Evaluation
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This document discusses the evaluation process in education. It notes that evaluation involves four cyclical phases: preparation, assessment, evaluation, and reflection. Evaluation is a cooperative process involving students, teachers, and parents. The purpose of evaluation is to guide student growth, diagnose strengths and weaknesses, provide feedback, and improve instruction. Evaluation is done for selection, placement, classification, diagnosis, and feedback purposes.
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Planning evaluation
This document discusses classroom-based evaluation and planning evaluation. It describes a four-step process for classroom-based evaluation: identifying purposes, collecting information, interpreting information, and decision making. Examples of decisions made in the classroom include changing purposes, plans, and practices in response to student needs. The document also provides a strategy for classroom-based evaluation involving comparing plans and objectives to student needs and assessing whether objectives are being met. It suggests beginning evaluation before instruction and collecting student background information to inform evaluation.
Planning Evaluation
This document discusses classroom-based evaluation and planning evaluation. It describes a four-step process for classroom-based evaluation: identifying purposes, collecting information, interpreting information, and decision making. Examples of decisions made in the classroom include changing purposes, plans, and practices based on student needs and characteristics. The document also provides a strategy for classroom-based evaluation involving comparing plans and objectives to student needs and assessing if objectives are being met. It suggests beginning evaluation before instruction and collecting student background information. Questions to consider when planning evaluation include who will use results, what will be assessed, and when assessment will occur.
Purposes of assessment
This document outlines three purposes of assessment:
1. Assessment for learning focuses on closing the gap between a learner's current knowledge and the learning goal by providing feedback. Learners learn best when goals and expectations are clear with advice on improvements.
2. Assessment as learning involves learners reflecting on their work and progress to build self-awareness as learners and take responsibility for their learning.
3. Assessment of learning uses available evidence to check student progress and allows teachers to collaboratively review evidence and connect it to curriculum goals. Judgements about learning need to be valid, reliable and comparable.
Role of objective Assessment and Evaluation
The document discusses the purposes and objectives of assessment and evaluation in education. It states that assessment provides feedback on student performance to improve learning outcomes, determine student interests, and judge their learning process. Evaluation examines educational programs and initiatives to understand their effectiveness and how they can be improved. The objectives of assessment and evaluation include making placement, classification, diagnostic, motivation, feedback, promotion, administrative, program evaluation, guidance, counseling, and reporting decisions.
Teacher as evaluator
The document discusses evaluation in education. It describes evaluation as examining something to judge its value or quality. There are two main types of evaluation: formal evaluation, which is presented in writing and administered in one setting; and informal evaluation, which is not data-driven but based on content and performance. The document also provides steps for successful evaluation, including defining goals before a lesson, keeping goals in mind during activities, and using additional tools after while still considering goals. It concludes by asking why teacher evaluation of student work is important.
Roles of Assessment in Making Classroom Instructional Decision
Roles of Assessment in making Classroom Instructional Decisions
There are four main roles of assessment used in the instructional process:
1) Placement assessment determines students' prerequisite skills and best mode of learning.
2) Formative assessment monitors student learning progress through continuous feedback to improve learning and instruction.
3) Diagnostic assessment identifies student learning difficulties during instruction.
4) Summative assessment evaluates instructional objectives achieved and student mastery at the end of a course unit.
Outcome based education
This document discusses outcome-based education (OBE). It defines OBE as organizing education around clearly defined goals and outcomes that students should achieve. The key principles of OBE are clarity of focus, designing curriculum down from outcomes, and high expectations. The process of OBE involves defining learning outcomes and aligning curriculum, teaching methods, and assessments to achieve these outcomes. Benefits include promoting high expectations and preparing students, while drawbacks include potential conflicts with traditional college admissions.
QAAET Conference - The purposes of assessment last- Dr Tina Issacs
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Planning evaluation
This document discusses classroom-based evaluation and planning evaluation. It describes a four-step process for classroom-based evaluation: identifying purposes, collecting information, interpreting information, and decision making. Examples of decisions made in the classroom include changing purposes, plans, and practices in response to student needs. The document also provides a strategy for classroom-based evaluation involving comparing plans and objectives to student needs and assessing whether objectives are being met. It suggests beginning evaluation before instruction and collecting student background information to inform evaluation.
