Evaluation is used for various purposes including placement, promotion, grouping, diagnosis, remediation, instruction, administration, guidance, development, and research. Specifically, evaluation helps determine student placement in classes, decide whether students will be promoted to the next grade or class, group students according to ability and needs, diagnose student weaknesses, identify remedial actions, improve instructional methods, inform administrative decisions, provide guidance to students, facilitate student and program development, and generate data for educational research.

1. Uses of Evaluation
Suresh Babu G
Assistant Professor
CTE, CPAS, Paippad, Kottayam
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2. Uses of evaluation
Placement
Promotion
Grouping
Diagnosis
Remediation
Instruction
Administration
Guidance
Development
 Research

3. Placement
 Placement we mean the classification of pupils
in class or sections of a class according to their
demonstrated knowledge or ability in some
subject area.
 A exam is labeled as placement exam when the
outcome of exam is used in determining
suitability of a candidate for course of study.

4. Features of Placement
 Evaluation helps to study the entry behaviour of
the children in all respects.
 That helps to undertake special instructional
programmes.
 To provide for individualisation of instruction.
 Examination at the end of section or end of year
examination or certificate examination.
 It also helps to select pupils for higher studies, for
different vocations and specialised courses.

5. Promotion
• Evaluation data helps the administrators to
judge the extent to which the objectives of
the school are being achieved, to find out
strengths and weaknesses of the curriculum and
arranging special school programmes.
• It also helps in decisions concerning admission,
grouping and promotion of the students.

6. Features of Promotion
• Evaluation helps for promotion to higher class
• Promotion evaluation states the achievement of
a student in the present stage if achieved he is
promoted to higher stage achievement
• It is year end examination
• It gives achievement level of students in present
stage

7. Grouping
When the results on a test used in selecting
different groups of pupils from a
given population of pupils exposed to the test
on the assumption that those so selected or
perform and not perform well on similar
educational tasks in the future and which makes
groups , such a test is said to have been used
for grouping purpose.

8. Features of Grouping
Evaluation try to place students in the proper
instructional group on the basis of
student performance.
Evaluation helps to make proper group and there
by improve learning.
It helps to know which students needed help to
learn.
Give students an opportunity
to evaluate themselves.
Decide how to grade members of the group.
To discover potential abilities and aptitudes among
the learners.

9. Diagnosis
 Diagnosis emphasis on itself with
gaps in pupil’s knowledge,
understanding or skills.
 In Diagnosis, emphasis is shifted
from outcomes to causes of
deficiencies.
 In Diagnosis, the individual
educational weaknesses are
pinpointed in order to plan
remedial work for him, to revise
teaching strategies, to revamp or
rearrange some elements of the
curriculum with a view to solving
manifested deficiencies.

10. Features of Diagnosis
a. Evaluation has to diagnose the weak points in the
school programme as well as weakness of the
students.
b. To suggest relevant remedial programmes.
c. The aptitude, interest and intelligence are also to be
recognised in each individual child so that he may
be energised towards a right direction.
d. To adopt instruction to the different needs of the
pupils.
e. To evaluate the progress of these weak students in
terms of their capacity, ability and goal.

11. Remediation
• Diagnosis and remedial instruction should be
continuous and integral part of effective
instruction.
• In order to help pupils overcome learning
difficulties give students review of the topic
and re-touching
• An extensive effort after diagnosis to improve
motivation, correct emotional difficulties,
overcome deficiencies in work study skills
may be required.

12. Functions of Remediation
 Clarity to the pupils the specific types of
responses that are expected.
 Provide further diagnostic information about the
pupil’s difficulties and learning needs.
 Give the pupils a feeling of success through the
use of a carefully graded series of test exercises.
 Enhance motivation by providing short-term goals
and immediate knowledge of progress.
 Provide information concerning the effectiveness
of the remedial procedures.

13. Instructional
a. A planned evaluation helps a teacher in deciding and
developing the ways, methods, techniques of teaching.
b. Helps to formulate and reformulate suitable and realistic
objectives of instruction.
c. Which helps to improve instruction and to plan appropriate
and adequate techniques of instruction.
d. And also helps in the improvement of curriculum.
e. To assess different educational practices.
f. Ascertains how far could learning objectives be achieved.
g. To improve instructional procedures and quality of teachers.
h. To plan appropriate and adequate learning strategies.

14. Administration
a. To adopt better educational policy and decision making.
b. Helps to classify pupils in different convenient groups.
c. To promote students to next higher class,
d. To appraise the supervisory practices.
e. To have appropriate placement.
f. To draw comparative statement on the performance of different
children.
g. To have sound planning.
h. Helps to test the efficiency of teachers in providing suitable
learning experiences.
i. To mobilise public opinion and to improve public relations.
j. Helps in developing a comprehensive criterion tests.

15. Guidance
a. Assists a person in making decisions about
courses and careers.
b. Enables a learner to know his pace of learning
and lapses in his learning.
c. Helps a teacher to know the children in details
and to provide necessary educational,
vocational and personal guidance.

16. Motivation
a. To motivate, to direct, to inspire and to involve
the students in learning.
b. To reward their learning and thus to motivate
them towards study.

17. Development
a. Gives reinforcement and feedback to teacher,
students and the teaching learning processes.
b. Assists in the modification and improvement of
the teaching strategies and learning
experiences.
c. Helps in the achievement of educational
objectives and goals.

18. Research
a. Helps to provide data for research
generalisation.
b. Evaluation clears the doubts for further studies
and researches.
c. Helps to promote action research in education.