Evaluation involves measuring student performance through various assessment methods over time to analyze learning progress and determine if educational objectives are being met. It is a comprehensive, continuous and cooperative process that assesses cognitive and non-cognitive development. Evaluation provides diagnostic feedback to improve instruction, guidance for students, and helps teachers understand learning difficulties. The main types of evaluation are formative, used during instruction to monitor progress and enhance learning, and summative, done at the end to assign grades and determine if objectives were achieved. Evaluation benefits all stakeholders by informing teachers, students, administrators and parents about performance and needs.

1. Evaluation : Concept
Presented by
Shikha Sharma
GIAST

2. OUTLINE
• Concept of Measurement, Assessment and Evaluation
• Concept of Test & Examination
• Evalution Definition, Characteristics, Importance and Principles
• Types/ Approaches of Evaluation
• Need and Scope of Evaluation
• Difference between Examination, Measurement, Assessment and
Evaluation
• CCE

3. Introduction of Measurement
• Measurement:-Measurement is a limited term and has
a shorter area of measurement some limited behavioral
dimensions of the learners. In measurement we
measure only the quantitative ability of the learner.

4. Measurement
• Quantitative Description of anything is called measurement.
• Assigning of numerals.
• Example : 1 Liter Milk
•4 Feet
•5 Kg Sugar
•78 Marks

5. Assessment
• To gather the proof and interpret it is called assessment.
• The process of gathering evidences of students
performance over a period of time to determine learning and
mastery of skills.
• To know learning and development process.
• To gather evidences, to analyze , to interpret.
• Use it for student progress in learning.

6. Assessment
•Defined as using the wide variety of methods
or tools that educators use to evaluate,
measure, and document the academic
readiness, learning progress, skill acquisition
or educational needs of students.

7. Evaluation
• Evaluation:- Evaluation is an umbrella term.
• It includes all types and examinations in it.
• Its purpose is not only to check the knowledge of the
learner. But all the aspects of the learner.
• Evalution = Quantitative + Qualitative + Value Judgment

8. Example
• Measurement: 48 Degree Celsius
• Assessment: Temperature is above average.
• Evaluation: It is hot.
• Thus measurement is numerical data, which is analyzed in
assessment and judgement about it is given in the
evaluation.

9. Concept of Test & Examination
• Test:- ‘test’ means to judge the knowledge understanding
and intelligence of the students. A test can be held in short
After completing the chapter a teacher can take a test of his
students to know about their grasping power.
• Examination :- Examination are relatively to be
more systematic and has wide coverage of the content usually
takes place in fix time period of gap like 3 months, 6 months etc.

10. Definitions of Evaluation
• According to Hanna- “The process of gathering and interpreted
evidence changes in the behavior of all students as they progress
through school is called evaluation”.
• Muffat says – “Evaluation is a continuous process and is concerned
with than the formal academic achievement of pupils. It is interpreted
in the development of the individual in terms of desirable behavioral
change relation of his feeling, thinking, and actions”.

11. Characteristics of Evaluation
1) Continuous process:-Evaluation is a continuous process. It leads
together with Teaching-learning process.
2) Comprehensive:-Evaluation is comprehensive in nature as it
includes everything.
3) Child-Centered:-Evaluation is a child-centered process which gives
importance to the learning process, not to the teaching process.
4) Remedial:-Evaluation comments on the result which helps in
remedial work. It is not a remedy Evaluation is remedial in nature.

12. Continued.......
5) Cooperative process:-Evaluation is a cooperative process
involving students, teachers, parents, and peer-groups.
6) Multiple Aspects:-it is concerned with the total personality of
students.
7) Goal Directed/ Purposeful Activity: Based on certain
purpose or target to be achieved or we can say desirable change in
behavior.

13. Continued
• It is Systematic process.
• It is subjective judgement.
• It is philosophical in nature.
• It gets data from measurement.
• It adds meaning to measurement.

