INTRODUCTION

Education aims at an all round development of a student and not merely

imparting knowledge to him. It is therefore necessary that teachers and
educators should be equipped with subject matter (content) and dynamic
methods of teaching but also with objectives and appropriate testing devices
which will assess students ability. Evaluation is an effective part of teaching
and learning. Evaluation in education is the process of judging the
effectiveness of educational eperience through careful appraisal. It involves
a continuous process of collecting! recording! assembling and interpreting
information
"he modern concept of educational evaluation #
$uts the child! and not the subject matter in the center
%ater to the childs psychological needs and interests! aptitudes! etc.
$ut more stress on learning than on teaching.
MODERN EVALUATION VERSUS OLDER FORMS OF
EVALUATION
&odern evaluation differs from older form of appraisal in several ways'
(. &odern evaluation attempts to measure a comprehensive range of
objective of the modern school curriculum rather than subject
matter achievement only.
). &odern evaluation employs a variety of techniques! methods and
procedures of appraisal such as essay type tests! self report
techniques! performance tests etc
WHY EVALUATION*
"he importance of evaluation can be stated as follows'
(. Evaluation is essential for sound educational decision making.
). "apayers (parents) are eager to know what the results of
education are.
+. Educators! administrators! teachers! students and parents all
work hard for the attainment of educational goals and it is only
natural that they should want to ascertain the etent to which
these goals have been reali,ed.
-. Education is truly a giant and an important enterprise. "herefore
it is crucial that we evaluate its process and products. .or an
adequate teaching learning situation! evaluation techniques are
essential.
/. 0 good program of evaluation clarifies the aims of education.
1. It helps in the improvement of curriculum.
2. Evaluation attempts at relating the subject
matter(content)!classroom instruction(teaching learning
process) and testing procedures to educational objectives.
3. Evaluation helps administrators! teachers and students.
WHAT IS TO BE EVALUATED ?

4e evaluate the characteristics of students eample their
scholastic potential! honesty! ability to teach and so forth. "his is not to be
confused with evaluating the worth of a student. In the classroom situation!
not only the content but also the achievement of the objectives and
learning activities are to be evaluated. %ontent achievement and mastery
over learning activities will be tested indirectly when the objectives are
evaluated.
MEANING AND DEFINITION
"he term evaluation is derived from the word valoir which means to be
worth. "hus !evaluation is the process of judging or worth of an individuals
achievements or characteristics. In broad sense ! educational evaluation is
concerned with value or worth of the goals attained by the education
system.
5alph "yler defines evaluation as 6the process of determining to what etent
educational objectives are being reali,ed7
.rom an educational point of view! the definition of evaluation may be
given in the following'
Evaluation is any systematic! continuous process of determining the
following'
"he e!e"! to which specified educational objectives !previously
identified and defined are attained.
"he e##e$!ive"e%% of the learning eperiences provided in the classroom
Ho& &ell !'e (oal% of education have been accomplished.
NATURE OF EVALUATION

"he evaluation is a two part process '
T'e #ir%! )ar! of evaluation is the determination of what is of value or in
simple terms! the identification of the objectives or goals towards which the
education process is aimed.
T'e %e$o"* )ar! of evaluation is the judgments of whether these goals are
being achieved or the etent to which they are being achieved .8o
evaluation is a systematic process of determining the etent to which
instructional objectives are achieved.
+UR+OSES OF EVALUATION
"he overall purpose of the evaluation will be to provide information to
enable each student to develop according to his potential within the
framework of educational objectives. "hus overall purposes of evaluation
are as follows'
(. "o appraise the status of and changes in students behavior.
). "o make provision for guiding the growth of the individual student
+. "o diagnose the individual students educational strengths and weakness
-. "o assess the students progress from time to time and discloses
students needs and possibilities.
/. "o provide basis for modification of curriculum and courses.
1. "o locate the areas where remedial measures are needed.
2. &otivate the students towards better attainment and growth.
3. "est the efficiency of teachers in providing learning eperiences and the
effectiveness of instruction and classroom activities.
9. 0ppraise the teacher and supervisor competence.
(:.8erves as method of self improvement ! improving school learning
relations and as guiding principles for the selection of supervisory
techniques.
+RINCI+LES OF EVALUATION
(. Determining and clarifying what is to be evaluated has priority in the
evaluation process : ;o evaluation device should be selected or
developed until the purpose of evaluation have been carefully defined.
). Evaluation techniques should be selected according to the purposes to
be served ' 4hen the particular aspect of pupil performance to be
evaluated has been precisely defined! the evaluation technique that is
most appropriate for evaluating that performance should be selected.
Evaluation techniques are chosen on the basis of how accurately they
measure ! how objective the results are or how convenient they are to use.
0ll these criteria are important but secondary to the main criterion <
appropriateness or effectiveness of the evaluation technique.
+. Comprehensive evaluation requires a variety of evaluation techniques '
no single evaluation technique is adequate for appraising pupil progress
toward all of the important outcomes of instruction. "o obtain a
complete picture of pupil achievement ! we typically need to combine
the results from a variety of techniques.
-. Proper use of evaluation techniques requires an awareness of both
their limitations and strengths ' even the best educational measuring
instruments fall far short of precision. .irst there is sampling error.
=ecause we can measure only a small sample of an individuals
response at one time. 0 second source of error is found in evaluation
instrument itself or in the process of using the instrument.
/. Evaluation is a means to an end, not an end in itself ' the use of
evaluation techniques implies that some useful purpose will be served
and that the user is clearly aware f it. &ost of the misuses of tests and
other evaluation techniques can be avoided by viewing evaluation as a
process of obtaining information on which to base educational decisions.
CHARACTERISTICS OF EVALUATION
1. Evaluation is a continuous process ' it forms an integral part of the total
system of education and is intimately related to the objectives! contents
and learning activities.
. Evaluation includes academic and non academic ' evaluation in its
broader sense includes eamination of academic and non academic
aspects of education. In eamination and measurements the focus is on
the academic subjects only whereas evaluation includes all the changes
that takes place is the development of balanced personality and
measures the head !hand and heart of an individual.
!. Evaluation is a procedure for improving the products ' evaluation is a
process of making judgment that are to be used as a basis of planning .It
is a procedure for improving the products ! the process and even the goals
themselves.
". Evaluation discovers the needs of an individual and designing learning
e#periences that will solve these needs ' the purpose of any program of
evaluation is to discovers the needs of an individual being evaluated and
designing learning eperiences that will solve these needs .
$. Evaluation in terms of purposes : Evaluation is process by which the
values of an enterprise are ascertained and it should be conceived
primarily in terms of educational purposes which the program of
supervision is intended to serve.
%. &here is a correlation between the individual system and the system of
evaluation ' in the light of objectives of the system of education ! a
comprehensive program of evaluation world include the academic
subjects ! of the skills! of the physical development or of moral or social
development.
