International Journal of Educational

Science and Research (IJESR)
ISSN(P): 2249-6947; ISSN(E): 2249-8052
Vol. 6, Issue 4, Aug 2016, 39-42
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EDUCATIONAL EVALUATION
KIRAN DALAL
Lecturer, Department of School Education, Haryana, India
ABSTRACT
Evaluation can simply be defined as assessment of learning. Learning is not complete in absence of an
effective and efficient evaluation system. It is the final and most important step in the educational process.
The evaluation process has to be functional and feasible enough to solve the purpose of its being there. It should be
appropriate and accurate in order to be completely fulfilling. It should be an inclusive and interpersonal process which
should aim at an all rounded 360 evaluation system, which is requisite for proper and complete evaluation. The success
of any educational programme depends on the degree of involvement of the educational evaluators from the planning till
the evaluation is over. This paper is an effort to evaluate the educational evaluation system.
KEY WORDS: Educational, Evaluation, Teaching Learning and Student

Received: Jun 19, 2016; Accepted: Jul 14, 2016; Published: Jul 15, 2016; Paper Id.: IJESRAUG201606

Evaluation should serve the purpose i.e. to assess the learning that has been imbibed in the educational
process that is the entire process of education the teaching, learning and then assessment of that learning forms or
comprises evaluation, all these aspects form integral part of the evaluation system. Evaluation can be described as
measurement of ability of the student by text in broader sense, but measurement is a narrower concept than

Original Article

INTRODUCTION

evaluation, in this process only measuring is done, future of the pupile cannot be predicted, in measurement
teaching is done for tests only whereas evaluation is a broader and perpetual process, it aims at positive change in
behavior of the person and impacts that future of the pupil. Hence teaching and learning form the basis of a good
evaluation system; it is highly in coherence with teaching and learning aspects therefore both these factors are to
be taken in consideration while evaluating evaluation.
This king of system parameter rote learning, this evaluation and giving awards based on the same is
major reason that research and developments activities are on the back burner or rather nonexistent in our country.
It has been found that rote learning and writing the same in examinations guarantees a safe and prosperous future
ever in the so called reputed and hard to get into institution like IIT’s and IIM’s in the country. Evaluation process
main drawback in the nation is that it focuses mainly on the academics aspect of learning,” academics is not equal
to education,’’ means all rounded growth of a child/person and its measurement is called evaluation.
The present evaluation system followed in Indian schools and colleges promotes rote learning at its best,
students cram, and then they throw up in examination and forget about it. The three hour examination system is
highly non efficient and unjustified, it does not give justice to a student’s ability to learn and it is not foolproof
criteria to judge a person’s intelligence, ability to learn, retention power, or in many case decides his/her entire
career or probably life. The solution lies in the problem itself like CBSE has recently introduced continues

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Kiran Dalal

comprehensive evaluation methods which is quickly followed by state boards as will, in this system the old method of
evaluation is substituted by a series of different tests and grades are awarded to students and there is emphasis on
extracurricular activities as well. But this is just not enough the entire system leading up to evaluation needs to be
reevaluated itself, teaching methods and learning aspects are also to be thoroughly grilled and then a comprehensive,
meticulously planned evaluation system be presented which is able to evaluate complete, overall ability of students, it
should cover every aspect of a student’s ability, it should provide a suitable environment to express himself/ herself
completely. Evaluator should have always clear in his/her mind about what to evaluate and how to evaluate. Evaluation of
educational programmes should be comprehensive i.e. assess students’ progress in all areas. Educational evaluation, apart
from testing knowledge should also bring about students’ originality and use of ideas, and their ability to think and apply
the knowledge and skills already learnt. The teacher as an evaluator should be impartial as much as possible. He /she
should try to avoid personal prejudices. Educational evaluation should be well planned in advance and should be carried
out continuously.
Though some faults through the efforts of the educational evaluators, have been corrected or perfected.
The evaluation technique used before was the one-shot or final. At the end of term or year or session examinations were
held. This technique had served as a great 'threat' to the students, resulting in students' cheating, memorizing notes or
cramming facts to pass. Efforts have been made to see that students' progress in school and college which has been
neglected before is adequately monitored. The problems of the student in specific intellectual task which were not detected
until late before are now easily detected.

OBJECTIVES

Weather the system achieved its aim for what it was intended to do?

Is there any need to change anything?

What type of changes must be undertaken to improve particular aspects of the system?

What are the pros and cons of present education evaluation system

Some Definitions of Educational Evaluation
Wheeler (1967) define devaluation as a more general judgement of the outcome of a programme, which involves
the use of observations, various tests, questionnaires, interviews, etc. His emphasis was on the processes of educational
evaluation.
Allan (1970), like Wheeler, emphasized the processes of educational evaluation. He defined evaluation as the
process of ascertaining the decision areas of concern; selecting appropriate information, collecting and analysing
information, in order to report a summary of data useful for decision makers in selecting among alternatives.
Blooms et al (1971) gave two types of evaluation (formative and summative) and the respective definitions of
each. Formative evaluation is defined as a system of quality control in which it may be determined at each step in the
teaching-learning process, whether the process is effective or not, and if not, what changes must be made to ensure its
effectiveness; while summative evaluation is defined as an evaluation directed towards a much more general assessment of
the degree to which the larger outcome have been attained over the entire course

