Evaluation Characteristics Types of Evaluation Techniques of Evaluation

2. Introduction

3. “ Evaluation may be defined as a systematic process of determining
the Extent to which education objective are achieved by pupil
is”- Dandekar .
“ Evaluation is the process of gathering & interpreting evidence
on change in the behavior of the student as they progress through
school” – Quillen & Hanna.

4. 1. It involves assessment of all the teaching-learning outcomes in
terms of overall behavioral changes. It goes beyond the knowledge
objectives to cover skill, application, interest, attitude and
appreciation objectives . The area and field of testing the
stipulated objectives has been greatly increased by adopting this
new term.
2. It involves forming judgements and taking decisions about the
child’s progress, difficulties encountered by him and taking
corrective measures to improve his learning
3. Evaluation is comprehensive. It is not simply concerned with the academic status of
the student but with all aspects of his grow i.e. which includes both cognitive and non-
cognitive aspects

6. Objective
Learning
Experience
Learning
Experiences
Measurement Value
Orientation
Behavioural
Changes
Evaluation

7. Type Of Evaluations

8. It is concerned with identifying the learning difficulties or weakness of pupils during
instruction. It tries to locate or discover the specific area of weakness of a pupil in a
given course of instruction and also tries to provide remedial measure.
Diagnosis can be made by employing observational techniques, too. In case of necessity
the services of psychological and medical specialists can be utilised for diagnosing
serious learning handicaps.

10. Formation Evaluation
o Formative evaluation is used to monitor the learning progress of students during
the period of instruction. Its main objective is to provide continuous feedback to
both teacher and student concerning learning successes and failures while
instruction is in process.
o Formative evaluation helps a teacher to ascertain the pupil-progress from time to
time. At the end of a topic or unit or segment or a chapter the teacher can evaluate
the learning outcomes basing on which he can modify his methods, techniques
and devices of teaching to provide better learning experiences.

11. • It is an integral part of learning process.
• It occurs frequently during the course of instruction.
• Its results are made immediately known to the learner.
• It may sometime take teacher’s observation only.

12. Summative evaluation is done at the end of a course of instruction to know to
what extent the objectives previously fixed have been accomplished. In other
words, it is the evaluation of pupils’ achievement at the end of a course.
The main objective of the summative evaluation is to assign grades to the pupils.
It indicates the degree to which the students have mastered the course content. It
helps to judge the appropriateness of instructional objectives. Summative
evaluation is generally the work of standardized tests.

13. • It is terminal in nature as it comes at the end of the course
of instruction.
• It is judgemental in character in the sense that it judge the
achievement of pupils.
• It can not based on teacher’s observation only.

15. Evaluation is an essential part of good curriculum design because
it ensure that weaknesses are found and repaired . It allows for the
adjustment of a course to a changing environment and changing needs.
It evaluation is well planned, it can help teacher develop professionally
and feel that the course is their own.

16. Reference
• https://www.slideshare.net/vsk84/evalution-56492340
• https://slideplayer.com/slide/4631796/
• https://assignmentsdramjadarain.wordpress.com/2019/11/13/functions-of-
evaluation-version-e/
• https://www.powershow.com/viewfl/22a3e2-
ZDc1Z/Principles_of_Educational_Evaluation_powerpoint_ppt_presentation