EVALUATION

Significance

·       Evaluation is an important component of teaching-learning process. It is a concept that has emerged as a prominent process of testing, measuring, assessing and appraising.

         Evaluation

·       Evaluation is a systematic process of determining the extent to which predetermined objectives are achieved.

Aim of Evaluation

·       The first and most basic aim of educational evaluation is to learn.

·       The educational purpose is the inherent characteristic of what makes educational evaluation different from other kinds of evaluation.

          Assessment and Evaluation

Ø Educators use two distinct processes to help students build lifelong   learning skills: assessment and evaluation.

Ø Assessment provides feedback on knowledge, skills, attitudes, and work products for the purpose of elevating future performances and learning outcomes.

Ø Evaluation determines the level of quality of a performance or         outcome and enables decision-making based on the level of          quality demonstrated.

·       These two processes are complementary and necessary in education.

    Comparison of Assessment and Evaluation

•                  Evaluation determines whether a standard was met; success or failure

•       Assessment provides feedback on performance; Strengths, Areas for Improvement, and Insights

    Informal Classroom assessment

•      Instructors rely on answers to questions, listen to student comments, monitor body language and facial expressions

    Purpose of formalized classroom assessment

•       Classroom assessment helps individual teachers obtain useful feedback on what, how much, and how well their students are learning

•      Teachers use this information to refocus their teaching to help students learn more effectively

How do students directly benefit from classroom assessment?

•       Meta-cognitive skills – describe students’ awareness and understanding of their own learning skills, performance and habits

•      Understand what they are learning and why they are learning it

•      Good learners engage in more meta-cognitive activities than poor learners do

–    “The more time and effort students invest in the learning process, the more intensely they engage in their own education, the greater their educational experiences, persistence in college, and continuation of learning”

•      Process and content based feedback

How do teachers directly benefit from classroom assessment?

•      Benefits to students = benefit to teachers

•      Develop a culture of openness and consistent feedback

•      Constantly monitor student views on process and understanding of content

•      Answer difficult questions such as:

–    “How can I find out whether my students are learning the essential skills and knowledge I am trying to teach”

–    “How can I help students learn better?”

•      Reduce uncertainty of student learning between exams

•      Improve teaching skills and gain new insights

•      Increase overall learning

Mutually beneficial

•        Since focused on learning, requires active participation of the students

•      By cooperating in assessment, students reinforce their understanding of course content and strengthen their own skills at self-assessment

•      Students can participate more actively in their learning (taking ownership in process)

•      Increased motivation when realize faculty are invested in their success

Measurement & Evaluation

•      Measurement and evaluation are very important tools in teaching profession

•      Measurements make a strong basis for evaluation and you dare to compare two objects when you know their measurements.

•      The word value inside evaluation is enough to convey an impression that you are passing your judgment about a thing or an individual. You evaluate a plan, a process, success or failure of a method, policies of a government, fairness or lack of it in a judicial system, and so on.

Measurement defined

•      Process of quantifying individual’s achievement, personality, attitudes, habits and skills

•      Quantification appraisal of observable phenomena

•      Process of assigning symbols to dimensions of phenomena

•      An operation performed on the physical world by an observer

•      Process by which information about the attributes or characteristics of things are determined and differentiated

Evaluation defined

•      Qualitative aspect of determining the outcomes of learning.

•      Process of ranking with respect to attributes or trait

•      Appraising the extent of learning

•      Judging effectiveness of educational experience

•      Interpreting and analyzing changes in behaviour

•      Describing accurately quantity and quality of thing

•      Summing up results of measurement or tests giving meaning based on value judgments

•      Systematic process of determining the extent to which instructional objectives are achieved

•      Considering evidence in the light of value standard and in terms of particular situations and goals which the group of individuals are striving to attain.

Evaluation can serve several purposes like

1.Selection of students (entrance exam) 

2.Preassessment of an educational need (pre test)

3.To make students learn (motivate)

4.To monitor progress of learning as a feedback (formative)

5. For certifying competence  (summative)

6.To determine effectiveness of a programme (course evaluation)

7.To modify learning objectives/activities.

The Purpose of Measurement and Evaluation.