14. Principles of Evaluation
1. Principle of continuity:- Evaluation is a continuous process, which
goes on continuously as long as the student is related to education.
Evaluation is an important part of the teaching-learning process.
Whatever the learner learn, it should be evaluated daily.
2.Principle of comprehensiveness:- By comprehensiveness we
means to assess all aspects of the learner’s personality.it concerned
with all-round development of the child.

15. Continued...
3) Principle of Objectives:- Evaluation should be based on the
objectives of education. It should be helpful in finding out where there
is a need for redesigning and refraining the learner’s behavior.
4) Principle of Learning Experience:– Evaluation is also related to
the learning experiences of the learner. In this process, we don’t
evaluate only the curricular activities of the learner but his co-
curricular activities are also evaluated. Both types of activities are
helpful in increasing learners experiences.

16. Continued......
5) Principle of Broadness:– Evaluation should be broad
enough to cover all the aspects of life.
6) Principle of Child – Centeredness:- Child is in the
center, in the process of evaluation. It helps a teacher to
know the grasping power of a child and usefulness of
teaching material.

17. Importance of Evalution
• Diagnostic:-Evaluation is a continuous and comprehensive
process helps the teacher in finding out the problems, it helps
a teacher in cutting the problem of his students.
• Remedial:-By remedial work we mean, the proper solution
after identifying the problems a teacher can give proper
solution for a desirable change in learners behavior and to
develop a personality.

18. Continued …......
• It provides Guidance:-If a teacher has the proper knowledge about his
learners and only than he can guide him. Guidance can only after proper
evaluation which involves all dimensions abilities, aptitude, interest, and
intelligence, etc.
• Helpful in classification:-Evaluation is a source by which a teacher
know the various levels of his students as intelligence, ability, and
interest on this basis he can classify his students and provide
them guidance.

19. • Helpful in Improvement of Teaching and
Learning process:- By evaluation is a teacher could not
only improve the personality and learner but he is also
able to know the level of his teaching and can improve it.
Thus it is helpful in the improvement of the teaching
and learning process.

20. • To clarify the objectives of education:-An
another importance of evaluation is to clarify the
objectives of education. The objective of education is to
change in learner’s behavior. By evaluation, a teacher can
prove of change to learner’s behavior.

21. Approaches/Types of Evaluation
1. Formative evaluation: It identifies learning errors that
need to be corrected and it provides information to make
instruction more effective.
2. Summative evaluation: It determines the extent to which
objectives of instruction have been attained and used for
assigning grades and marks and to provide feedback to
students.

22. Approaches/Types of Evaluation
3) Diagnostic evaluation : It is more comprehensive and
specific also it help to detect pupil’s learning difficulties
who are not revealed by formative tests
4) Placement evaluation: It determines knowledge and
skills he or she possesses which are necessary at the
beginning of instruction.

23. Formative Evaluation
• It is used to monitor the learning process of students
during the period of instruction.
• It aims at improvement of instruction.
• Examples of formative evaluation:
• Monthly test , Class test , Periodical assessment ,
Teacher’s observation etc.

24. Characteristics of Formative evaluation
1. It is an integral part of learning process.
2. It occurs frequently during the course of instruction.
3. Its results are made immediately known to the learners.
4. It reinforces learning of the students.
5. It pinpoints difficulties being faced by weak learners.

25. Continued....
1. It helps in modification of instructional strategies including
method of teaching immediately.
2. It motivates learners; as it provides them with knowledge of
progress made by them.
3. It sees the role of evaluation as a process.
4. It is generally teacher made test and does not take much time
to construct.

26. Summative Evaluation
• It 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.

27. Characteristics of Summative Evaluation
1) It is terminal in nature as it comes at the end of the course of
instruction.
2) It is judgmental in character in the sense that it judges the achievement
of pupils.
3) It views evaluation ‘as a product’, because its chief concern is to point
out the levels of attainment.
4) It cannot based on teacher’s observation only.
5) It does not pin point difficulties faced by the learner.
6) Its result can be used for placement and grading purposes.

28. Why we need evaluation?
Discuss

29. SCOPE OF
EVALUATIO
N
For TEACHERS
For STUDENTS
For ADMINISTRATORS
For PARENTS

30. Thank You