Impact Factor (JCC): 4.5129

Naas Rating: 2.72

Educational Evaluation

41

Paul (1976) defined evaluation as both a judgment on the worth or impact of a programme, procedure or
individual and the process whereby judgment is made.
Yoloye (1981) defined evaluation as the assigning of some values to an entity in relation to some criteria values or
objectives
Types of Evaluation

Diagnostic Evaluation: The evaluation is done during the formation of educational objectives

Formative Evaluation: Evaluation within or during the development of a course or programme

Summative Evaluation: The evaluation is carried out at the end of a course or programme.
An important question may be asked - "Why Evaluate'? According to Yoloye (1976), the following reasons can be

given. Educational evaluation is essential for:

Decision making

Identification of appropriate questions

Identifying and analyzing relevant data on which decisions can be based

Monitoring the implementation process to ensure that it is appropriately done

Identifying objectively the impact or outcomes of decisions.

Benefits of Evaluation
Evaluation provides adequate and effective feed- back. The teachers learn about the effect of the teacher's
teaching method. It also provides feedback from the teachers to the parents about their ward's performance. It provides
feed-back from school administrators to the policy makers. Obanya (1985) suggested that one of the proposes of
educational evaluation is to identify some of the problems that the students may need to overcome in order to progress hi
learning. Educational evaluation facilitates the identification of what is left to be learned. It produces feedback on students'
achievement and encourages men to learn more and progress faster in the instructional programmes Evaluation provides
valuable information which can be used further for placement into class or job, and for guidance and counseling purposes.
Evaluation by providing data can help research workers and teachers to identify important educational problems. The test,
examination and evaluation devices stimulate students' interest and enable them to make, greater efforts. Without the use of
evaluation devices, most students will not take their learning seriously. A well-thought-out evaluation programme will
certainly contribute to the improvement of educational quality. And all rounded growth is only possible when teaching,
learning and evaluation process should work for the benevolence of the students in coordination.
What to do
Evaluation is a complex task and it involves several steps. A sound evaluation system should be definite, non
ambiguous, perpetual, versatile, should have a broader scope and covers all aspects of educational process. Instead of
putting an undue emphasis on memory and facts it should stress upon creating a learning environment for the students.
Effective communication system should exist between the evaluators and the policy makers. According to Yoloye (1978),
the major role of educational evaluation may be to inform the producers about me worm of what they are producing
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Kiran Dalal

considering the energy, the time and the money invested. Educational evaluation helps in producing a worthwhile material.
It also helps hi the selling of a programme to involve the policy makers to produce or improve the quality of the competing
programmes initiated by the ministries.
To evaluate the evaluation system in education is an extremely important yet challenging task. To yield the
desired positive result, effective planning and evaluation of educational programmes is must. All evaluation tools, devices,
methods, instruments should be valid, reliable and according to the need of the hour. New strategies and techniques of
evaluation should be developed. A considerable team work should be called for evaluating. More emphasis should be
placed on the objective evaluation of the students. It requires adequate financial aids from government and community
participation for its successful implementation. It is an important and integral part of the total educational process. It should
be apt and efficient enough to recognize all the differences of various individuals and bring out the best in them. Evaluation
decides the rewards one gets or the actual path that he/she follows hence it has to be constructive in nature and should
focus on individual difference of students, they should be able to know what they are good at after they are through with
evaluation.

CONCLUSIONS
Evaluation is a part and parcel of educating that is why the need of the hour is to establish a complete and proper
evaluation system which should be able to bring positive changes in the whole education system and should help in
institution arising individualism, promoting innovation, teaching team behavior and to imbibe steadiness and dexterity
among students. It should nurture and cherish talent of students outside academics as well and should give an overall
measure of a student’s capability, necessary for his/her growth as an educated well rounded human being.
REFERENCES
1.

Allan, M. C. (1970). Products for improving educational evaluation. Evaluation Component, 2(3).

2.

Bloom, B. S., Hasting, J. T., Madaus, G. R (1971). Handbook on formative and summative evaluation of student learning. New
York: McGraw-Hill.

3.

Obanya, P. A. 1. (1985). Current trends m examining. Theory and Practise of Education. Lagos: Basic books publishers.

4.

Paul, L. D. (1976). Handbook of Academic Evaluation. New York: McGraw-Hill.

5.

Wheeler, D. K. (1967). Curriculum Process. London: Hodder and Stoughton.

6.

Yoloye, E. A. (Ed) (1978). Evaluation far Innovation. African Primary Science Programme Evaluation Report. Ibadan:
University Press.

7.

Yoloye, E. A. (Ed) (1981). Institutional arrangement for evaluation, planning and co- ordination of science and technology.
Paper presented at the conference on National policy on science and Technology. Lagos, October 12 -16.

8.

Yoloye, E. A. (1976). The role of research in educational innovation: the case. of the Ife 6-year primary project. Nigerian
Psychological Journal, 1, (1) pp 65 - 68.

AUTHOR DETAILS
Kiran Dalal has done M.A. in English, M. Phil. in English and M.A. in Education. Her interests in research
include pedagogy. Currently she is working as lecturer at Government Girls Senior Secondary school Gandhra, Rohtak,
Haryana, India.
Impact Factor (JCC): 4.5129

Naas Rating: 2.72