Planning Evaluation
This document discusses classroom-based evaluation and planning evaluation. It describes a four-step process for classroom-based evaluation: identifying purposes, collecting information, interpreting information, and decision making. Examples of decisions made in the classroom include changing purposes, plans, and practices based on student needs and characteristics. The document also provides a strategy for classroom-based evaluation involving comparing plans and objectives to student needs and assessing if objectives are being met. It suggests beginning evaluation before instruction and collecting student background information. Questions to consider when planning evaluation include who will use results, what will be assessed, and when assessment will occur.
Purposes of assessment
This document outlines three purposes of assessment:
1. Assessment for learning focuses on closing the gap between a learner's current knowledge and the learning goal by providing feedback. Learners learn best when goals and expectations are clear with advice on improvements.
2. Assessment as learning involves learners reflecting on their work and progress to build self-awareness as learners and take responsibility for their learning.
3. Assessment of learning uses available evidence to check student progress and allows teachers to collaboratively review evidence and connect it to curriculum goals. Judgements about learning need to be valid, reliable and comparable.
Role of objective Assessment and Evaluation
The document discusses the purposes and objectives of assessment and evaluation in education. It states that assessment provides feedback on student performance to improve learning outcomes, determine student interests, and judge their learning process. Evaluation examines educational programs and initiatives to understand their effectiveness and how they can be improved. The objectives of assessment and evaluation include making placement, classification, diagnostic, motivation, feedback, promotion, administrative, program evaluation, guidance, counseling, and reporting decisions.
Teacher as evaluator
The document discusses evaluation in education. It describes evaluation as examining something to judge its value or quality. There are two main types of evaluation: formal evaluation, which is presented in writing and administered in one setting; and informal evaluation, which is not data-driven but based on content and performance. The document also provides steps for successful evaluation, including defining goals before a lesson, keeping goals in mind during activities, and using additional tools after while still considering goals. It concludes by asking why teacher evaluation of student work is important.
Roles of Assessment in Making Classroom Instructional Decision
Roles of Assessment in making Classroom Instructional Decisions
There are four main roles of assessment used in the instructional process:
1) Placement assessment determines students' prerequisite skills and best mode of learning.
2) Formative assessment monitors student learning progress through continuous feedback to improve learning and instruction.
3) Diagnostic assessment identifies student learning difficulties during instruction.
4) Summative assessment evaluates instructional objectives achieved and student mastery at the end of a course unit.
Outcome based education
This document discusses outcome-based education (OBE). It defines OBE as organizing education around clearly defined goals and outcomes that students should achieve. The key principles of OBE are clarity of focus, designing curriculum down from outcomes, and high expectations. The process of OBE involves defining learning outcomes and aligning curriculum, teaching methods, and assessments to achieve these outcomes. Benefits include promoting high expectations and preparing students, while drawbacks include potential conflicts with traditional college admissions.
QAAET Conference - The purposes of assessment last- Dr Tina Issacs
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This document discusses assessment and evaluation in education. It defines assessment as using student data to improve learning and programs, involving planning learning goals, teaching effectively, checking outcomes, and acting on lessons learned. Evaluation judges a program's effectiveness and examines its operation, outcomes, and longer-term impacts. The key difference is that assessment focuses on instruction and student learning while evaluation examines the program as a whole.
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The document discusses assessment for learning strategies that can be implemented using Moodle. It identifies five key strategies - sharing learning expectations, questioning, feedback, self-assessment, and peer assessment. These strategies focus on using evidence about learning to adapt instruction to meet learner needs. The document provides explanations and examples of how each strategy can be implemented, such as using clear criteria, modeling the process, and focusing feedback on improving learning. The overall goal is to apply these assessment for learning techniques in an e-learning context using Moodle.
Purposes of assessment
The document discusses the four purposes of assessment:
1. Communication - Assessment allows teachers to communicate with students about their learning and for students to communicate their learning back.
2. Valuing what we teach - Assessing students on non-academic goals like skills and habits shows them the teacher values those areas.
