Evaluation Process

Dr./ Mervat Amin

Assist prof. of child bearing and family
Faculty of applied medical science
Tiabahu University
2023
 Out lines

• Introduction.
• Definition of Evaluation.
• Needs and purpose of Evaluation.
• . Function of Evaluation .
• Characteristics of Evaluation tool.
• Methods of student Evaluation.
• Steps of Evaluation.
• Types of Evaluation.
• Comparison of advantages and disadvantages of different types of test.
• Common defects of examinations.
• References.
 Introduction
Evaluation plays a vital role in teaching learning experiences. It is an integral

part of the instructional programmes. It provides information’s on the basis of

which many educational decisions are taken. .‫يوفر المعلومات التي يتم على أساسها اتخاذ العديد من القرارات التعليمية‬We are

to stick to the basic function of evaluation which is required to be practiced for

pupil and his learning processes.

 Definition of Evaluation

The systematic process of collecting ,analyzing and interpreting

information to determine the extent to which students are achieving

instructional objectives . ‫لعملية المنهجية لجمع المعلومات وتحليلها وتفسيرها لتحديد مدى تحقيق الطالب‬
.‫لألهداف التعليمية‬
 purposes of Evaluation
1.To facilitate learning- or change behavior of an employee or student..‫ أو تغيير سلوك الموظف أو الطالب‬-‫لتسهيل التعلم‬

2.To diagnose problems- to find learning deficits, ineffective teaching practices, curriculum defects, and so on.

3.To make decisions- to assign grades.

4.To improve products- to revise a textbook

5.To judge effectiveness-to determine goals or standards are being met. ‫ لتحديد األهداف أو المعايير التي يتم الوفاء بها‬- ‫للحكم على الفعالية‬
.
 Needs of Evaluation
1- To improve student achievement and personality ..‫لتحسين تحصيل الطالب وشخصيته‬

2-Promotion of better learning .

3-Curriculum changes .

4-To provide data for research .‫توفير‬

5-To know about the weakness and strength in learning process .

 Qualities of a Good Measuring Instrument‫صفات أداة القياس الجيدة‬

 Validity: ‫الصالحية‬the extent to which the instrument measures what it is

intended to measure.
 Reliability: ‫الموضوعية‬the consistency with which an instrument
measures a given variable.
Objectivity:‫ الموضوعية‬the extent to which independent and competent
examiners agree on what constitute a good answer for each of the
elements of a measuring instruments
 Practicability:‫ قابلية التطبيق العملي‬the overall simplicity of the use of a
test both for test constructor and for students.
 Functions of Evaluation
• Instructional Functions: ‫وظائف التدريس‬A planned evaluation helps a teacher in
deciding and developing the methods and techniques of teaching . Also helps in
the improvement of curriculum.
• Diagnostic Functions: Evaluation has to view the weak points in the school
program as well as weakness of the students.
• Predictive Functions: ‫تنبؤية‬To discover potential abilities and aptitudes among
the learners.‫ الكتشاف القدرات واالستعدادات المحتملة لدى المتعلمين‬.
• Administrative Functions: To adopt better educational policy and decision
making .
• Development Functions: :‫التطوير‬a. Gives reinforcement and feedback to teacher,
students and the teaching learning processes .
• Research Functions: Helps to provide data for research generalization .
 Steps of Evaluation
Following are the few steps involved in the process of evaluation:
• Identifying and Defining General Objectives.
• Identifying and Defining Specific Objectives.
• Selecting Teaching Points.
• Planning Suitable Learning Activities.
• Evaluating.
• Using the Results as Feedback.
 Types of Evaluation
• Diagnostic Evaluation:
The aim of diagnostic evaluation is to find out the causes persistent of learning
problems and plan to take remedial actions .i.e identifies causes of learning
problems ‫ أي تحديد‬، ‫ معرفة األسباب المستمرة لمشاكل التعلم والتخطيط التخاذ إجراءات عالجية‬.
‫أسباب مشاكل التعلم‬
Formative Evaluation:
It is evaluation used to monitor students learning progress during instruction with
the purpose of providing on going feedback to students and teachers regarding
success and failure of teaching /learning process. .i.e.mid-term test.
• Summative Evaluation:
This type of evaluation is given at the end of the course or unit of instructions to
find out Which student ,to What extent has mastered the intended learning
outcomes .
 Difference between formative and summative Evaluation:
Difference Formative Evaluation Summative Evaluation

Purpose To improve student learning To evaluate student achievement .

