2. Utility of Evaluation in Educational Process
The utility of evaluation in the educational process is as
follows:
(1) To find out individual or group weakness of students.
(2) To encourage the students for learning.
(3) To make the students understand about their abilities,
capacities and weaknesses.
(4) To know about hobbies, interests and aptitude of
students.
(5) To rectify the social, moral, physical & educational
problems related to students an teaching process.
3. Utility of Evaluation in Educational Process
(6) For the achievements and progress to be made available
to principals, guardians.
(7) To guide the students about their study strategy and
required changes in curriculum.
(8) To achieve the evaluation based objectives, curriculum
and text books.
(9) To know about the effectiveness of teaching methods
adopted by teacher.
(10) To give counselling to students.
(11) To collect the data for the permanent records of schools
about the students.
4. Evaluation Process
Dr. B.S.Bloom presented the evaluation
process a aTri-Polar process. According to
him Educational process is based on 3
pillars:
(1) Educational Objectives.
(2) Learning experiences.
(3) Behavioural changes.
5. Evaluation Process
Educational process to be completed , it
must pass through four well defined steps
which are:
(1) Classroom Objectives.
(2) Learning situations.
(3) Learning experiences.
(4)Evaluation.
6. Steps of Evaluation Process
Main steps of evaluation process are:
(1) Formulation and definition of
Educational objectives.
(2) Planning Learning experiences.
(3)Evaluation on the basis of Behavioural
change.
7. Characteristics of Good Evaluation Test
Characteristics of a Good Evaluation Test are the
following:
(1) Objectivity
(2) Validity.
(3)Reliability
(4) Norms
(5) Practicability
(6)Comprehensiveness
(7) Discrimination.
(8) Clearness.
8. Diagnostic Testing
Diagnostic testings are a kind of achievement
testings in which specialization and shortcomings of
acquired knowledge of specific text content is
evaluated.
These test does not assess the level of student
but these attempt to find out the difficulties involved
in understanding reason of difficulties and the way
for removing the difficulties.
In science, diagnosis means the areas like formulae,
laws, principles in which students find difficulty in
understanding.
9. Diagnostic Testing
Due to difficulty in understanding, students are
likely to have disinterest in the subject.
Only diagnosis can find out the reasons for this
disinterest and help to rectify them.
According to Ross – “Prevention is the highest level
of diagnosis.”
“the diagnostic value of a test depends more upon
the teacher than upon the test used.”
‘A diagnostic test is one designed to reveal a persons
strongness and weakness in one or more areas of
field being tested.
10. Objectives of Diagnostic Testing
Following are the objectives of the diagnostic tests:
To advise the teacher for proper improvement in his
teaching process.
To obtain knowledge about students weaknesses,
inferiorities and difficulties in a subject.
To direct professionally and academically the parents
and teachers on the basis of merits obtained in
content unit understanding.
To help in making the evaluation process more
effective and meaningful..
11. Objectives of Diagnostic Testing
Following are the objectives of the diagnostic tests:
To bring out the changes in curriculum and make
them more useful for students.
To help in choosing the questions for achievements
tests.
To make understanding situation more effective.
To help in selecting the right technique, instrument
for obtaining the knowledge about diagnostic
problems
To arrange for remedial teaching.
12. Characteristics of Diagnostic Testing
Following characteristics are required to be in a
diagnostic test:
Diagnostic tests are interpretal part of curriculum.
These are in accordance to specific objectives.
These are measureable tests.
These do not measure the abilities of students but
they attempt to diagnose the subject related
difficulties and remove them.
These tests are analytical and analyse the part of any
process completely..
13. Characteristics of Diagnostic Testing
Following characteristics are required to be in a
diagnostic test:
These are based on such facts which are established
on the basis of experiments.
No time limit is fixed for diagnostic tests.
There is no weightage given to the marks obtained in
diagnostic test. It is just to evaluate the level upto
which the student does not find any difficulty.
These tests evaluate the progress of student
objectively.
These tests clarifies the mental procedure of learner.
14. Causes of Disinterest /Dullness
Following could be the possible causes of a student being dull
in science.
Low Acumen.
Defected Atmosphere.
Physical Defects.
Emotional Glands.
Absentism in class.
To be physically unhealthy.
Influence of subject background
Defected teaching methods and non-psychological
behaviour.
Be intelligent.
15. Remedial Teaching
Diagnostic teaching is not only related to the checking of
personal abilities and capabilities of students but it is related
to the remedy of difficulties too. To remove the difficulties
related subjects of a student, teacher has to change his
teaching method so that student could get maximum
understanding experience. This teaching procedure is called
remedial teaching .
Remedial activities are done both individually and
collectively. While doing remedial teaching, students should
be classified in dull and intelligent groups for better results.
According to Blaier – “The main function of remedial
teaching is to remove the influence of complex teaching and
study.”
16. Remedial Teaching in Sciences
In science teaching , there are different remedial teaching for
dull and intelligent students:
Remedial work for dull IQ students:
Dull IQ students should be allowed to sit in front seats.
Charts, models and diagrams should be used to make out the lesson.
There should not be more than 20 students in class,
More emphasis should be given on practice & recall.
The writing work of low IQ students should be individually checked and
guided subsequently.
The se student should be encouraged and given opportunities for
learning. Sufficient audio-visual aids must be available in classroom.
These students should be taught by play method.
These students should be practiced the oral and written questions.
Questions should be practical and problem based.
17. Remedial Teaching in Sciences
Remedial work for Intelligent students:
These students should be guided properly and special study material
should be provided to them.
Sufficient knowledge should be given to them according to their IQ level.
They should be taught by such method with which they could have
more opportunity to work in less time.
Tough & difficult problems may be put before these students and
encourage them to accept the challenge of solving difficult questions.
These students should be encouraged to help low IQ students.
These students should be given due honour and guidance to avoid the
hurt to their self respect.
These students should be encouraged to participate in extra curriculum
activities.
These should be given more home work and should be helped to
remove their difficulties.
18. Diagnostic-Remedial Teaching
If diagnostic teaching is mixed with remedial
teaching, then it will definitely be very helpful for
students. Experiments have shown that diagnostic
as well as remedial teaching have been very useful
in all subject. In the words of Bunker and Melvi.
- “ The main objective of diagnostic tests is to bring
into light the difficulties of a student in the subject
so that the cause of weakness could be pointed out
and remedial action could be taken.”
