Evaluation in Science: Assessment, CCE and Summative Assessment (SAT)

What to remember

• Evaluation judges how much the child has learned and how well teaching is working. It is wider than measurement, which only gives numbers.
• CCE is continuous and comprehensive: it assesses regularly, through the year, and covers the whole child, scholastic and co-scholastic.
• Formative assessment is "for" learning and happens during teaching; summative assessment (SA or SAT) is "of" learning and happens at the end of a term.

Measurement, assessment and evaluation

Evaluation is a continuous part of teaching and not only an end-of-year event. Its steps are: fix the objectives, plan the learning experiences, collect evidence, judge and give feedback, and plan the next steps.

Purposes of evaluation in science

• To find out how far objectives are achieved.
• To find strengths and weaknesses of learners (diagnosis).
• To give feedback to children and parents.
• To help the teacher to improve methods and material.
• To motivate children and to guide choices of study.
• To check the curriculum and textbook.
• To place children for promotion or certificates.

Types of evaluation

Formative assessment is done during learning to improve it. It is informal and frequent, uses varied tools and gives quick feedback. Summative assessment is formal and at the end of a unit, term or year, and is used to grade or promote. Diagnostic assessment finds the exact area of difficulty, followed by remedial teaching; enrichment work is given to quick learners.

Objectives of science teaching and Bloom's taxonomy

Evaluation must match the objectives. Bloom's taxonomy (revised 2001) lists cognitive levels: remember, understand, apply, analyse, evaluate, create. In science the objectives are often listed as knowledge, understanding, application, skill and attitude. Questions should be set to cover several levels.

Continuous and Comprehensive Evaluation (CCE)

Continuous means that assessment is part of daily teaching, done regularly through the year using many tools, with feedback and remedial help. Comprehensive means that it covers all areas of growth: scholastic (subject knowledge and skills) and co-scholastic (life skills, attitudes, values, art, sports, health, participation).

Background:

• The Right to Education Act, 2009 (Section 29) calls for continuous and comprehensive evaluation of the child's understanding and the ability to apply it. Section 16 originally said no child may be held back or expelled until completion of elementary education; the RTE (Amendment) Act, 2019 lets governments hold back a child who fails the re-exam in Class 5 or 8, though expulsion is still barred, and that no board examination is held for the elementary stage (Section 30).
• NCF 2005 and the Position Papers also called for reduction of examination stress and for the use of CCE.
• The CBSE introduced CCE in 2009; states followed with their own formats, including Andhra Pradesh.

Main features of CCE:

• Assessment of both learning and personality.
• Use of grades rather than only marks, to reduce stress.
• Teacher gives regular feedback and remedial support.
• Records are kept in a cumulative record.
• Involves self-assessment and peer assessment.
• Multiple tools and chances to show learning.

In Andhra Pradesh schools the CCE pattern uses formative assessments (FA) through the term and summative assessments (SA) at the end of terms, together with a record of co-scholastic traits. Teachers should follow the latest official circulars for the exact number of assessments, marks and grading scale.

Tools and techniques of assessment in science

For practical skills, a teacher watches whether the child sets up apparatus correctly, observes carefully, records data honestly, draws correct conclusions and follows safety rules.

Summative assessment (SA / SAT)

Summative assessment is the formal assessment at the end of a term or year, in the form of a written test, and sometimes with a practical part. It gives a final picture of the learning in that period and is used for grades and promotion. It should be planned with a blue print.

A blue print is a table that decides the weightage to (1) objectives, (2) content units and (3) forms of questions, before the question paper is set. Steps in preparing a question paper: (1) fix the design (weightage), (2) prepare the blue print, (3) write questions following the blue print, (4) arrange them in a sensible order with clear instructions, (5) prepare a scoring key and marking scheme, (6) review and edit.

Types of questions:

• Objective type: multiple choice, true or false, matching, completion; quick to score and objective.
• Short answer: test understanding in a few lines.
• Essay (long answer): test organisation, expression and depth, but marking varies.

Qualities of a good test

Item analysis: difficulty index is the proportion of learners who answer an item correctly (a high value means an easy item). Discrimination index shows how well an item separates high scorers from low scorers.

Feedback, diagnosis and remedial teaching

Marks alone do not help the child. Teachers should give clear, kind feedback on what was right, what is wrong and how to improve. After diagnosing common errors (for example mixing mass and weight), the teacher gives remedial lessons and checks again.

