The document discusses evaluation in the teaching and learning process. It defines evaluation as making judgments based on criteria and evidence to examine the teaching and learning process. Evaluation is a systematic, continuous process to determine student growth toward curriculum objectives. There are different types of evaluation, including formative (ongoing), summative (final), diagnostic, criterion-referenced, and norm-referenced. Evaluation follows steps of planning, implementation, and analysis to improve instruction and assess student achievement of learning objectives.

1. EVALUATION IN
TEACHING
LEARNING
PROCESS
CONCEPT IMPORTANCE STEPS AND TYPES
Ms. Enu Sambyal
Assistant Professor

2. CONCEPT
 Evaluation is being use to measure student
progress, reform education systems, and
enhance accountability for outcomes. School
administrators and teachers alike are conducting
evaluations of their own to improve school
performance and foster creative spaces for
learning. Without evaluation teaching learning
process can not be completed

3. MEANING OF EVALUATION
 Evaluation is the process of making judgment
based on criteria and evidence as well as it is a
process of examining the teaching learning
process on the basis of specific standards and
criteria.
 A systematic, continuous and comprehensive
process of determining the growth and progress of
the pupil towards objectives or values of the
curriculum

4. DEFINITION OF EVALUATION
 According to 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”.

5. CHARACTERSTICS OF EVALUATION
 Systematic process
 Continuous process
 Identify and define educational objectives
 Based on scholastic and non-scholastic parameters
 Procedure for improving in the standards
 Criteria based
 Not confined to classroom only
 Integral part of teaching learning Process

6. PRINCIPLES OF EVALUATION
 Principle of Objectives of education
 Principle of child centeredness
 Principle of Continuity
 Principle of comprehensiveness
 Principle of broadness
 Principle of flexibility
 Principle of learning experiences and outcomes
 Principle of Application
 Principle of remedial action

7. NEED OF EVALUATION
 Achievement of the educational objectives
 Promotion of effective learning
 To test achievement of the pupils
 Adaptation and modification of the curriculum
 To know the performance of the teacher and its
methodology
 For promotion of the pupils
 Awarding scholarship
 To evaluate the Quality of administrators
 Functioning of the authorities and stakeholders
 For guidance and counselling purpose
 Decision making

8. STEP AND PROCESS OF EVALUATION
Planning Phase
Process Phase
Product Phase

9. Steps involve in Planning phase
Situation Analysis
Determination of the
objectives
Selection and development
of measuring instruments
Selection of Strategies

10. PLANNING PHASE
 Situation Analysis : Analyze the situation as it
presently exists in order to establish the
parameters of the effort. This step includes
activities such as the collection of background
information and assessment of existing constraints.
 Determination of the objectives : objectives are
specific statements of what is to be accomplished
and how well and are expressed in terms of
quantifiable, measurable outcomes. Objectives may
process oriented or product oriented.

11. PLANNING PHASE
 Selection and development of measuring
instruments : Selection of an instrument involves
examining those that are available and selecting the
best one. It means the one that is most appropriate for
objectives and users.
 Selection of appropriate strategies : Strategies are
generally approaches to promoting achievement of
one or more objectives. There may be instructional
strategies, curriculum strategies, and program
strategies. Each strategy consists of number of
specific activities, and there are typically a number of
strategies to choose from. Execution of these strategies
must be planned for, to ensure the availability of
necessary resources.

12. PROCESS PHASE
 The process phase involves making decisions based
upon events which occur during actual implementation
of the planned instruction, program or project.
 The first step in the process phase is to administer
pre-tests, if such are appropriate. Based on the pre-test
results, decisions may be made concerning the
appropriateness of the already specified objectives.
 Following initial testing, in the predetermined sequence.
planned strategies and activities are executed
 Data collected during this phase provide feedback
concerning whether execution is taking place as
planned and whether and whether strategies and
activities are being effective.

13. PRODUCT PHASE
 It involves making decisions at the end or more
likely at the end of one cycle of instruction, a
program or a project.
 Decisions made during the product phase are
based on the results of the post-tests and on
other cumulative types of data.
 The major purpose of the product phase is to
collect data in order to make decisions concerning
the overall effectiveness of instruction, a program or
project. During this phase it is determined
whether and/or what degree intended product
objectives were achieved. Data analysis and
interpretation is followed by preparation of the
report

14. ESSENTIAL ELEMENT OF GOOD
EVALUATION
 For effective evaluation system following points should
be taken care
Validity :The extent to which the
results really measure what they are
supposed to measure
Objectivity : Independent
reality exists outside of any
investigation or observation
Comprehensiveness : should
cover all aspects of the syllabus
Reliability : The extent to which the
results can be reproduced when the
research is repeated under the
same conditions.

