the role of evaluation in education
TRANSCRIPT
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THE ROLE OF EVALUATION IN
EDUCATION
Presented By:JAYNELOU VILLALUNA, R.N.
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MEASUREMENT
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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
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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
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EVALUATION
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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
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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.
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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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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
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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
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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
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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.
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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.
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• 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