Introduction to Student Assessment and Evaluation

INTRODUCTION

Evaluation of educational programmes is a global issue. It involves the effectiveness of

proposals, curricula, instructional materials, organizations, administration, resources, utilization,
facilities, duration etc. Though a progressive evaluator will be concerned with many issues in
evaluating educational programmes, the practicing teacher will mainly be concerned with student
assessment and evaluation.

From this point of view evaluation is defined as a systematic process of determining the extent to
which the learners achieve instructional/training objectives. It may include either quantitative or
qualitative description of learner behavior plus value judgement concerning its worth. It is
imperative that we make judgements based on proper information (qualitative or quantitative)
through suitably designed tools and techniques for the purpose.

A sound evaluation programme will include both measurement and non-measurement

techniques, each to be used as appropriate.

Evaluation may be based on information obtained by

1. presenting an individual with a task/set of tasks to perform
2. asking him/her questions about himself/herself
3. by asking others to appraise his/her behaviour

Role of Evaluation

The relationship between evaluation and other components of the teaching

learning process is shown in the following diagram:
 Figure 1.1 : Instructional System

Evaluation involves value judgement with respect to actual achievement of objectives in

comparison with the proposed ones. The tools for gathering the needed information are therefore
to be necessarily designed, using the proposed objectives as reference points.

Purposes of Evaluation

Feedback provided by evaluation influences the student to

• know his/her strengths and weaknesses and direct his/her study efforts to
make up for gap or knowledge and understanding

• compare his/her progress with that of his/her peers and get motivated to
do better

• develop regular and good study habits if assessment is continuous)

It helps the teacher to

• assess how effective the instructional methods and strategies used are
• detect students' learning difficulties and provide for remedy
• identify individual student differences and suitably adapt teaching
strategies
• grade students

It helps administrators to

• make any structural changes in the system such as providing more resources,
revision of curriculum etc., to improve the system

General Principles

Some general principles that provide direction to the evaluation process are:
• Evaluation is a systematic process to determine the extent to which objectives
are achieved. This means that formulating objectives in clear terms is an
important prerequisite, as that will spell out 'what to evaluate'.
• Evaluation procedures are selected in terms of the purposes to be served. The
question is not 'should this procedure be used?' but rather 'when this
procedure be used?' A particular procedure is suitable for certain purposes
and not appropriate for others.
• A variety of procedures are needed for evaluation. Tests (different types), self-
report techniques and observation are some of the procedures available,
Appropriate procedures are to be used depending on the nature of objectives
(cognitive, psychomotor; and affective) for ensuing comprehensive
evaluation.
• Knowledge of limitations as well as strengths of different evaluation
procedures is needed for their proper use- A teacher/trainer should develop
skills in minimizing errors in evaluation by being able to design and use
different procedures appropriately
• Evaluation is a means to an end and not an end in itself. Evaluation has to be
looked upon as a process of obtaining reliable information upon which to base
educational decisions (instructional, guidance or administrative). It is not the
end of the teaching learning process.