EVALUATION
Prepared by
SABARISH-P
M.Sc., M.Ed.,NET
Lecturer in Physical Science, Arafa Institute for Teacher Education
Attur, Thrissur.
INTRODUCTION
Evaluation is the process by which we judge
the quality of something.It is a process of assigning value to something. This
is possible only on the basis of specific pre-determined goal. Therefore
evaluation in education warrants the determination of specific educational
goals. Evaluation is a process wherein the parts, processes or outcomes of a
programme are examined to see whether they are satisfactory, particularly with
reference to the programmes stated objectives, or of some standard of
excellence. From the point of view of classroom teacher, instructional
objectives act as the basis of evaluation. This means that educational
evaluation is possible only if the instructional objectives are determined
earlier. Evaluation based on pre-determined objectives is called
objective-based evaluation.
Evaluation is a
systematic process of collecting , analyzing and interpreting evidences of
students progress and achievement in cognitive areas and other supportive areas
of learning for the purpose of taking variety of decisions.It is a wider
concept than testing and measurement and is supposed to judge the worth of all
the educational outcomes brought about as a result of teaching-learning
process.It is a continuous appraisal of the achievement of the aims of
education as well as the methods of teaching and learning with a view to
continuous improvements so that education becomes dynamic and
self-developing.It also involves the self-appraisal of the by the students of
their success and failures from time to time.
FUNCTIONS OF EVALUATION
·
It enhances quality of teaching.
·
It helps in clarifying the objectives.
·
It motivates learners.
·
It can help in bringing changes in
curriculum.
·
Guidance can be given on the basis of
evaluation.
·
It tests the genuineness of the
objectives and helps in their modification.
·
It helps in judging the effectiveness of
the methods of teaching.
·
It test the all-round development of the
child and helps in predicting the future success of the student in a particular
field.
EVALUATION PROCESS
The process of evaluation consists
of the following stages:
·
Formulating and selecting worthwhile
objectives of teaching in a subject.
·
Clarifying and defining the objectives
in terms of expected learning outcomes or behavioral changes in the pupils.
·
Developing appropriate learning
experiences or activities.
·
Devising and adopting suitable
assessment procedures to collect adequate and trustworthy evidences about the
pupil’s achievements.
·
Evaluating the outcomes on the basis of
the evidences collected and modifying the necessary aspects of the entire
system for better results.
TYPES OF EVALUATION
Evaluation can be
classified into the following three types depending on timing of evaluation and
purpose of evaluation:
1.
FORMATIVE EVALUATION
While teaching, the
content to be taught is presented in the form of small teaching points with a
view to facilitate easy assimilation. At the end of each such item, students
have to be evaluated with respect to the anticipated objectives.Thus,weakness, if
any, should be diagnosed and remediated. This procedure will ensure mastery of
the subject in terms of realization of educational objectives.As this function
of evaluation is developmental in nature,it may be said to be formative
evaluation.Formative evaluation provides immediate feedback leading to
diagnosis and remediation and the resulting reinforcement and motivation.The
instructional process thus becomes dynamic and effective through continuous
formative evaluation.The emphasis is on the realization of pre-determined
objectives.
2.
SUMMATIVE EVALUATION
As the term indicates
summative evaluation is done at the end of something attempted.It may be
conducted at the end of a unit , after it is successfully completed as
evidenced by formative evaluation.Or it may be at the end of a term and cover a
number of learning units.Anual examination also may be said to be summative in
nature.The result of the summative evaluation will give a general picture of
the level of attainment.This also will help to reinforce teachers and pupils
alike and will make instruction more effective.In addition to these functions
it may aim at placement , prediction etc. of the learners.
DIAGNOSTIC TESTS
At the level of
locating the weakness of students, special tests are devised and used which are
called diagnostic tests.Though teacher-made achievement tests do give a clue
regarding the weaknesses, a diagnostic test would be better able to pinpoint
the exact area of weakness.