'. Evaluation is a comple# process ' evaluation tends to become a
comple process. It needs scientific tools and techniques. It needs the
corporate efforts of teachers! students! parents and the administrative
staff of the school or college.
COM+ONENTS OF EVALUATION
(. 8pecifying learning outcomes
). %ollection of evidence about students growth through reliable data
gathering devices.
+. 0nalysis and interpretation of performance or students growth
-. >iagnostic appraisal ! that is indicating the level of performance rather
than the judgment in the performance.
/. 5edefining and readjusting the instructional objectives on the basis of
feedback.
FUNCTIONS OF EVALUATION
0ccording to ?.8oman ! functions of evaluation can be divided into two
major categories '
Functions associated with the instructional process
Functions associated with the education system as a whole.

Functions associated with the instructional process
(. &easurement function ' accurate and reliable measures of a variety of
attributes associated with the physical and psychological development
of the learner act as a basis for evaluation.
). >iagnostic function ' the results obtained through evaluation helps in
determining the causes of persistent learning difficulties related to
intellectual ! physical ! emotional and environmental reasons.
+. @uidance and remediation ' once the cases of learning difficulties are
diagnosed! the teacher can help the students by adopting appropriate
remedial measures.
-. &otivating functions' the knowledge that one is going to be evaluated
creates a feeling of mild aniety . "his in turn act as a motivating force
that promotes systematic learning .It is harmful only when aniety
grows to undesirable levels.
/. 0ssessment of the final output ' Evaluation will ultimately have to
assess the final performance of the learner also! the value judgment
being made in terms of the quantity and quality of the total
attainment with respect to a specific curricular area.
1. %lassification and placement ' .or many purposes ! students of a
particular group will have to be classified on the basis of their level
of attainment and other abilities. 0t other times ! it has to be
determined whether a particular student can promote to a further
stage! based on reali,ation of the epected level.
2. $rognosis ! prediction and selection ' "his aims at determining the
prerequisites possessed by a student which are essential to succeed in
a course of study that he is intended to take up. "his predictive
function of evaluation helps in conducting educational and vocational
guidance in a more scientific manner.
Functions related to total education system
Educational evaluation covers program evaluation ! institutional evaluation
! evaluation of the performance of the personnel concerned! etc in
addition to the evaluation of pupil performance. Educational evaluation
has to take up functions for the betterment of this system as a whole.
(. Improvement of inputs and process of education ' "he inputs of an
education system include items like curriculum! tetbooks! societal
support !environmental conditions etc. 0ll these are to be utili,ed for
the development of the raw material < the learner. If the anticipated
output that is student development has to be achieved to the
maimum level possible! the inputs should be pooled and processed
systematically. "his could be done only on the basis of input analysis
and process analysis to be followed by their proper evaluation on the
basis of the objectives formulated as well as the feedback obtained
from the final evaluation of pupil performance.
). &aimi,ation of the output ( that is student development) ' =y
improving inputs and process by setting high but realistic targets and
by ensuring progress through diagnosis! remediation and
reinforcement ! educational evaluation contributes to student
development.
TY+ES OF EVALUATION
(ased on the frequency of conducting ,evaluation can be classified into:
a. formative evaluation
b. summative evaluation
(ased on the nature of measurement, evaluation can be classified into:
a. &aimum performance evaluation
b. "ypical performance evaluation
(ased on the method of interpreting results, evaluation can be classified
into:
a. criterion referenced evaluation
b. norm referenced evaluation
.A5&0"IBE EB0CD0"IA;
.ormative evaluation is used to monitor learning progress during
instruction and to provide continuous feedback to both pupil and teacher
regarding learning success and failures. .eedback to pupil reinforces
successful learning and identifies the learning errors that errors. .eedback
to the teacher provides information for modifying instruction and
prescribing group and individual remedial work. .ormative evaluation
depends heavily on specially prepared tests for each segment of
instruction like unit or chapter. "ests used for formative evaluation are
most frequently prepared by the teacher . It is directed toward improving
learning and instruction ! the results are typically not used for assigning
course grades.
8D&&0"IBE EB0CD0"IA;
8ummative evaluation typically comes at the end of a course or unit of
instruction. It is designed to determine the etent to which the
instructional objectives have been achieved and is used primarily for
assigning course or certifying pupil mastery of the intended leaning
outcomes. 0lthough the main purpose of summative evaluation is grading
or certification of pupil achievement ! it also provides information for
judging the appropriateness of the course objectives and effectiveness of
the instruction.
&0EI&D& $E5.A5&0;%E EB0CD0"IA;
It determines what individuals can do when performing at their best.
Evaluation of this type is concerned with determining a persons abilities
and how well an individual performs when motivated to obtain as high
a score as possible .
"F$I%0C $E5.A5&0;%E EB0CD0"IA;
It determines what individuals what individual will do under natural
conditions !that is their typical behavior. It will indicate what individuals
will do rather than what they can do.
%5I"E5IA; 5E.E5E;%E> EB0CD0"IA;
"his describes pupil performance according to a specified domain of
clearly defined learning tasks. .or eample formulates the nursing
diagnosis of patients with typhoid fever. "hus criterion referenced
evaluation directly describe the specific performance that was
demonstrated. It enables us to describe what an individual can do!
without reference to others performance.
;A5& 5E.E5E;%E> EB0CD0"IA;
"his describes pupil performance according to relative position in some
known group ..or eample ranks tenth in a classroom group of +:. ;orm
referenced interpretations enable us to determine how an individual
performance compares with that of others .0 norm referenced test is a test
designed to provide a measure of performance that is interpretable in terms
of an individuals relative standing in some known group.
STE+S OF EVALUATION
Evaluation is a process that involves the following systematic series of
actions '
(. Identifying the purpose of the evaluation
). Identifying a time frame
+. >etermining when to evaluate
-. 8electing the evaluator
/. %hoosing an evaluation designG framework of model.
1. 8electing an evaluation instrument
2. %ollecting data
3. Interpreting data
9. 5eporting the findings
(:.Dsing the findings
((.%onsidering the costs evaluation
Identifying the purpose of the evaluation
5egardless of the scope of the evaluation! the purpose or reason for
conducting an evaluation should be clear to all involved. "he purpose of
evaluation includes the following '
"o facilitate learning < or change behavior of an employee or student.
"o diagnose problems < to find learning deficits! ineffective teaching
practices! curriculum deficits.
"o make decisions < to assign grades! to determine merit raises! to offer
promotion or tenure.
"o improve products< to revise a tetbook! to add content to an
independent study module.
"o judge effectiveness < to determine whether goals or standards are
being met.
Identifying a time frame
"he net step in the evaluation should occur. "ime frames for evaluation
can be described as formative or summative .
For,a!ive eval-a!io" ' it refers to evaluation taking place during the
program or learning activities. .ormative evaluation is conducted while the
event to be evaluated is occurring and focuses on identifying progress
towards purposes! objectives! or outcomes to improve the activities! course
! curriculum or teaching and student. It emphasi,es the parts instead of the
entirety.
