This document outlines the steps in the process of evaluation in education. It discusses 6 key steps: 1. Identifying and defining general objectives - The process of setting educational objectives is complex with different approaches. 2. Selecting and analyzing teaching points - The next step is to select content to help achieve the objectives. 3. Identifying and defining specific objectives - Specific objectives provide direction for teaching and learning and indicate expected student outcomes. 4. Planning suitable learning activities - Activities must help achieve objectives and inform evaluation procedures. 5. Evaluating - This step involves assessment of student learning. 6. Using results as feedback - Evaluation results are used to provide feedback to improve the teaching

1. NDRK COLLEGE OF EDUCATION
HASSAN.
Welcome to Evaluation Work shop
TOPIC: ªÀiË®åªÀiÁ¥À£À ¥ÀæQæAiÉÄAiÀÄ ºÀAvÀUÀ¼ÀÄ/
Steps in the process of evaluation
Presented by:
Devaraju B N

2. ªÀiË®åªÀiÁ¥À£À
EVALUATION
• Process of evaluation is a method of assessing, how a teaching
learning process is being implemented and what are the effectiveness
or outcomes.
• ªÀiË®åªÀiÁ¥À£À ¥ÀæQæAiÉÄAiÀÄÄ MAzÀÄ ªÀiÁ¥À£À «zsÁ£ÀªÁVzÀÄÝ,
¨ÉÆÃzsÀ£Á PÀ°PÁ ¥ÀæQæAiÉÄ ºÉÃUÉ eÁjUÉ §A¢zÉ ªÀÄvÀÄÛ CzÀgÀ
¥ÀjuÁªÀÄPÀvÉ CxÀªÁ ¥sÀ°vÁA±ÀªÀ£ÀÄß w½AiÀÄĪÀÅzÁVzÉ.

3. STEPS IN THE PROCESS OF EVALUATION
ªÀiË®åªÀiÁ¥À£À ¥ÀæQæAiÉÄAiÀÄ ºÀAvÀUÀ¼ÀÄ
1. Identifying and Defining General Objectives /¸ÁªÀiÁ£Àå
GzÉÝñÀUÀ¼À£ÀÄß UÀÄgÀÄw¸ÀĪÀÅzÀÄ & ªÁåSÁ夸ÀĪÀÅzÀÄ
2. Selecting and analyze the Teaching Points/¨ÉÆÃzsÀ£Á CA±ÀUÀ¼À£ÀÄß
DAiÀÄÄÝPÉƼÀÄîªÀÅzÀÄ & «±Éèö¸ÀĪÀÅzÀÄ.
3. Identifying and Defining Specific Objectives /¤¢ðµÀÖ GzÉÝñÀUÀ¼À£ÀÄß
UÀÄgÀÄw¸ÀĪÀÅzÀÄ & ªÁåSÁ夸ÀĪÀÅzÀÄ.
4. Planning Suitable Learning Activities/¸ÀÆPÀÛ PÀ°PÁ ZÀlĪÀnPÉUÀ¼À
AiÉÆÃd£É
5. Evaluating/ ªÀiË°åÃPÀgÀt/ ªÀiË®åªÀiÁ¥À£À ªÀiÁqÀÄ«PÉ
6. Using the Result as feedback/¥sÀ°vÁA±ÀªÀ£ÀÄß ¥ÀÄ£À§ð®£ÀªÁV
§¼À¸ÀĪÀÅzÀÄ