3. Reporting out - Assessment provides information to other stakeholders like parents on student progress, but reducing it to a single grade makes the information opaque.
4. Not sorting/ranking - Ranking students inaccurately assumes assessments can precisely measure learning and ignores students' individuality in learning.
Office of Standards Based Instruction - Overview
This document outlines Chicago Public Schools' Standards-Based Curriculum Initiative. It describes a process for teachers to 1) identify essential standards, benchmarks and performance descriptors, 2) determine what mastery looks like and design performance tasks and rubrics, 3) plan instructional strategies and activities to ensure mastery, and 4) analyze assessment data to inform instruction and communicate results. The initiative aims to change teaching practices to focus on student mastery of content standards.
Criteria for curriculum assessment
This document outlines criteria for assessing curriculum. It defines criteria, curriculum, and assessment. Criteria for curriculum assessment are standards used to evaluate the curriculum. Goals are broad statements of expected learning while objectives are more specific expectations. The purpose of developing goals and objectives is to provide focus and direction for curriculum and instruction, meet standards, provide the best education for students, monitor student progress, and motivate students and teachers. Elements for writing goals and objectives include content, behavior, criteria, and conditions. General criteria for effective goals and objectives are syntactic correctness, legal compliance, clarity for strangers, addressing knowledge and behavior, individualization, and common sense.
ASSESSMENT x TESTING x MEASUREMENT x EVALUATION
We all do our research and put an effort in making a clear and an accurate presentation, but I'd be glad if this could help especially for those who are taking major in English and/or teaching pronunciation. Good luck!
A proper credit would be appreciated.
• Jay-ar A. Padernal, BSEd Major in English, University of Mindanao
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The document discusses classroom assessment, including traditional and alternative methods. It describes the purposes of assessment as evaluating whether students are learning lessons and developing competencies. Formative assessment is used to monitor student progress, while summative assessment evaluates learning at the end of a unit. The document also discusses characteristics of effective classroom assessment, such as being learner-centered and ongoing. It provides guidelines for preparing assessment tools, such as aligning them with curriculum and using clear scoring rubrics.
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Apply presentation
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Components of curriculum evaluation
1. The document discusses the six components of curriculum evaluation: defining the purpose and scope, specifying evaluation questions, developing the evaluation design and data collection plan, collecting data, analyzing data and preparing a report, and using the evaluation report for program improvement.
2. Key steps in evaluation include defining goals and objectives, analyzing previous curriculum data, specifying data collection approaches and instruments, and using evaluation results to improve instruction and student success.
3. Critical aspects of data analysis to answer evaluation questions include interest, authenticity, appropriateness, organization, and technical quality.
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The document discusses assessment for learning (AfL). It defines AfL as being part of everyday practice by students, teachers, and peers that seeks, reflects upon, and responds to information from dialogue, demonstration, and observation to enhance ongoing learning. The key elements of AfL are knowing the goals of learning, comparing actual performance to desired performance, and taking action to close gaps. The teacher's role is to get alongside learners, notice and respond to learning, promote dialogue, and establish an environment where learners take responsibility for their learning. The learner must know the goals, standards, their current achievement, and how to improve.
5th standard of teacher Assessment
This document discusses assessment for teachers. It defines assessment as measuring something numerically to make a judgment. There are different types of assessment including formative, formal, traditional, summative, and informal. The document outlines teacher knowledge around assessment, including using various assessment techniques to evaluate and improve teaching and learning. It provides examples of how to implement assessments using modern technologies and the significance of assessment for helping students improve their skills. Finally, it describes the qualities of a high quality teacher in relation to assessment, such as believing assessment can improve teaching, making lesson plans, assessing students accurately, and making evidence-based decisions.
Misseri.assessment1
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Types of assessment
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Penaksiran Akademik
This document provides an overview of learning assessment concepts and frameworks. It defines key terms like test, measurement, assessment and evaluation. It also outlines different types of tests like proficiency, achievement and diagnostic tests. The document discusses three main purposes of assessment: assessment of learning, for learning, and as learning. It describes teachers' roles in facilitating these different assessment purposes. Finally, it discusses the Malaysian education context and school-based assessment approaches under the Malaysian curriculum framework.