S-,,a!ive eval-a!io" . It refers to data collected at the end of activity!
instruction ! course or program. "he focus is on the whole event and
emphasi,es what is or what was and the etent to which objects and
outcomes were met for the purposes of accountability! resource collection!
assignment of grades or merit pay or promotion( faculty) and certification.
It is therefore is most usefully at the end of a learning module or course.
Determining when to evaluate :
"he evaluator must also weigh each evaluation event and determine when
evaluation is most appropriate. In determining when to evaluate! the
evaluator must also consider the frequency of evaluation is necessary in
many situations. .requent evaluations are important when the learning
process is potential problem if the risk of failure is high.
Selecting the evaluator :
0n important element in evaluation process is the evaluator. 8election of
an evaluator involves deciding who should be involved in the evaluation
process and whether the evaluator should be chosen from the 6
inside7(internal evaluator) or from the 6outside7 (eternal evaluator).=oth
have merits.
Internal evaluators are those directly involved with the learning course
or program to be evaluated such as the students! faculty or nursing staff.
Eternal evaluators are those directly involved in the events being
evaluated. "hey are often employed as consultants. 8tate! regional and
national accrediting bodies are other eamples of eternal evaluators.
Choosing an evaluation design/ framework of model :
"his step of the evaluation process involves selecting or developing an
evaluation model. 0n evaluation model represents the ways the variables!
items or events to be evaluated are arranged! observed or manipulated to
answer to the evaluation question.
Selecting an evaluation instrument
0fter a model has been selected and the variables to be evaluated and
their relationship to each other have been identified ! the evaluator then
selects evaluation instruments that can be used most easily to obtain the
necessary data.
T/)e% o# i"%!r-,e"!% o# eval-a!io" '
Huestionnaire ' a questionnaire is a method in which a person answers
questions in writing on a form. "he questionnaire is usually self
administered.
Interview' 0n interview involves direct with individuals participating in
the evaluation.
5ating scale ' 0 rating scale is used to measure an abstract concept on a
descriptive continuum.
%heck list ' 0 check list is two dimensional in that the epected
behavior or competence is listed on one side and the degree to which
this behavior meets the level of epectation is listed on the other side.
0ttitude scale ' 0n attitude scale measures how the participant( usually
a student ) feels about a subject at the moment when he or she answers
the questions.
8elf report! journal! diary ' "hese are students written narrative of his
or her reflections! thoughts !fear etc.
0necdotal reports 'anecdotal notes are the instructors notations or
comments on student performance or behavior during clinical
eperience.
Sele$!io" a"* *evelo),e"! o# eval-a!io" i"%!r-,e"!%
"he instruments should have the following characteristics '
(. 0ppropriate for what is being evaluated.
). 0ppropriate for the domain being evaluated.
+. %omprehensive ' inclusive of all variable in the evaluation model
-. Easy to use ' understandable to the evaluator and user.
/. %ost effective
1. "ime efficient
2. Balid and reliable
Collecting data
"he net step of the evaluation process is use of the evaluation instrument
to gather data. 0lthough the instrument will determine to some etent what
data are collected and how! several other factors should be considered at
this time. "hese include the data collector! the data sources! amount of
data !timing of data collection and formal versus informal data collection.
>ata source ' =efore evaluation the evaluator must identify sources from
which the data will be collected. 0t this time in the evaluation process! it
is important to determined whether it is possible to have access to records
! particularly if permission must be obtained from the participants.
0mount of data ' "he amount of data to be collected must also be
determined and specified. 0ll data may be collected! or a sample may be
sufficient but a decision must be made. .or eample! in clinical evaluation
or classroom testing it is impossible to collect data about each instance of
clinical performance or knowledge gained from the classroom. In the
instance a sampling procedure is used and guided by the clinical
evaluation protocol or the blueprint or plan for the classroom test.
"iming of data collection ' 4hen gathering data from students it is
important to allow adequate time and to gather data when students are
able to give an unbiased responses.
.ormal versus informal data collection ' >ecisions about use of formal
and informal data must also be made. >ata can be obtained in a formal
manner such as by using a structured evaluation tool. >ata can also be
collected with informal methods such as in form of spontaneous
comments made by students.
I"!er)re!i"( Da!a
"his step of the evaluation process involves translating data to answer the
evaluation questions established at the beginning of the evaluation process.
"his involves putting the in usable form! organi,ing data for analysis and
interpreting the data against reestablished criteria. 4hen data are
interpreted! the contet !frame of reference! objectivity and legal and
ethical issues must be considered.
Re)or!i"( !'e #i"*i"(%
In this step of the evaluation process! the results of evaluation are
communicated to appropriate persons. .actors to consider when findings
are reported include when! how and to whom the findings will be
provided. "he evaluator must know to whom the data should be reported.
"ypically! both the person and group being evaluated and those requesting
evaluation receive evaluation reports. %onfidentiality of the report must
be maintained. "he timing of the report is also crucial. "here tends to be
readiness to know the results of evaluation and if the report of results is
delayed ! the recipients may lose interest.
U%i"( !'e #i"*i"(
=arret =arick states that the use of evaluation findings requires purposeful!
strategic planning. Evaluation results can be used in a variety of ways.
%ommon uses in nursing are to assign grades.
Co"%i*eri"( !'e $o%!% eval-a!io"
Evaluation can be costly throughout the entire process and therefore the
evaluator and audience must be assured that the cost will match the
benefits. 0nswers to the following cost related questions need to be
determined at the outset'
4hat are associated with evaluation *
Iow much time will the evaluator spend in developing tools!
administering tools! interpreting data and reporting results.
4ill undue time be spent on the part of those being evaluated in filling
our evaluation tools *
)ill the curriculum require massive revision*
FORMATIVE EVALUATION
"he term Jformative evaluation denotes the ongoing assessment of
learners achievement while the term! course or instructional program is
in progress.
In teaching and instruction the whole content is presented in parts! in
small units. Ience the learner should be given test at the end of each unit
so that learners strengths and weaknesses can be diagnosed. >iagnosis
can be followed by remedial teaching. "hen the formative test is given. In
formative test the difficulties of learners learning are important.
.ormative evaluation is the assessment made during the instructional
phase to let the teacher know about learners progress in learning and
what more is to be done.
.ormative evaluation is conducted to monitor the instructional process! to
determine whether learning is taking place as plannedK.5C Ebel and >0
.risbac (931
.ormative evaluation is concerned with the judgment made during the
design or development of a program which are directed towards
modifying ! forming or otherwise improving he programs before it is
completedKK.0L ;itke!(93+
+UR+OSES OF FORMATIVE EVALUATION
8ome of the purposes served by formative evaluation are as under '
(. .eedback to the students! not the assignment of a grade! should be the
purpose of making a formative evaluation of affective objectives.
). "he gathering of data during the time of program( curriculum
evaluation! preparing unit plan! writing items etc) is being developed for
the purpose of guiding the developmental process in formative
evaluation
+. .ormative evaluation is designed to provide the teacher with continuous
and immediate feedback so that he can modify instruction! govern his
instructional strategy and prescribe group and individual remedial
work.
