Title: Evaluation in Teaching and Learning Process | Education
Headings: Evaluation in Teaching and Learning Process | Education
Evaluation in Teaching and Learning Process | Education
Concept of Evaluation:
Let us discuss its uses briefly:
(i) Teaching:
(ii) Curriculum:
(iii) Society:
(iv) Parents:
A simple representation explaining the role of evaluation in the teaching-learning process is shown below:
Evaluation has its four different aspects namely:
Definition of Evaluation:
Different authors have different notions of evaluation:
1. Encyclopedia of Education Research:
2. James M. Bradfield:
3. Gronlund and Linn:
Perhaps the most extended definition of evaluation has been supplied by C.E. Beeby (1977), who described evaluation as “the systematic collection and interpretation of evidence leading as a part of process to a judgement of value with a view to action.”
In this definition, there are the following four key elements:
Characteristics of Evaluation:
The analysis of all the above definitions makes us able to draw following characteristics of evaluation:
Steps Involved in Evaluation:
Following are the few steps involved in the process of evaluation:
(i) Identifying and Defining General Objectives:
(ii) Identifying and Defining Specific Objectives:
(iii) Selecting Teaching Points:
(iv) Planning Suitable Learning Activities:
(v) Evaluating:
(vi) Using the Results as Feedback:
Purposes and Functions of Evaluation:
Evaluation has the following functions:
1. Placement Functions:
2. Instructional Functions:
3. Diagnostic Functions:
4. Predictive functions:
5. Administrative Functions:
6. Guidance Functions:
7. Motivation Functions:
8. Development Functions:
9. Research Functions:
10. Communication Functions:
Types of Evaluation:
Some important classifications are as follows:
1. Placement Evaluation:
When a pupil is to undertake a new instruction, it is essential to know the answer of the following questions:
Examples:
2. Formative Evaluation:
The functions of formation evaluation are:
(a) Diagnosing:
(b) Placement:
(c) Monitoring:
Characteristics of Formative Evaluation:
The characteristics of formative evaluation are as follows:
Examples:
3. Diagnostic Evaluation:
4. Summative Evaluation:
The functions of this type of evaluation are:
(a) Crediting:
(b) Certifying:
(c) Promoting:
(d) Selecting:
Characteristics of Summative Evaluation:
Examples:
5. Norm-Referenced and Criterion-Referenced Evaluation:
(i) Criterion-Referenced Evaluation:
Examples:
A simple working definition:
(ii) Norm Referenced Evaluation:
Examples:
A simple working definition:
Need and Importance of Evaluation:
Evaluation is done to fulfill the following needs:

Content: 4. Evaluation always assumes that educational objectives have previously been identified and defined. This is the reason why teachers are expected not to lose sight of educational objectives while planning and carrying out the teaching-learning process either in the classroom or outside it. 5. A comprehensive programme of evaluation involves the use of many procedures (for example, analytico-synthetic, heuristic, experimental, lecture, etc.); a great variety of tests (for example, essay type, objective type, etc.); and other necessary techniques (for example, socio-metric, controlled-observation techniques, etc.). 6. Learning is more important than teaching. Teaching has no value if it does not result in learning on the part of the pupils.