The document outlines the concept of evaluation in education as a comprehensive process that assesses both academic and non-academic behaviors for holistic student development. It describes various definitions, characteristics, and principles of evaluation while emphasizing its importance in enhancing educational objectives, planning, and curriculum development. Additionally, it details the objectives and steps involved in the educational evaluation process.

1. EVALUATION IN EDUCATION
Garima Bhati
Assistant Professor of Perspective in Education
Institute ofTeacher’s Education
Faridabad

2. Evaluation:
 Wider concept than testing measurement.
 Combination of quantitative and qualitative
Judgment of behavior.
 Measurement of academic and non-academic.
 It includes all the changes in a balanced
development in personality.
 It is a measurement of all the qualities related to
physical, mental, intellectual and handicraft.

3. Evaluation Includes:
 Evaluation of academic subjects.
 Evaluation of efficiencies.
 Evaluation of physical development.
 Evaluation of Moral development.
 Evaluation of Intellectual development.
 Evaluation interest and aptitudes.
 Evaluation of social development.

4. Definitions of Evaluation:
 Hanna,” Evaluation is the process of gathering
and interpreting evidence on change in the
behavior of all students as they progress
through school.”
 RalphTyler,1950,”Evaluation is the process of
determining to what extent the educational
objectives are being realized.”
 Cameron, "The process of making overall
judgment about one’s work or a whole school’s
work.”

5. Characteristics of Evaluation:
 Continuous process.
 Systematic Process
 Comprehensive process
 Includes academic and non-academic subjects.
 Not confined to the classroom.
 Procedure for improving the product.
 Compound objective observation
 Procedure for improving product
 Discovering the needs of an individual and designing
learning experience.
 Purpose oriented.
 To improve the educational process.

6. Importance of Evaluation:
 To test achievements of students
 Helpful in planning new objectives.
 Works as a motivation
 To provide scholarship
 To provide a base for admission
 To provide guidance
 To clarify objectives
 To evaluate the personality of students
 To improve curriculum.
 Helpful in classification
 Helpful in research process

7. Principles of Evaluation:
 Principle of continuity
 Principle of comprehensiveness
 Principle of objectives
 Principle of learning experience
 Principle of broadness
 Principle of child centered
 Principle of application

8. Objectives of Evaluation:
 To improve and modify.
 To test all round development of the child and his future success.
 To test material.
 To help in judging the effectiveness of the methods of teaching in
terms of the objectives.
 To test the genuineness of objectives and helps required in their
modification.
 To help in modification of curriculum.
 Scientifically co-ordination of educational methods, curriculum,
classroom teaching and testing methods.
 A bi-polar process- study the behaviour of student
- study the behaviour of teacher.
 Paves the way for dignostic teaching.

9. Process of Educational
Evaluation:

10. Functions of Educational
Evaluation:

11. Steps of Evaluation Process:
 * Evaluation is related to three questions:
- why to evaluate
- whom to evaluate
- how to evaluate
 Formulation of objectives
 Formulation of teaching learning activities
 Selection and formulation of evaluation
methods.