-. .ormative evaluation is designed to provide the learner with continuous
and immediate feedback so that he can get reinforcement in successful
learning and can identify the learning errors that need correction
CHARACTERISTICS OF FORMATIVE EVALUATION
"he following are the major characteristics of formative evaluation '
(. It relatively focuses on molecular analysis of instructional material
for mapping the hierarchical structure of the learning tasks and actual
teaching for a certain period.
). It is cause seeking. It seeks to identify influential variable.
+. Its design is eploratory and quite fleible.
-. It monitors teaching learning strategies during instruction.
ADVANTAGES OF FORMATIVE EVALUATION

(. .ormative evaluation is concerned with judgments made during the
design and development of an instruction program. "hese judgments
help in forming! modifying and improving the program before it is
completed.
). In formative evaluation! teachers test more frequently and that helps in
determining whether learning has taken place as planned.
+. 0 person who is continually evaluating his program will find many
things that can be changed for the better during the operation of the
program
-. .ormative evaluation ( informing and feed backing learners of their
progress during the instruction) is most helpful for the immediate
decision making that learners face.
/. It makes teaching more effective. 0s a result! it helps current learners
to learn more effectively.
1. In formative evaluation! more emphasis is on the achievement rather
than objectives.
2. It also provides ample opportunities to learners to have mastery in
content.
SUMMATIVE EVALUATION
J4e do not care how hard the student tried! we do not care how close he
gotKK.until he can perform he must not be certified as being able to
perform < 5. &ager
"he term Jsummative evaluation refers to assigning a grade for learners
achievement at the end of term! semester! course or instructional program.
&aking overall assessment or decision with the program is a summative
evaluation. 8ummative test is given to the learner after he has passed
successfully all the formative tests.
68ummative evaluation describes judgments about the merits of an already
completed procedure! program or product7< 0L ;itco (93+
68ummative evaluation typically comes at the end of a course of
instruction. It is designed to determine the etent to which the instructional
objectives have been achieved and is used primarily to assign grade or
certifying pupil mastery of intended outcome.7< ;E @ronlund (93/
68ummative evaluation is done at the conclusion of instruction and
measures the etent to which students have attained the desired outcomes7
4 4eersma and 8@ @urs (99:

+UR+OSES OF SUMMATIVE EVALUATION
8ummative evaluation serves the following purposes '
(. $upils cannot easily combine all the daily feedback provided and
obtain an overall picture of how they are doing. "he summative
evaluation can provide such overall picture.
). .rom the summative test! the general level of the learner is judged. An
the basis of learners performance! the effectiveness of teaching and
instruction is evaluated.
+. 8ummative evaluation serves the purpose of assigning grades or
certifying learners mastery of the intended learning outcomes.
ELEMENTS OF SUMMATIVE EVALUATION
(. "here should be some instructional program before summative
evaluation
). "he instructional program should be for attainment of some objectives
+. 8ummative evaluation is done at the end or completion of a particular
instructional program whose duration may vary from a semester to
whole year or prescribed duration.
-. 8ummative evaluation should check whether there has been learning
or not. If the answer is yes then what is the quality and quantity of
learning in relation to predetermined objectives.
/. 8ummative learning provides the feedback to the classroom teacher for
the success or failure of the program and of the students

CHIEF CHARACTERSTICS OF SUMMATIVE EVALUATION
.ollowing are the chief characteristics of summative evaluation'
(. It is concerned with (a) broad range of issues (b) judgment about the
merits of an already completed program! procedure or product
). It comes at the end of a course or unit of instruction. Its duration may
vary from a semester to whole year.
+. It is the terminal assessment of the learners performance at the end of
instruction
-. 8ummative evaluation provides (a) the etent to which the objectives
have been achieved (b) whether learning is sufficiently complete so
that the learner may qualify himself for the net unit of instruction
/. 8ummative evaluation provides (a) descriptive analysis (b) evidence
that the program is satisfactory and a new program for the learner is
neededM feedback to the classroom teacher for the success or failure of
the program of instruction.
1. It measures the etent to which the learner has attained the desired
outcomes.
2. It is almost unobstructive and non reactive

ADVANTAGES OF SUMMATIVE EVALUATION
"he advantages of summative evaluation are mentioned below'
(. It provides reinforcement to teachers and instruction.
). It helps in planning and organi,ing of further teaching
+. It judges to what etent objectives are reali,ed on the basis of learners
performance.

FORMATIVE VS0 SUMMATIVE EVALUATION
.A5&0"IBE EB0CD0"IA; 8D&&0"IBE EB0CD0"IA;
It is conducted during the
development or improvement of a
program or product.
It is conducted after the completion
of a program or a course of study.
"he purpose is to monitor progress
of the students by getting feedback
"he purpose is to check final status
of students
"here will be a very thorough
sampling of a limited content area.
"here will be a more restricted
sampling across a large content area.
It forces and reinforces learning
mastery by providing data that can
direct remedial teaching.
It is the final test of learners
achievement covering large blocks of
content.
It uses the methods of daily
assignments and observations.
It uses the methods of achievement
tests and projects.
It is organi,ed for the benefit of
internal audience or decision makers.
It is organi,ed for the benefit of
eternal audience
It takes the form of dialogue
between teacher and a learner.
It tests the learning outcomes against
a set of objective criteria
It is tested more frequently like
daily
It is tested less frequently like
weekly or quarterly
It regularly uses profiles and
records of achievement
It limits their use.
8coring is based on criterion
referenced approach
8coring is based on norm referenced
approach
It reports scores on each task in
hierarchy.
It reports the attainment in terms of
total scores or average grades
=oth intend to eamine the worth of a particular entity. Anly timing ! the
audience requesting it and the way its results are used can indicate
whether it is formative or summative evaluation.
EVALUATION HEL+S STUDENTS
Evaluation helps the students in following ways '
(. Communicating the teachers ob+ectives : 4hen the teachers objectives
are communicated ! they become asset of the students and this serves to
increase their motivation. 8imilarly if the objectives are clearly known
what the teacher epects from them and they will help! directly or
indirectly ! the teacher in reali,ing the objectives.
). ,ncreasing motivation : ?nowing that ones performance is to be
evaluated increases motivation ! which ultimately facilitates learning.
"hus the evaluation process may serve to motivate students to do better
and also to engage themselves in appropriate self appraisal.
+. Encouraging good study habits :Ane aspect of good study habits is
frequent review. .requent evaluation encourages study habits. =ecause
of the frequent evaluation the student gets to evaluate his own progress
in school and also the development of certain skills.
-. Developing abilities and s-ills ' Evaluation helps students to determine
the pattern of their abilities and to find out whether or not they have
acquired the necessary skills and understanding.
/. .ummari/ing and reporting students progress : Evaluation in education
is useful to determine the effectiveness of instruction and planned
learning activities and also to serve as a basis for summari,ing and
reporting students progress .
