This briefly looks at the evaluation and assessment of education

1. EDUCATIONAL
ASSESSMENT

2. CONCEPT OF EDUCATIONAL
ASSESSMENT
Assessment in education is described as the
process by which one attempts to measure the
quality and quantity of learning and teaching
using various techniques, assignments,
projects continuous assessment, objective type
tests.
Assessment is an ongoing process aimed at
understanding and improving student

3. ASSESSMENT INVOLVES:
Making expectations explicit and public;
Setting appropriate criteria and high
standards for learning quality;
Systematically gathering, analyzing, and
interpreting evidence to determine how
well performance matches those
expectations and standards,
Using the resulting information to
document, explain, and improve

4. ASSESSMENT IN EDUCATION
In education, educational assessment is a
collection term which includes all the process
and products which describe:
The nature and extent of children’s learning,
Its degree of correspondence with the aim and
objective of teaching and
Its relationship in the environment which are
designed to facilitate learning.”

5. TYPES OF ASSESSMENT

6. The different types of assessment can be
classified according to their functions.
Therefore, assessment can be:
Diagnostic,
Formative or
Summative and
 Continuous

7. DIAGNOSTIC ASSESSMENT
This is a type of assessment conducted
before instruction to determine whether or
not learners possess certain entry behavior
and during instruction to help the teacher to
determine some difficulties learners are
experiencing.
For example a physics teacher may design a
test to analyze the difficulties learners are
facing in learning about forces. This would

9. FORMATIVE ASSESSMENT
This takes place during instruction and
it’s intended to provide feedback to
teachers and learners on their progress
towards attainment of desired objectives
and to identify areas that need further
attention.
This could include oral questions asked
by the teacher, quizzes or mental math
sums for students.

10. CHARACTERISTICS OF FORMATIVE
ASSESSMENT

11. THE FORMATIVE ASSESSMENT
CYCLE

12. SUMMATIVE ASSESSMENT
This is a type of assessment conducted
at the end of a lesson, unit, chapter,
term, year or course to measure learners’
progress during a given period of time.
Summative assessment is used for
grading learners, certifying learners,
comparing performance and also for
judging the teachers effectiveness among
others.

13. SUMMATIVE ASSESSMENT

14. KEY DIFFERENCE BETWEEN
SUMMATIVE ASSESSMENT AND
FORMATIVE ASSESSMENT.
“When the cook tastes the soup, that’s
formative. When the guests taste the soup,

15. CONTINUOUS ASSESSMENT
This refers to a systematic and objective
process of determining the extent of the
learner’s performance in all the expected
changes in behavior from the beginning of a
given course of study to the end and a
judicious accumulation of all pieces of
information is derived from this with a view
to using them to guide and shape the learner
and also to serve as the basis for making
important decisions about the learner.

17. ADVANTAGES OF CONTINUOUS
ASSESSMENT

18. METHODS OF ASSESSMENT
Test
&
Measurement

19. MEASUREMENT
Measurement entails certain rules and
procedures for assessing numbers to
represent the quantity of the attributes.
We measure achievement with a test by
counting the number of test items, a student
answers correctly, and we use exactly the
same rule to assign a number to the
achievement of each student within the class.

20. TEST
A test is a set of items or questions designed to
be presented to one or more students under
specified conditions.
Taking a test should be a learning experience
and providing learners with a useful learning
experience is considered an important function of
testing. The use of tests as an instrument of
evaluation plays an important role of motivating
learners by causing them to prepare adequately

21. TESTING WOULD ALSO HELP TO;
Obtain data for diagnostic
purposes.
Identify the underachievers.
Identify the gifted learners.
Determine the attitudes and
personality patterns of learners.
Realign the teaching methods to
suit the individual students.