A short worked example of a blue print

Suppose a unit test is planned with three objectives and three content units. The teacher gives weightage by objective (for example knowledge, understanding, application), by content (unit A, unit B, unit C) and by form of question (objective, short, long). Each cell of the table tells how many questions and marks are set. This ensures that no unit is missed and the paper has a fair mix of easy, average and difficult items. After the test, the teacher prepares a marks list, finds the questions most children missed, and plans remedial work for those concepts.

Grading and records

Grading converts marks into letters or grade points so that small differences do not cause unnecessary stress. CCE uses grades together with descriptive remarks. The cumulative record carries a child's results, co-scholastic traits and teacher remarks from class to class. Reports to parents should be clear, positive and say how the child can improve. Under the RTE Act no child may be expelled before elementary education is complete, and since 2019 a child may be held back in Class 5 or 8 only after a re-examination, so assessment is meant to support learning and not to label children.

Exam traps

• 1. Measurement vs evaluation: numbers vs judgement.
• 2. Formative vs summative: during learning vs at the end.
• 3. Continuous vs comprehensive: regular through the year vs all areas of growth.
• 4. Scholastic vs co-scholastic: subject areas vs life skills, values and arts.
• 5. Norm-referenced vs criterion-referenced: compare with others vs with a fixed standard.
• 6. Validity vs reliability: measures the right thing vs gives consistent scores.
• 7. Blue print is made before the question paper, not after.
• 8. Diagnostic test finds causes; remedial teaching removes them.

One-liners

• 1. CCE stands for Continuous and Comprehensive Evaluation.
• 2. Section 29 of the RTE Act, 2009 deals with continuous and comprehensive evaluation.
• 3. Formative assessment takes place during the learning process.
• 4. Summative assessment is held at the end of a term or year.
• 5. A blue print gives weightage to objectives, content and forms of questions.
• 6. Validity means a test measures what it claims to measure.
• 7. A portfolio is a collection of a child's work over time.
• 8. A rubric lists criteria and levels of performance.
• 9. Co-scholastic areas include life skills, attitudes and values.
• 10. A diagnostic test finds the cause of a learning difficulty.
• 11. The RTE Act forbids board examinations at the elementary stage.
• 12. Self-assessment and peer assessment are part of CCE.

Practice questions

1. CCE stands for

   1. Central and Common Examination
   2. Continuous and Competitive Examination
   3. Continuous and Comprehensive Evaluation
   4. Class and Course Evaluation
   Answer

   C. Continuous and Comprehensive Evaluation

   CCE covers regular assessment of all areas of growth.

2. Assessment done during the learning process to improve learning is

   1. summative assessment
   2. formative assessment
   3. placement test
   4. external examination
   Answer

   B. formative assessment

   Formative assessment gives feedback while learning is going on.

3. Assessment done at the end of a term or year to grade learners is

   1. formative assessment
   2. diagnostic assessment
   3. self-assessment
   4. summative assessment
   Answer

   D. summative assessment

   Summative assessment sums up learning.

4. Giving a number such as 28 out of 40 to a child's performance is

   1. evaluation
   2. counselling
   3. curriculum
   4. measurement
   Answer

   D. measurement

   Measurement gives quantity; evaluation judges value.

5. Judging the worth of learning by using information and a standard is

   1. evaluation
   2. measurement only
   3. testing only
   4. counting only
   Answer

   A. evaluation

   Evaluation includes judgement and decisions.

6. A test that measures what it is meant to measure has

   1. objectivity
   2. validity
   3. usability
   4. reliability
   Answer

   B. validity

   Validity means the test serves its purpose.

7. A test that gives consistent results on repeated use has

   1. variety
   2. difficulty
   3. reliability
   4. validity
   Answer

   C. reliability

   Reliability means consistency.

8. When different scorers give the same marks for an answer, the test has

   1. speed
   2. validity
   3. objectivity
   4. novelty
   Answer

   C. objectivity

   Objectivity reduces scorer bias.

9. Which section of the RTE Act, 2009 provides for continuous and comprehensive evaluation?

   1. Section 30
   2. Section 16
   3. Section 3
   4. Section 29
   Answer

   D. Section 29

   Section 29 deals with curriculum and evaluation procedure.

10. Under the RTE Act, board examinations are not held for children up to

    1. Class 10
    2. completion of elementary education
    3. Class 12
    4. Class 2
    Answer

    B. completion of elementary education

    Section 30 bars board examinations in the elementary stage.

