Lecture-3 MONITORING AND EVALUATION M Phil Education COURSE CODE EDUS606 TYPES OF EVALUATION-1 on the basis of the nature of measurement Typical Performance Vs Maximum Performance Dr. Shafqat Ali Associate Prof, MUL [email protected] [email protected] 11/18/2021 Typical Performance Vs Maximum Performance: Dr. Shafqat Ali, MUL 1
TYPES OF Evaluation With Respect to Instructions Typical Performance Vs Maximum Performance With Respect to Forms of Evaluation With Respect to Parameters of Comparison 11/18/2021 Types of Evaluation-1: Dr. Shafqat Ali MUL 2
Typical Performance Vs Maximum Performance: Dr. Shafqat Ali, MUL TYPES OF EVALUATION maximum performance Vs typical performance 11/18/2021 3
11/18/2021 Typical Performance Vs Maximum Performance: Dr. Shafqat Ali, MUL 4 Types of EVALUATION on the basis of the nature of measurement Cronbach (1990) maximum Evaluation/ performance typical Evaluation/ performance
11/18/2021 Typical Performance Vs Maximum Performance: Dr. Shafqat Ali, MUL 5 Learning outcomes At the end of this session, the students are expected to be able to: ▪ Know the concept of maximum performance. ▪ Be familiar with the typical performance. ▪ Compare the maximum performance with typical performance.
11/18/2021 Typical Performance Vs Maximum Performance: Dr. Shafqat Ali, MUL 6 MAXIMUM PERFORMANCE VERSUS TYPICAL PERFORMANCE Maximum Performance What a person can do Typical Performance What a person will do
11/18/2021 Typical Performance Vs Maximum Performance: Dr. Shafqat Ali, MUL 7 Maximum performance ▪ Determines what an individual can do when performing at their best. ▪ Is how one performs when applying as much effort as possible. ▪ Are those procedures used to determine a person's abilities or achievements. ▪ Measure the individual's ability to perform effectively under standard conditions. ▪ Determines a person’s abilities and how well an individual perform when motivated to obtain high score as possible. ▪ Aptitude and achievement tests are used in measuring maximum performance.
11/18/2021 Typical Performance Vs Maximum Performance: Dr. Shafqat Ali, MUL 8 Maximum performance ▪ Assess the individual’s ability to perform effectively under standard conditions. Performance on these tests, which includes ability and aptitude tests, can be judged as right or wrong. ▪ The Evaluation results indicate what individuals can do when they put forth their best effort. ▪ Students usually show maximum performance when they are being observed. ▪ It requires the learner to demonstrate his or her best in the cognitive as well as psychomotor areas. Examples: achievement test, intelligence test etc. ▪ Occurs when the individual is highly motivated to perform well, the impact of intelligence is higher under these conditions.
11/18/2021 Typical Performance Vs Maximum Performance: Dr. Shafqat Ali, MUL 9 Conditions for Maximum performance ▪ The individual must be aware that they are being observed. ▪ The individual must be instructed to maximize their effort. ▪ The measure of performance must occur over a short period of time so that the individual can remain focused on the appropriate goal.
11/18/2021 Typical Performance Vs Maximum Performance: Dr. Shafqat Ali, MUL 10 Typical performance ▪ Reflects a person's typical behavior. ▪ Concerned what an individual will do rather than what they can do. ▪ How does an individual usually behave in normal or situations? ▪ Determines what an individual will do under natural conditions i.e. their typical behavior. ▪ How an individual/employee performs on a regular basis. ▪ It deals with the affective domain of the learner /testee. Examples: adjustment test, interest test, personality test etc. ▪ Interests, attitudes, adjustment, and various personality traits are used to assess in typical performance.
11/18/2021 Typical Performance Vs Maximum Performance: Dr. Shafqat Ali, MUL 11 Typical performance ▪ An individual's performance is assessed according to a given situation. Answers are not right or wrong, but identify choices, preferences and strengths of feeling. ▪ Individual’s performance is assessed on given situation. Answers are not right or wrong, but identify choices, preferences and strengths of feeling. ▪ Emphasis is on obtaining representative responses rather than high scores. ▪ Measures such as personality questionnaires and behavioral questionnaires. They have no right or wrong answers, but rather look at values, preferences and motivations. ▪ Measures are generally multidimensional, in that they measure a number of different concepts (i.e. multiple personality traits). whereas maximum performance are generally focused on one concept, such a ‘verbal ability’ or a specific technical skill. They will have clear right or wrong answers, and will usually have a time limit. ▪ Limitations of instruments: this field have led to wide use of interviews, questionnaires, anecdotal records, ratings, and various other self-report and observational techniques.
11/18/2021 Typical Performance Vs Maximum Performance: Dr. Shafqat Ali, MUL 12 Conditions for typical performance Typical performance would occur in situations where the individual is not aware of evaluation, is Not consciously attempting their best performance, and is supervised over a long period of time.
11/18/2021 Typical Performance Vs Maximum Performance: Dr. Shafqat Ali, MUL 13 MAXIMUM PERFORMANCE VS TYPICAL PERFORMANCE ▪ A difference between these two types of tests is commonly made in terms of the use of the results rather than of the qualities of the tests themselves. ▪ Cronbach (1960) used the distinction between typical and maximum performance to differentiate between measures of ability and measures of personality. ▪ Both typical and maximum performances are characterized by different conditions. Managers and organizations should be aware of these so that they are able to identify whether an student/employee is performing at a typical or maximum level. ▪ None of these techniques alone provides an adequate appraisal of typical behavior, but the combined results of a number of them enable the teacher to make fairly accurate judgments concerning student progress and change in these areas. ▪ A combination of both types of information is likely to be most useful. It’s helpful to understand how an individual will perform when they are in their ‘comfort’ zone.
11/18/2021 Typical Performance Vs Maximum Performance: Dr. Shafqat Ali, MUL 14 MAXIMUM PERFORMANCE TYPICAL PERFORMANCE What a person can do. What a person will do. Function: It is used to determine what individuals can do when performing at their best. Function: It is used to determine what individuals will do under natural conditions. Used to determine a person’s developed abilities/achievements. Evaluation that reflects a person's typical behavior. What they can do when they put in adequate effort. What they will do rather than what they can do. Aptitude Test; Predicts success in future learning activity Achievement test: Reflects the level of success on what they have already learned. Attitude, Interest, and Personality Inventories; Interviews; Questionnaires; Observational techniques; Peer appraisal; Self-Evaluation; However, a few techniques need to combined to get an accurate results. Maximum performance measures the student’s ability. Emphasizes on getting responses rather than getting high scores, because it is a method to assess student’s interest/attitude
11/18/2021 Typical Performance Vs Maximum Performance: Dr. Shafqat Ali, MUL 15 MAXIMUM PERFORMANCE TYPICAL PERFORMANCE What applicants can (i.e. Maximum performance) What they will do in terms of their likely job performance. (i.e. Typical performance) Measures of cognitive ability or tests of a particular knowledge or skill. Measures of behaviour Strong correlations with cognitive ability Strong correlations with personality Higher scores, Less variability Lower scores, Greater variability How one performs when applying as much effort as possible. How an employee performs on a regular basis. Concerned with what they can do. Concerned with what people will do. Measures of ability Measures of personality (Cronbach, 1960)
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