meaning of evaluation Principles of evaluation relationship between measurement and evaluation types and purposes of evaluation tools of evaluation

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GENERAL METHODS OF TEACHING BY HINA JALAL (PHD SCHOLAR GCUF)
Meaning of evaluation
It is a process that concerned with making judgments on the worth or value of a performance,
answer the question “how good, adequate, or desirable”. It is also the process of obtaining,
analyzing, and interpreting information to determent the extent to which students achieve
instructional objective.
According to Norman Edward Gronlund (1985) “Evaluation is the systematic process of
collecting, analyzing, and interpreting information to determine the extent to which pupils are
achieving instructional objectives”.
According to Murray Print (1993) “Evaluation usually refers to making judgments about
students’ performance and behavior and the use of that information to enhance both
learning/teaching and the curriculum”. According to Richard R. DeBlassie (1974) “The process
of evaluation is more complex. It has commonly been said that evaluation deals with value and
quality” (it answers the question, How good?
Relation between measurement and evaluation
➢ Evaluation is integrated with the entire task of education and not only with examinations, tests
and measurements. Evaluation encompasses tests and measurement but also gives beyond them.
It depends upon measurement but is not synonymous with it.
➢ Measurement is a quantitative determination of hew much an individual's performance has been
while evaluation is a qualitative judgment of how good or how satisfactory an individual's
performance.
➢ Evaluation is not only quantitative but also qualitative and includes value judgment.
➢ Measurement describes a situation while evaluation judges its worth or value.
➢ Measurement is only a tool to be used in evaluation by itself, it is meaningless but without it
evaluation is likely to be of little significance.
➢ Sound evaluation is based upon the results of accurate and relevant measurement, It is also to
be remembered that not all uses of test or measurement in education can be considered
evaluation for evaluation is always in the light of some particular goal, purpose or value.

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GENERAL METHODS OF TEACHING BY HINA JALAL (PHD SCHOLAR GCUF)
Principles of evaluation
1- Evaluation should be valid
Validity ensures that Evaluation tasks and associated criteria effectively measure student
attainment of the intended learning outcomes at the appropriate level.
2 – Evaluation should be reliable and consistent
There is a need for Evaluation to be reliable and this requires clear and consistent processes for
the setting, marking, grading and moderation of assignments.
3 - Information about Evaluation should be explicit, accessible and transparent
Clear, accurate, consistent and timely information on Evaluation tasks and procedures should be
made available to students, staff and other external assessors or examiners.
4 - Evaluation should be inclusive and equitable
As far as is possible without compromising academic standards, inclusive and equitable Evaluation
should ensure that tasks and procedures do not disadvantage any group or individual.
5 - Evaluation should be an integral part of program design and should relate directly to the
Program aims and learning outcomes
Evaluation tasks should primarily reflect the nature of the discipline or subject but should also
ensure that students have the opportunity to develop a range of generic skills and capabilities.
6 - The amount of assessed work should be manageable
The scheduling of assignments and the amount of assessed work required should provide a reliable
and valid profile of achievement without overloading staff or students.
7 - Formative and summative Evaluation should be included in each Program
Formative and summative Evaluation should be incorporated into program to ensure that the
purposes of Evaluation are adequately addressed. Many programmed may also wish to include
diagnostic assessment.
8 - Timely feedback that promotes learning and facilitates improvement should be an
integral part of the Evaluation process
Students are entitled to feedback on submitted formative Evaluation tasks, and on summative tasks,
where appropriate. The nature, extent and timing of feedback for each Evaluation task should be
made clear to students in advance.

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GENERAL METHODS OF TEACHING BY HINA JALAL (PHD SCHOLAR GCUF)
Evaluation of instructional process
The evaluation of learning takes place in an instructional context and, consequently, that learning
environment shapes the reasons why we evaluate, influences the purposes for evaluating as well
as how we evaluate and determines how we should use the outcomes of our evaluating. Evaluation
is an integral part of instruction, it is not separate entity that somehow is loosely attached to the
teaching process. The instructional process and the role of evaluation in it must be understood as
background to the study of educational evaluation. To that end, the role of evaluation in instruction
will be described using a model that explains how the teaching process works.
Types/Purposes of evaluation
Evaluation procedure can also be classified in terms of their functional role in classroom
instruction. It is identified by the Airadian and Madauus (1972).
1. Placement assessment: to determine students’ performance at the beginning of instruction
2. Diagnostic assessment: to monitor learning progress during instruction
3. Formative assessment: to diagnose learning difficulties during instruction
4. Summative assessment: to assess achievement at the end of the instruction
Instructional/
behavoiral
Objectives
implementation
of instructions
learning
outcomes
Assessment
and
Evaluation
Follow-up

