MA Education Semester III 2016

1. Title – Measuring Learning Outcomes
 Name: Soma Chatterjee
 Course: MA Education Sem III
 University: DY Patil School of Education , Navi Mumbai

2. Measuring Learning outcomes
Evaluation
Objectives : At the end of the lecture, students will be
able to-
1. Define evaluation in education
2. State purpose of evaluation
3. List five basic components of evaluation
4. State why do we want to evaluate
5. Differentiate between evaluation and assessment
6. List five steps of student evaluation
7. Identify different types of evaluation
8. Select appropriate evaluation methodologies
according to educational objectives and domains to
be evaluated
9. Mention qualities of test

3. Introduction
D-Implement
Educational
Program
G-Improvement
the Educational
Program
A-Needs Assessment
F-Feedback to
1- Learner
2- Teacher
3-Organization
E-Evaluate the
Educational
Program
B-Educational objectives
1- Cognitive
2- Psychomotor
3-Attitude
C-Plan and Design
Educational Program
1-Content
2-Method
3- Material
4-Evaluation methodology
5-Environment

4. Definition of evaluation
 Evaluation is defined as a systematic process by which the worth or value of
something is judged.
 Evaluation in education is actually a continuous process based on a certain
criteria which cooperatively developed and concerned with measurement of :
1. The performance of learners
2. The effectiveness of teachers
3. The quality of the program

5. Of whom? Of what ? In relation to what?
Evaluation :
 Of whom?
1. Students
2. Teachers
 of what?
1.Programs
2.Courses
3. Modules
 In relation to what?
Educational Objectives

6. Purposes of evaluation (why do we evaluate?)
 Motivation to learn
 Feedback to students
 Modification of learning activities
 selection of students
 success or failure
 Feedback to teacher
 school public relations
 certification of competence

7. Components of evaluation
 There are five basic components of evaluation:
1. Audience
2. purpose
3. questions
4. scope
5. resources
 To determine these components, few questions are as follows:
a. For what audience is the evaluation being conducted?
b. For what purpose is the evaluation being conducted?
c. What questions will be asked in the evaluation?
d. What is the scope of the evaluation?
e. What resources are available to conduct the evaluation?

8. Difference between evaluation and
assessment
 Assessment and evaluation are highly interrelated and are often used
interchangeably as terms, but they are not synonyms.
 The process of assessment is to gather, summarize, interpret and use data to
decide a direction for action.
 The process of evaluation is to gather, summarize, interpret and use data to
determine the extent to which an action was successful.
 The primary differences between these two terms are those of timing and
purpose.
 Assessment data might be called the ‘Input’ and the assessment is also know as
periodic evaluation which is conducted periodically and let the educator know
whether the learners and the program are proceeding as planned.
 After the assessment program is completed, evaluation program identifies
whether and to what extent the identified needs were met.

9. Steps of student evaluation
Four steps of student evaluation
The criteria (acceptable level of performance) of the educational
objectives
Development and use of measuring instruments
Interpretation of measurement data
Formulation of judgment and taking of appropriate action

10. Types of Evaluation

11. Types of evaluation
1. Process (Formative) evaluation
 The purpose of this evaluation is to make adjustments in an educational
activity as soon as they are needed, be in personnel, material, facilities,
learning objectives or even attitude.
 Adjustment may be required to be made after one class or session before the
next is taught, so process evaluation occurs more frequently during and
throughout every learning experiences than any other type.
 This ongoing evaluation prevent problems before they occur or identify
problems as they arise.

12. Types of evaluation
2. Content Evaluation
 The purpose of content evaluation is to determine whether the learners have
acquired the knowledge or skills taught during the learning experience, as
taking place immediately after the learning experience to answer the
question ‘ To what degree did the learners achieve specified objectives?’
 For eg. Asking a patient to give a written demo immediately after observing
it or or asking a participant to complete a congnitive test at the completion
of a I day seminar.
 Content evaluation is a level in between process and outcome evaluation
levels. In other words, content evaluation can be considered as focusing on
how the outcome of learning experiences will take place.

13. Types of evaluation
3. Outcome (Summative) Evaluation
 The purpose of outcome or summative evaluation is to determine the effects
or outcome of teaching efforts. It’s a summation of total learning experiences
as a result of education.
 Outcome evaluation occurs after teaching has been completed or after a
program has been carried out.
 It is basically focusing on measuring long term change that persists after the
learning experience.
 Guiding questions in outcome evaluation include the following:
a. Was the teaching appropriate?
b. Did the individuals learn?
c. Were behavioral objectives met?

14. Types of evaluation
4. Impact Evaluation
The purpose of impact evaluation is to:
 Determine the relative effects of education on the institution or the
community and also obtain information that will help to decide whether
conducting an educational activity is worth in terms of cost and value.
 The scope of impact education is broader, more complex and usually more
long term than that of process, content or outcome evaluation.
 For eg. Outcome evaluation would focus on course objective whereas impact
evaluation would focus on course goal

15. Types of evaluation
5. Program Evaluation
 The purpose of total program evaluation is to determine the extent to which all
activities for an entire program over a specific period of time meet or exceed
goals which were originally established.
 For eg. Guiding question appropriate for a total program evaluation from this view
point might be ‘ To what extent did the programs undertaken by faculty members
of the B.Ed college academic departments during the year accomplish annual goals
established by the departments?’
 The scope of Program Evaluation is broad, generally focusing on overall goals
rather than on specific objectives.
 It is comprising all aspects of educational activities (like process, content,
outcome and impact) with input from all the participants(like learners, teachers,
institutional representatives, community representatives).
 The time period over which data are collected may extend several months to one
or more years depending on the time frame established for meeting the goals to
be evaluated.

16. Evaluation Methodologies
 Methods of evaluation must be selected according to educational objectives
and domains to be evaluated.
 Different evaluation methods for each educational domains are as follows:
1. Cognitive domain
 Written Test
a) Objective type(Matching, Multiple choice, T or F, short answers)
b) Subjective type (Long answers, Stimulation)
 Oral Test
a) Observational rating scale
b) Questionnaire
2. Attitude domain
 Direct Observation
 Rating Scale
 Checklist
3. Psychomotor domain

17. Qualities of a Test
 Directly related to educational objectives
 Realistic & practical
 Concerned with important & useful matters
 Comprehensive but brief
 Precise and clear

18. Review Style
Any questions ?

19. Reference
 www.educom.com
 Handbook of CCE
 Google encyclopedia