Assessment

Modes of Assessment
Submitted By: BHARTI SEHRAWAT
Submitted To: Neeti Ma’am

OBSERVATION
OBSERVATION
Observation is a technique which deals with the external behaviour in

controlled
or uncontrolled situations. It deals with recording the changes taking place
during the process of occurrence of a phenomenon, i.e., individual, event or
object. In case of human beings, there are certain traits like honesty,
punctuality,
persistence, truthfulness, etc., which can hardly be measured objectively
through paper-pencil tests. This being the case, observation is an appropriate
technique to measure the ‘change’.
The behaviour of the learner in the classroom, in the playground, in the
institution, among his/her peer group, in social situations can be observed.
For example, you could ask the students about their sportsmanship and you
could ask the teachers how they handle inattentive students in their
classrooms, but more objective information would probably be obtained by
actually observing students at a sporting event and teachers in the
classroom.
TYPES OF
OBSERVATION
NON STRUCTURED STRUCTURED OBSERVATION

OBSERVATION
Non-structured or open or natural observation
An evaluator observes the phenomenon under
allows the collection of a rich variety of structured conditions, with the knowledge of
information. In such situations the observer, while the person(s) being observed. The observation
being present at the site, does not control or situation may also be simulated and observed.
manipulate anything. It is a technique of many This technique allows the evaluator to observe
social anthropologists. Here the observer enters particular behaviours. For example, a teacher,
the observation site with as open a mind as trainee observes the role play in a teacher-
possible. He/she can see the things and record parent conference, etc. The major
them in a natural setting. disadvantage of this type of observation is that
However, practice and skills are needed by the it is not natural, and the behaviour exhibited
observer in drawing his or her experience and by people may not be the behaviour that would
judgement to focus upon, and record events occur in a natural setting.
considered being important.
USES AND LIMITATIONS OF OBSERVATION
l It helps us to get first hand information;

l Certain traits like honesty, punctuality, truthfulness, etc., can be observed;
l Structured observation yields objective and accurate data;
l The observer codes and records the overt behaviour at the time of its
occurrence;
l However, the tendency of an observer to let overall feeling towards an
individual or an initial impression affect subsequent observations; and
l A ‘subject’ may intentionally attempt to exhibit artifi cial behaviour.
INTERVIEW
We use the term ‘interview’ to indicate a

process of communication or interaction
in which an interviewee gives information
verbally in a face- to-face situation. An
interview is essential to assess certain
inner (mental) traits. Interviews in a
congenial atmosphere where personal
rapport has been established can
succeed in bringing out the inner feelings
of the interviewee. The main objective of
an interview may be the exchange of
ideas and experiences, the eliciting of
information pertaining to a wide range of
data in which the interviewee may wish
to rehearse his/her past and, present,
and canvass his/her future possibilities.
INTERVIEW RESPONSES AND THEIR
TYPES
BLAND NON-LEADING ACTIVE