22. TYPES OF ASSESSMENT

23. ASSESSMENT TYPES

24. EVALUATION

25. EVALUATION
Evaluation is a process that involves measurement and
possibly testing but it also contains the notion of value
judgment.
When a test is administered by the teacher to a particular
group of learners, it is marked and computed into
percentages of correct answers; measurement and testing
have taken place.
It is important that the scores are interpreted if the whole
process is to be complete. Values are to be attached to
those scores, for example judging them to be excellent,

26. EVALUATION AS A SUM OF:
Quantitative
description of
learners’
achievement
Qualitative
description of
learners’
ability
Value judgment
about
achievements
and abilities.

27. SCALES OF
MEASUREMENT

29. SCALES OF MEASUREMENT
Measurement Scales are used to categorize or
quantity variables.
In essence, each scale has:
A single objective, and its rules,
Theory,
Characteristics,
Limitations and
Statistical techniques.

30. PROPERTIES OF MEASUREMENT
SCALES
Each scale of measurement satisfies one or more of the
following properties of measurement.
Identity : Each value on the measurement scale has a
unique meaning.
Magnitude : Values on the measurement scale have an
ordered relationship to one another. That is, some values
are larger and some are smaller.
Equal intervals : Scale units along the scale are equal to
one another This means, for example, that the difference
between 1 and 3 would be equal to the difference between
30 and 32.

31. MEASUREMENT HAS THE FOLLOWING
FOUR CHIEF LEVELS :
Nominal scale.
Ordinal scale.
Interval scale, and
Ratio scale.

32. NOMINAL MEASUREMENT :
In the measurement of this level or scale, a
particular characteristic of an object or person is
seen, and on its basis is given the classification or
symbol; for example, to name the students as boys
or girls on the basis of sex, to name the students as
urban or rural on the basis of place, to name the
students as belonging to primary class, middle
class, higher class, medical class or engineering
class, on the basis of level of education.
It is evident that nominal measurement is a
qualitative measurement and is very ordinary in its

33. ORDINAL MEASUREMENT:
In the measurement of this level or scale, the quantity of a
characteristic of an object or person is measured, and is
allotted a classification, name or symbol on the basis of
quantity; for example, to classify the students as belonging to
high intelligence, medium intelligence or low intelligence on
the basis of quantity of their intelligence; or to classify the
scores of students as distinctions, credits, passes or fails.
It is evident that the measurement of this level is quantitative,
and the classifications made within it have inter-relation.
In the examples given above, the students of the first
classification are better than those of the second classification,
and the students of the second classification are better than
those of the third classification; they are inter-related.

34. In an ordinal scale the order matters but the
differences don’t

35. INTERVAL MEASUREMENT :
In the measurement of this level or scale, a trait of
an object or person is measured in unit numbers
and there is equal difference between any two
continuous unit numbers; for example, to award the
students with marks 40, 38, 52, 64, etc. in an
examination.
These unit numbers have a difference of one (1)
between 40-41, and 38-39 to have a difference of a
unit number; but in this level there is no unit like
zero (0) which may express absence of trait.
So what happens when a student scores zero?

36. RATIO MEASUREMENT:
The measurement of this level possesses all
the characteristics of interval measurement,
besides having the concept of true zero.
The true zero is the point at which the trait is
completely absent. From the concept of this
zero, the obtained results can be compared
and they can be given ratio value.
So it is called ratio measurement. For example,
if the weight of Akol is 80 kg and that of Ivan
40 kg, then it can be said that the ratio in their

37. SUMMARY ON THE SCALES OF MEASUREMENT

39. TYPES OF EVALUATION

40. TYPES OF EVALUATION
When we speak of the types of evaluation, we are
referring to the different processes, products and
persons subject to evaluation.
These include: student, curricula, schools, school
systems, large populations, special programs or
projects and personnel.
The fact that we speak of different types of
evaluation does not mean that there are a number of
different evaluation processes. The basic evaluation
process is the same, regardless of what is being
evaluated. What differs is what is being evaluated,

41. Therefore the types of evaluation are classified
as:
Formative and summative evaluation
Student Evaluation
Curriculum evaluation
School evaluation
Evaluation of large populations
Evaluation of special projects and programs
Evaluation of personnel
Summative

42. Integrated Approach to
Evaluation
There is a need to have an integrated
approach to evaluation: this implies
that there is an emerging demand on
today’s evaluators to integrate pupils’
evaluation with curriculum evaluation,
programme evaluation and
institutional self-evaluation. Each of
these types of evaluation are briefly
described.

