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Evaluation: Teaching Learning Process

Evaluation plays an important role in the teaching and learning process by assessing the effectiveness of teaching methods, providing feedback to teachers and students, and improving curricula. It also provides accountability to society. There are different types of evaluation, including formative evaluation to assess student progress during instruction, summative evaluation to assign grades at the end of a course, and diagnostic evaluation to identify student weaknesses. Evaluation is important as it helps teachers improve instruction, administrators make educational decisions, parents understand their child's progress, and determines if learning objectives are achieved.

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Angela silawan
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168 views

Evaluation: Teaching Learning Process

Evaluation plays an important role in the teaching and learning process by assessing the effectiveness of teaching methods, providing feedback to teachers and students, and improving curricula. It also provides accountability to society. There are different types of evaluation, including formative evaluation to assess student progress during instruction, summative evaluation to assign grades at the end of a course, and diagnostic evaluation to identify student weaknesses. Evaluation is important as it helps teachers improve instruction, administrators make educational decisions, parents understand their child's progress, and determines if learning objectives are achieved.

Uploaded by

Angela silawan
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Evaluation

in Teaching and Learning Process


Discussant: Anthony Diesta
What is the role of EVALUATION
in Teaching and Learning Process?

Teaching:
• It assess the effectiveness of teaching, teaching strategies, methods and
techniques.
• It provides feedback to the teachers about their teaching and the learners about
their learning.

Curriculum:
• It improves courses/curricula, texts and teaching materials.

Society:
• It provides accountability to society in terms of the demands and requirements of the
employment market.

Parents:
• It manifests itself in a perceived need for regular reporting to parents.
Characteristics of Evaluation:

1. It implies a systematic process.


2. It is a continuous process.
3. It emphasises the broad personality changes and major objectives of
an educational programme.
4. It always assumes that educational objectives have previously been
identified and defined.
5. It involves the use of many procedures.
6. It considers learning as more important than teaching.
7. It directs the pupils towards the accomplishment of educational goals.
8. It assesses the students and their complete development in education.
9. It determines the congruence between the performance and
objectives.
Steps involved in the process of Evaluation:
1. Identifying and Defining General Objectives
2. Identifying and Defining Specific Objectives
3. Selecting Teaching Points
4. Planning Suitable Learning Activities
5. Evaluating
6. Using the Results as Feedback

Functions of Evaluation
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

1. Placement Evaluation - is designed to place the right person in the right place to
ensure the entry performance of the pupil

Examples: Aptitude test, Self-reporting inventories, Observational techniques, Medical entrance


exam, Engineering or Agriculture entrance exam.

2. Formative Evaluation - is used to diagnosing and monitoring the learning progress of


students during instruction for continuous feedback to both teacher and student concerning
learning successes and failures while instruction is in process; likewise for proper placement.

Examples: Monthly tests, Class tests, Periodical assessment, Teacher’s observation, etc.

3. Diagnostic Evaluation - is concerned with identifying the learning difficulties or


weakness of pupils during instruction to provide remedial measure.

Examples: Diagnostic tests


4. Summative Evaluation –It is the evaluation of pupils’ achievement at the end of a
course to assign grades and indicate the degree to which the students have mastered the
course content.

Examples: Traditional school and university examination, Teacher-made tests, Standardised tests,
Practical and oral tests, and Rating scales, etc.

5. Norm-Referenced and Criterion-Referenced Evaluation

Criterion-Referenced Evaluation - when the evaluation is concerned with the performance


of the individual in terms of what he can do or the behaviour he can demonstrate. It is used to
ascertain an individual’s status with respect to a defined achievement domain

Examples:
• Raman got 93 marks in a test of Mathematics.
• A typist types 60 words per minute.
• Amit’s score in a reading test is 70.
Norm Referenced Evaluation - is the traditional class-based assignment of numerals to the
attribute being measured and that measurement relates to some norm, group or a typical
performance.
It is used to ascertain an individual’s status with respect to the performance of other individuals
on that test.

Examples:
• Raman stood first in Mathematics test in his class.
• The typist who types 60 words per minute stands above 90 percent of the typists who
appeared the interview.
• Amit surpasses 65% of students of his class in reading test.
Importance of Evaluation

1. It helps a teacher to know his pupils in details; to determine, evaluate and refine his
instructional techniques; and helps him in setting, refining and clarifying the
objectives as well as know the entry behaviour of the students.
2. It helps an administrator in educational decisions such as selections, classification and
placement.
3. It helps to design better educational programmes.
4. It helps the parents know the educational progress of their children and evaluation
alone can assess the pupils’ progress from time to time.
5. It provides an accurate information regarding pupil’s abilities, interest, attitude and
personality traits
6. It helps us know whether the instructional objectives have been achieved or not. As
such evaluation helps in planning better strategies for education.
7. It helps us to know whether aims and objectives are attainable or not and as such, it
helps in reformulation of aims and objectives.
8. It studies the ‘total child’ and thus helps us to undertake special instructional
programmes like enrichment programme, for the bright and remedial programmes for
the backward.
9. It helps a student in encouraging good study habits, in increasing motivation and in
developing abilities and skills, in knowing the results of progress and in getting
appropriate feedback.
10. It helps us to undertake appropriate guidance services.
Thank you for listening!

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