4. 1. Identifying and Defining General Objectives
¸ÁªÀiÁ£Àå GzÉÝñÀUÀ¼À£ÀÄß UÀÄgÀÄw¸ÀĪÀÅzÀÄ &
ªÁåSÁ夸ÀĪÀÅzÀÄ
The process of identifying and defining educational objectives is a complex one; and
there is no simple or single procedure which suits all teachers. Some prefer to begin with the
course content, some with general aims, and some with lists of objectives suggested by
curriculum experts in the area.
±ÉÊPÀëtÂPÀ GzÉÝñÀUÀ¼À£ÀÄß ªÁåSÁ夸ÀĪÀÅzÀÄ & UÀÄgÀÄw¸ÀĪÀ
¥ÀæQæAiÉÄAiÀÄÄ MAzÀÄ ¸ÀAQÃtð PÁAiÀÄð. J¯Áè jÃwAiÀÄ ²PÀëPÀjUÀÆ M¥ÀÄàªÀAvÀºÀ
AiÀiÁªÀÅzÉà ¸ÀgÀ¼À CxÀªÁ KPÉÊPÀ ºÀAvÀUÀ½®è. GzÉÝñÀUÀ¼ÀÄ «µÀAiÀĪÀ¸ÀÄÛ«UÉ
C£ÀÄUÀÄtªÁVzÀÝgÉ, PÉ®ªÀÅ ¸ÁªÀiÁ£Àå UÀÄjUÀ¼ÁVªÉ, ªÀÄvÉÛ PÉ®ªÀÅ GzÉÝñÀUÀ¼À£ÀÄß D
PÉëÃvÀæzÀ°è ¥ÀjtÂvÀ ºÉÆA¢zÀ C£ÀĨsÀ« ¥ÀoÀåPÀæªÀÄ gÀZÀ£ÁPÁgÀgÀÄ gÀƦ¹gÀĪÀÅzÁVzÉ.

5. English
To acquire the basic language skill to communicate with daily life with English speaker.
To develop the language learning among the students.
Mathematics
To develop the positive attitude towards learning mathematics.
To perform mathematical operation with confidence, speed and accuracy.
Social science
 To develop historical thinking among the students
To develop the cultural interest.
To make responsible citizen of the nation.
Science
To develop the scientific attitude among the student.
To develop the thinking and reason power of the student.

6. 2. Selecting and analyze the Teaching Points
¨ÉÆÃzsÀ£Á CA±ÀUÀ¼À£ÀÄß DAiÀÄÄÝPÉƼÀÄî«PÉ & «±Éèö¸ÀÄ«PÉ
The second step in the process of evaluation is to select and analyze the
teaching points through which the objectives can be realized. Once the
objectives are set up, the next step is to decide the content to help in the
realization of objectives.
ªÀiË®åªÀiÁ¥À£À ¥ÀæQæAiÉÄAiÀÄ JgÀqÀ£Éà ºÀAvÀ ¨ÉÆÃzsÀ£Á
CA±ÀUÀ¼À£ÀÄß DAiÀÄÄÝPÉƼÀÄî«PÉ. F ¨ÉÆÃzsÀ£Á CA±ÀUÀ¼À°è£À
«µÀAiÀĪÀ¸ÀÄÛ«UÉ C£ÀÄUÀÄtªÁV ¤¢ðµÀÖ GzÉÝñÀUÀ¼À£ÀÄß
gÀa¸À¯ÁVgÀÄvÀÛzÉ. ºÁUÁV ¸ÀÆPÀÛ jÃwAiÀÄ°è ¨ÉÆÃzsÀ£Á CA±ÀUÀ¼À£ÀÄß
¤zsÀðj¸ÀĪÀÅzÀÄ CUÀvÀå. ªÀÄvÀÄÛ CzÀ£ÀÄß ²PÀëPÀ£ÁzÀªÀ£ÀÄ ¸ÀÆPÀÛ
jÃwAiÀÄ°è «±Éèö¸À¨ÉÃPÀÄ.

7. Sir C V Raman
Early life of Sir C V Raman
 Higher education of Raman
Occupation of Raman
Works and achievement of Raman
±ÀAPÀgÁZÁAiÀÄðgÀ ¨Á®å ªÀÄvÀÄÛ
CzÉÊvÀ ¹zÁÝAvÀ
±ÀAPÀgÁZÁAiÀÄðgÀ ¨Á®åfêÀ£À
±ÀAPÀgÁZÁAiÀÄðgÀ «zÁå¨Áå¸À
±ÀAPÀgÁZÁAiÀÄðgÀ CzÉÊvÀ ¹zÁÝAvÀ
Natural resources
 Meaning an types of natural resources
 Living resources
 Nonliving resources
vÀ®PÁr£À ªÉʨsÀªÀ
PÀ«¥ÀjZÀAiÀÄ ªÀÄvÀÄÛ vÀ®PÁrUÉ
¯ÉÃRPÀgÀ ¨sÉÃn
UÀAUÀgÀ D½éPÉ
gÀ£ÀߣÀ ¨sÉÃn ªÀÄvÀÄÛ
ºÉÆAiÀÄì¼ÀgÀ PÉÆqÀÄUÉ
EARLY LIFE OF SIR C V RAMAN
Teaching points
 Content and Structural words
 Birth of Raman
 Raman first invention
 Basic education
 Grammar

