Evaluation plays a lot in teaching. Most of the faculty members have not undergone any pre-service training on teaching and learning. Some attempts to undergo in-service programs. The institutes could offer more in-service courses to improve the competencies of the faculty members.

1. ROLE OF
EVALUATION IN
TEACHING
- Dr. V. Thanikachalam, B.E.,
M. Tech., Ph.D., M.S., FIE., FIGS.,
FFIUCEE

2. INSTRUCTIONAL DECISIONS
REQUIRING EVALUATION
DATA:
• Day-to-day decisions that teachers
must make that require some
knowledge of their students’ aptitude,
achievement, and personal
development.

3. REQUIREMENTS OF
EVALUATION INFORMATION
• How realistic are my teaching plans for
this particular group of students /
participants?
(Learners’ background, experience,
achievement)
• How should the students / participants
be grouped for more effective learning?
(Branch of specialization, Nature of the
development work)

4. • To what extent are the students /
participants ready for the next learning
experience?
• (Readiness tests, pretests over needed
skills, past record of achievement)
• To what extent are students /
participants attaining the minimum
essentials of the course?
• (Mastery tests, observation)

5. • To what extent are students /
participants progressing beyond the
minimum essentials?
• (Periodic quizzes, general
achievement tests, observation,
seminar presentation, term papers)
• At what point would a review be most
beneficial?
• (Periodic quizzes, observation)

6. • What types of learning difficulties are
the students / participants
encountering?
• (Diagnostic tests, observation,
participant conferences)
• Which students / participants are
under achievers?
• (Achievement tests)

7. • Which students / participants should
be referred to counselling, special
classes, or remedial programmes?
(Achievement tests, diagnostic tests,
observation)
• Which students / participants have
poor self-understanding? (Self-
ratings, student conferences)

8. • What school mark should be
assigned to each student /
participant?
• (Review of all evaluation data)
• How effective was my teaching?
(Achievement tests, participant
ratings, supervisors’ ratings)

9. THE MEANING OF EVALUATION:
• Evaluation as qualitative descriptions
of students / participants behaviour.
• Evaluation is defined as a systematic
process of determining the extent to
which instructional objectives are
achieved by the students.

10. MEASUREMENTS:
Measurements are
quantitative descriptions
(eg. Test scores)

11. EVALUATION IMPLIES:
• A systematic process which omits casual
uncontrolled observation of students.
• Evaluation assumes that instructional
objectives have been previously identified.
• Without previously determined objectives,
it is difficult to judge clearly the nature and
extent of student learning.

12. EVALUATION X MEASUREMENT
Evaluation is a much more
comprehensive and inclusive
term than measurement, which is
limited to quantitative
descriptions of students

13. MEASUREMENT:
• The results of measurement are always
expressed in numbers OR percentages
• It does not include qualitative
descriptions.
• Nor it imply judgments concerning the
worth or value of the obtained results.

14. EVALUATION :
Evaluation includes either
quantitative or qualitative
descriptions of students, or
both.
• Always includes value judgement
concerning the desirability of the
results.

15. EVALUATION:
Evaluation = Quantitative
Descriptions
(Measurement) and /
or Qualitative
Descriptions
Plus
Value judgement

16. EVALUATION AND THE
INSTRUCTIONAL PROCESS:
• The main purpose of classroom
instruction is to help students achieve a
set of intended learning outcomes.
• The outcomes would typically include all
desired students changes in the
cognitive, affective and psychomotor
domains.

17. EVLAUATION:
• Evaluation becomes an important part of
the teaching-learning process.
• The intended learning outcomes are to be
established by the instructional objectives.
• The desired changes in students are to be
brought about by the planned learning
activities.
• The students’ learning progress is
periodically evaluated by tests and other
evaluation devices.

18. PREPARATION OF INSTRUCTIONAL
OBJECTIVES IN TERMS OF
DESIRED LEARNING OUTCOMES:
• Determine the learning outcomes to be
expected from classroom instruction.
• Abilities – Cognitive, psychomotor
affective.
• Motor skills

19. PREASSESSMENT OF THE
LEARNERS’ NEEDS:
• Assess the learners needs
• Assess the employers needs
• Assess the learners entry behaviour
• Assess the pre-requisites

20. PROVISION OF RELEVANT
INSTRUCTION:
• Testing and evaluation provide a means
of
(i) Monitoring learning progress
(ii) Diagnosing learning difficulties
(iii) Periodic evaluation during instruction
provides a type of feedback – corrective
procedure that aids in continuously
adapting instruction to group and
individuals needs.

21. EVALUATION OF INTENDED
OUTCOMES:
• Determine the extent to which the
instructional objectives were achieved
by the learners.
• Develop test and evaluation instruments

22. USE OF THE EVALUATION
RESULTS:
• Aid in judging the appropriateness and
attainability of the Instructional
objectives.

23. Thank you