2. Evaluation
Evaluation is a wider concept than testing &
measurement.
Evaluation is the combination of quantitative
estimation + qualitative judgement of one’s behaviour.
3. Definition
“Evaluation may be defined as a systematic process
of determining the extent to which educational
objectives are achieved by pupil is” – Dandekar .
“Evaluation is the process of gathering &
interpreting evidence on changes in the behaviour of the
students as they progress through school”. – Quillen &
Hanna.
4. Evaluation In Education
Help in modify the objectives in the light of needs of the
individual & of society.
Help in judging the effectiveness of the methods of teaching.
helps in finding out the psychological logical soundness of the
material.
Tests the all – around development of the child.
Helps in the improvement & modification of the evaluation
tools & techniques.
6. Types of Evaluation
On the basis of the purpose and the time involved, the
evaluation can be classified as
1. Diagnostic Evaluation.
2. Formative Evaluation.
3. Summative evaluation.
7. Diagnostic Evaluation
Done in the beginning of the teaching learning process.
Help to find out the specific weaknesses in individual or
whole.
Helps in designing of the courses & curricula according
to the capabilities of the learner .
8. Formative Evaluation
Decision – making process for students
development & formulation of the curriculum for
particular class or examination.
Help in making changes in the curriculum, teaching
strategies & learning environment.
9. Objectives
To monitor students learning for providing them
individualized instruction.
To evaluate teaching effectiveness.
To evaluate courses & curricula with the purpose of
modification, updating or replacement , if necessary .
To evaluate curriculum material.
To evaluate the learning environment with a view to
improving it.
10. Summative Evaluation
Judgement – making process.
Terminal examination.
Cumulative assessments for the purpose of selection,
promotion, prediction, recording or other administrative
purposes should be considered as a series of summative
evaluation.
11. Steps in Evaluation Process
1. Formulating & selecting objectives.
2. Defining the objectives.
3. Developing the learning experiences.
4. Devising & Adopting assessment procedures.
12. Formulating & Selecting Objectives
The objective of teaching include the knowledge,
application, skills, attitude, appreciation etc.
The objective of teaching should not stress the
knowledge objective.
Importance in the formulation of objectives:
Needs & capabilities of the pupils.
The needs of the society in a specific environment.
The nature of the subject matter.
13. Defining the objectives in terms of
behavioural change.
Each objective is bi – dimensional in nature having
the behavioural aspect & the content aspect.
Content aspect – bring about the behavioural change
& to test the change.
In the concept of evaluation, the content is not the
end but the “means”
14. Developing The Learning
Experiences
“Learning experience is interaction between the learner & the
content & not a part of syllabus or unit or a lesson plan or mere
activity”.
Learning experiences brought through library, text – books,
experiments, radio, films, filmstrips, science clubs & any other
learning situations.
The methods for developing the learning experiences are
1. Contrast method.
2. Identification methods
15. Devising & Adopting Assessment
Procedures
Many procedures & techniques which are used to
evaluate the pupils achievements & objectives of teaching.
For the complete assessment of the child’s personality
tests, intelligence tests, aptitude tests, attitude scales, interest
inventories, achievement tests etc.
21. Characteristics Of Good Evaluation
A good tool which has the following characteristics
1. Validity.
2. Reliability.
3. Usability.
22. Validity
Quality of a tool which enables it to determine what it
was designed to determine.
Validity is always concerned with the results of a test
& not to the test itself.
Validity is a matter of degree [we say high validity,
low validity or moderate validity].
Validity is a specific & not a general quality.
23. Reliability
It is the quality of consistency that the tool maintains over
a period of time.
Example:
If two teachers use the some tool & obtain similar ratings
it can be concluded that the results have a high degree of
reliability from one teacher to another.
Consistency is an important quality but it is useful only if
validity is also there which has determined independently.
Reliability refers to the results obtained with an evaluation
instrument & not to the instruction itself.
24. Con/-
An estimate of reliability always refers to a particular
type of consistency.
Reliability is a necessary but not a sufficient
condition for validity.
Unlike validity, reliability is primarily statistical in
nature.
25. Usability
Practicability of procedure.
Economical from time & money.