1. 0eedbac- : Evaluation provides a feedback which identifies a students
strengths and weakness.
CONCLUSION
Ience Evaluation is an essential aspect of the educative process for
knowing the progress of the pupils. "herefore teachers need to have the
necessary skills in evaluating the pupils learning. 0t this juncture when the
goals of education have become more and more comple and the number
of pupils has increased enormously! proper evaluation is very essential for
the educational growth.
+LANNING FOR EVALUATION
Cike any human and rational undertaking! evaluating outcomes of instruction requires
careful planning and eecution. "his is something that cannot do in a single snap or an
impulsive behavior.
"he presentation will dwell on the + 8"0@E8'
1. BEFORE : Preparation of Test Instrument
2. DURING : Administration of te Instrument
!. AFTER : Uti"i#ation of Test Resu"t
Ta1le o# S)e$i#i$a!io" 2TOS3
"he "A8 is design or blue print that serves as a guide to the test constructor in
ensuring a vali*! relia1le4 a"* o15e$!ive !e%!0 "hrough such a device! we are in better
position to assure a fair and just measurement of the outcomes of instruction in our
curriculum.
A*va"!a(e% o# TOS
(. Ane immediate advantage of the use of "A8 is that it ensure an adequate coverage
of instructional objective and content taken up within a certain prescribed time
frame! lets say one academic quarter. 8ince there is definite time limit for the test!
one cannot possibly cram a lot of subject matter in it.
). 0nother advantages of the "A8 is that it emphasis the weight of the test. It can
specify what could be considered as 6must7 that would constitute the 2/N of the
total value of the test. "he balance of the test can be given to the 6wants7 or
enrichment matter.
+. 0 third benefit to be derived from the use of "A8 is that it helps in attaining an
unbiased distribution of skills measurement. 4ithout this table! a test constructor!
following the path of least resistance! may concentrate more on the lower levels of
thinking skills.
+-r)o%e o# !e%!i"(! cognitive skills can be categori,ed into the following'
1. Remembering$ %i& is de'ned as te a(i"it) to simp") re&a""
pre*ious") "earned information$ fa&ts$ ideas and prin&ip"es.
2. Comprehending$ de'ned as te a(i"it) to restate or interpret
pre*ious") "earned information. Tis ma) in&"ude routine
manipu"ation or simp"e reprodu&tion.
3. Thinking$ de'ned as a more or "ess &omp"e+ inte""e&tua" a&ti*it)
in*o"*in, ana")sis$ s)ntesis and -ud,ement.
4. Objective / Content $ tis portion &orrespond to te minimum
o(-e&ti*es set for te a&ademi& period &on&ern
5. Skills / Concept $ tis &o"umn %i"" in&"ude te spe&i'& s.i""s
&orrespondin, to te o(-e&ti*es. Tese &ou"d fa"" under te
(roader eadin,s of remem(erin,$ understandin,$ and tin.in,.
6. Type of test Item$ tis %i"" indi&ate te parti&u"ar test item t)pe
to (e used e+amp"e$ objective type or essay type.
7. No. Of items$ for ea& t)pe of test$ te entr) indi&ates te
num(er of test items
8. Item No. $ tis indi&ate te num(er of se/uen&e of te item t)pe
as it %i"" appear in te 'na" form of te test
9. Score Count / ercent!ge$ tis %i"" in&"ude te &orrespondin,
%ei,t of te items.
Measurement
An instrument or de*i&e to measure indi*idua"0s a&ie*ement$
persona"it)$ attitudes$ inte""i,en&e and amon, oter tat &an (e
measured /uantitati*e").
Tests
1uestionnaires
Ratin, 2&a"es
3e&."ist
Evaluation
refers to &onsideration of e*iden&e in te "i,t *a"ue standard
and in terms of te parti&u"ars situations and te ,oa"s %i& te ,roup
of indi*idua"s are stri*in, to attain. 4 qualitative
Passed 5 Fai"ed
2tandard 5 2u(standard
2atisfa&tor) 5 Unsatisfa&tor)
E+&e""ent 5 A*era,e 5 Be"o% A*era,e
Dierent !ypes o" !est
Te /ua"it) of test &onstru&tion depends "ar,e") on te part of
te &"assroom tea&er. E*er) tea&er is interested to .no% #o$ "ar
and #o$ %eep e &an fa&i"itate$ orient$ and ,uide te students %it
te .no%"ed,e$ ideas$ a(i"ities$ s.i""s and attitudes tat se %ises to
(ui"d up in order to a&ie*e is tea&in, o(-e&ti*es and ma.e students
responsi*e to te &an,in, needs of te so&iet) and &ompete ,"o(a"")
%it oter ,raduates of te %or"d.
1. &aper ' &encil ()lassroom*
"." Non# $ss!y or Objective
Supply Selection
2imp"e6re&a"" A"ternati*e Response
3omp"etion 7u"tip"e 3oi&e
7at&in,
A. 2UPP89
Simple Recall Type
Item appears as a dire&t /uestion$ a stimu"us %ord or prase$ or
a spe&i'& dire&tion.
Construction%
1. Item sou"d (e *er) (rief prase
2. Dire&t6/uestion
!. B"an.s for te response sou"d (e in &o"umn prefera(") at te
ri,t &o"umn of te item.
:. 1uestion sou"d (e %orded tat tere is on") one &orre&t
response.
;. 7a.e minimum use of te+t(oo. "an,ua,e in %ordin, te /uestion
+ample o" +imple,-ecall !ype
1. 3on*ert 1 && to m" 1. <<<<<<
2. 3on*ert ;= ., to pounds. 2. <<<<<<

Completion Type
'""in, te ("an.s4
a statement tat as to (e &omp"eted %it an appropriate
%ord or prase.
Construction%
1. Gi*e te student a reasona("e (asis for te responses desired.
2. A*oid ,i*in, te student un%arranted &"ues to te desired
response.
2.1 A*oid "iftin, statements dire&t") from te (oo..
2.2 Omit .e) %ords or prases rater tan tri*ia" detai"s.
2.! >ene*er possi("e a*oid ?a@ or ?an@ immediate")
(efore ("an..
2.: Do not indi&ate te e+pe&ted ans%er () *ar)in, te
"en,t of ("an.s or () usin, a
dot for ea& "etter in te &orre&t %ord.
2.;. Guard a,ainst te possi(i"it) tat one item or
part of te test ma) su,,est te
&orre&t response to anoter item
2.A A*oid ,i*in, ,rammati&a" &"ues to te test ans%er.
+ample o" +imple,-ecall !ype
7ost important pro&edure for pre*entin, te transfer of
mi&roor,anism$ and terefore noso&omia" infe&tion$ is &orre&t and
fre/uent <<<<<<<<<<<<<<<<<<.
B. 2E8E3TION
Alternative Response
8imits te ans%er to on") t%o options in a for&ed6&oi&e
situation.
