Summary

Summary

What is evaluation?

“The process of determining to what extent the educational objectives are actually being realized” (Tyler, 1950, p. 69).Evaluation is a continuous process. In an ideal situation, the teaching- learning process on the one hand and the evaluation procedure on the other hand, go together. It is certainly a wrong belief that the evaluation procedure follows the teaching-learning process.

Functions of evaluation:

·     A planned evaluation helps a teacher in deciding and developing the ways, methods, techniques of teaching.

·    Helps to formulate and reformulate suitable and realistic objectives of instruction.

·    To plan appropriate and adequate learning strategies.

·    Evaluation has to diagnose the weak points in the school programme as well as weakness of the students

·   To promote students to next higher class.

·   Helps a teacher to know the children in details and to provide necessary educational, vocational and personal guidance.

Steps Involved in Evaluation:

• Identifying and Defining General Objectives
• Identifying and Defining Specific Objectives
• Selecting Teaching Points
• Planning Suitable Learning Activities
• Evaluating
• Using the Results as Feedback

Types of Evaluation

ü Placement Evaluation:

Placement evaluation is designed to place the right person in the right place. It ensures the entry performance of the pupil. The future success of the instructional process depends on the success of placement evaluation.

ü Formative Evaluation:

Formative evaluation is used to monitor the learning progress of students during the period of instruction. Its main objective is to provide continuous feedback to both teacher and student concerning learning successes and failures while instruction is in process.

In this kind of evaluation we can apply the continuous assessment devices for instance, self-assessment and peer assessment. 

ü Diagnostic Evaluation:

Diagnosing is concerned with determining the most appropriate method or instructional materials conducive to learning.

ü Summative Evaluation:

Summative evaluation is done at the end of a course of instruction to know to what extent the objectives previously fixed have been accomplished.

ü Norm-Referenced Evaluation:

Norm-referenced evaluation is the traditional class-based assignment of numerals to the attribute being measured. It means that the measurement act relates to some norm, group or a typical performance.

ü Criterion-Referenced Evaluation:

When the evaluation is concerned with the performance of the individual in terms of what he can do or the behavior he can demonstrate, is termed as criterion- referenced evaluation. In this evaluation there is a reference to a criterion.

Nevo (1983) mentions ten questions that can provide a scaffold for you to consider:

1.   How is evaluation defined?

2.   What are the functions of evaluation?

3.   What are the objects of evaluation?

4.   What kinds of information should be collected regarding each object

5.   What criteria should be used to judge the merit and worth of an evaluated object?

6.   Who should be served by an evaluation?

7.   What is the process of doing an evaluation?

8.   What methods of inquiry should be used in evaluation?

     9. Who should do evaluation?

References: 

Tyler, R. W. (1950). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.

Nevo, D. (1983). The conceptualization of educational evaluation: An analytical review of the literature. Review of Educational Research, 53(1),117-128.