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One of the example of assessment is paper and pencil test like quizzes and exams but
this is inadequate in measuring other important skills of students. Therefore, assessment must
be varied in order to fill the gaps and students learn better if their multiple intelligences have
been addressed.
Measurement
Evaluation is the process of gathering and interpreting evidence regarding the problems
and progress of individuals in achieving desirable educational goals.
Function of Evaluation
Prediction
Diagnosis
Research
Areas of Educational Evaluation
Achievement
Aptitude
Interest
Personality
Teaching, Learning and Evaluation are the three interdependent aspects of educative
process. The interdependence is seen mostly in the purpose of instruction in which there should
be an improvement in the performance of the learners’ trough meeting the learning targets set
by the teachers. The achievement of the learning targets is brought about by careful planning of
teaching and learning activities, then learners progress is evaluated through different
assessment tasks such as paper and pencil tests or performance tasks.
This integration of evaluation into the teaching-learning process can be seen in the following
stages of the process:
Measurement is a part of the educational evaluation process whereby some tools or instruments
are used to provide a quantitative description of the progress of students towards desirable
educational goals.
Types of Evaluation
Placement
Formative
Diagnostic
Summative
These types show that evaluation is integrated with the various phases of instruction
Placement
Formative
Evaluation provides the students with feedback regarding his success or failure in
attaining instructional objectives. It identifies the specific learning errors that need to be
corrected and provides reinforcement for successful performance as well.
For the teacher formative evaluation provides information for making instruction and
remedial work more effective.
Tips for Formative Evaluation
Diagnostic
Evaluation is used to detect students’ learning difficulties which are not revealed by
formative tests or checked by remedial instruction and other instructional adjustments.
Since it discloses the underlying causes of learning difficulties, diagnostic tests are
therefore more comprehensive and detailed.
Summative
Evaluation is concerned with what students have learned. This implies that the
instructional activity has for the most part have been completed and that little correction of
learning deficiencies is possible.
1. Clarifying objectives
2. Identifying variables that affect learning
3. Providing relevant instructional activities to achieve objectives
4. Determining the extent to which the objectives are achieved.