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Purpose and importance of assessment and evaluation
This document discusses assessment and evaluation in education. It defines assessment as using student data to improve learning and programs, involving planning learning goals, teaching effectively, checking outcomes, and acting on lessons learned. Evaluation judges a program's effectiveness and examines its operation, outcomes, and longer-term impacts. The key difference is that assessment focuses on instruction and student learning while evaluation examines the program as a whole.
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The document discusses assessment for learning strategies that can be implemented using Moodle. It identifies five key strategies - sharing learning expectations, questioning, feedback, self-assessment, and peer assessment. These strategies focus on using evidence about learning to adapt instruction to meet learner needs. The document provides explanations and examples of how each strategy can be implemented, such as using clear criteria, modeling the process, and focusing feedback on improving learning. The overall goal is to apply these assessment for learning techniques in an e-learning context using Moodle.
Purposes of assessment
The document discusses the four purposes of assessment:
1. Communication - Assessment allows teachers to communicate with students about their learning and for students to communicate their learning back.
2. Valuing what we teach - Assessing students on non-academic goals like skills and habits shows them the teacher values those areas.
3. Reporting out - Assessment provides information to other stakeholders like parents on student progress, but reducing it to a single grade makes the information opaque.
4. Not sorting/ranking - Ranking students inaccurately assumes assessments can precisely measure learning and ignores students' individuality in learning.
Office of Standards Based Instruction - Overview
This document outlines Chicago Public Schools' Standards-Based Curriculum Initiative. It describes a process for teachers to 1) identify essential standards, benchmarks and performance descriptors, 2) determine what mastery looks like and design performance tasks and rubrics, 3) plan instructional strategies and activities to ensure mastery, and 4) analyze assessment data to inform instruction and communicate results. The initiative aims to change teaching practices to focus on student mastery of content standards.
Criteria for curriculum assessment
This document outlines criteria for assessing curriculum. It defines criteria, curriculum, and assessment. Criteria for curriculum assessment are standards used to evaluate the curriculum. Goals are broad statements of expected learning while objectives are more specific expectations. The purpose of developing goals and objectives is to provide focus and direction for curriculum and instruction, meet standards, provide the best education for students, monitor student progress, and motivate students and teachers. Elements for writing goals and objectives include content, behavior, criteria, and conditions. General criteria for effective goals and objectives are syntactic correctness, legal compliance, clarity for strangers, addressing knowledge and behavior, individualization, and common sense.
ASSESSMENT x TESTING x MEASUREMENT x EVALUATION
We all do our research and put an effort in making a clear and an accurate presentation, but I'd be glad if this could help especially for those who are taking major in English and/or teaching pronunciation. Good luck!
A proper credit would be appreciated.
• Jay-ar A. Padernal, BSEd Major in English, University of Mindanao
ASSESSMENT vs. TESTING vs. MEASUREMENT vs. EVALUATION
Classroom assessment
The document discusses classroom assessment, including traditional and alternative methods. It describes the purposes of assessment as evaluating whether students are learning lessons and developing competencies. Formative assessment is used to monitor student progress, while summative assessment evaluates learning at the end of a unit. The document also discusses characteristics of effective classroom assessment, such as being learner-centered and ongoing. It provides guidelines for preparing assessment tools, such as aligning them with curriculum and using clear scoring rubrics.
Assessment for-of-as-learning
This explains the difference between and among assessment for learning, assessment of learning, and assessment as learning.
Apply presentation
Formative assessment involves collecting data from students through evaluation and other means to help teachers improve instruction. It provides continuous feedback to students to generate interest and motivation for learning. It aims to be an integral, dialogic, and formative process to analyze the entire educational process, not to punish students but to support learning.
Learning Objective
Topic: Learning Objective
Student Name: Misbah Shabbir
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
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According to VVOB – “Quality education is one that provides all learners with capabilities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance individual well being”
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Components of curriculum evaluation
1. The document discusses the six components of curriculum evaluation: defining the purpose and scope, specifying evaluation questions, developing the evaluation design and data collection plan, collecting data, analyzing data and preparing a report, and using the evaluation report for program improvement.
