Skip to main content
UploadLanguage (EN)Support
BusinessMobileSocial MediaMarketingTechnologyArt & PhotosCareerDesignEducationPresentations & Public SpeakingGovernment & NonprofitHealthcareInternetLawLeadership & ManagementAutomotiveEngineeringSoftwareRecruiting & HRRetailSalesServicesScienceSmall Business & EntrepreneurshipFoodEnvironmentEconomy & FinanceData & AnalyticsInvestor RelationsSportsSpiritualNews & PoliticsTravelSelf ImprovementReal EstateEntertainment & HumorHealth & MedicineDevices & HardwareLifestyle
DS
Uploaded byDr. Priyamvada Saarsar
PPTX, PDF149,066 views

Meaning, need and characteristics of evaluation

This document discusses the history, meaning, definition, characteristics, elements, objectives, and need for evaluation in education. It traces the concept of evaluation to the 1930s as a reaction to narrow testing. Important figures like Tyler, Eurich, and Wrightstone broadened evaluation to include attitudes, interests, thinking, habits, and responsibilities. Evaluation determines the extent to which objectives and goals are achieved through continuous assessment of academic and non-academic subjects to improve the educational process, instruction, and student learning.

Education◦
Downloaded 779 times
Submitted to:- Dr. Umender Malik Dept. of edu M.D.U(ROHTAK) Submitted by:- Priyamvada M.ED (257)
 Introduction  History of evaluation  Meaning of evaluation  Definition  Characteristics  Important element of evaluation  Objectives of evaluation  Need of evaluation  conclusion
 Evaluation is the wider term and play a very important role in teaching learning process. Assessment of student learning requires the use of a number of techniques for measuring students achievement. But assessment is more than collection of techniques. It begins with the identification of the goals and ends with a judgment concerning the extent to which those goals have been attained.  The secondary education commission observed ,”nevertheless examination and especially external examinations have a proper place in any scheme of education. External examination have simulated effect both on the pupils and teachers by providing well-defined goal and objective standard of evaluation .
 Chester w. Harris (1960) traces the history of the concept of the evaluation to the thirties of the twentieth century. It emerged as a “ reaction against the relatively narrow information – and skill –centered educational measurement of the previous decade”. A strong movement developed under the leadership of Alvin c. Eurich,Ralph w. Tyler and j.wayne wrightsone to broaden the various area of appraisal – attitude, interest ,idea ,way of thinking, work habit and personal and social responsibility.  The American council on education made large scale cooperative effects to improve evaluation procedures in the post war era.  Tyler s contribution was his insistence of defining the goals and objectives in behavioral term and making them the basis of instrument developing in education and evaluation.  In India, the work related to evaluation began in the 1960’s.
 Evaluation means to as certain the growth and changes, taking place in pupils as a result of teaching learning experiences. To evaluate means to characterize the work or value of something. It is a methods of determining the extent to which established goals or objectives have been achieved . It is a “ process of making an overlay of the outcomes as an educative experience against the background of anticipated or stated objectives”. It is not restricted to the result of tests and examination or the teachers 'estimate but includes the learners’ own estimates of his own ability.
 Education reset upon three pillars viz., objective Evaluation techniques Learning experiences
 Ralph Tyler:-” Evaluation is the process of determining to what extent the educational objectives are being realized”.  James M.lee:- “Evaluation is the appraisal of pupil’s progress in attaining the educational goals set by the school, the class and himself. The chief purpose of evaluation is to guide and further the students learning. Evaluation is thus a positive rather than a negative process”.  The concept of evaluation in education (1963) of the NCERT considers evaluation as the ‘Process of determining:- - The extent to which an objective is being attained - The effectiveness of the learning experiences provided in the classroom - How well the goal of education have been accomplished
It is a continuous process It includes academic and non academic subjects It is a procedure for improving the product It is compound objective observation It is not confined to the classroom It is comprehensive concept It is a valuable and indispensable for policies and further action It can not be postponed till the end of the year It must form and integral part of teaching
It indicates an interrelationship among the society It is the process of the determining It includes both quantitative and qualitative description It helps in redefining the instructional objectives on the basis of feedback It is a diagnostic appraisal It is a systematic process It is also includes teachers evaluation reliability validity
 There two element are very important in evaluation process:- •Measurement1. •Appraisal2.
 There are two objectives of evaluation in social studies. There are given below for study:- 1. General objectives of evaluation 2.Specific objective of evaluation
 To appraise the status of and changes in pupils behavior.  To disclose pupil’s needs and possibilities.  To aid pupil-teacher planning.  To expand the concepts’ of worthwhile goals beyond pure achievement.  To serve as a means of improving school- community relation.
 To familiarize the teacher with nature of pupil learning, development and progress.  To relate measurement to the goals of the instructional program.  To facilitate the selection and improvement of measuring.  To apprise the teacher’s competence.  To appraise the supervisors competence.  To serve as method of self improvement.  To serve as a guiding principle for the selection of supervisory.
To help in diagnosing weaknesses of students To help in measuring factual knowledge To help in predicting future achievement To test the development of skills and attitudes of students To meet criticism To stimulate instruction
Improvement of instruction Clarification objectives Promotion of better learning To test achievement of pupils Curriculum changes Provision of the basis for guidance To improve student personality To attain success in teaching Act as incentive
To award scholarship To report progress To provide data for research To influence learning To classification of the student To promote pupils For prediction To know about the quality of administration To know about the weakness and strength
For decision making For strategy planning To know about the effectiveness of teaching learning methods To assessing pupils progress from time to time Need of internal and external evaluation For determining the objectives and goals
 Evaluation becomes a necessary tools in the educational process. Emphasis on teacher’s evaluation of their pupils, continuous assessment, introduction of grading in place of numerical marking , use of evaluation as feedback for improvement of teaching and learning and emphasizes shift from external examination to internal assessment by teachers.
Pathak , R.P (2012 ): Measurement & Evaluation in Education . Dorling Kindersley , India . Sachdeva , Sharma ( 2009) : Educational Technology . Vijaya Publications , Ludhiana . Mangal , S.K (2010) : Information, Communication and Educational Technology . Tandon Publications , Ludhiana .
Meaning, need and characteristics of evaluation