the role of evaluation in education

THE ROLE OF EVALUATION IN

EDUCATION

Presented By:JAYNELOU VILLALUNA, R.N.

MEASUREMENT

MEASUREMENT DEFINED

• Process of quantifying individual’s achievement, personality, attitudes, habits and skills

• Quantification appraisal of observable phenomena

• Process of assigning symbols to dimensions of phenomena

MEASUREMENT DEFINED

• An operation performed on the physical world by an observer

• Process by which information about the attributes or characteristics of things are determined and differentiated

EVALUATION

EVALUATION DEFINED

• Qualitative aspect of determining the outcomes of learning.

• Process of ranking with respect to attributes or trait

• Appraising the extent of learning• Judging effectiveness of educ. experience• Interpreting and analyzing changes in behavior• Describing accurately quantity and quality of

thing

EVALUATION DEFINED

• Summing up results of measurement or tests giving meaning based on value judgments

• Systematic process of determining the extent to which instructional objectives are achieved

• Considering evidence in the light of value standard and in terms of particular situations and goals which the group of individuals are striving to attain.

FORMATIVE EVALUATION

• It provides feedback regarding the student’s performance in attaining instructional objectives.

• It identifies learning errors that need to be corrected.

• It provides information to make instruction more effective.

SUMMATIVE EVALUATION

• It determines the extent to which objectives of instruction have been attained

• Used for assigning grades/marks and to provide feedback to students.

FUNCTIONS OF MEASUREMENT

FUNCTIONS OF MEASUREMENT

1. INSTRUCTIONALa) Principal (basic purpose)- to determine what knowledge, skills, abilities, habits and attitudes have been acquired- to determine what progress or extent of learning attained- to determine strengths, weaknesses, difficulties and needs of students

FUNCTIONS OF MEASUREMENTS

1.b) Secondary (auxiliary functions for effective teaching and learning)

- to help in study habits formation- to develop the effort-making capacity of students- to serve as aid for guidance, counselling, and prognosis

FUNCTIONS OF MEASUREMENTS

2. ADMINISTRATIVE/SUPERVISORY- to maintain standards- to classify or select for special purposes- to determine teachers efficiency, effectiveness of methods, strategies used (strengths, weaknesses, needs); standards of instruction- to serve as basis or guide for curriculum making and developing

Administrative / supervisory Function

- to serve as guide in educational planning of administrators and supervisors- to set up norms of performance- to inform parents of their children’s progress in school- to serve as basis for research

FUNCTIONS OF EVALUATION

FUNCTIONS OF EVALUATION

1. Evaluation assesses or make appraisal of - Educational objectives, programs, curricula, instructional materials, facilities- Teacher- Learner- Public relations of the school- achievement scores of the learner

2. Evaluation conducts research

PRINCIPLES OF EVALUATION

PRINCIPLES OF EVALUATION

Evaluation should be1. Based on clearly stated objectives2. Comprehensive3. Cooperative4. Used Judiciously5. Continuous and integral part of the teaching –

learning process

INSTRUCTIONAL OBJECTIVES

INSTRUCTIONAL OBJECTIVES

• A statement that specifies in behavioural (measurable) terms what a learner will be able to do as a result of instruction.

• It describes the intended outcome of your instruction rather than a description or summary of your content.

Just think:

• Learner-centered, not teacher-centered. • Outcomes-driven, not process-driven. • Objective measures, not subjective

measures. • Specific behaviors, not vague behaviors.

EVALUATION PROCESS

• Process Evaluation: Describe and assess program materials and activities

• Examination of materials is likely to occur while programs are being developed, as a check on the appropriateness of the approach and procedures that will be used in the program.

• Outcome Evaluations: study the immediate or direct effects of the program on participants

• Impact Evaluations look beyond the immediate results of policies, instruction, or services to identify longer-term as well as unintended program effects

• We measure distance, we assess learning, and we evaluate results in terms of some set of criteria.

“Everything that can be counted does not necessarily count; everything that counts cannot necessarily be counted”Albert Einstein