The document discusses different aspects of evaluation in education including definitions, purposes, principles, methods and scope. It describes evaluating students, teachers, and courses. The key points are: - Evaluation involves making judgements about educational outcomes to improve the teaching-learning process. - It has the purposes of maintaining effective programs, encouraging learning, and ensuring accountability. - Methods include formative and summative, goal-based, process-based, and outcome-based approaches. Knowledge, skills, and attitudes are evaluated. - Evaluating students, teachers, and courses provides feedback for improvement but criticisms include potential bias and lack of meaningful feedback.

1. -Student evaluation
- Teacher evaluation
- Course evaluation
Nirmala Roberts
India

2. Evaluation in Education
Making a judgment about the amount, number, or value of the
outcomes of an educational programme
Ranking with respect to attributes or trait
Appraising the extent of learning
Judging effectiveness of educational experience
Interpreting and analyzing changes in behaviour
Describing accurately quantity and quality of teaching- learning
Making value judgments on results of measurements/ tests
Systematic process of determining the extent to which
instructional objectives are achieved

3. Characteristics of Evaluation
Is a continuous process
Includes academic and non academic subjects
Performed in terms of laid down objectives
Is Pupil centered and not subject centered
More stress on Learning than on teaching
Provides guidelines on improving the curriculum

4. Principles of evaluation
Evidence is gained through careful appraisal of
Teaching- learning process
Evaluation is done continuously over the entire course
Evaluation identifies and defines educational objectives
Objectives are stated in terms of behaviour and content
Determines the extent to which objectives are achieved
A variety of techniques used for comprehensive
evaluation
Need for selection of appropriate methods of evaluation

5. Purpose of Evaluation in
education
For sound educational decision making
To maintain effective teaching- learning programme
Encourage student learning by measuring and feedback
To ascertain if educational goals have been achieved or not
Appraise the status and changes in pupil behaviour
Appraise the teacher’s competence
Familiarize teacher with pupil learning, devt and progress
Serve as a guideline to bring about improvement
Improve curriculum, teaching –learning process

6. Purpose of Evaluation in Education
To formulate objectives, designing of learning
experiences & assessment of learner performance.
To make improvement in teaching and
curriculum.
To ensure accountability to the society, parents,
and to the education system.

7. Student Evaluation

8. Scope of Evaluation in education
Emphasizes devt of improved techniques of assessing
Stresses on student’s growth and development
Identifies pupil’s strength/ weakness
Baseline for guidance and counseling
Devt of attitudes, interests, creativity, skills
Devt of tools, techniques and curriculum
Placement/ promotion in jobs

9. Methods of Evaluation
Goal, Process and Outcome based
Formative and Summative method
Assessment of Knowledge, skill and Attitude

10. Goal, Process and Outcome based
Evaluation
Goal based - Measures if objectives have been
achieved
 SMART (Specific, Measurable, Achievable,
Relevant, Time bound)
Process based- Analyses strengths and weaknesses
Outcome based – Examines broader impact (greater
good)

11. Formative and Summative Evaluation
Formative –
An ongoing assessment when the course is in progress
Monitors learning progress & provides continuous
feedback to student and teacher
Summative –
Done at the end of a course of instruction
Assigns a grade for student achievement
Provides insight into prior or existing initiatives
Identifies any needed changes
…….Criticism?

12. K, S, A evaluation
Assessment of knowledge – Essay type/ Short
answer questions, MCQs, viva-voce
Assessment of skills – Checklist, anecdotes,
practical exam, OSCE
Assessment of attitude – Rating scales
(descriptive, numerical, graphical)
…..Criticism?

13. How do teachers teach?
How to know that teachers are teaching well?
Is the student’s success the teacher’s success?

14. Why evaluate teachers?
Encourage and enable teachers and students to take
co-responsibility for the quality T/ L experience
To create and sustain a responsive learning
environment
Ensure excellence in T/L that’s fosters holistic
student success
Encourages improvement through reflective practice

15. Types of Teacher Evaluation
(used also for student evaluation)
Placement Evaluation: To place the ✓ person
in the ✓ place
Formative Evaluation
Diagnostic Evaluation
Summative Evaluation
Norm-Referenced and Criterion-Referenced
Evaluation

16. Benefits of Teacher evaluation
Improves teaching and learning experiences for all
concerned
Promotes professional development
Provides students with –
Opportunity to make constructive criticism
‘Voice’ to develop and maintain effective
curriculum

17. Benefits of Teacher evaluation
Provides data to –
Benchmark teaching & learning quality by the laid
down standards
Individual teacher for self improvement
To make curricular decisions
Evidence for teachers as indicators of good
teaching

18. Methods of Teacher evaluation
Ratings/ review by - Peers, students, parents,
administrators, community
Reflections on -
Advising & mentoring
Classroom instruction
Courses developed or re-designed.
Instructional materials, course textbooks, etc.
Innovative teaching.
Pedagogical research.
Self reflection/ ratings
Analysis of agreed-on student learning evidence

20. Course evaluation
Process of data collection and analysis to assess the
extent to which course learning outcomes are met by
students within a course.
The tool - A paper or electronic questionnaire seeking
written or selected responses to a series of questions
in order to evaluate the instruction of a given course

21. Course evaluation
Performed by – Curriculum committee
Done as – Formative and Summative
Provides inputs for Curriculum Revision
Criticism –
Not taken seriously by students
Do not provide meaningful feedback
Student bias  Teachers' personality, looks,
disabilities, gender and ethnicity, special
preferences

22. Effect of Course evaluation on teachers
Too many variables in data - difficult to interpret
Increased cost of paper based evaluation
Lower response rates to online course evaluations
 lesser validity
Explanation lacking in relation to many variables

23. Effect of Course evaluation on teachers
Not well understood by many students -
 Leads to ‘dumbing down’ of educational stds.
 Hence not to be used for faculty hires,
retentions, promotions, and tenure
Humiliating for instructors
Demeaning to efforts for higher stds in general