43. FORMATIVE EVALUATION
Formative evaluation is a change
oriented evaluation approach that seeks
to strengthen or improve a programme
or intervention by examining, amongst
other things, the delivery of the
programme, the quality of its
implementation and the organizational
context, personnel, structures and
procedures.

44. As a change oriented evaluation approach, it
is especially attuned to assessing in an
ongoing way, any discrepancies between the
expected direction and outputs of the
programme and what is happening in reality,
to analyzing strengths and weaknesses, to
uncovering obstacles, barriers or unexpected
opportunities, and to generating
understandings about how the programme
could be implemented better.
Formative evaluation is responsive to the

45. In formative evaluation, the evaluator
also has to analyze the intervention
logic, the outcomes, the results and
impacts
Formative evaluation activities include
the collection and analysis of data over
the lifecycle of the programme and
timely feedback of evaluation findings
to programme actors to inform ongoing
decision-making and action

46. THE EVALUATION TYPES INCLUDED IN
FORMATIVE EVALUATION
needs assessment determines who needs the program,
how great the need is, and what might work to meet the
need
evaluability assessment determines whether an evaluation
is feasible and how stakeholders can help shape its
usefulness
structured conceptualization helps stakeholders define
the program or technology, the target population, and the
possible outcomes
implementation evaluation monitors the fidelity of the
program or technology delivery

47. ADVANTAGES OF FORMATIVE
ASSESSMENT
Formative evaluation provides a rich picture of a programme
as it unfolds.
It is a source of valuable learning not just prospectively for
the programme but for future programmes as well.
Formative evaluation is highly complementary to summative
evaluation and is essential for trying to understand why a
programme succeeds or fails, and what complex factors are
at work.
Formative evaluation can help determine whether the
substantive theory behind the programme is flawed,
whether the evaluation was deficient, or if implementation

48. SUMMATIVE EVALUATION
Summative evaluation looks at the impact of an
intervention on the target group. This type of
evaluation is arguably what is considered most
often as ‘evaluation’ by project staff and
funding bodies- that is, finding out what the
project achieved.
Summative evaluation can take place during the
project implementation, but is most often
undertaken at the end of a project. As such,
summative evaluation can also be referred to as

49. Summative evaluation is outcome-focused
more than process focused. It is important
Summative Evaluation is carried out at the
end or conclusion of a programme of
instruction. It is very useful to determine
whether or not the broad aims, objectives or
goals of the programme have been
achieved. Summative evaluation is
judgmental in nature and is offered as class
tests, examinations set up like termly,
yearly and external examinations like ‘o’
levels, ’A’ levels. The examinations used to
design course grades and certify the

50. SUB DIVISIONS OF SUMMATIVE
EVALUATION
outcome evaluations investigate whether the program or
technology caused demonstrable effects on specifically
defined target outcomes
impact evaluation is broader and assesses the overall or net
effects - intended or unintended - of the program or
technology as a whole
cost-effectiveness and cost-benefit analysis address
questions of efficiency by standardizing outcomes in terms
of their dollar costs and values
secondary analysis reexamines existing data to address new
questions or use methods not previously employed

51. ADVANTAGES OF SUMMATIVE
EVALUATION
summative evaluation is judgmental in nature,
hence it shows the worth or the value of a
programme.
It can be used for decision making so that learners
can easily selected into placement streams such as
pupils are put into classes according to their test
results.
Summative evaluation is useful for communicating
with other stakeholders like parents, NGOs or
church organization who need to assist in the
education sector.