Diagnostic tests differ
markedly from achievement tests, though every achievement test has some
diagnostic value and vice versa.The main difference is in the way the items are
sampled.In an achievement test sampling of questions is not so exhaustive to
cover each and every learning point as the content is generally a large
portion.whereas in diagnostic test each learning point has severa items and
each cluster of such items forming a sub-test. The diagnostic value of the test
is obtained from the total score which is the sum of the part scores on these
subjects.It is the analysis of these part scores that aids in diagnosis.Hence,
the coverage of the subject matter is more detailed , though based on a smaller
area than an achievement test. A diagnostic test thus requires a careful analysis of the content and a
detailed study of the common errors made by the students.
In an achievement test,
the range of difficulty level is much wider.Questions range from very easy to
very difficult as the purpose is to grade students and help discriminate
between them.However, in a diagnostic test, he questions are mostly of low
difficulty level as the purpose is to locate their weakness.
No time limit is set
for a diagnostic test as in an achievement test.
In an achievement test
the questions are often arranged at random, whereas in a diagnostic test it is
always arranged clustered around learning points, which inturn are sequenced
from simple to complex.
Diagnostic tests are
generally much longer than achievement tests.
CONSTRUCTION OF A
DIAGNOSTIC TEST
A test designed to
identify and investigate the difficulties, disabilities, inadequacies and gaps
of pupils in specific curriculum areas with a view to helping them overcome
those difficulties through remedial instruction is called a diagnostic test.
There are five steps
for the construction of a diagnostic test:
·
PURPOSEFULL PLANNING – This aims at
identification of learning materials that are known to have potential
difficulties.An experienced teacher can identify such areas by proper
analysis.Such areas will have more weightage in the test.
·
ANALYSIS OF THE LEARNING MATERIAL
CONCERNED – The content should be thoroughly analysed, first into teaching
–points.Each teaching point may include a number of stages.These stages should
be arranged in the sequential order of difficulty as well as logical
sequence.This is a very important step that needs great care and insight.
·
WRITING OF TEST ITEMS – Write test items
representing all the minute steps arising out of the analysis.Arrange these
items in the order , taking into consideration both sequence of the stage and
difficulty level.
·
DIVISION OF ITEMS INTO SMALL SECTIONS –
Sometimes the total number of items will be very large and then, more time will
be required to work out these items. In such cases items may be divided into
two or three sections to suit the convenience of the learners.The subsets thus
obtained may be administered on different occasions.
PROVISION OF CLEAR INSTRUCTIONS-
Very clear instructions should be given as to what the pupil should do and
how.If they find difficulty with a particular item, they should be directed to
pass on to the next item without wasting time.
REMEDIAL TEACHING
Remedial teaching is a
process of instruction that follows immediately after diagnostic testing and
analysis of the result.The teacher has to plan the strategies for remedial
teaching on the basis of the nature of the difficulties and the reason behind
the each.This may be at group levcel or individual level depending on the scope
of the diagnosis and the spread of difficulty within the group.Additional
learning experiences appropriate for solving the difficulties identified are to
be provided.The nature of those learning experiences cannot be suggested in a general
way.It depends upon the nature of the difficulty and the reason to that
difficulty.By the success in remedial classes, resistant children become
co-operative, apprehensive children become self-confident, discourage children
become hopeful and socially mal-adjusted children become acceptable to the
group.
Inorder to make the
remedial programme effective , the following principles should be followed:
• Students
must have successful and satisfying experience during remedial teaching.
• Remedial
success should be told to the students.
• The
remedial programme must provide for transfer to actual situations.
• Abundant
and varied exercises , projects and activities should be provided.
How to do Remediation?
• Remedial
programme should start with highly interesting activities
• No
direct attack on the students weakness should be made.
• Begin
and end every lesson with activities that guarantee success
• Involve
the students in planning his activities.
• Give
instructions in small groups.
• Provide
options for students to choose their activities.
• Provide
rewards for successful works.
• Provide
situations in which students can work with other students.
CONCLUSION
Evaluation is a process by which we judge the
quality of something.It is a process of determining the extent to which an
objective is achieved or the thing evaluated possesses the qualities envisaged.
It is a wider concept than testing and measurement and is supposed to judge the
worth of all the educational outcomes brought about as a result of teaching-learning
process.There are different types of evaluation . The type of evaluation to be
selected depends on the purpose of evaluation.As a part of evaluation
diagnostic test could also be conducted inorder to identify the weak areas of
the students. We cannot stop with identifying the weak areas only , after that
proper remediation should also be given.