Selection of evaluation instruments, case of
administration, time factor, ease of scoring, ease of
interpretation & application, availability of equivalent or
comparable forms & cost are important.
26. Comprehensive evaluation
Evaluation is comprehensive in the sense that the overall
personality of the child is assessed.
A few things are
1. Physique – weight, height, appearance, cleanliness.
2. Habit like regularity, punctuality, company of good
persons, reading good books & good literature.
3. Interest in music, art etc.
4. Desirable attitudes – democracy, national integration,
secularism, socialism, attitude towards school property, school
programmes etc.
5. Proficiency in co – curricular activities – indoor &
outdoor.
27. Continuous Evaluation
Continuous evaluation helps the teacher in knowing
about their effect side by side.
The learners also come to known their deficiency with
regard to different things & get remedy by proper guidance &
making more efforts.
“Education should concern itself with pupil’s physical
development, personality & character, social achievement,
academic achievement & achievements in various type of
skills” – Indian Education Commission.(1964 – 1966)
28. Types of Tests
Achievement Test
Standardized Test Teacher Made Test
Written Test Oral Test Practical Test
Essay Type Test Short Answer Type Objective Type
29. Types Of Standardized Achievement
Test
Standardized Achievement Test
Aptitude Tests Personality Tests Attitude Tests
Interest Tests Intelligence Tests
30. Norm – Referenced Test
“Norm – referenced tests report whether test takers
performed better or worse than a hypothetical average
student, which is determined by comparing scores
against the performance results of test takers, typically
of the same age or grade level, who have already taken
the exam”.
31. Con/-
Refers to standardized tests
Calculating norm – referenced scores is called
“Norming process”.
Comparison group is known as the “norming group”.
Test developers use a variety of statistical methods to
select norming groups, interpret raw scores & determine
performance levels.
32. Con/-
Scores are generally reported as a percentage or
percentile ranking.
Norm – referenced tests often use a multiple – choice
format, though some include open – ended, short – answer
questions, they are usually based on some form of national
standards.
Distribution of scores that resembles when graphed
the outline of a bell.
33. List of Norm – Referenced Tests
1. IQ Test – Developmental Screening Tests.
2. California Achievement Test.
3. Lowa Test of Basic Skills.
4. Stanford Achievement Test.
5. Terra Nova.
34. Uses of Norm – Referenced Tests
To determine a young readiness for preschool or
kindergarten.
To evaluate basic reading, writing & math skills.
To identify specific learning disabilities, such as
auction, dyslexia or non – verbal learning disability.
To make program – eligibility or college –
admissions decision, scores on SAT or ACT exams are a
common example.
35. Criterion – Referenced Tests
Designed to measure student performance against a
fixed set of pre – determined criteria or learning standard
ie). Concise, written descriptions of what students are
expected to know & be able to do at a specific stage of their
education.
Used to evaluate whether students have learned a
specific body of knowledge or acquired a specific skill set.
Created by individual teachers are also very common.
36. Types
1. High – Stakes Tests.
to make important educators, schools or districts.
2. Low – Stakes Tests
to measure the academic achievement of individual
students, identify learning problems or inform instructional
adjustments
3. Advanced Placement Exams.
4. National Assessment Of Educational Progress.
37. Uses Of Criterion – Referenced Tests
to determine whether students have learned expected
knowledge & skills.
to determine if students have learning gaps or
academic deficits that need to be addressed.
to evaluate the effectiveness of a course, academic
program or learning experience by using “pre – tests” &
“post – tests” to measure the learning process.
38. con/-
to evaluate the effectiveness of teachers by factoring test
results into job – performance evaluation.
to determine if a student or teacher is qualified to
receive a license or certificate.
to measure the academic achievement of students.
to compare the academic achievement of two nation
students, we can use international comparison tests such as
39. Con/-
1. Programme for international students assessment
(PISA).
2. Progress in international reading literacy study
(PIRLS).
3. Trends in international mathematics & science
study (TIMSS).
40. Uses of Evaluation
1. For the assessment of student’s performances &
academic achievement.
2. For the teachers for judging the achievement of
objectives.
3. For guidance workers.
4. For the researcher.
5. For educational administration.
6. For improving schools activities.
7. For promoting co – curricular activity.
