The document discusses the role of evaluation in teaching, highlighting its importance in making instructional decisions based on student data. It differentiates between evaluation and measurement, explaining that evaluation is a systematic process that includes both qualitative and quantitative assessments along with value judgments on student performance. Additionally, it emphasizes the need for clear instructional objectives to guide the evaluation process and enhance student learning outcomes.

1. ROLE OF
EVALUATION IN
TEACHING
- Dr. V. Thanikachalam, B.E.,
M. Tech., Ph.D., M.S., FIE., FIGS.,
FFIUCEE

2. INSTRUCTIONAL DECISIONS
REQUIRING EVALUATION
DATA:
• Day-to-day decisions that teachers
must make that require some
knowledge of their students’ aptitude,
achievement, and personal
development.

3. REQUIREMENTS OF
EVALUATION INFORMATION
• How realistic are my teaching plans for
this particular group of students /
participants?
(Learners’ background, experience,
achievement)
• How should the students / participants
be grouped for more effective learning?
(Branch of specialization, Nature of the
development work)

4. • To what extent are the students /
participants ready for the next learning
experience?
• (Readiness tests, pretests over needed
skills, past record of achievement)
• To what extent are students /
participants attaining the minimum
essentials of the course?
• (Mastery tests, observation)

5. • To what extent are students /
participants progressing beyond the
minimum essentials?
• (Periodic quizzes, general
achievement tests, observation,
seminar presentation, term papers)
• At what point would a review be most
beneficial?
• (Periodic quizzes, observation)

6. • What types of learning difficulties are
the students / participants
encountering?
• (Diagnostic tests, observation,
participant conferences)
• Which students / participants are
under achievers?
• (Achievement tests)

7. • Which students / participants should
be referred to counselling, special
classes, or remedial programmes?
(Achievement tests, diagnostic tests,
observation)
• Which students / participants have
poor self-understanding? (Self-
ratings, student conferences)

8. • What school mark should be
assigned to each student /
participant?
• (Review of all evaluation data)
• How effective was my teaching?
(Achievement tests, participant
ratings, supervisors’ ratings)

9. THE MEANING OF EVALUATION:
• Evaluation as qualitative descriptions
of students / participants behaviour.
• Evaluation is defined as a systematic
process of determining the extent to
which instructional objectives are
achieved by the students.

10. MEASUREMENTS:
Measurements are
quantitative descriptions
(eg. Test scores)

11. EVALUATION IMPLIES:
• A systematic process which omits casual
uncontrolled observation of students.
• Evaluation assumes that instructional
objectives have been previously identified.
• Without previously determined objectives,
it is difficult to judge clearly the nature and
extent of student learning.

12. EVALUATION X MEASUREMENT
Evaluation is a much more
comprehensive and inclusive
term than measurement, which is
limited to quantitative
descriptions of students

13. MEASUREMENT:
• The results of measurement are always
expressed in numbers OR percentages
• It does not include qualitative
descriptions.
• Nor it imply judgments concerning the
worth or value of the obtained results.

14. EVALUATION :
Evaluation includes either
quantitative or qualitative
descriptions of students, or
both.
• Always includes value judgement
concerning the desirability of the
results.

15. EVALUATION:
Evaluation = Quantitative
Descriptions
(Measurement) and /
or Qualitative
Descriptions
Plus
Value judgement

16. EVALUATION AND THE
INSTRUCTIONAL PROCESS:
• The main purpose of classroom
instruction is to help students achieve a
set of intended learning outcomes.
• The outcomes would typically include all
desired students changes in the
cognitive, affective and psychomotor
domains.

17. EVLAUATION:
• Evaluation becomes an important part of
the teaching-learning process.
• The intended learning outcomes are to be
established by the instructional objectives.
• The desired changes in students are to be
brought about by the planned learning
activities.
• The students’ learning progress is
periodically evaluated by tests and other
evaluation devices.

18. PREPARATION OF INSTRUCTIONAL
OBJECTIVES IN TERMS OF
DESIRED LEARNING OUTCOMES:
• Determine the learning outcomes to be
expected from classroom instruction.
• Abilities – Cognitive, psychomotor
affective.
• Motor skills

19. PREASSESSMENT OF THE
LEARNERS’ NEEDS:
• Assess the learners needs
• Assess the employers needs
• Assess the learners entry behaviour
• Assess the pre-requisites

20. PROVISION OF RELEVANT
INSTRUCTION:
• Testing and evaluation provide a means
of
(i) Monitoring learning progress
(ii) Diagnosing learning difficulties
(iii) Periodic evaluation during instruction
provides a type of feedback – corrective
procedure that aids in continuously
adapting instruction to group and
individuals needs.

21. EVALUATION OF INTENDED
OUTCOMES:
• Determine the extent to which the
instructional objectives were achieved
by the learners.
• Develop test and evaluation instruments

22. USE OF THE EVALUATION
RESULTS:
• Aid in judging the appropriateness and
attainability of the Instructional
objectives.

23. Thank you