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Importance of Evaluation and Testing in An Educational System

Evaluation, Testing, Important and English language Evaluation and Testing are generally considered as a “Necessary Evil”. It is quite absurd to call them so. Evaluation and Testing are not so bad as to be called an” Evil”, although they are really necessary for an Educational system. At the very beginning, we can argue that no serious study is possible without testing. Everyone who pursues a course of study cannot be supposed to be so conscious as to complete it without the fear of tests.

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riaz ahmad
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217 views

Importance of Evaluation and Testing in An Educational System

Evaluation, Testing, Important and English language Evaluation and Testing are generally considered as a “Necessary Evil”. It is quite absurd to call them so. Evaluation and Testing are not so bad as to be called an” Evil”, although they are really necessary for an Educational system. At the very beginning, we can argue that no serious study is possible without testing. Everyone who pursues a course of study cannot be supposed to be so conscious as to complete it without the fear of tests.

Uploaded by

riaz ahmad
Copyright
© © All Rights Reserved
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Importance of Evaluation and Testing in an Educational

System
Outline:
Introduction----Distinction between Evaluation and Testing ----Purpose of Evaluation and Testing ----
Importance of Instructions in Evaluation and Testing ----Types of Tests ----Conclusion

Keywords:
Evaluation, Testing, Important and English language

Evaluation and Testing are generally considered as a “Necessary Evil”. It is quite absurd to call them so.
Evaluation and Testing are not so bad as to be called an” Evil”, although they are really necessary in an
Educational system. At the very beginning, we can argue that no serious study is possible without
testing.

Everyone who pursues a course of study cannot be supposed to be so conscious as to complete it


without the fear of tests.

It is human nature that where there is no test, there is no care. Testing and evaluation are the best way
of judging the capabilities of students.

Evaluation and testing are very important aspects of teaching which determine the success and
usefulness of teaching.

The modern study focuses upon quality of learning testing and evaluation process in the educational
system. It is important to clarify the distinction between evaluation and testing.

These terms are often used interchangeably, but they are technically different. Testing of an individual
student’s progress or achievements is an important component of evaluation:

It is that part of evaluation, which includes the measurement, and analysis of information about
student’s learning.

However, Evaluation surpass students’ achievements and testing to consider all aspects of teaching and
learning and to look at how educational decisions are made by the results of alternative form of
assessment. After the teacher has taught something, it is a natural for him/her to know how far the
students have learnt and at what level he or she is and what more things are needed to consider for the
improvement of students. Tests tell the teacher about the effectiveness of his/her teaching.

The basic purpose of evaluation is to make judgment about the quality or worth something: an
educational program, or proficiency of student’s attainments. The second purpose of evaluation and
testing is to give students the opportunity to show what they have learned rather than catching them
out or to show what they have not learnt.
The third purpose of evaluation and testing is also to motivate the students and show them how well
they have learned the subject matter.

Last purpose of Testing and evaluation is also give teacher useful information about how to improve
their teaching methods.

It is most important for a teacher and student, that regular form of testing of learning should be taken
place.

Effective evaluation and testing requires detailed plans for an entire course. Preparing for evaluation
should be integral part of planning of each lesson or unit as well as general planning at the beginning of
school year or course.

Instructions are also considered a fundamental aspect of evaluation. According to Genesee and Upshur
1996, in order to plan and make instruction that is appropriate for individual standards, it is necessary to
understand the factor that influences student performance in class. Chastain 1998 believes that teacher
needs to evaluate constantly their teaching based on student reaction, interest motivation, preparation,
participation, perseverance and achievement.

The regular form of testing provides information to guide any modifications or improvements to your
course. Tests are usually of different kinds

 Placement test
 Diagnostic test
 Progress test
 Aptitude test
 Achievement test
 Proficiency test

Placement test is also called level test and all four skills are often tested here. By this test, it is to check
language level for admission is school and usually starts with easy questions and then difficult.

Fill in the blank and multiple-choice questions are included in this kind of tests.

Diagnostic test is done by the class teacher to know from where he/she should start to teach the
students. This test tells the teacher about the current position of his/her students.

Progress test is useful for a teacher to know areas of class weakness.

Aptitude tests are designed to predict students probable future performance on a course.

Achievement tests are designed to assess the students current knowledge and reference this forward
some future tasks (for external exam).
At the end, we can say that an efficient goal-oriented teacher teaching sequence contains clearly
understood objectives and a sufficient amount of feedback to make students aware of the strength and
weaknesses of their performance.

An effective evaluation and testing requires an understanding of the role of evaluation in planning as
delivering instructions and testing call on teacher to become agents of change in their classrooms
actively using the results of testing to modify and improve the fearing environment.

References;

 Chastain, K (1988) Developing second language skill. HBJ, Publishers


 Genesee F. and J. Upshur 1996 Class room Based Evaluation in Second Language Education.
Cambridge University press.

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