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GENERAL METHODS OF TEACHING BY HINA JALAL (PHD SCHOLAR GCUF)
1. Placement Evaluation
Placement Evaluation is concerned with the student’s entry performance and typically focusses on
questions such as the following: (a) Does the students possessed the knowledge and skills needed
to begin the planned instruction? (b) to what extent students already mastered the objectives of the
planned instruction? (c) to what extent the students interested, work, habit, and personal
characteristics indicate that one mode of instruction is better than other? It is usually determined
the students’ performance at the beginning of instructions e.g. entry test, GRE, GAT, NTS
2. Diagnostic Evaluation
Diagnostic Evaluation can help you identify your students’ current knowledge of a subject, their
skill sets and capabilities, and to clarify misconceptions before teaching takes place. Knowing
students’ strengths and weaknesses can help you better plan what to teach and how to teach it. The
types of Diagnostic Assessments are as Pre-tests (on content and abilities), Self-assessments
(identifying skills and competencies), Discussion board responses (on content-specific prompts),
and Interviews (brief, private, 10-minute interview of each student).
3. Formative Evaluation
Formative Evaluation provides feedback and information during the instructional process, while
learning is taking place, and while learning is occurring. Formative Evaluation measures student
progress but it can also assess your own progress as an instructor. A primary focus of formative
Evaluation is to identify areas that may need improvement. For example, at the end of the third
week of the semester, you can informally ask students questions which might be on a future exam
to see if they truly understand the material.
According to Ebel and Frisbie (1986) “Formative Evaluation is conducted to monitor
instructional process, to determine whether learning is taking place as planned”
4. Summative Evaluation
Summative Evaluation takes place after the learning has been completed and provides information
and feedback that sums up the teaching and learning process. Typically, no more formal learning
is taking place at this stage, other than incidental learning which might take place through the
completion of projects and assignments. Summative Evaluation is more product-oriented and

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GENERAL METHODS OF TEACHING BY HINA JALAL (PHD SCHOLAR GCUF)
assesses the final product, whereas formative Evaluation focuses on the process toward completing
the product. Once the project is completed, no further revisions can be made.
Norman E. Gronlund (1985) stated that “Summative evaluation comes at the end of a course or
until of instruction. It is designed to determine extent to which the instructional objectives have
been achieved and is used primarily for assigning course grades or certifying pupil mastery of the
intended learning outcomes”.
According to Ebel and Frisbie (1986)
“Summative evaluation is conducted at the end of an instructional segment to determine if learning
is sufficiently complete to warrant moving the learner to the next segment of instruction”.
Tools and techniques of evaluation
Questionnaire
A questionnaire is defined as tool of evaluation that consists a set of questions or other types of
prompts that aims to collect information from a respondent. These typically are a mix of close-
ended questions and open-ended questions; long form questions offer the ability for the respondent
to elaborate on their thoughts. Questionnaires were developed in 1838 by the Statistical Society of
London.
1. Questions in Open Ended Format
Questions that allow the target audience to voice their feelings and notions freely are called
open-format questions or open-ended questions. These questions are not based on pre-
determined responses, giving respondents an opportunity to express what they feel is right,
and often provide real, perceptional, and at times, startling proposals. Open-ended questions
placed at the end of a questionnaire tend to draw accurate feedback and suggestions from
respondents as well.
2. Questions in Closed Ended Format
Questions which have multiple options as answers and allow respondents to select a single
option from amongst them are called closed-format or closed-ended questions. This type of
questionnaire is especially useful when conducting preliminary analysis. As a fixed answer