ENCOURAGEMENT LEADS LISTENING
Usually one word and/or Sometimes leading Active listening responses
facial expressions that questions may not elicit are the establishing of a
show attention, interest more material on a certain rapport and helping
and acceptance. These are topic and to indicate subjects to open up about
excellent for establishing interest and attention one certain things.
rapport and encouraging has to add something, like
the interviewees to keep “Oh tell me more about
talking. that This is interesting.
Keep telling me about it.”
TYPES OF
INTERVIEWS
Interviews may be classified according to the purpose for which
they are used and according to their design and structure. For
purposes ofberesearch,
Interviews may an interview
classifi ed according mayforbe
to the purpose used
which as a tool
they are
gathering data required
used and according by the
to their design researcher
and structure. to test of
For purposes a research,
hypothesis
an or
solve his/her
interview may beproblems of gathering
used as a tool historical,
dataexperimental, survey or
required by the researcher to case
test a hypothesis
study or solve his/her
type research. Thisproblems
type of of historical,
interview experimental,
is called survey or
‘research
case study type research. This type of interview is called ‘research interview’.
interview’. In many situations the objective of an interview is to
In many situations the objective of an interview is to secure information about
secure information about individuals’ problems, their past
individuals’ problems, their past history, job or family adjustment. Here the major
history, job or family adjustment. Here the major purposes of
purposes of interviews are diagnosis and treatment. This type of interview is
interviews are diagnosis and treatment. This type of interview is
termed a ‘clinical interview’. It is used by social workers and psychiatrists.
termed a ‘clinical
In some situations, interview’.
an interviewer It is used
may interview by social
one individual at aworkers
time. It is and
psychiatrists. Ininterview’.
called an ‘individual some situations, an interviewer
Further, telephone interviews are may interview
used when
one individual
information atinaa short
is needed time.span
It of
istime.
called an ‘individual
In a ‘group interview’.
interview’ a group of
Further,
individuals istelephone interviews
interviewed by are
an interviewer. used
Group whenhave
interviews information
been more is
effective with
needed in astudents
short who have
span of completed
time. In aaparticular course. Interviews
‘group interview’ are of
a group
classifi ed as ‘structured’ and ‘unstructured
individuals is interviewed by an interviewer. Group interviews
have been more effective with students who have completed a
CONDUCT OF AN
INTERVIEW
An interview is a stressful occasion on which every effort should be made to
generate a calm atmosphere. You may not get a true picture of the ‘subjects’ if
they find the situation intimidating. So, ensuring a cordial environment is an
important task. Interview processes will be more effective if:
l the interviewee is continuously reassured;
l interruptions during the interview are avoided; and
l seating arrangement should be given a thought, so that the candidate is not at a physical disadvantage.
Some general rules for conducting interviews:
i) Ask only one question at a time;
ii) Repeat a question if necessary;
iii) Try to make sure that the interviewee understands the questions;
iv) Be a good listener, remembering that smiles of encouragement and a friendly
gaze show that you are interested;
v) Make sure the questions and answers stick to what is relevant. Allow the
interviewee sufficient time to answer the question;
vi) Avoid suggesting answers to questions; and
vii) Do not show signs of surprise, shock, anger, if unexpected answers are
given.
CLOSING THE
INTERVIEW
After you have worked your way through your plan, the
interviewee should
be given an opportunity to ask questions. It is important to
summarise and
outline the next step. For example, approximately how long
it will take
to make a decision and how will it be informed. The
interviewee should
be finally thanked warmly for his/her co-operation and for
attending the
interview.
During the interview, information should be properly
gathered. It is easy to
record information arising out of a highly structured
interview. The use of
a tape recorder during the conduct of the interview not only
eliminates the
RATING
SCALE
‘Rating’ is a term applied to an expression of opinion or
judgement regarding
some situation, object, character, or an attribute. A ‘Rating
scale’ refers to a
‘scale’ with a set of points which describe varying degrees of
the dimension
of an attribute being observed. Rating scales can be self-
report instruments or
observation instruments depending upon how they are used.
These are different
types of rating scales such as:
i) numerical scales;
ii) graphic scales;
iii) standard scales;
iv) rating by cumulative points; and
v) forced choice ratings.
USE OF RATING
SCALE
i) Rating methods consume much less time than

other methods of scaling like‘pair comparison’ and
‘rank ordering’.
ii) Rating methods are quite interesting to the
raters, especially if graphic methods are used.
iii) Best ratings can be obtained by
presenting one stimulus to a rater at a time.
iv) Rating scales can be used with raters who
have very little training in this area.
v) Rating methods can be used with a large
number of stimuli.
vi) Rating scales have a much wider range of
LIMITATIONS OF RATING
SCALE
CONCLUSIO
N
In conclusion, the modes of assessment—observation,

interview, and rating scales—each offer unique advantages
and can be used effectively in various educational and
evaluative contexts. Observation provides direct insight
into an individual's behavior in real-time, making it a
valuable tool for assessing skills, social interactions, and
adaptive behaviors. Interviews, whether structured or
unstructured, allow for deeper understanding through
personal dialogue, enabling assessors to gather subjective
insights, background information, and personal experiences
that may not be captured through other means. Rating
scales offer a standardized, quantifiable approach, allowing
for the comparison of behaviors or traits across individuals
or groups, making it particularly useful for measuring
constructs like performance, attitudes, or psychological
traits.
BIBLIOGRAPH
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Modes of Assessment

Submitted By: BHARTI SEHRAWAT

Submitted To: Neeti Ma’am

Observation is a technique which deals with the external behaviour in

NON STRUCTURED STRUCTURED OBSERVATION

l It helps us to get first hand information;

We use the term ‘interview’ to indicate a

BLAND NON-LEADING ACTIVE

i) Rating methods consume much less time than

In conclusion, the modes of assessment—observation,

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