the role of evaluation in education

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THE ROLE OF EVALUATION IN EDUCATION Presented By: JAYNELOU VILLALUNA, R.N.

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Page 1: THE ROLE OF EVALUATION IN EDUCATION

THE ROLE OF EVALUATION IN

EDUCATION

Presented By:JAYNELOU VILLALUNA, R.N.

Page 2: THE ROLE OF EVALUATION IN EDUCATION

MEASUREMENT

Page 3: THE ROLE OF EVALUATION IN EDUCATION

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

Page 4: THE ROLE OF EVALUATION IN EDUCATION

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

Page 5: THE ROLE OF EVALUATION IN EDUCATION

EVALUATION

Page 6: THE ROLE OF EVALUATION IN EDUCATION

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

Page 7: THE ROLE OF EVALUATION IN EDUCATION

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.

Page 8: THE ROLE OF EVALUATION IN EDUCATION
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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.

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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.

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Page 12: THE ROLE OF EVALUATION IN EDUCATION

FUNCTIONS OF MEASUREMENT

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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

Page 14: THE ROLE OF EVALUATION IN EDUCATION

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

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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

Page 16: THE ROLE OF EVALUATION IN EDUCATION

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

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FUNCTIONS OF EVALUATION

Page 18: THE ROLE OF EVALUATION IN EDUCATION

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

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PRINCIPLES OF EVALUATION

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PRINCIPLES OF EVALUATION

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

learning process

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INSTRUCTIONAL OBJECTIVES

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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.

Page 23: THE ROLE OF EVALUATION IN EDUCATION

Just think:

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

measures. • Specific behaviors, not vague behaviors.

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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.

Page 25: THE ROLE OF EVALUATION IN EDUCATION

• 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

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

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