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GENERAL METHODS OF TEACHING BY HINA JALAL (PHD SCHOLAR GCUF)
set is provided, these are ideal for calculation of statistical information and percentages of
various types. Closed-ended questions help to arrive at opinions about a product or service,
and sometimes, about a company, in a more efficient manner.
Observation
Observation is the active acquisition of information from a primary source. In living
beings, observation employs the senses. Observational methods in psychological research entail
the observation and description of a subject's behavior.
1. Natural Observation – Natural observation involves observing the behavior in a normal
setting and in this type of observation, no efforts are made to bring any type of change in the
behavior of the observed. Improvement in the collection of the information and improvement
in the environment of seeing can be done with the help of natural observations.
2. Direct and Indirect observation – With the help of the direct method of observation, one
comes to know how the observer is physically present in which type of situation is he present
and then this type of observation monitors what takes place. Indirect method of observation
involves studies of mechanical recording or the recording by some of the other means like
photographic or electronic. Direct observation is relatively more straight forward as compared
to the indirect observation.
3. Participant and Non-Participant observation – Participation by the observers with the
various types of operations of the group under study refers to the participant type of
observation. In participant observation, the degree of the participation is largely affected by
the nature of the study and it also depends on the type of the situation and on its demands. But,
in the non-participant type of observation, no participation of the observer in the activities of
the group takes place and also there occurs no relationship between the researcher and the
group.
4. Structured and Unstructured observation – Structured observation works according to a
plan and involves specific information of the units that are to be observed and about the
information that is to be recorded. The operations that are to be observed and the various
features that are to be noted or recorded are decided well in advance. Such observations involve
the use of especial instruments for data collection that are also structured in nature. But in the
case of the unstructured observation, its basics are diametrically against the structured

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GENERAL METHODS OF TEACHING BY HINA JALAL (PHD SCHOLAR GCUF)
observation. In such observation, observer has the freedom to note down what he or she feels
is correct and relevant to the point of study and this approach of observation is very suitable in
the case of exploratory research.
5. Controlled and Non-Controlled observation: Controlled observations are the observations
made under the influence of some of the external forces and such observations rarely lead to
improvement in the precision of the research results. But these observations can be very
effective in the working if these are made to work in the coordination with mechanical
synchronizing devices, film recording etc. Non-controlled observations are made in the natural
environment and reverse to the controlled observation these observations involve no influence
or guidance of any type of external force.
Interview
An interview is formal meetings between two people (the interviewer and the interviewee) where
questions are asked by the interviewer to obtain information, qualities, attitudes, wishes etc.
According to Gary Dessler, “An interview is a procedure designed to obtain information from a
person’s oral response to oral inquiries.”
TYPES OF INTERVIEWS
There are many types of interviews that an organization can arrange. It depends on the objectives
of taking the interview. Some important types of interviews are stated below:
1. A structured interview (Formal interview or guided interview):
Here in the traditional form of interview, the questions asked are all in a standard format and the
same is used for all the candidates. This is to assess the ability of all the candidates impartially.
2. Unstructured interview (Informal interview or conversational interview):
This is the opposite of structured interview. Here the interviewer has a definite idea in mind about
the questions to be asked, but it doesn’t follow a certain format. The interviewer may deviate, and
a conversation type interview follows.
3. Standardized or open-ended interview:
Here the same open-ended questions are asked to all interviewees; this approach facilitates faster
interviews faster interviews that can be more easily analyzed and compared.
4. Closed or fixed-response interview:

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GENERAL METHODS OF TEACHING BY HINA JALAL (PHD SCHOLAR GCUF)
It is an interview where all interviewers ask the same questions and asked to choose answers from
among the same set of alternatives. This format is useful for those not practiced in interviewing.
5. Group interview:
This involves multiple candidates and they are given a topic for discussion. They are assessed on
their conversational ability and how satisfactorily they are able to have their own views and make
others believe in them. Here, the best among the lot gets selected.
6. Panel interview (Committee Interview):
The interviewers here are a group from among the company people who are in senior position and
usually the panel interview is when the candidate is supposed to make a presentation. But many-
a-times it could be for the job interview as well.
7. Depth interview (In-depth interview):
When you need to ascertain everything about the interviewee right from the life history, academic
qualifications, work experiences, hobbies, and interests; you conduct the depth interview. Here the
interviewer has a clear idea about the questions he will be asking but once the question is asked,
he allows the conversation to flow and is more of a listener. This interview takes time and more of
a friendly approach of the interviewer towards the interviewee.
8. Individual or One-to-one interview (Personal interview):
It is the most common among the interview types, it involves the interviewer asking questions
maybe both technical and general to the interviewee to investigate how fit the candidate is for the
job.