The document provides a comprehensive overview of assessment and evaluation in education, detailing definitions, types, principles, and objectives. It distinguishes between formative and summative assessment while discussing the role of evaluation in making educational decisions. Key points emphasize the importance of feedback for improving student learning and the continuous nature of evaluation to inform teaching practices.

1. TABLE OF CONTENT
Sr # topic
1 introduction
2 definition
3 Principals of assessment
4 Type of assessments
5 Objectives of assessment
6 evaluation
7 Types of evaluation
8 Difference between formative and summative assessment
9 Philosophy of evaluation
10 Objectives of evaluation
11 Role of evaluation in education
12 Need and role of evaluation
13 conclusion

2. INTRODUCTION
Besides teaching we have to assess our
self as well as our students. It is
beneficial for our teaching to set the
target for our self and our students. Feed
forward remarks and compliments are so
much important to the students. It also
gives information to institutional and
external stakeholders.

3. Definitions
• Assessment can be defined as the process of
gathering the data and fashioning them into
interpretable form for decision-making. It
involves collecting data with a view of making
valve judgment about the quality of a person,
object, group or event (Ajuonnma, 2006).
• Assessment is the systematic collection, review,
and use of information about educational
programs undertaken for the purpose of
improving student learning and development.
(Ref:T. Marchese, 1987)

4. Principles of assessment
• The five principles that underpin quality
assessment practice specify it should.
• Be complementary to and supportive of learning.
• Be valid and reliable;
• Be fit for purpose and manageable;
• Support teachers 'professional judgement;and
• Support accountability
BY (CCEA)

6. Types of assessment
• Formative assessment
• Summative assessment
• Diagnostic assessment
• Evaluation assessment
BY(CCEA)

7. Formative assessment
Formative assessment is a range of formal and
informal assessment procedures used by
teachers during the learning process so they
can modify teaching and learning activities to
improve pupil attainment.
BY(CCEA)

8. Summative assessment
• Summative assessment comes at the end of a
learning sequence and is used to acknowledge,
record and report on pupils 'overall
achievement at given point.
BY (CCEA)

9. Diagnostic assessment
• Diagnostic assessment is used to identify
individual strengths, areas for improvement
and to inform next step.
BY (CCEA)

10. Evaluation assessment
• Evaluation assessment is concerned with the
overarching performance of arrangements in
department, school or system.
BY(CCEA)

11. OBJECTIVES OF ASSESSMENT
• Assessment discover the current status of student knowledge
and understanding.
• To solve a problem in our teaching.
• To determine whether we need to change direction in our
teaching.
• To find out how students are experienced learning in our
classroom.
• Assessing to give learners feedback on their progress.
• Assessing learning to improve our profession through the
scholarship of teaching and learning. (Sotl)
• Provides diagnostic feedback..

13. Definition of Evaluation
• Evaluation is the systematic process of
collecting and analyzing data in order to
determine whether, and to what degree,
objectives have been or are being achieved .
• Evaluation is the systematic process of
collecting and analyzing data in order to make
decisions.
(L.R Hay 1985)

14. Types of evaluation
1. Program evaluation
2. Student Evaluation
3. Formative Evaluation
4. Summative Evaluation

15. Broad Differences Formative And
Summative Evaluation

16. Evaluation is based on two philosophies
1st Philosophy
• One traditional philosophy is that ability to learn
is randomly distributed in the general population.
It means that if some learning is assigned to a
class and then a test is administrator to study their
performance.
• The result of test shows that some students score
is very high and some students is score is low and
majority of students score falls between these two
extremes. This was the old philosophy based on
the superiority of heredity.

17. 2ND Philosophy
• This philosophy of evaluation has recently
emerged. The need philophy is based on
democratic values and gives importance to the
environment. It is based on the univer
salisation of education. It assumes that if
education is thought universal, the
responsibility of teacher is to help as many
students as possible to learn.

18. Objectives of evaluation
• Evaluation in education is necessary and it has more
objectives than measurement. It is a tool to make a
judgment about the quality of program in education.
Evaluation helps educators in making decisions.
• Evaluation is based on two philosophies
• Traditional philosophy
• Democratic philosophy
• According to William wee rams and Stephen G Jars’
(1990) to be more effective, however, evaluation
requires that judgments be based on appropriate and
relevant data. Ineffective evaluation is made upon
whim or fancy, even in the broader community context.

19. Role of evaluation in education
• Selection decision
• Placement decision
• Classification decision
• Diagnosis and remedial decision
• Feed back
• Motivation and guidance of learning
• Program evaluation
• Development
• Assigning maker to students

20. Types of evaluation
• Program evaluation
• Student evaluation
i) Formative assessment
ii) Summative assessment
Need and role of evaluation
Evaluation is done to gather the information which is the
basic thing of decision making, operation of program
and replacement of program. It is also helpful for
planning the activities replacing the activities and
objectives to make learners more comfotable.(cont)

21. Need and role of evaluation
In education educators have to make some
instructional decision based on evaluation
done by teachers. in evaluation educator have
to decide about the test quality and test type.

24. CONCLUSION

25. Conclusion
• Evaluation is the continuous inspection of akk
available information concerning the student,
teacher, educational programmed and the teaching
learning process to ascertain the degree of change
in the students and form valid judgment about the
students and the effectiveness of the programmed.
• Value judgment on an observation, performance
test or any data whether directly measured or
inferred is called evaluation.

26. THANKS FOR YOUR PATIENCE