11. Areas such as life skills, attitudes, values, arts and sports are assessed under the

    1. board area
    2. summative area
    3. co-scholastic area
    4. scholastic area
    Answer

    C. co-scholastic area

    Co-scholastic covers non-academic aspects.

12. A collection of a child's work showing progress over time is a

    1. rubric
    2. blue print
    3. checklist
    4. portfolio
    Answer

    D. portfolio

    Portfolios store selected work.

13. A scoring guide with criteria and levels of performance is a

    1. portfolio
    2. rubric
    3. time table
    4. register
    Answer

    B. rubric

    Rubrics help to assess projects and practical work.

14. A table that gives weightage to objectives, content and forms of questions before setting a paper is a

    1. rubric
    2. blue print
    3. portfolio
    4. cumulative record
    Answer

    B. blue print

    The blue print guides question paper design.

15. A test that finds the cause of a learner's difficulty is

    1. placement test
    2. summative test
    3. board exam
    4. diagnostic test
    Answer

    D. diagnostic test

    Diagnosis is followed by remedial teaching.

16. Teaching that removes the difficulties found by a diagnostic test is

    1. enrichment
    2. coaching for marks
    3. remedial teaching
    4. rote learning
    Answer

    C. remedial teaching

    Remedial teaching corrects specific gaps.

17. Comparing a child's score with the scores of other children is

    1. self-evaluation
    2. norm-referenced evaluation
    3. criterion-referenced evaluation
    4. portfolio evaluation
    Answer

    B. norm-referenced evaluation

    Norm-referenced tests rank learners.

18. Comparing a child's performance with a fixed standard of mastery is

    1. competitive selection
    2. rank order
    3. norm-referenced evaluation
    4. criterion-referenced evaluation
    Answer

    D. criterion-referenced evaluation

    Criterion-referenced tests check mastery of objectives.

19. Which tool best records an important incident noticed by the teacher?

    1. Marks list
    2. Blue print
    3. Anecdotal record
    4. Checklist
    Answer

    C. Anecdotal record

    Anecdotal records are short notes on incidents.

20. A yes or no record of skills such as 'sets up apparatus correctly' is a

    1. checklist
    2. rubric
    3. rating scale
    4. portfolio
    Answer

    A. checklist

    A checklist records the presence or absence of a skill.

21. A tool in which the degree of a trait is marked on a scale such as 1 to 5 is a

    1. blue print
    2. checklist
    3. anecdotal record
    4. rating scale
    Answer

    D. rating scale

    Rating scales show degree.

22. Which of the following is a feature of CCE?

    1. Only one examination at the end of the year
    2. Only memory testing
    3. Only grading of toppers
    4. Regular assessment with feedback and remedial help
    Answer

    D. Regular assessment with feedback and remedial help

    CCE is continuous and comprehensive.

23. Why does CCE use grades together with remarks?

    1. To reduce stress and describe the child's progress
    2. To avoid assessing co-scholastic areas
    3. To end all tests
    4. To increase competition
    Answer

    A. To reduce stress and describe the child's progress

    Grades with remarks give a fuller picture.

24. Which of the following best shows formative use of assessment?

    1. Giving the year-end rank
    2. Using the result of a class quiz to re-teach a concept the next day
    3. Ranking students for a prize
    4. Declaring pass or fail
    Answer

    B. Using the result of a class quiz to re-teach a concept the next day

    Feedback used for improvement is formative.

25. After a test, a teacher finds most children missed questions on force and motion and plans extra activities. This is

    1. promotion decision
    2. norm-referencing
    3. diagnosis followed by remedial work
    4. placement
    Answer

    C. diagnosis followed by remedial work

    The teacher uses results to improve learning.

26. A teacher includes some easy, some average and some difficult questions that cover all units. This improves the test's

    1. noise
    2. cost
    3. length only
    4. validity and discrimination
    Answer

    D. validity and discrimination

    Balanced coverage helps validity and discrimination.

27. The difficulty index of an item shows

    1. the teacher's marks
    2. the number of options
    3. the proportion of learners who answer it correctly
    4. how long the item is
    Answer

    C. the proportion of learners who answer it correctly

    A high value means an easy item.

28. The discrimination index of an item shows

    1. how long it takes to write
    2. how well it separates high scorers from low scorers
    3. how difficult the item is
    4. its cost
    Answer

    B. how well it separates high scorers from low scorers

    Good items give more correct answers among high scorers.