8. 3. Identifying and Defining Specific Objectives
¤¢ðµÀÖ GzÉÝñÀUÀ¼À£ÀÄß UÀÄgÀÄw¸ÀĪÀÅzÀÄ &
ªÁåSÁ夸ÀĪÀÅzÀÄ.
• Learning is a modification of behavior in a desirable direction. Changes in behavior
are an indication of learning. These changes, arising out of classroom instruction. are
known as the learning outcome. What type of learning outcome is expected from a
student after he has undergone the teaching learning process is the first and foremost
concern of the teacher. These specific objectives will provide direction to teaching-
learning process.
• PÀ°PÉAiÀÄÄ D¥ÉÃPÀëtÂÃAiÀÄ ¢QÌ£ÉqÉUÉ £ÀªÀÄä ªÀvÀð£ÉAiÀÄ£ÀÄß ªÀiÁ¥ÁðqÀÄ
ªÀvÀð£ÉAiÀÄ°è£À §zÀ¯ÁªÀuÉ PÀ°PÉAiÀÄ£ÀÄß ¸ÀÆa¸ÀĪÀÅzÀÄ. EzÀ£Éßà PÀ°PÁ
¥sÀ®UÀ¼ÀÄ JAzÀÄ PÀgÉAiÀÄĪÀgÀÄ. ¨ÉÆÃzsÀ£Á ¥ÀæQæAiÉÄAiÀÄ ªÀÄÆ®PÀ AiÀiÁªÀ
PÀ°PÁ ¥sÀ®ªÀ£ÀÄß D¥ÉÃQë¸À¯ÁUÀĪÀÅzÀÄ JA§ÄzÀ£ÀÄß ²PÀëPÀ ªÉÆzÀ¯ÉÃ
gÀƦ¹PÉƼÀî¨ÉÃPÁVgÀĪÀÅzÀÄ CªÀ£À ªÉÆzÀ® & ªÀÄÄRå PÁ¼Àf.CzÀÄ
¸ÁzsÀåªÁUÀĪÀÅzÀÄ AiÀiÁªÁUÀ JAzÀgÉ ²PÀëPÀ GzÉÝñÀUÀ¼À£ÀÄß UÀÄgÀÄw¸ÀÄ«PÉ &
ªÁåSÁ夸ÀĪÀ ªÀÄÆ®PÀ. CzÀgÀ®Æè D GzÉÝñÀUÀ¼ÀÄ ªÀvÀð£ÉAiÀÄ£ÀÄß
§zÀ¯Á¬Ä¸ÀĪÀAvÀºÀ ¤¢ðµÀÖ GzÉÝñÀUÀ¼À ªÀÄÆ®PÀ. F ¤¢ðµÀÖ GzÉÝñÀUÀ¼ÀÄ
¨ÉÆÃzsÀ£Á PÀ°PÁ ¥ÀæQæAiÉÄUÉ ªÀiÁUÀð¸ÀÆaUÀ¼ÁVªÉ.