15. Types of Evaluation
On the basis
of the
Functions
On the basis
of approaches
On the basis
of
interpretation
Placement
Formative
Summative
Diagnostic
Criterion
Referenced
Norm
Referenced
Summative
Formative

16. ON THE BASIS OF FUNCTIONS
 Placement Evaluation: It is designed to place the
right person in the right place. It ensures the entry
performance of the pupil. The future success of the
instructional process depends on the success of
placement evaluation.
Placement evaluation can be done through various
tests a) Aptitude test b) observational techniques c)
Self reporting inventories.

17. ON THE BASIS OF FUNCTIONS
 Formative Evaluation: It 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.
 Basic functions of formative evaluation is
a) Diagnosing
b) Placement
c) Monitoring

19. ON THE BASIS OF FUNCTIONS
 Diagnostic Evaluation :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
utilized for diagnosing serious learning handicaps.

20. ON THE BASIS OF FUNCTIONS
 Summative Evaluation: 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 and teacher made tests

21. ON THE BASIS OF APPROACHES

22. ON THE BASIS OF INTERPRETATION
 Norm-Referenced Evaluation : A norm-
referenced test is a uniform test. It ranks and
compares students in relation to one another. Also,
they measure performance on the basis of the
theoretical average. Besides, it compares the result
of a statistically selected group.

23. ON THE BASIS OF INTERPRETATION
 Criterion reference test : It is a method which
uses test score to judge students. Also, they help to
generate statements about students’ behavior. Also,
they use test scores as their reference. Criterion
reference mostly uses quizzes. The main objective
of this is to check whether students have learned
the topic or not. It is used to ascertain an
individual’s status with respect to a defined
achievement domain.

24. DIFFERENCE BETWEEN BOTH
 Each student is independently
assessed
 It does not compare a student’s
performance with other students.
 its main objective is to help
students learn without getting
questioned about grades
 They have fixed criteria for
assessment.
 Clinical skill competency tools.
 Judged on the basis of other
student’s performance.
 it compares a student’s
performance with other students.
 its main objective is to assess a
student’s performance with other
students.
 Their criteria changes with
outcomes
Criterion-Referenced Test Norm-Referenced Test

25. SCHEME OF EVALUATION
Evaluation of
Physical
development Evaluation of
Social
development
Evaluation of
Academic
development
Evaluation of
Personality
development
Academic
achievement
Achievemnt in
skill
Written Test
Oral test
Free
Response
Tests
Fixed
response test
Essay type
test
Short answer
type test
Very short answer
type test
Objective type
test

26. ESSAY TYPE TEST
 According to John M. Stalnkar , “Essay question
are defined as a test item which require a response
composed by the examinee, usually in the form of
one or more sentences , of a nature that no single
response or pattern of response can be listed as
correct , and the accuracy and quality of which can
be judged subjectively only by one skilled or
informed in the subject.

27. CHARACTERISTICS OF ESSAY TYPE TEST
 Require great deal of thinking and planning ability
 Develop ability to summarize and organise data
 Subjective judgement by experts
 Self composed answers
 Answer vary according to the perception
 Factual recall of knowledge
 Analysis and explanation of relationships
 Assessment of the creativity of the students
 Evaluate cognitive skills
 Freedom of response

28. TYPES OF ESSAY TYPE TEST
 Restricted response essay type questions :
these type of questions usually limits both the
content and the response by restricting the scope of
the topic to be discussed. Useful for measuring
learning outcomes requiring interpretation and
application of data in a specific area.

29. RESTRICTED RESPONSE ESSAY TYPE
QUESTIONS

30. EXTENDED RESPONSE ESSAY TYPE
QUESTIONS
 Extended response essay type questions :
These question allows student to select information
that they think is pertinent, to organize the answer
in accordance with their best judgment, and to
integrate and evaluate ideas as they think suitable.
They do not set limits on the length or exact content
to be discussed.