Goal Is to monitor student learning to provide Is to evaluate student learning at the end of an
ongoing feedback . instructional unit by

Frequency Evaluation during the learning process. Evaluation after the course completion.
(daily) .

Feed back Done immediately Inform regarding pass or fail .

.*Considers evaluation as a process . Considers evaluation as a product .
Example *End of chapter *. Midterm exam *End of unit . *Final project or paper.
 Methods of Evaluation
It must be based on the domain of educational objectives:

According to Bloom's Taxonomy, established in 1956, there are

three learning domains. Cognitive, Affective and Psychomotor, also
referred to as Knowledge, Skills and Abilities.

Cognitive:

1. Written Exam

2. Oral Exam

Psychomotor ---------------- Practical exam
------------------ ------

Affect  Observational rating scale

 Short-Answer Questions
Example: Write short notes, List, Enumerate

• Short answer questions are typically composed of a brief prompt that

demands a written answer that varies in length from one or two words
to a few sentences.
• They are most often used to test basic knowledge of key facts and
terms.
 Advantages of
Short-Answer Questions
• They are easy to create and can be generated faster than
multiple choice questions.
• Short answer questions make it difficult for students to
guess the answer.
• Quick and easy to grade and easy to write .
• provide students with more flexibility to explain their
understanding and demonstrate creativity.
 Essay Examinations
Example: Discuss, Explain
Advantages Disadvantages
 Offer students and opportunity to  Require extensive time to grade.
demonstrate knowledge, skills and
 Increase use of subjective criteria when
abilities in a variety of ways .
assessing answers.
 Can be used to develop student writing
skills.  If composed quickly without time to plan or
review, it may result in poor quality writing.
 Written Exam
True-False Questions

Advantages Disadvantages
1. Quick and easy to score . 1. Considered to be (one of the most unreliable
forms of assessment) .

2. 2-Increase guessing and reward

For correct guesses.

 Multiple-Choice Questions
Advantages Disadvantages

.Quick and easy to score ,by hand or 1.Often test literacy skills(If the stud
lectronically . question carefully ,the answer
.Can be written so they test wide range of recognize even if the student know
igher-order thinking skills. the subject) .

.Can cover lots of content areas on single exam 2.Expose students to misinformati
nd still be answered in class period . influence subsequent thinking about
3.Take time and skill to construst
good question) .
 Psychomotor Domain
• This domain is about the physical actions that people are able to perform
after studying content. evaluation methods for this domain include
performing, demonstration and creating.

• Practical exam: May be through

• 1-Real life situation (clinical area).

• 2-With simulated condition (lab).

 Affective domain
• This domain deals with how the students process the information
internally and how it changes their emotions and feelings toward
something.

• An evaluation method that would measure learning in the affective

domain is to give open-ended questions that require students to give
their opinions on a subject. There are no right or wrong answers here,
only the ability of the student to express their feelings on information or
situation.
 Checklist
It is a two dimensional in the expected behavior or competency is listed on one

side and the degree to which this behavior meets the level of expectation is listed

on the other side.

With the detailed checklist of items and well defined criteria being measured ,

the evaluator can easily identify expected behavior or acceptable competency.

Likert Scale
Is the most commonly used tool to measure attitude.
To design a Likert scale, all questions in the tool must have the same
focus.
Each response is assigned a number: strongly agree = 1, agree =2,
undecided = 3, disagree=4, strongly disagree=5
 Barriers To Evaluation
Barriers to conducting an evaluation:

1. Lack of clarity (ill-define evaluation focus)

2. Lack of ability (lack of ability to conduct an evaluation)

3. Fear of punishment or self- esteem (fear that anything less than a perfect

performance will result in punishment)

4. Lack of knowledge of what resources are necessary