2. Key steps in evaluation include defining goals and objectives, analyzing previous curriculum data, specifying data collection approaches and instruments, and using evaluation results to improve instruction and student success.
3. Critical aspects of data analysis to answer evaluation questions include interest, authenticity, appropriateness, organization, and technical quality.
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The document discusses assessment for learning (AfL). It defines AfL as being part of everyday practice by students, teachers, and peers that seeks, reflects upon, and responds to information from dialogue, demonstration, and observation to enhance ongoing learning. The key elements of AfL are knowing the goals of learning, comparing actual performance to desired performance, and taking action to close gaps. The teacher's role is to get alongside learners, notice and respond to learning, promote dialogue, and establish an environment where learners take responsibility for their learning. The learner must know the goals, standards, their current achievement, and how to improve.
5th standard of teacher Assessment
This document discusses assessment for teachers. It defines assessment as measuring something numerically to make a judgment. There are different types of assessment including formative, formal, traditional, summative, and informal. The document outlines teacher knowledge around assessment, including using various assessment techniques to evaluate and improve teaching and learning. It provides examples of how to implement assessments using modern technologies and the significance of assessment for helping students improve their skills. Finally, it describes the qualities of a high quality teacher in relation to assessment, such as believing assessment can improve teaching, making lesson plans, assessing students accurately, and making evidence-based decisions.
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This document discusses formative and summative assessment. Formative assessment occurs during instruction to provide feedback and inform teaching, while summative assessment evaluates learning at the end. Key differences are that formative assessment is not graded, focuses on process, and provides descriptive feedback, while summative assessment is graded, focuses on products, and provides evaluative feedback. The document also outlines best practices for assessment, including communicating goals to students and involving students in self-assessment.
Types of assessment
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including formative, summative, and diagnostic assessments. Formative assessment identifies student needs, guides ongoing instruction, and provides feedback to improve learning, while summative assessment evaluates learning at the end of a unit. The document emphasizes that formative assessment, when used to adapt teaching to meet student needs, has a strong positive effect on learning.
Classroom assessment
Important of Classroom assessment and how a teacher can design the test item for classroom assessment.
K to 12 Grading and Recording
This document discusses the DepEd Order No. 8 s. 2015 "Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program". It explains that classroom assessment is an integral part of curriculum implementation and effective learning. It also outlines the theoretical basis for classroom assessment, what is assessed in the classroom, how learners are assessed both formatively and summatively, individually and collaboratively. The grading system is explained as well as how core values are reflected in report cards and who classroom assessments are reported to. The goal is to apply these guidelines to promote self-reflection and accountability among students about their own learning.
Implemented curriculum vs achieved curriculum
The document discusses the differences between an intended, implemented, and achieved curriculum. The intended curriculum refers to educational goals and structures, while the implemented curriculum involves classroom practices and activities designed to achieve those goals. The achieved curriculum refers to the learning outcomes of schooling. Curriculum mapping can compare the intended written curriculum to the implemented taught curriculum by recording what is taught. Backward mapping analyzes culminating test items to determine the achieved learned curriculum.
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Environment
The document defines environment and its components. Environment is defined as the sum of all living and non-living factors surrounding humans. It has four main components: abiotic (non-living physical factors), biotic (living things), biophysical (interaction of living and non-living things), and energy. The abiotic components include atmosphere, water, air, temperature. The biotic components include producers, consumers, and decomposers. There are also two main types of environment - natural (air, water, soil, forests) and manmade (transportation, housing, farms, industries).
Assesment in education
The document discusses grading systems in education. It defines grading systems as applying standardized measurements to assess different levels of achievement in a course. There are three main types of grading systems: absolute grading, direct grading, and relative grading. Absolute grading assigns grades based on pre-determined cutoff scores, such as 90-100 for an A, 80-89 for a B, and so on. Grades are given based on a student's individual performance compared to set standards, rather than their performance relative to other students. The document also mentions that grading should be an integral part of instruction to provide feedback to students and report progress to parents.
Nithya
This document discusses the grading system used to classify student performance. It identifies 9 letter grades from A+ to E that are used to assess students based on percentage ranges of their marks. Each letter grade is assigned a grade value from 1 to 9 and corresponds to a different level of performance or category, with A+ being outstanding for 90-100% and E being need improvement for less than 20%. The grading system is used to classify learners according to their results.