31. EXTENDED RESPONSE ESSAY TYPE
QUESTIONS

32. MERITS AND DEMERITS OF ESSAY TYPE TEST
 Merits of Essay type test
a) Develop the ability of interpretation and analysis of
the information
b) Organisation of the content
c) Easy to construct
d) Brings language mastery
e) Ensure content validity
 Demerits of Essay type test
a) Encourage memorisation
b) Time consuming
c) Lack of reliability
d) No objectivity

33. SHORT ANSWER TYPE QUESTION
 Short answer type questions are the type, that can
be answered by a word or a few sentences. It uses
a direct question .
 It contains objectives individually like knowledge,
understanding, synthesis, application, analysis and
evaluation.
 It is used to test a large amount of knowledeg and
abilities in a short span
 More comprehensive in nature
 Example : Q1 what is multimedia ?
Q 2. What is ICT ?

34. ADVANTAGES AND LIMITATIONS OF
SHORT ANSWER TYPE QUESTIONS
 Merits of short answer type
a) Large portion of content can be covered
b) Easy to construct, because it measures simple
learning outcomes
c) It provides little opportunity for guessing as well as
useful in interpreting diagrams, charts etc.
 Demerits of short answer type
a) Can not test expression ability of students
b) Leads to rote learning

35. OBJECTIVE TYPE TEST
 Objective type questions are questions, that require
a specific answer. An objective question usually has
only one potential correct answer and they leave no
room for opinion
 An Objective test is so named because the system
of scoring is objective rather than subjective.
 USES
to measure variety of knowledge out comes
Specific facts, terminology, principles, methods and
procedures etc.

36. TYPES OF OBJECTIVE TEST
Types of objective
type test
Multiple
choice
questions Alternative
type
questions
Matching type
questions
Sentence
completion
type
questions

37. MULTIPLE CHOICE QUESTION
 MULTIPLE CHOICE QUESTION The item
A) should be clear, accurate and unambiguous.
B) should give either a direct or an incomplete
statement.
C) should have only one correct answer.
D) should keep the blank only at the end of the
statement. should avoid negatively stated items
E) should avoid grammatical clues, repetition of item
responses of words or phrases that have been
used in the item stem

38. EXAMPLE :MCQS
 Example : 1. What do you mean by the supply of
goods?
a) Stock available for sale
b) Total stock in the warehouse
c) The actual production of the good
d) Quantity of the good offered for sale at a
particular price per unit of time
Answer- d

39. TRUE- FALSE ITEMS
 The statement
 No. of statements are given
 should not be very long.
 should not use statements with words like always,
never, no , only(*false) , sometimes & often(* true).
 should avoid negative statements.

40. EXAMPLE: TRUE FALSE ITEMS
 Consumption is creation of utility .(True/False)
 Banks are nationalised in 1969 . (True/False)
 First step in the process of management is directing
.(True/False)

41. MATCHING BLOCK ITEM
 The statement
 should give clear directions.
 should contain small premises and responses.
 should contain homogenous premises and
responses.
 Have to match items from one list with appropriate
items of other list.

42. EXAMPLE : MATCH THE FOLLOWING
 Match the following
 List-I List-II
 (A) Capital Market (i) IRDA
 (B) Monetary Policy (ii) SEBI
 (C) Telecom (iii) RBI
 (D) Insurance (iv) TRAI

43. COMPLETION TYPE TEST
 Test knowledge of facts
 Sentence completion required
 Fill in the blank space
Example : Complete the statement
1. Indian Economy is ____________ economy .
2. The price at which demand is _________supply, is
the equilibrium price .

44. MERITS AND DEMERITS OF OBJECTIVE TYPE
TEST
 Merits of objective type test
a) More objectivity in scoring
b) Comprehensive
c) Easy to score
d) Free from irrelevant factors
e) More scientific and logical
 Demerits of Objective type test
a) Takes more time in construction
b) Guess work can work
c) Content validity can not be tested
d) Easily get copied

45. SUGGESTIONS
 The question should be planned to measure one
defined objectives of instruction for no valid or
reliable short answer test is available.
 Before giving questions, should prepare model
answers to know how much time will take & the
score will it contribute
 Instructional objectives should be kept in mind so
as to achieve maximum content validity.
 The question should give clarity.
 Instructions and detailing of the marks should be
provided for the students

46. THANK YOU