•      Placement of student, For the admission of students into educational institutions.

•      Certification: This helps to certify that a student has achieved a particular level of performance.

•      Stimulating learning: this can be motivation of the student or teacher, providing feedback, suggesting suitable practice etc.

•      Improving teaching: by helping to review the effectiveness of teaching arrangements.

•      For research purposes.

•      For guidance and counseling services.

•      For modification of the curriculum purposes.

•      For the purpose of selecting students for employment

•      For modification of teaching methods.

•      For the purposes of promotions to the student.

•      For reporting students progress to their parents.

•      For the awards of scholarship and merit awards.

Types of evaluation

FORMATIVE:

•      Done at the end of a unit of instruction to cover small content areas. It gives a feedback to teacher and student about the effectiveness of the learning process

SUMMATIVE:

•      Done at the completion of a prescribed course of study. Determines the overall competence of the learners as satisfactory or unsatisfactory.

FORMATIVE EVALUATION

Will comprise of:

•          Class work

•          Homework

•          Oral questions

•          Quizzes

•          Projects

•          Assignments/Tests

SUMMATIVE EVALUATION

Will be Term End Examination:

•       HALF YEARLY & FINAL Examination

Functions of Evaluation

1. Evaluation assesses or make appraisal of

     - Educational objectives, programs, curricula, instructional materials, facilities

     - Teacher

     - Learner

     - Public relations of the school

     - Achievement scores of the learner

2. Evaluation conducts research

Principles of Evaluation

Evaluation should be

1. Based on clearly stated objectives

2. Comprehensive

3. Cooperative

4. Used Judiciously

5. Continuous and integral part of the teaching – learning process

WHY
CONTINUOUS AND COMPREHENSIVE  EVALUATION ?

•      External Examinations

     “are largely inappropriate for the knowledge society of the 21st century and its need for innovative problem solvers.”

Ø Evaluation of Scholastic learning only on marks.

Ø Ability of child not evaluated.

Ø Limited Techniques of Evaluation do not identify

    learner’s level of attainment.

Ø Resulting in Pass/Fail.

Ø Causing frustration and humiliation .

Objectives Of CCE

   To develop cognitive, psychomotor and affective skills

   To lay emphasise on thought process and de-emphasise memorization

   To make evaluation an integral part of teaching-learning process

   To use evaluation for improvement of students achievement and teaching-learning strategies on the basis of regular diagnosis followed by remedial instructions

   To use evaluation as a quality control device to maintain desired standard of performance

   To make the process of teaching and learning a learner-centered activity

Learning Outcomes

•      Learning outcomes are statements of what is expected that a student will be able to DO as a result of a learning activity.

Advantages of specifying learning outcomes

•      Help students learn more effectively.

•      Make it clear what students can hope to gain from a course.

•      Help instructors to design their materials more effectively.

•      Help instructors select the appropriate teaching strategy.

•      Assist in setting examinations based on the materials  delivered.

•      Ensure that appropriate assessment strategies are employed.

Qualities of a Good Measuring Instrument/Test:

1.Objective based- the test should be based on pre-determined objectives

2.Objectivity- it should be free from personal bias in scoring

3.Validity- it should measure what it intends to measure (Operational validity-sufficient to evaluate & measure the defined activities, Predictive validity- efficient in predicting a particular behaviour, Content validity- representative sample of the total course content, Construct validity- traits can be measured & identified through the test, Congruent validity- correlate the scores of the same content area with another tool)

4.Reliability- the degree of consistency with which it measures what it is intended to measure (re test after a week)

5.Practicability- Economy of time, easy to administer.

Classification of Measuring Instrument:

1.    Standard Tests

          a) Psychological test – Intelligence test,

                   Aptitude test, Personality (Rating scale)

        test, Vocational and Professional

        Interest Inventory

          b) Educational Test

2. Teacher – made test

          Planning, Preparing, Reproducing, Administering, Scoring, Evaluating, Interpreting

Thus the steps of ideal evaluation should be:

•      1.Selecting the most appropriate method first

•      2.Preparing a blue print for the same.

•      3.Administering it

•      4.Evaluating the method used