Bloomstaxonomy
This document discusses computer assisted instruction (CAI) and computer managed instruction (CMI) in education. CAI refers to using computers to aid teaching through methods like drill and practice, tutorials, games, simulations, and more. It allows for self-paced learning, immediate feedback, and one-on-one instruction. CMI uses computers to manage administrative tasks like grading, scheduling, tracking resources and student data to help instructors and evaluate instruction. Both CAI and CMI can help improve the learning process when implemented effectively in schools and colleges.
Assesment in education
This document discusses grading systems in education. It defines grading systems as processes that classify student performance levels into letter grades or other categories. Grading communicates student assessment results and should be integrated into instruction. There are different types of grading systems such as absolute, direct, and relative. Absolute grading assigns grades based on pre-determined score cutoffs, like 90-100 for an A.
grading system
This document discusses a grading system that classifies learners according to their performance. It outlines 9 letter grades from A+ to E that are used to assess students. Each grade is assigned to a range of marks from 90-100% for an A+ down to less than 20% for an E. The document provides the percentage range, grade value from 1-9, and category for each letter grade.
Bloom’s taxonomy of educational objectives
Bloom's taxonomy is a classification system used to define levels of cognition. It was created in 1956 by Benjamin Bloom and categorizes learning objectives into knowledge, comprehension, application, analysis, synthesis, and evaluation. The taxonomy has three domains: cognitive (thinking), affective (emotion), and psychomotor (physical skills). The cognitive domain involves knowledge and intellectual abilities and ranges from basic recall to evaluation. The affective domain involves attitudes, emotions, and values. The psychomotor domain includes physical skills and movement. Bloom's taxonomy provides a framework to design educational objectives and activities to promote higher forms of thinking beyond simple memorization.
Ancy vijayan . v
ICT plays an important role in developing communication systems by linking different parts of the world. Modern communication mediums like telephone, email and cellular phones have decreased time and distance. The document discusses the concepts, scope, types and styles of communication. It describes verbal communication as speaking, listening, writing and reading, while non-verbal communication conveys meaning through facial expressions, gestures and body language. Effective communication requires a balance of verbal and non-verbal cues along with an assertive communication style. ICT is transforming communication by enhancing access to information, resources and opportunities for education.
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A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Evaluation
- 1. EVALUATION : - Evaluation process is not necessarily sequential , it can by seen as a cyclical process including four phases : preparation , assessment ,evaluation and reflection . The evaluation process involves the teacher as a decision maker throughout the process . Assessment and evaluation are key components of teaching and education . The systematic process of collecting analyzing and interpreting information to determine the extent to which pupils are achieving instructional objectives .
- 2. EDUCATIONAL EVALUATION :- education aims at an all –round development of a pupil and not merely at imparting knowledge to him . Education has emphasized the responsibility of the educator , not only for the development of concepts ,information , skills ,and habits . Evaluation is a co – operative process involving students ,teachers and parents . Evaluation is continues , an integral part of training and testing .
- 3. VARIOUS STEPS INVOLVED IN EVALUATION :- 1. Identifying and defining general objectives . 2. Identifying and defining specific objectives . 3. Selecting teaching points . 4. Planning suitable learning activities . 5. Evaluating . 6. Using the results as feedback .
- 4. FUNCTION OF EVALUATION :- I. To make provision for guiding the growth of individual pupils . II. To diagnose their weaknesses and strength . III. To pinpoint areas where remedial measures may be desirable . IV. To provide a basis for a modification of the curriculum syllabus or courses . V. To provide a basis for the introduction of experiences to meet the needs of individuals and groups of pupils . VI. To motivate pupils towards better attainment and growth . VII. To improve instruction .
- 5. PURPOSE :- Evaluation is done for several purposes for each purpose a separate type of decision is required . the purpose of evaluation are as follows :- 1) Selection decision :-
- 6. 2 ) placement decision :- 3 )classification decisions :-
- 7. 4 ) diagnosis and remedial decisions :- 5 ) feed back :-