True B Fa"se 9es B No
A,ree B Disa,ree 3orre&t6Not 3orre&t
3onstru&tion:
1. A*oid dou("e ne,ati*es
2. A*oid "on, or &omp"e+ senten&es
!. 2pe&i'& determiners Ca"%a)s$ ne*er$ on")$ et&.D sou"d (e
used %it &aution.
:. In&"ude on") one &entra" idea in ea& statement.
;. A*oid empasi#in, te tri*ia"
A. E+a&t /uantitati*e Ct%o$ tree$ fourD "an,ua,e is (etter tan
/ua"itati*e Csome$ fe%$ man)D
E. A*oid a pattern of ans%ers
Sample of True or False
Direction write T if the statement is true and F if the
statement is false
1. >arm %ater remo*es fe%er oi"s
from te s.in tat ot %ater. <<<<<<<<<<
2. Dr) )our ands torou,") from
'n,ers to forearms. <<<<<<<<<<
2. Bar soap is re&ommended (e&ause
it ma) ar(our mi&roor,anism. <<<<<<<<<<
Matching Type
3e&.in, te a(i"it) of te student to asso&iate fa&tua"
information and re&o,ni#e e+amp"e of a &on&ept.
3onstru&tion:
1. Usin, etero,eneous materia" must (e a*oided.
2. Un(a"an&ed mat&in, t)pe.
!. A"" options must (e re"ated to ea& oter.
:. Option item must (e "isted in te ri,t and &o"umn and
item to identi'ed in te "eft
and &o"umn.
;. Option &o"umn must (e arran,ed in a"pa(eti&a".
Sample of Matching type
C!"M# A C!"M# $
1. Fe"p us re&o,ni#e ea& oter and "earn A. Fearin,
1. <<<<<<<<<<
a(out &o"or$ motion and distan&e. B. 2enses
2. Fe"p us to "earn ea& oter trou, 3. 2i,t
&ommuni&ation D. 2me""
2. <<<<<<<<<<
!. 8earn a(out our %or"d () fee"in, it$ E. Tou&
"earnin, te si#e$ te+ture and sape of tin,. F. Taste
!. <<<<<<<<<<
:. Fe"ps us en-o) "ife and e"ps us "earn
a(out unsafe &ondition.
:. <<<<<<<<<<
;. Fe"ps us to se"e&t and en-o) food.
;. <<<<<<<<<<
Multiple%choice Test
Best test form in testin, out&omes.
7ost *a"ua("e and %ide") used in standardi#ed tests due to
its Ge+i(i"it) and o(-e&ti*it) s&orin,.
It &onsist of a ?stem@ or an in&omp"ete statement and a set
of ?options@$ one of %i& is te appropriate response.
3onstru&tin,
1. Items sou"d a*e !6: a"ternati*es.
2. 2tem sou"d present a sin,"e$ &"ear") formu"ated pro("em
!. 2imp"e$ understanda("e$ e+&"ude e+traneous %ords from (ot
stem and a"ternati*es
:. In&"ude in te stem an) %ord tat are repeated in ea&
response
;. A*oid a"" of te a(o*e C&an ans%er (ased on partia"
informationD
A. A*oid none of te a(o*e
E. Empasi#e ?ne,ati*e@ %ordin,
&'( )ssay Type
a measurin, instrument for e*a"uatin, .no%"ed,e of te su(-e&t
matter or to measure s.i"" in %ritin, %ere it tests student0s
a(i"it) to e+press ideas a&&urate") and to tin. &riti&a"") %itin a
&ertain period of time.
Suggestion in Constructing an )ssay )*amination by
&!urentin! C!lmorin
". It must (e p"anned and &onstru&ted &arefu"") in ad*an&e.
2. 2o% ma-or aspe&ts of te "esson in framin, /uestions.
!. Pre&aution on te &auses of unre"ia(i"it) sou"d (e ta.en.
:. Prases te /uestion *i*id") so tat its s&ope %i"" (e &"ear to
te students.
;. Time "imit on te &o*era,e of ea& /uestion.
!.&E+ o" )onstructin/ an Essay E0amination
&' Recall' Te (asis is ,i*en
1.1 +elective recall
' N!me the he!d of st!te in the (orld (ho h!ve been !(!rded
!s the )OR&* )+O,S )+O O- .$N./
1.2 Evaluatin/ recall
' N!me 0ve dep!rtments in the hilippines (hich h!ve h!d the
gre!test in1uence on the economic development of the country./
(' Comparison of two things
2.1 +peci1c. Tere is sin,"e desi,nated (asis.
' Comp!re medic!l h!nd (!shing from surgic!l h!nd (!shing./
2.1 2eneral
+ Comp!re medic!l from surgic!l./
2.3 Decision. for or a,ainst
? In %i&$ in )our o%n opinion$ &an )ou do (etter$ a medi&a"
and %asin, or sur,i&a" and %asin,H >) @
2.4. )ause ' Eect
' )hy surgic!l h!nd (!shing given more stress th!n medic!l
h!nd (!shing2
,' Summary
? 2ummari#e in a para,rap$ four or '*e senten&es$ te rationa"e
of and %asin,. @
-' Analysis
? Ana")#e te &ara&teristi&s of &"imate &an,e to te %or"d@.
.' Statement of Relationship
' >) is .no%"ed,e on te&no"o,) e"pfu" in stud)in, nursin,. @
/' Synthesis. Re!ction to the st!tement
' +e!lth is (e!lth /
0' Criticism. !s to the !de3u!cy4 correctness4 or relev!nce of !
pointed st!tement or student,s !ns(er to ! 3uestion on the
lesson.
' r!ctice m!kes erfect/
Advantage of )ssay )*amination
1. Easy to )onstruct$ %it re,ard to te preparation of te test$
an essa) e+amination is easier to &onstru&t and it sa*es time and
ener,) as far as te &onstru&tion is &on&erned (e&ause it
in*o"*es fe% items.
2. Economical$ %en it &omes to dup"i&ation fa&i"ities..(e&ause te
/uestion &an (e %ritten on te (oard. It is a"so ad*anta,eous for
s&oo"s %it "a&. dup"i&ation fa&i"ities.
!. !rains t#e core o" or/ani3in/4 e0pressin/ an% reasonin/
po$er$ An essa) e+aminations trains te student to e+press$
or,ani#e$ and reason out teir ideas.
:. Minimi3e /uessin/. Response to an essa) e+amination &onsist
of one or more senten&es or e*en para,rap$ ,uessin, is
minimi#ed.
;. Develop critical t#in5in/. An essa) e+amination de*e"ops te
student to tin. &riti&a""). Essa) /uestions &a"" for &omparison$
ana")sis$ reor,ani#ation of fa&ts$ defen&e opinion and oter
menta" a&ti*it).
A. Minimi3e c#eatin/ an% memori3in/. Be&ause essa) test are
e*a"uated in terms of &ontent and form and tat an ans%er to a
/uestion is &omposed of one or more senten&es.