29. Which of the following is the best way to assess practical skill in science?

    1. Observe the child performing the experiment using a checklist or rubric
    2. Ask the child to recite the procedure only
    3. Assign a written essay only
    4. Ignore the practical part
    Answer

    A. Observe the child performing the experiment using a checklist or rubric

    Skills are best assessed by watching performance.

30. Which of the following is the correct first step in setting a question paper?

    1. Write difficult questions only
    2. Print the paper
    3. Prepare the answer sheets
    4. Fix the design and weightage
    Answer

    D. Fix the design and weightage

    Design and blue print come before questions.

31. Which of the following statements is/are correct? 1. Formative assessment is held during learning. 2. Summative assessment is held at the end of a term.

    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.

32. Which of the following statements is/are correct? 1. Evaluation is wider than measurement. 2. Measurement includes decisions about value.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    A. 1 only

    Evaluation includes judgement; measurement gives numbers.

33. Which of the following statements is/are correct about CCE? 1. It assesses only scholastic areas. 2. It is done regularly through the year.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    B. 2 only

    CCE covers scholastic and co-scholastic areas.

34. Which of the following statements is/are correct about a good test? 1. It should be valid and reliable. 2. It should be difficult to score.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    A. 1 only

    A good test should be easy to give and score.

35. Which of the following statements is/are correct? 1. A blue print is prepared after the test is given. 2. A blue print gives weightage to content and objectives.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    B. 2 only

    A blue print is prepared before the paper is set.

36. Which of the following statements is/are correct? 1. The RTE Act forbids detention of a child until elementary education is complete. 2. The RTE Act requires board examinations in Class 8.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    A. 1 only

    Board examinations are not held in the elementary stage.

37. Which of the following statements is/are correct? 1. Portfolio is a collection of a child's work. 2. Rubric is a collection of a child's work.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    A. 1 only

    A rubric is a scoring guide.

38. Which of the following statements is/are correct? 1. Norm-referenced tests compare a child with others. 2. Criterion-referenced tests compare a child with a fixed standard.

    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.

39. Which of the following statements is/are correct? 1. Diagnostic tests are followed by remedial teaching. 2. Remedial teaching is given only to learners who scored highest.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    A. 1 only

    Remedial teaching helps those who need support.

40. Match the tool with its use. P. Checklist Q. Rating scale R. Anecdotal record

    1. P-degree of a trait, Q-yes or no for skills, R-note on an incident
    2. P-yes or no for skills, Q-note on an incident, R-degree of a trait
    3. P-yes or no for skills, Q-degree of a trait, R-note on an incident
    4. P-note on an incident, Q-degree of a trait, R-yes or no for skills
    Answer

    C. P-yes or no for skills, Q-degree of a trait, R-note on an incident

    Each tool records different information.

41. Match the type of assessment with its time. P. Formative Q. Summative R. Diagnostic

    1. P-during learning, Q-to find causes of difficulty, R-end of term
    2. P-during learning, Q-end of term, R-to find causes of difficulty
    3. P-to find causes of difficulty, Q-end of term, R-during learning
    4. P-end of term, Q-during learning, R-to find causes of difficulty
    Answer

    B. P-during learning, Q-end of term, R-to find causes of difficulty

    The three types serve different stages.

42. Match the quality of a test with its meaning. P. Validity Q. Reliability R. Objectivity

    1. P-measures what is intended, Q-scorer-free marks, R-gives consistent results
    2. P-scorer-free marks, Q-gives consistent results, R-measures what is intended
    3. P-gives consistent results, Q-measures what is intended, R-scorer-free marks
    4. P-measures what is intended, Q-gives consistent results, R-scorer-free marks
    Answer

    D. P-measures what is intended, Q-gives consistent results, R-scorer-free marks

    These are standard definitions.

43. Which of the following types of question gives the widest coverage of content in limited time?

    1. One big project
    2. A single oral question
    3. Objective type questions
    4. Long essay questions
    Answer

    C. Objective type questions

    Many objective items can cover many topics quickly.

44. Which of the following types of question best tests organisation of ideas and expression?

    1. Completion
    2. True or false
    3. Matching
    4. Essay type
    Answer

    D. Essay type

    Essay questions test organisation and expression.

45. Which statement about feedback in science evaluation is correct?

    1. Only marks need to be told
    2. Feedback should tell the child what is right, what is wrong and how to improve
    3. Feedback should be given only to parents
    4. Feedback should be delayed to the next year
    Answer

    B. Feedback should tell the child what is right, what is wrong and how to improve

    Useful feedback guides improvement.