. Placement test
3. Achievement test
4. Diagnostic test
Answer
B. Placement test
Placement tests decide the starting level.
Comparing a learner's score with those of other learners is
1. Diagnostic
2. Criterion-referenced
3. Norm-referenced
4. Formative
Answer
C. Norm-referenced
Norm-referenced evaluation ranks learners against others.
Comparing a learner's performance with a fixed standard is
1. Placement
2. Criterion-referenced
3. Peer
4. Norm-referenced
Answer
B. Criterion-referenced
Criterion-referenced evaluation uses a set standard.
CCE received its legal support in school education from the
1. Indian Penal Code
2. RTE Act, 2009
3. National Policy on Education, 1968 only
4. Constitution Article 14 only
Answer
B. RTE Act, 2009
The RTE Act, 2009 asks for continuous and comprehensive evaluation.
In CCE, 'continuous' means
1. One big exam at the end
2. Assessment only in co-scholastic areas
3. Monthly ranking only
4. Regular assessment spread through the year
Answer
D. Regular assessment spread through the year
Continuous means regular, ongoing assessment.
In CCE, 'comprehensive' means
1. Only a written test
2. Only oral tests
3. Only attendance
4. Assessing all aspects of the child's growth
Answer
D. Assessing all aspects of the child's growth
Comprehensive covers scholastic and co-scholastic areas.
Which is a co-scholastic area?
1. Spelling
2. Reading comprehension
3. Life skills and attitudes
4. Grammar
Answer
C. Life skills and attitudes
Life skills, values, arts and sports are co-scholastic.
A purposeful collection of a learner's work over time is a
1. Portfolio
2. Blueprint
3. Rubric
4. Cloze test
Answer
A. Portfolio
A portfolio shows growth over time.
A scoring guide with criteria and levels of performance is a
1. Rubric
2. Cumulative record
3. Portfolio
4. Dictation
Answer
A. Rubric
Rubrics make subjective scoring fairer.
A passage with words removed at regular intervals for the learner to fill in is a
1. Rubric
2. Dictation
3. Cloze test
4. Portfolio
Answer
C. Cloze test
A cloze test tests overall reading and language ability.
Dictation mainly tests
1. Speech only
2. Map reading
3. Listening and spelling
4. Creative thinking only
Answer
C. Listening and spelling
The learner listens and writes accurately.
Which is the best way to assess speaking skill?
1. Copying a passage
2. Spelling test
3. Multiple-choice grammar test
4. Interview or picture description
Answer
D. Interview or picture description
Speaking is tested through speaking tasks.
A speaking test that asks for written answers only has low
1. Objectivity
2. Validity
3. Reliability
4. Usability
Answer
B. Validity
It does not measure the skill it claims to measure.
Which test item is most objective to score?
1. Multiple-choice question
2. Essay
3. Story writing
4. Letter writing
Answer
A. Multiple-choice question
MCQs have one correct answer, so scoring is not opinion-based.
The main limitation of essay-type items is
1. They test only recall
2. Scoring is subjective and takes time
3. They cannot test writing
4. They are always unreliable
Answer
B. Scoring is subjective and takes time
Subjective scoring and time are the usual limits.
A teacher marks two scripts with a rubric to reduce unfairness. This improves
1. Speed only
2. Cost only
3. Objectivity and reliability
4. Textbook quality
Answer
C. Objectivity and reliability
Rubrics make marking more consistent.
An error caused by applying a grammar rule to every case, such as 'goed' for 'went', is
1. Overgeneralisation
2. Slip of the tongue
3. Mother-tongue interference
4. Spelling mistake
Answer
A. Overgeneralisation
The learner extends a rule to an exception.
A teacher finds that most learners score low in listening tasks. The best action is
1. Ignore the result
2. Remove listening from the course
3. Punish learners
4. Plan remedial listening practice
Answer
D. Plan remedial listening practice
Evaluation results should lead to remedial teaching.
Enrichment work is meant for
1. Learners who failed all tests
2. New teachers
3. Fast learners needing wider tasks
4. Parents
Answer
C. Fast learners needing wider tasks
Enrichment extends fast learners.
Which is a feature of good feedback?
1. It is given after a year
2. It is quick, specific and helpful
3. It only gives a rank
4. It is harsh
Answer
B. It is quick, specific and helpful
Good feedback guides improvement.
Which tool helps a teacher record a child's behaviour observed in class?
1. Anecdotal record
2. Multiple-choice test
3. Dictation
4. Cloze test
Answer
A. Anecdotal record
Anecdotal records note observed behaviour.
