Presented by Dr. Sudha Pandeya

ConceptEvaluation is very important requirement of

education system.It is a systematic process of collecting, analysing ,

interpreting information to determine the extent to which pupil are achieving instructional objectives.

Characteristics of evaluationIt is a systematic process.It is a continuous process.It emphasises broad personality changes and

major objectives of an educational programme. It includes not only subject matter achievements but also attitudes, interests,and ideals, way of thinking, work habits and personal and social adaptability.

contdIt assumes that educational objectives have previously

been defined and identified.A comprehensive programme of evaluation involves use of

many procedures like-analytico-synthetic,experimental, lecture etc agreat variety of tests like-essay type objective type and many techniques like-controlled observation , sociometric techniques etc

Learning is more important than teaching.

Need and objectives of evaluationEvaluation helps to design better education

programme.It helps the teacher to know his pupils in detail.Today

education is child –centered. So child’s interests, ability,interests,aptitudes are to be properly studied so as to arrange instruction accordingly.

Contd.It helps teacher to determine, evaluate and refine

his instructional objectives.It helps to know the entry behaviour of the

students.It helps the administrator in educational planning

and in decisions regarding selections ,classification and placement.

It helps parents to know the progress of their children.

Concept of evaluationEvaluation plays an enormous role in teaching-

learning process.It implies a systematic process which omits the

casual uncontrolled observation of pupils.It is a continuous processIt includes not only subject-matter achievement

but also attitudes, interests and ideals, ways of thinking ,work habits ,personal and social adaptability.

Contd.A comprehensive programme of evaluation involves the

use of many procedures like analytical-synthetic, heuristic, experimental, lecture etc.a great

variety of tests like essay type, objective type,and other techniques like sociometric, controlled observation etc.

Learning is more important than teaching.Evaluation is assessing the students and their complete

development brought about through education.

Types of evaluationFormative evaluationSummative evaluationDiagnostic evaluationPlacement evaluationNorm-referenced evaluationCriterion-referenced evaluation

Formative evaluationIt is used to monitor the learning process of students

during the period of instruction.It provides continuous feedback to both teacher and

student concerning learning successes and failure while instruction is in process.

Feedback to students provides reinforcement of successful learning and identifies the specific learning errors that need correction.

Feedback to teacher provides information for modifying instruction and for prescribing individual and group remedial work.

It aims at improvement of instruction.

Contd.It is concerned with the process of development

of learningCornback is the first educationist who said that

thegreatest service evaluation can perform is to identify aspects of the course where education is desirable.

It is a positive evaluation because it attempts to create desirable learning goals and tools for achieving such goals.

Types of formative evaluationDiagnosing- It is concerned with determining the most

appropriate method or instructional materials conducive to learning.

Placement- It is concerned with finding out the position of an individual in the curriculum from which he has to start learning.

Monitoring- It is concerned with keeping track of the day today progress of the learners and to point out changes necessary in the methods ofteaching instructional strategies etc.

Characteristics of Formative evaluationIt is an integral part of learning process.It occurs frequently during the course of

instruction.Its results are made immediately known to the

learners.It may sometimes take teacher’s observation only.It reinforces learning of the students.

Contd.It pinpoints difficulties being faced by weak learners.Its result can not be used for grading or placement

purposes.It helps in modification of instructional strategies

including method of teaching immediately.It motivates learners; as it provides them with knowledge

of progress made by them.It sees the role of evaluation as a process.It is generally teacher made testIt does not take much time to construct

Examples of formative evaluationMonthly testClass testPeriodical assessmentTeacher’s observation etc.

Summative EvaluationIt is done at the end of the course of instruction

to know to what extent the objectives previously fixed have been accomplished.

Its main objective is to assign grades to the pupils.

It indicates the degree to which the students have mastered the course content.

It helps to judge the appropriateness of instructional objectives.

Contd.It has danger of making negative effects. This

evaluation may brand a student as a failed candidate, and thus causes frustration and setback in the learning process of the candidate.

The tests for summative evaluation are given at the end of a course .

The functions of summative evaluationCrediting- It is concerned with collecting

evidence that a learner has achieved some instructional goals in respect to a defined curriculum.

Certifying- It is concerned with giving evidence that the learner is able to perform a job according to the previously determined standards.

Contd.Promoting- It is concerned with promoting pupils to

next higher class.Selecting- Selecting the pupil for different courses

after completion of a particular course structure.

Characteristics of summative evaluationIt is terminal in nature as it comes at the end of

the course of instruction.It is judgemental in character in the sense that it

judges the achievement of pupils.It views evaluation ‘as a product’, because its

chief concern is to point out the levels of attainment.

It can not based on teacher’s observation only.

Contd.It does not pin point difficulties faced by the

learner.Its result can be used for placement and grading

purposes.It reinforces learning of the students who has

learnt an area.It may or may not motivate the learners.

Sometimes it may have negative effects.

Examples of summative evaluationTraditional school and university examinations.

Standardised tests.Teacher made tests.Practical and oral tests.

The term diagnosis has been taken from medical profession.

Difficulties in learning occur at all levels and among pupils of both high and low mental ability.

Like a doctor teacher uses similar techniques to diagnose the relative strength and weaknesses of pupil in specific area of study, analyse the causes for the same and then gives remedial measures as per necessity.

FeaturesThe diagnostic test takes off where formative test

leaves offIt is a means by which an individual profile is

examined and compared under certain norms or criteria.

It is more intensive and act as a tool for analysis of learning difficulties.

It is more limited to low ability students.

Contd.It is corrective in nature.It pinpoints the specific type of error each pupil is

making and searches for underlying cause of problem.It is more comprehensive.It can be done by constant observation of

pupils,analysis of performance,achievement test ,analysis of cumulative record and anecdotal records

Contd.It can be conducted by observing the pupil’s participation

in class room activities, peer relationship’ independent work.

By taking physical and health records about vision, hearing etc.and family background.

By interviewing pupil to know the problem and their elimination.

By parent conference.By clinic guide like vision tester, audio-meter

etc.,consultation with doctor ,counsellors,psychologists.By developing strong motivation, token economy.

Criterion- referenced evaluationA criterion-referenced test is used to ascertain an

individual’s status with respect to a defined achievement domain.

It is concerned with the performance of an individual in terms of what he can do or the behaviour he can demonstrate.

In this evaluation there is a reference to a criterion but there is no reference to the performance of other individuals in the group.

Contd. In it we refer an individual’s performance to a

predetermined criterion which is well defined.It is objective based test.It includes the entire terminal behaviour that is

supposed to be shaped through the programme .It is not the test of grading the students rather it

is a test designed to measure the extent to which students have mastered their learning outcomes.

Norm- referenced evaluation-A norm referenced evaluation test is used to ascertain an individual’s status with respect to the performance of other individual on that test.

Here measurement act relates to some norm, group or a typical performance.

It is an attempt to interpret the result in terms of the performance of certain group

Contd.It is used by teachers to differentiate and classify

among students of some defined group like age or grade.

In it comparison of students is relative rather than absolute.

FeaturesIt is used for discriminating students who have different

backgroundsClassifying the students for the purpose of

selection in some courseAs a guideline for studentsPromoting the students in higher classThe selection of employees by the employersCounsellors and guidance workersTeachers to rank the students

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