2. INTRODUCTION
Basic and difficulty task
It includes observation of students
Class room and clinical
3. CONCEPT AND NATURE OF ASSESSMENT
MEASUREMENT AND EVALUATION
Systematic process of collecting data and analyzing
those data to make decisions.
Some differences
cont….
7. DEFINITION
EVALUATION
The process of making decisions on the basis of
measurements.
For example; A school may evaluate alternative teaching
approaches to determine which work best for the
students .
8. CONT..
DEFINITION OF EVALUATION
Evaluation is an act or a dynamic process that allows
one to make a judgment about the value of a measure .
9. DIFFERENCES
Scope is limited
Not an end
Less labor & time
It is content centered
Not be an essential part of education
Any time
Quantitative nature
Formal process is planned
Scope is wider, total personality of
child.
It is an end itself
More labor &time
Objective centered
Essential part of education
Continuous process
Quantitative as well as qualitative
nature
Formal and informal
MEASUREMENT EVALUTION
10. PURPOSE AND NEED OF EVALUATION
Discloses pupils/ students needs and possibilities
Improving school and community relation
Appraises the teacher and supervisor competence
Serves as a method of self improvement and guide for the
selection of methods and techniques .
To make reliable decisions about educational planning .
To encourage students to develop a sense of discipline and
systematic study habits .
The development of teaching and learning process
11. CONT…
To gather information for administration purpose
It provides opportunity to practice critical thinking .
To become aware of the specific difficulties of individual
students.
For certification that student has achieved set goals.
To help teachers determine the effectiveness of their teaching
techniques and learning materials.
12. CHARACTERISTICS OF EVALUATION
It includes
academic and
non academic
subjects
Improve in
product
Discovering
needs of
individual
Purpose and
designing
learning
experiences
Continuous
process
13. PROCESS OF EVALUATION
1. IDENTIFYING AND DEFINING GENERAL
OBJECTIVES
- what to evaluate
- -General objectives should be stated
- in terms of knowledge, comprehensive, attitudes.
Skills. Application.
14. 2. IDENTIFYING AND DEFINING SPECIFIC
OBJECTIVES
Each unit should have specific objectives ,
provide direction to teaching learning process.
It helps Planning and organizing appraisal procedure.
3.SELECTING TEACHING POINTS
The Objectives Can Be Realized
Framing content
15. 4. PLANING AND IMPLEMENTATION OF SUITABLE
LEARNING PROGRAMS AND ACTIVITIES
Teacher plans various learning activities for facilitating better
learning
ex. Demo, project method ,discussion. field visit etc.
16. 5. APPRAISING AND ASSESSING THE ACHIEVEMENTS
The teacher may plan an oral or written test or practical test .
Types of tests may vary from essay type question to multiple
choice questions .
6. USING THE RESULTS AS FEEDBACK
The results of evaluation will enable teachers to introspect
and reorganize teaching learning activities.
17. PROBLEMS IN EVALUATION AND
MEASUREMENT
LACK OF TIME .
For not evaluating the students regularly.
may Result of poor time management skills
LACK OF THE SKILLS TO CARRY OUT
EVALUATION
Teachers may not be competent enough to plan and
execute the evaluation schedule
Ex in-service education
18. CONT..
Continuous evaluation is not cost effective
the budgets should be explored and employed .
Problem of workloads of the teachers
Problems of lack of curriculum guidelines for internal
assessment
Lack of uniform standards of evaluation