“PRESENTATION OF EDUCATIONAL ASSESSMENT “

PRESENTATION TOPIC:
“ Observation and Self Report”

Submitted to:
Ms. Tasmia
Submitted By:
Syeda Rida Rubab (bsf1704273)
Muhammad Talha (bsf1704072)
Hina Razzaq (bsf1704351)
Muhammad Noman (bsf1704187)
Wazir Abid Hussain (bsf1704050)
 OBSERVATION

“Observation is the systematic process of recording the behavioral patterns of

people, objects and occurrence without questioning or communicating with
them”.

Observational techniques are especially useful in assessing performance

skills and certain aspects of personal-social development. In addition, Observation
supplements and complements paper-and-pencil testing and performance based
assessment by indicating how students typically behave in natural situations.

Types Of Observation

1. Direct & Indirect Observation

2. Structured & Unstructured Observation
3. Participant & Non Participant Observation
4. Natural & Contrived Observation

Direct & Indirect Observations:

Direct Observation
Direct evidence of student’s
performance or attainment relies upon
direct scrutiny or examination of
student’s performance or attainment
either from individual students or
representative sample of students.
Indirect Observation
Indirect evidence of student
achievement requires that faculty infer
actual student abilities, knowledge and
values rather than direct evidence of
learning and achievement.
 This method allow you to collect
the evidence of learning or
achievement directly from students
and various work they submit to you
(assignment, exam, term paper etc.)
Example:
 Faculty designed examination
and assignment.
 Portfolio of student work
completed over time.
 Performance on licensing or
other external examinations.
Structured & Unstructured Observation
Structured Observation
It is also known as “Systematic
Observation”. It is planned method of
Observation of phenomena. In
Structured Observation certain
patterns rules and designs are followed
for the purpose what, How and When
to observe.
In Structured Observation record
of past behaviors or happening is used
to deduce what happened during an
event. Predetermined criteria has been
set up for assessment in Structured
Observation.
Example:
 Exams.
 Sessional Assignments.
Indirect Observation provides
the perspective of students, faculty or
other people who are concerned with
the course or program or institution,
such as alumni.
Example:
 Student Satisfactory Surveys.
 Job Placement Rates.
 Focus group or Interviews.
 Graduation Rates.
Unstructured Observation
Unstructured Observation is
totally different from Structured
Observation. It is Un-Planned
Observation in which the teacher do
not set a plan in advance for
assessment of students, but he got the
information freely from the students.
There are no rules to be followed
by the teacher for Un-Structured
Observation. In Structured Observation
we use an open ended approach.
It is more effective as compared
to Structured Observation, because
through Unstructured Observation we
can evaluate the real knowledge of
students because it is usually surprising
for students.
 Participant & Non- Participant Observation
Participant Observation
Participant observation means
watching the events or situations from
inside by taking part in the group to be
observed.
The teacher freely interacts with
a group of students and studies their
behavior or other activities not as an
outsider or by becoming a member of
that group.
Its aim is to gain a close and
intimate familiarity with a given group
of individuals. During Participant
Observation, it is important to observe
not only what students are doing by
interpreting their body language and
gestures, but also what students are
not doing.
Natural & Contrived Observation
Natural Observation
There are also many important
learning outcomes, that require
Informal Observation of natural
interactions in the classroom, on the
playground or in the lunchroom.
Observation of student’s
behavior, co-curricular activities are
included in natural observations.
Compared with Structured
Observations, it is like the difference
between studying wild animals in a zoo
Non-Participant Observation
An observation that is conducted
by someone that is not part of the
group being observed is known as Non-
Participant Observation.
In contrast to Participant
Observation, teacher take a more
distant role in Non-Participant
approaches and do not interact with
the students. They behave like a “Fly on
the wall”.
Non-Participant Observation is
used to reveal the difference between
what students say or what they
actually do.
Contrived Observation
A Contrived Observation is the
method of assessment where the
specific situation being studied is
created by the teacher.
The Contrived Setting offers the
observer (teacher), greater control
over the gathering of data and,
specially will enable teacher to collect
the information more effectively,
quickly or cheaply.
 and studying them in their natural
habit.

“IMPORTANCE OF OBSERVATION”
Observational Assessment is often deemed the most appropriate method of
assessment for practical skills.
As the teacher is actively watching and recording the actions of the students
during an Observational Assessment, the results can be deemed to be more
reliable.
Observation involves teacher in observing students as they participate in
planned activities. Teacher’s Observation occurs continually as a natural part of
learning and teaching process, and can be used to gather a broad range of
information about student’s demonstration of learning outcomes.

SELF REPORT
Self Reporting is a process by which the student gathers information about,
and reflects his or her own learning. It is the student’s own assessment of personal
progress in terms of knowledge, skills and attitudes.
Self Assessment leads student to a greater awareness and understanding of
themselves as learner.
For diagnostic purposes, students can reflects on what they know about a
topic and previous experiences with this topic.
 Methods of Self Report
1. Questioner
2. Interviews
3. Rating scale
4. Survey

Questioners
Questioners are a type of self report method which consist of a set of
questions usually in a highly structured written form.

Such questions allow students to evaluate their progress. It can be related to

specific subject or topics and it also includes the IQ level type questions to made a
report regarding level of intelligence and IQ.

Interviews
Interviews are also a well known method used for self reports. This method
is mostly a very frequent and effective way of generating results.
The main reason for its effectiveness is its face to face conductance. A
student’s effective self report is made on the spot on the basis of his performance.
Interviews are widely preferable in all other fields.
 Rating Scale
Rating scale is the most common method used world wide. One of the most
common rating scale is the Likert Scale. This scale is named after its
inventor,Psychologist Rensis Likert.
In Likert scale a statement is used and the participants decide how strongly
they agree or disagree with the statement.
The statement mostly have four or five options i.e:
a) Strongly Agree
b) Agree
c) Undecided
d) Disagree
e) Strongly Disagree
These scale can give an idea about how strongly participants feel about
something. This therefore gives more details than simple yes, no answer.

Survey
Survey are the methods used to made reports for a group of students. It can
tell about the students self reports regarding three types of students mentality
levels i.e:
a) Average Students
b) Above Average Students
c) Bellow Average Students
Everyone is familiar with these three levels. Each and every classroom have
students with average, bellow average and above average students and their self
reports tell about what kind of IQ or Mental level they have.
 Importance of Self Report
Self report is important for students as well as for teachers. The student
should be well known about his abilities, level of satisfaction, intelligence and
understandings.
Self report is the way through which the merits and demerits can be
organized by collecting data. It is useful for teachers in the way that teachers comes
to know about the progress of students and their thinking levels regarding their
subjects or other activities. The teacher can judge the effectiveness of his teaching
methods and all other factors regarding that specific topic or subject.
A complete picture of students adjustments interests and attitudes cannot
be obtained without reports from them. Their expressed feelings and beliefs in
these areas are at least as important as evidence obtained from observing their
behavior. Although expressed feelings and observable behavior do not always
completely agree.
The self reports provide valuable evidence concerning the students
perception about themselves and how they want others to view them.