9. Meaning and Types of plants (Biology )
Pupil recall the meaning of angiosperms
Pupil give some example for angiosperm plants
Pupil classify the types of angiosperm plants
Solar system(science)
Pupil recalls the meaning of solar system.
Pupil writes the name of the planets.
Pupil identifies the biggest planet in solar
system.
Authoritative nature of Mr. Bumble (English)
Recalls the meaning of content and structural
words
Uses the new words in their own sentences
Pupil recalls the name of the officer

10. 4. Planning Suitable Learning Activities
¸ÀÆPÀÛ PÀ°PÁ ZÀlĪÀnPÉUÀ¼À AiÉÆÃd£É
• The teacher will have to plan the learning activities to be provided to the pupils and at the same time, he
must be have two things in mind- objectives as well as teaching point. The process then becomes three
dimensional, the three co-ordinates being objectives, teaching points and learning activities. The teacher
gets the objectives and content readymade. -One thing he has to remember is that he should select only
such activities as will make it possible for him to realize his objectives. moreover, help his to determine
the evaluation procedures to be used in future.
• F AiÉÆÃd£ÉAiÀÄ£ÀÄß gÀƦ¸ÀĪÁUÀ ¤¢ðµÀÖ GzÉÝñÀUÀ¼ÀÄ ªÀÄvÀÄÛ PÀ°PÁ CA±ÀUÀ¼À£ÀÄß
UÀªÀÄ£ÀzÀ°èlÄÖPÉÆAqÀÄ AiÉÆÃf¸À¨ÉÃPÀÄ. DUÀ F ¥ÀæQæAiÉÄAiÀÄÄ ªÀÄÆgÀÄ DAiÀiÁªÀÄUÀ¼À£ÀÄß
ºÉÆAzÀĪÀÅzÀÄ. D ªÀÄÆgÀÄ DAiÀiÁªÀÄUÀ¼ÉAzÀgÉ GzÉÝñÀUÀ¼ÀÄ, PÀ°PÁA±ÀUÀ¼ÀÄ ªÀÄvÀÄÛ
PÀ°PÁ ZÀlĪÀnPÉUÀ¼ÀÄ. «µÀAiÀĪÀ¸ÀÄÛ ªÀÄvÀÄÛ GzÉÝñÀUÀ¼ÀÄ ²PÀëPÀjUÉ ¹zÀÝgÀÆ¥ÀzÀ°è
¹UÀÄvÀÛzÉ.ºÁUÁV D GzÉÝñÀUÀ¼À£ÀÄß FqÉÃj¹ «µÀAiÀĪÀ¸ÀÄÛªÀ£ÀÄß CxÉÊð¬Ä¸À®Ä
ªÉÊ«zsÀåªÀÄAiÀĪÁzÀ PÀ°PÁ ZÀlĪÀnPÉUÀ¼À£ÀÄß ¸ÀAWÀn¸À®Ä ²PÀëPÀ ¸ÀA¥ÀÆtð
¸ÀévÀAvÀæ£ÁVgÀÄvÁÛ£É. AiÀiÁªÀÅzÉà PÀ°PÁ ZÀlĪÀnPÉUÀ¼À£ÀÄß DAiÉÆÃf¹zÀgÀÆ CzÀÄ CªÀ£À
¤¢ðµÀÖ GzÉÝñÀUÀ¼À£ÀÄß FqÉÃj¹PÉƼÀÄîªÀ jÃwAiÀÄ°è EgÀ¨ÉÃPÀÄ. F PÀ°PÁ ZÀlĪÀnPÉUÀ¼ÀÄ
ªÀÄÄAzÉ DvÀ¤UÉ ªÀiË®åªÀiÁ¥À£À ¥ÀæQæAiÉÄ £ÉqɸÀ®Ä ¸ÀºÁAiÀÄPÀªÁUÀĪÀÅzÀÄ.