A record of the learner's progress over several years is a
1. Rubric
2. Daily plan
3. Unit test paper
4. Cumulative record card
Answer
D. Cumulative record card
The cumulative record shows growth over time.
Which of the following is an advantage of objective test items?
1. Wide coverage and quick scoring
2. Free expression
3. Easy construction of good distractors
4. Testing creativity fully
Answer
A. Wide coverage and quick scoring
Objective items cover much content and score quickly.
Self-assessment helps learners to
1. Avoid the teacher
2. Skip tests
3. Reflect on and improve their own work
4. Compare with others only
Answer
C. Reflect on and improve their own work
Self-assessment builds responsibility.
Consider the statements about evaluation. 1. Evaluation is wider than measurement. 2. Evaluation means only giving marks.
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
A. 1 only
Evaluation judges learning and the programme.
Consider the statements about validity and reliability. 1. A valid test measures what it is meant to measure. 2. A reliable test gives consistent results.
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
C. Both 1 and 2
Both definitions are correct.
Consider the statements about formative assessment. 1. It is done only at the end of the year. 2. It is done during teaching.
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
B. 2 only
That describes summative assessment.
Consider the statements about CCE. 1. It includes scholastic and co-scholastic areas. 2. It is based on a single year-end examination.
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
A. 1 only
CCE uses many tools across the year.
Consider the statements about the cloze test. 1. It is mainly a test of handwriting. 2. Words are removed from a passage at intervals.
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
B. 2 only
It tests reading and language ability.
Consider the statements about portfolio and rubric. 1. A portfolio is a collection of work over time. 2. A rubric is a scoring guide with criteria.
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
C. Both 1 and 2
Both are correct.
Consider the statements about reliability. 1. A reliable test is always valid. 2. A valid test must also be reliable.
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
B. 2 only
A test can be reliable without being valid, but a valid test must be reliable.
Consider the statements about diagnostic tests. 1. They are given only at the end of the course. 2. They find the causes of difficulty.
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
B. 2 only
They are used during learning.
Consider the statements about norm-referenced and criterion-referenced tests. 1. Norm-referenced tests compare learners with each other. 2. Criterion-referenced tests compare learners with a set standard.
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
C. Both 1 and 2
Both are right.
Consider the statements about errors. 1. Errors can be signs of learning. 2. Errors should never be analysed.
1. 1 only
2. 2 only
3. Both 1 and 2
4. Neither 1 nor 2
Answer
A. 1 only
Error analysis shows causes and helps teaching.
Match the item with its purpose. 1. Placement test 2. Diagnostic test 3. Summative test
1. 1 - end-of-term grading; 2 - entry level; 3 - causes of difficulty
2. 1 - causes of difficulty; 2 - entry level; 3 - end-of-term grading
3. 1 - entry level; 2 - end-of-term grading; 3 - causes of difficulty
4. 1 - entry level; 2 - causes of difficulty; 3 - end-of-term grading
Answer
D. 1 - entry level; 2 - causes of difficulty; 3 - end-of-term grading
Placement finds the start level, diagnostic finds causes, summative grades at the end.
Match the skill with a suitable assessment. 1. Listening 2. Speaking 3. Writing
1. 1 - dictation; 2 - letter writing; 3 - interview
2. 1 - letter writing; 2 - dictation; 3 - interview
3. 1 - interview; 2 - letter writing; 3 - dictation
4. 1 - dictation; 2 - interview; 3 - letter writing
Answer
D. 1 - dictation; 2 - interview; 3 - letter writing
Each skill is tested by a matching task.
Match the term with its meaning. 1. Cumulative record 2. Anecdotal record 3. Checklist
1. 1 - list of skills ticked off; 2 - long-term progress record; 3 - note of observed behaviour
2. 1 - note of observed behaviour; 2 - list of skills ticked off; 3 - long-term progress record
3. 1 - note of observed behaviour; 2 - long-term progress record; 3 - list of skills ticked off
4. 1 - long-term progress record; 2 - note of observed behaviour; 3 - list of skills ticked off
Answer
D. 1 - long-term progress record; 2 - note of observed behaviour; 3 - list of skills ticked off
The terms differ in purpose and time span.
A teacher uses test results to change her method and TLM. This shows evaluation is also for
1. Punishing learners
2. Ranking the teacher
3. Replacing textbooks
4. Reflection on teaching
Answer
D. Reflection on teaching
Evaluation helps improve the teacher's own work.

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