E. Develops /oo% stu%y #abits. 2tudent stud) teir "esson %it
&ompreension rater tan memori#ation.
Disadvantage of )ssay )*amination
1. 6o$ vali%ity. It as "imited samp"in,
2. 6o$ reliability. 8o% re"ia(i"it) ma) o&&ur in an essa)
e+amination due to its su(-e&ti*e") of s&orin,. Te tenden&) of
some tea&er is to rea&t unfa*oura(") to ans%er of student
%om &onsidered %ea. and ,i*e fa*oura("e impression to (ri,t
students.
!. 6o$ 7sability. Essa) e+amination is time &onsumin, to (ot
tea&er and student %erein mu& time and ener,) are %asted.
:. Encoura/es bu8in/.Te tenden&) of te student %o does not
.no% te ans%er is to ("uI te ans%er -ust to &o*er up te "a&.
of information.
;. Di9cult to correct or score. DiJ&u"t) on te part of te
tea&er to &orre&t or s&ore due to an ans%er to a /uestion
&onsistin, 2 or more senten&es.
A. +tu%ent $it# poor penmans#ip. 2ome tea&ers rea&t
unfa*oura(") to responses of students a*in, poor and%ritin,
and untid) papers.
1inds of Test
Intelligence erson!lity
5ptitude rognostic
erform!nce *i!gnostic
5chievement reference
5ccomplishment Sc!le
Speed St!nd!rdi6ed
Te!cher#m!de l!cement
2ntelligence Test
7easures te inte""i,en&e /uotient CI1D of an indi*idua" as
,enius
*er) superior
i, a*era,e
"o% a*era,e
(order"ine
menta"") defe&ti*e
It fun&tion is to esta("is te a(i"it) to tin. a(stra&t") or
to or,ani#e parts of a situation into a &oerent %o"e.
3ersonality Test
measures te %a)s in %i& indi*idua"0s interest %it
oter indi*idua"s or in terms of te ro"es an indi*idua" as
as&ri(ed to imse"f and adopts in te so&iet).
Aptitude Test
a predi&ti*e measure of a person0s "i.e"iood of (ene't
from instru&tion or e+perien&e in a ,i*en 'e"d su& as arts$
musi&$ &"eri&a" %or.$ me&ani&a" tas.s$ or a&ademi&
studies.
DiIerentia" Aptitude Test Batter) CDATD
Nationa" 3o""e,e Entran&e E+amination CN3EED
3rognostic Test
tis test predi&ts o% %e"" a person is "i.e") to do in a
&ertain s&oo" su(-e&ts or tas..
Nationa" 2e&ondar) Assessment Test CN2ATD
Entran&e E+am
3erformance Test
is a measure$ often ma.in, use of manipu"ati*e materia"s$
%i& in*o"*es no$ or a minimum of$ *er(a" instru&tion.
Ko(s B"o&. Desi,n
Arm) Beta Test
Diagnostic Test
identi'es te %ea.nesses of an indi*idua"0s a&ie*ement in
an) 'e"d and %i& ser*es as (asis for remedia"
instru&tion.
Nationa" A&ie*ement Test
Pre"im $ 7id term$ Fina"s
Achievement Test
measurement of %at as (een "earned () student of te
su(-e&t matter tau,t in s&oo".
Tea&er6made Test
Nationa" E"ementar) A&ie*ement Test CNEATD
3reference Test
measure of *o&ationa" or a*o&ationa" interest or aesteti&
-ud,ement () re/uirin, te e+aminees to ma.e for&ed
&oi&es (et%een mem(ers of paired or ,rouped items.
2.i""ed 5 Lo&ationa"
Accomplishment Test
measurement of a&ie*ement in %i& tis test is usua"")
for indi*idua"0s su(-e&t in te &urri&u"um as a %o"e.
Tea&er6made test
Scale test
as series of items arran,ed in order of diJ&u"t).
Binet62imon 2&a"e
Speed Test 4Alertness test5
measures te speed and a&&ura&) of te e+aminee %itin
te time "imits imposed.
e/uipments trou("esoot
assem("in, and disassem("in,
Standardi6ed Test
pro*ides e+a&t pro&edure in &ontro""in, te metod of
administration and s&orin, %it norms and data &on&ernin,
te re"ia(i"it) and *a"idit) of te test.
Board E+am
Teacher%made Test
&onstru&ted () te tea&er to determine o% mu& te
pupi"s5 students a&ie*ed te ,oa"s or o(-e&ti*es of te
"earnin, tas.s
tis test is NOT as &arefu"") prepared as standardi#ed test.
3lacement Test
used to measure te t)pe of -o( an app"i&ant sou"d '""$ or
a test to measure te ,rade .
&E-:;-M<=)E !E+!>=2
-elate% 6earnin/ E0perience
means opportunities in %i& a"" students ma) parti&ipate in i,
/ua"it) pro,rams tat pro*ide industr) re"ated and su(-e&t
matter re"ated "earnin, e+perien&es tat prepare students for
furter edu&ation$ future emp"o)ment and "ife"on, "earnin,.
&urpose?
1. To determine te (a&.,round a(i"it).
2. To determine te de*e"opment in ea& student.
!. To determine te a(i"it) of student to app") nursin, teor).
:. To determine "earnin, diJ&u"ties of ea& student.
;. De*e"opment of se"f6e*a"uation
A. EIe&ti*eness of tea&in, strate,ies.
E. 3ondu&tin, resear&
Evaluation >nstrument
1. ;bservation. Dai") tea&in, "earnin, pro&ess
1uestionnaire
&onsist of /uestion in %i& te student respond to ea&
item () en&ir&"in, te option or () use a &e&.mar..
3e&."ist
to e+i(it desired (ea*ior
Ratin, 2&a"e
re&ord an appraisa" a"on, %it meritorious a&ie*ement of
student
Ane&dota" Re&ord
desi,n to determine %at appened and %at te (ea*ior
of te "earner pro(a(") means.
2. @ritten )ommunication Met#o%4 app"i&ation of teoreti&a"
.no%"ed,e.
M Nurse0s Notes M Pro("em Oriented 7etod
M Nursin, 3are 2tudies M Pro&ess Re&ordin,
3. ;ral )ommunication
MNursin, Patient 3onferen&e M Nursin, Team
3onferen&e
BEFORE . +re)ara!io" o# Te%! I"%!r-,e"!
+!E&+ >= );=+!-)7!>=2 !E<)AE- M<DE !E+!
". l!nning the test
1.1 A &arefu" statement of te pi"osop) of te
institution and te o(-e&ti*es of te parti&u"ar su(-e&t
sou"d (e a*ai"a("e.
1.2 Ade/uate pro*ision for re*ie% sou"d (e made ()
ta.in, into &onsideration te a*ai"a(i"it) of fa&i"ities and
e/uipments.