52. DISADVANTAGES OF SUMMATIVE
EVALUATION
The major Disadvantage of
summative evaluation is that it comes
rather too late at the end when
learning difficulties can no longer be
rectified.
It is only concerned with the end
results.

53. CONTRAST ON FORMATIVE AND
SUMMATIVE EVALUATION
Formative assessment is most appropriate
where the results are to be used internally
by those involved in the learning process
(students, lecturers, learning support etc.),
Whilst summative assessment is most
appropriate to succinctly communicate
students’ abilities to external interested
parties

54. Achievement is one of the variables on which a
student is assessed; other major variables
include aptitude, intelligence, personality,
attitudes and interests.
A teacher uses performance data not only to
evaluate student progress but also to evaluate
his/her own instruction. In other words, the
process of evaluating students provides
feedback to the teacher. Feedback on current
student progress also gives direction to future
instructional activities.

55. DECISIONS FROM STUDENTS’
EVALUATIONFrom students evaluation, teachers are able to decide
on:
Whether the student has achieved objectives, or to
what degree, and provides appropriate remedial
work if necessary
Whether the student is working up to a potential
What should be expected from a certain student or a
group of students
Whether the child has special needs which cannot be
met in regular classroom and recommend that a

56. SCHOOL EVALUATION
Evaluation of a school involves evaluation of the
total educational program of the school and entails
the collection of data on all aspects of its
functioning.
The purpose of the school evaluation is to
determine the degree to which school objectives are
being met and to identify areas of strength and
weakness in the total program.
Information from school program provides
feedback which gives direction to the future
activities of the school and results in decision

57. WHO ARE INVOLVED?
In general, school evaluation involves
more than the administration of tests to
students; it may require any combination
of questionnaires, interviews, and
observations with data being collected
from all persons in the school community,
including administration, teachers and
counsellors.

58. CURRICULUM EVALUATION
there are four major components of the curriculum
these include
(a)curriculum objectives,
(b) curriculum content,
(c) curriculum process, methodology of teaching
and learning, and
(d) outcomes of learning.
It is important to note that each of these
components has to be evaluated.

59. CURRICULUM OBJECTIVES
Evaluation of objectives here refers to finding
out :
to what extent the instructional objectives are
relevant to learners’ needs, i.e. pupils’
evaluation should be undertaken in terms of
competencies intended to be developed;
to what extent these objectives are specified in
terms of competencies to be developed in
pupils; and
to what extent the performance standards are

60. CURRICULUM CONTENT
Evaluation of content or syllabus refers to :
to what extent the content is relevant in
attainment of instructional objectives;
to what extent the content selected is
accurate, adequate and up-to-date; and
to what extent it reflects the substantive
structure of the subject at a given maturity
level of pupils ?

61. CURRICULUM PROCESSES OR
METHODOLOGY OF TEACHINGS
AND LEARNING
Focus of evaluation is on :
reflecting the mode of inquiry (syntactical
structure) of the discipline;
involving the students maximally, in
instructional process (questioning etc.); and
using readiness and diagnostic unit testing at
various instructional phases to provide and get
regular feedback about students’ learning.

62. CURRICULUM OUTCOMES
Here evaluation of curriculum outcomes refers
to :
(I) pupils’ performance in terms of
instructional objectives;
(ii) efficacy of instructional effectiveness or
instructional impact; and
(iii) collateral effects and concomitant learning.
We can observe from the needed emphasis the
integral relationship of pupils’ evaluation and
curriculum evaluation in terms of all the four

63. EVALUATION OF LARGE
POPULATIONS
Evaluation of large populations involves
assessing the current status and the
educational progress of a large number of
students distributed over a large geographic
region.
These usually include State-wide assessment
programs which are generally based on:
The grounds that the state system of
education is responsible for student
achievement of certain basic skills required for
effective functioning in our society,

