Gain Scores are obtained as the difference between the scores of a pre-test and post-test. They are usually considered as a measure of achievement. For this purpose, either the same test or a test of equivalent form, is generally administered as post-test.
General Ability is a broad expression to represent the ability required to cope with a wide range of problems/tasks. [Also see, Ability].
General Assessment Quotient (GAQ) is a measure of the overall growth of an examinee. It is only a suggestive concept which is yet to have general acceptance or wider usage. Natarajan and Kulshreshta (1983) suggest a formula for computation of this quotient.
GAQ =( EQ + NSQ + PQ + IQ x 100)/4
where, EQ = Educational Quotient,
NSQ = Non-scholastic Quotient,
PQ = Psychomotor Quotient,
IQ = Intelligence Quotient[Also see, Cognitive, Affective and Psychomotor Domains].
General Instructional Objective is a course objective stated in general as well as specific operational terms. The specificity of course objectives will help improve the evaluation system. {Also see, Educational Objectives, Objectives}.
Global Quality Scaling is an alternative to the analytic scoring of grading the essay type answer. This is based on the general and overall estimate of the quality of answer. In this method the examiners simply read the answer for a general impression of its adequacy and transform that impression into a numerical grade. It also provides liberty to the examiners in the light of their experience with various answer scripts to reconsider their decision. {Also see, Analytical Scoring}.
Goals refer to the aims. They provide the starting point of a planning process and set the framework for it. Setting goals involves value judgement with reference to perception of normality. This implies the 'objective setting' as a next stage of the project/programme formulation. [Also see, Aims, Objectives].
Gradation is a systematic process of arranging something in the order of merits or demerits. It may also be done by adopting the principles of simple to complex, concrete to abstract, etc. In the area of evaluation it usually refers to the grouping of scores or examinees.
Grade refers to a position in a scale. It indicates usually 'a letter mark' (A, B, C, etc.) assigned to an examinee after being grouped on the basis of his scores or marks. The five- and seven- letter grade systems are the most popular ones. Each of the system has got its own rationale behind it. The seven-letter grade system has been emphasised by the Association of Indian Universities, New Delhi, in view of its plus points.
Grade Equivalent Score is the score which reports a testee's performance on a test in terms of the school grade level. The school grade level of performance is a representative specimen of that grade. For instance, the grade equivalent score 7-5 obtained by a learner on a test indicates that he has completed 5 months in the7th class.
Grading is the process of grouping the members or materials on the basis of their merits. It is usually built around the five or seven-unit scale of letter marks. One of the purposes of using this process is to establish greater uniformity and comparability among the examiners in their marking meaningful and consistent. Another purpose is to make the marking procedure comparatively simple enough.
Grade Norm is a standard of performance obtained by computing the average score of a group of learners in a given grade.
Grade Point Average (GPA) refers to a weighted index of the grades/marks received for academic works in educational institutions. In other words, it is the average of the numerical values of grades. It is computed by adding the numerical values of the grades obtained and dividing the sum by the number of grades. The AIU, New Delhi, is adopting such a system for the award of credits to the participants of their course on Evaluation.
Graphic Test is designed to assess performance in reading and writing. It may focus these two aspects although difficult to set up a test situation in which they are isolated from each other isolated from each other.
Group Difference refers to any difference, whether qualitative or quantitative noticed among the group components, i.e., group of learners. The difference may be due to relative frequency with which certain behaviours are found. It may also be the number of persons found in the groups. This difference, of course, need not be a collective behaviour. The difference obtained by comparing the group means or group variability will also yield the group-difference. These differences are useful to distinguish from one group to another for analysis purpose.
Group Discussion is one of the techniques for assessing scholastic abilities of complex nature, viz., critical thinking, logic, expression, argumentation power, problem solving and so on. It also helps to assess the non-scholastic aspects of the learners' growth like attitudes, values and social interaction, etc. Debate, forum interview, seminar, symposium, etc., are some of the formal group discussion through which the above mentioned abilities can be assessed.
Group Tests are the instruments designed for mass testing and can be administered by one person to a group of individuals at the same time. In group tests, examiner's role is simplified and scoring is typically more objective. They differ from individual tests both in the form and arrangement of items. Group tests are useful for screening, selection and certification purposes.
Growth Referenced Evaluation is a new technique for the evaluation of an instructional programme. It provides comparative information on the rates of learning of various skills thereby avoiding the pitfalls associated with other techniques used for decision making purposes. It has got the following six characteristics as listed by Henning [1987, p.146].
1) Analyse the teaching objectives into component skills.
2) Each component skill is weighted for comparative importance
3) The rate of programme learning is determined for each component skill.
4) A commensurate growth ratio is computed.
5) A remedial potential ratio is calculated.
6) A final critical intervention index is promulgated.Guessing Correction is the process of nullifying the undue advantage (scores) gained by an examinee out of blind guessing. This is done either by adding or subtracting a factor from the number of items correctly answered.
'Guess-Who' Technique is a personality rating procedure applicable for obtaining children's ratings for each other. This technique was first employed in the Character Education Inquiry together with the situational tests (Ananstasi, 1968, p.541). In this technique, the children are given a number of brief 'word-pictures' of personality and are instructed to write under each, the name of every classmate who might fit the description.
Guidance in evaluation, would mean the assistance extended to a learner/examinee in order to help for selecting appropriate opportunities which would yield maximum satisfaction and profit. Schools provide educational and vocational guidance in terms of instruction, counseling and testing. Guidance is one of the six purposes of evaluation.
Guided Composition is also considered as a tool of evaluation of language skills. It requires an examinee to compose a text or passage on the basis of the guidance provided. All other features of guided composition are the same as the composition. The only difference is that it is always preceded with necessary guidance. [Also see, Composition].
Guided Response is the third one among the seven hierarchical levels of the psychomotor behaviour. It is a primary step in the development of skill. The two stages of guided response are: (1) Imitation and (2) Trial and error. As this is a learning objective, its growth needs evaluation.