1.! Te purpose of te test sou"d (e de'ned. If te
purpose of te test is for dia,nosis$ it sou"d (e re*ea" te
spe&i'& %ea.ness of te students as (asis for remedia"
instru&tion. Fo%e*er$ if its purpose is to appraise te
&riti&a" tin.in, and reasonin, po%er$ te s&ores are to (e
used for &"assi'&ation and ,roupin,.
1.: Te nature of te test must ta.e into &onsideration
te &onditions under %i& it is to (e administered. In
p"annin, te test$ su& fa&tors as a,e$ e+perien&e of te
e+aminee$ dup"i&atin, fa&i"ities$ &ost of materia"s$ and
testin, en*ironment must (e &riti&a"") &onsidered.
1.; 8en,t of te test must (e determined. Te time
e"ement is determined () te purpose it is to ser*e
7. rep!ring the test.
2.1 Te 'rst draft of te test sou"d (e prepared as ear")
as possi("e.
2.2 Te test sou"d in&"ude more tan one t)pe of items.
2 or ! t)pes of o(-e&ti*e items ma) (e used to minimi#e
monotom) on te part of te e+aminee.
2.! Te item sou"d (e arran,ed in an as&endin, order of
diJ&u"t)$$ tat is$ te item are arra,ed from te most
eas) to te most diJ&u"t.
2.: 7ore items sou"d (e in&"uded in te 'rst draft of te
test for possi("e in&"usion in te 'na" draft. 8ess
important items sou"d (e dis&arded.
2.; First and 'na" drafts sou"d (e re*ised and re'ned.
2.A Items sou"d (e stated in su& %a) tat te %o"e
&ontent fun&tions in determinin, te ans%er rater tan
a part of it.
2.E Items of simi"ar t)pe sou"d (e p"a&ed to,eter in te
test.
2.N Re,u"ar se/uen&e in te pattern of response sou"d (e
a*oided.
2.O Dire&tion of te test sou"d (e $R2)F7 C!)AR and
CM3!)T) to te e+aminee.
8. Reproducing the test
!.1 To fa&i"itate in reprodu&in, te test$ dup"i&atin, fa&i"ities
sou"d (e a*ai"a("e in e*er) institution. ..poto&op)$ printin,
fa&i"ities..
!.2 E*er) s&oo" sou"d (e pro*ided %it &"er.s and oter
fa&i"itati*e staI to do t)pin,$ &omputeri#in, and
mimeo,rapin, te test.
DURING . A*,i"i%!ra!io" o# I"%!r-,e"!
9. 5dministering Test
:.1 En*ironment fami"iar to te student
:.2 2it far apart$ free from (oo.s and note(oo.s
:.! 3orre&ted t)po,rapi&a" errors sou"d (e &orre&ted (efore
te test starts
:.: Gi*e &omp"ete and &"ear dire&tions (efore te test (e,ins.
:.; Distri(ution of test materia"s must (e p"anned in ad*an&e.
:.A Entertain brie1y /uestions raised %i"e te test is ,oin, on.
:.E Timin, te test
:.N E+aminee and or testee sou"d not (e a""o%ed to "ea*e te
e+amination room.
:.O 3o""e&t te test materia"
<:!E- ? 7tili3ation o" !est -esult
:.Scoring the test
;.1 Gi*e one point of &redit for ea& &orre&t ans%er Co(-e&ti*e
testD.
;.2 T%o6option test$ &orre&tion formu"a C Ri,t minus %ron,D.
2tudents sou"d (e informed
(eforeand.
;. $v!lu!ting the test
A.1 1ua"it) of te student0s responses
A.2 1ua"it) of te test itse"f

)7-->)767M EB<67<!>;=
!ypes o" )urriculum Evaluation
1. >nten%e% )urriculum (@ritten*
>at &urri&u"um desi,ners in&"uded in &ourse do&uments.
2. >mparte% )urriculum (!au/#t*
>at te tea&ers e*entua"") dispensed
3. >mbibe% )urriculum ( 6earne%*
>at te students a&tua"") a&/uired
)valuation of !earning
1. :ormative
an inte,ra" part of tea&in,6"earnin, pro&ess tat is done
fre/uent") to determine %o amon, te students a*e not
attained or rea&ed te o(-e&ti*es of "earnin, tas.s.
/ui##es
2. +ummative
it aims to assess te "earner0s a&ie*ement at te end of
"earnin, pro&ess.
Unit test4 &apter test
.or curriculum developmental purposes used of >aniels 8tufflebeams &odel was
suggested. %I$$ model is a wholistic! systematic approach to the curriculum evaluation.
Daniel +tu8ebeamCs
)>&& Mo%el o" Evaluation
)onte0t
Represent te en*ironment$ (ot interna" and e+terna" to te
s&oo". It in&"udes (ot te needs and interest of te &"ient$ as %e"" as
te en*ironmenta" and so&io"o,i&a" fa&tors aIe&tin, te s&oo"
enterprise.
Feed (a&. from te &onte+t e*a"uation ena("es te &urri&u"um
de*e"opers to ad-ust pro,ram ,oa"s a&&ordin,"). It pro*ides a .ind of
?rea"it) test@ tat a""o%s te s&oo" to as&ertain te *a"idit) of its
assumptions a(out te "earners and oter aspe&ts of te en*ironment
in %i& te pro,ram operates.
>nput
Refers to &urri&u"um &ontent and "earnin, o(-e&ti*es used in te
pro,ram.
3on&erned %it te &urri&u"um &ontent spe""ed out in te
&urri&u"um ("ue print or master p"an of instru&tion. It attempts to
*a"idate te accuracy and a%eDuacy of te &urri&u"um and
instru&tiona" desi,n in meetin, pro,ram ,oa"s.
&rocess
3onsist of te %ide ran,e of "earnin, strate,ies and resour&es
used in te pro,ram. It a"so in&"udes te personne" %o &arr) out te
pro,ram fo""o%in, ?/ua"it) &ontro"@ spe&i'&ation.
%oncerned with the mechanics of implementation. It is to assess the resources and
strategies of the delivery package. "his phase calls for frequent and immediate feedback
to and from those who are part of the program. "his will introduce contingent or
corrective measures for the ongoing improvement of the program.
&ro%uct
Refers to "earnin, ,ains of te students as re*ea"ed () test and
*a"uated a,ainst te s&oo" standards em(odied in te set of
(ea*ioura" indi&ators (ased on te pro'"e of te ?IDEA8 GRADUATE@.
It answer the question'
4hen all is said and done! were the goals of the curriculum achieved optimally.
"his phase occurs at the end of the program implementation. >ata obtained in this phase
may be used as a basis for modifying the design before the program is recycle.
REFERENCES . Mea%-re,e"! a"* Eval-a!io" 6
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E*i!io"7 LAURENTINA CALMORIN
C-rri$-l-, Develo),e"! S/%!e, 8
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E*i!io"7 9ESUS C0 CALMA
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A"fe"or 2r. 7emoria" 3o""e,e
De" Ga""e,o$ 3amarines 2ur
COM+ILATION
IN
CURRICULUM
DEVELO+MEN
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