64. EVALUATION OF SPECIAL PROJECTS
AND PROGRAMS
Special projects and programs include all those
organized efforts which are not (strictly
speaking), part of the regular school program;
they are typically innovative in nature and the
duration of their existence is dependent upon
their success.
Whether it is required or not, conduction of
evaluation is in the best interest of a project or
program since it is the only valid way to very its
effectiveness. For example the genital

65. EVALUATION OF PERSONNEL
Evaluation of personnel (staff evaluation)
includes evaluation of all persons responsible,
either directly or indirectly, for educational
outcomes, i.e., teachers, administrators,
counsellors and so forth.
It has been found out that this area of
evaluation is very complicated; it is difficult to
determine what behaviors are to be evaluated.
The best solution to problems of personnel
evaluation is to collect the best and most data

66. POLICY EVALUATION
Education policy are the principles and government
policy-making in educational sphere, as well as the
collection of laws and rules that govern the operation of
education systems.
Policy evaluation applies evaluation principles and
methods to examine the content, implementation or
impact of a policy.
An evaluation can be carried out to ascertain the impact of
the UPE on the attainment of the educational objective of
education being a right for all set out in the 1995

67. PHASES OF EVALUATION

68. PHASES OF EVALUATION
Evaluation is a continuous process; contrary
to public opinion, it is not what you do at
the end. Evaluation should be planned for
prior to execution of any effort and should
be involved throughout the duration of the
activity.
The evaluation process entails decision-
making. The following decisions may be
made:
decisions about objectives,
decisions about strategies,

69. These various decisions can be classified
in terms of:
when they are made, that is, during what
stage of the activity under study.
Thus, Each phase of evaluation involves
different kind of decisions.
Logically we can identify three phases; the
planning phase, the process phase and the
product phase.

70. THE PLANNING
PHASE
This initial phase of evaluation takes place
prior to actual implementation and involves
making decisions about what course of action
will be taken and toward what ends. The
planning phase involves a number of
processes which are discusses below.

71. PROCESSES INVOLVED IN THE PLANNING
PHASE OF EVALUATION
Situation analysis (collection of background
information )
Specification of objectives (process oriented or
product oriented).
Specification of pre-requisites (What must any
students know or be able to do prior to instruction )
Selection and development of measuring
instruments
Delineation of strategies (Strategies which must be
thoroughly thought of before evaluation is

72. THE PROCESS PHASE
The process phase involves making decisions
based upon events which occur during actual
implementation of the planned instruction,
program or project.
The first step in the process phase is to
administer pre-tests, if such are appropriate.
Based on the pre-test results, decisions may be
made concerning the appropriateness of the
already specified objectives.
Following initial testing, planned strategies and
activities are executed in the predetermined

73. Data collected during this phase provides
feedback concerning whether execution is taking
place as planned and whether strategies and
activities are being effective.
The basic purposes of this phase is to:
to determine whether the effort is being
executed as intended,
to determine the degree of achievement of
process objectives, and
to identify ways in which improvements can be
made.
The process phase is referred to as formative

74. THE PRODUCT
PHASE
The product phase involves making decisions at
the end or more likely at the end of one cycle of
instruction, a program or a project.
Decisions made during the product phase are
based on the results of the post-tests and on
other cumulative types of data.
The major purpose of the product phase is to
collect data in order to make decisions
concerning the overall effectiveness of

75. During this phase it is determined whether and/or
what degree intended product objectives were
achieved.
Data analysis and interpretation is followed by the
preparation of a report which describes the
objectives, procedures, and outcomes of the effort.
The results of the product phase of evaluation are
used in at least in two major ways:
They provide feedback and direction to all who are
were involved in the effort
They provide feedback to outside decision makers,
such as parents, principals, school board members
and funding sources

76. Results of the product phase need to
be interpreted with care. Failure to
meet objectives, for example, is not
necessarily fatal; degree of
achievement needs to be considered.
The product phase of evaluation is
referred to as summative evaluation.

78. THANKS IVAN A.O