14. 5.Evaluating
ªÀiË°åÃPÀgÀt/ ªÀiË®åªÀiÁ¥À£À ªÀiÁqÀÄ«PÉ
He will keep his mind in three thinks one is objectives, teaching points and
learning activities, but his focus will be on the attainment of objectives. here the
teacher will construct test by making the maximum use of teaching points already
introduced in the class and the learning experience already acquired by his pupils. He
may plan for an oral test or a written test or practical test. In any case he will select
the test through which he can best evaluate the objectives.
«zÁåyðUÀ¼À£ÀÄß ¥ÀjÃQë¸ÀĪÁUÀ ²PÀëPÀ, GzÉÝñÀUÀ¼ÀÄ, PÀ°PÁ
CA±ÀUÀ¼ÀÄ ªÀÄvÀÄÛ PÀ°PÁ ZÀlĪÀnPÉUÀ¼ÉA§ ªÀÄÆgÀÄ CA±ÀUÀ¼À£ÀÄß
UÀªÀÄ£ÀzÀ°èlÄÖPÉÆAqÀÄ ªÀiË®åªÀiÁ¥À£ÀªÀ£ÀÄß ¸ÀAWÀn¸À¨ÉÃPÀÄ. DzÀgÉ
EªÀÅUÀ¼À°è ªÀÄÄRåªÁV ²PÀëPÀgÀ UÀªÀÄ£À, ¸Á¢ü¸À®àlÖ GzÉÝñÀUÀ¼À
ªÉÄðgÀ¨ÉÃPÀÄ. eÉÆvÉUÉ ¥ÀjÃPÉëUÀ¼ÀÄ vÀgÀUÀwAiÀÄ°è ¸Á¢ü¸À®àlÖ J¯Áè
GzÉÝñÀUÀ¼ÀÄ ªÀÄvÀÄÛ PÀ°PÁA±ÀUÀ¼ÀÄ ªÀÄvÀÄÛ PÀ°PÁ C£ÀĨsÀªÀUÀ¼À
DzsÁjvÀªÁVgÀ¨ÉÃPÀÄ. ²PÀëPÀ ¥ÀjÃPÉëUÀ¼À£ÀÄß ¨ÁAiÉÄÝgÉ, °TvÀ CxÀªÁ
¥ÁæAiÉÆÃVPÀ ªÀiÁzÀjAiÀÄ°èAiÀÄÆ ¸ÀAWÀn¸ÀĪÀ ªÀÄÆ®PÀ ªÀiË®åªÀiÁ¥À£À
ªÀiÁqÀ§ºÀÄzÀÄ. MnÖ£À°è ªÀiË°åÃPÀgÀt GzÉÝñÀUÀ¼À ¸ÁzsÀ£ÉAiÀÄ£ÀÄß
C¼ÉAiÀÄĪÀAwgÀ¨ÉÃPÀÄ.

15. 6. Using the Result as feedback
¥sÀ°vÁA±ÀªÀ£ÀÄß ¥ÀÄ£À§ð®£ÀªÁV §¼À¸ÀĪÀÅzÀÄ
If the teacher after testing his pupils he will use result in reconsidering the
objectives and in reorganizing learning activities. He will replace his steps to find
out the draw backs in the objectives or in the learning activities. he has provided
for his students this is known as feedback. Whatever the results teacher gets after
testing his pupils should be utilized for the betterment of the students.
F ºÀAvÀªÀÅ ªÀiË®åªÀiÁ¥À£À ¥ÀæQæAiÉÄAiÀÄ ¥ÀæªÀÄÄR ºÀAvÀ.
«zÁåyðUÀ¼À£ÀÄß ªÀiË®åªÀiÁ¥À£À ªÀiÁrzÀ £ÀAvÀgÀ CzÀgÀ ¥sÀ°vÁA±ÀPÉÌ
C£ÀÄUÀÄtªÁV ¤¢ðµÀÖ GzÉÝñÀUÀ¼À£ÀÄß & PÀ°PÁ ZÀlĪÀnPÉUÀ¼À£ÀÄß ¥ÀÄ£Àgï
¸ÀAgÀa¹ «µÀAiÀĪÀ¸ÀÄÛªÀ£ÀÄß ¥ÀÄ£Àgï ¥Àæ¸ÀÄÛvÀ ¥Àr¸À¨ÉÃPÀÄ. EzÀ£ÀÄß
¥ÀÄ£À§ð®£À JAzÀÄ PÀgÉAiÀÄĪÀgÀÄ. ²PÀëPÀ ¥ÀjÃPÉëAiÀÄ ªÀÄÆ®PÀ ¥ÀqÉzÀ
zÀvÁÛA±ÀUÀ¼À£ÀÄß D «zÁåyðUÀ¼À C©üªÀÈ¢ÞUÉ §¼À¸À¨ÉÃPÀÄ.