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-it is a process of gathering
and interpreting evidence
regarding the problems and
progress of individuals in
achieving desirable
educational goals.
Chief Purpose of Evaluation
• The improvement of the individual

Other Purposes of Evaluation

• To maintain standard
• To select students
• To motivate learning
• To guide learning
• To furnish instruction
• To appraise educational

Function of Evaluation
• Prediction
• Diagnosis
• Research
Areas of Educational Evaluation
• Achievement
• Aptitude
• Interest
• Personality

A well defined system of evaluation

• Enable one to clarify goals
• Check upon each phase of
•Diagnose learning difficulties
• Plan carefully for remediation

Evaluation and the Teaching –

Learning Process
Teaching, Learning, Evaluation- are
3 interdependent aspects of the
educative process
This interdependence is clearly
seen when the main purpose of
instruction is conceived in terms of
helping pupils achieve a set of
learning outcomes which includes
changes in the intellectual,
emotional or physical domains.
Instructional objectives
- Desired changes in the pupils are
brought about by planned
learning activities and pupils
progress is evaluated by tests and
other devices.

Stages of the Process

1.Setting instructional objectives
2. Determining pupil variable(likely
to change or be changed
3. Providing instructional activities
that are relevant and necessary to
achieve the desired learning
4. Determining the extent to which
desired outcomes are achieved.

Principles of Educational Evaluation

1. Evaluation must be based on
previously accepted educational
2. Evaluation should be continuous
comprehensive and a cumulative
3. Evaluation should recognize that
the total individual personality is
involved in learning.
4. Evaluation should be democratic
and cooperative.
5. Evaluation should be positive
and action-directed.
6. Evaluation should give
opportunity to the pupil to become
increasingly independent in self-
appraisal and self-direction.
7. Evaluation should include all
significant evidence from every
possible source.
8. Evaluation should take into
consideration the limitations of the
particular educational situations.
- Is a part of the educational
evaluation process whereby
some tools or instruments are
used to provide quantitative
description of the progress of
students towards desirable
educational goals.
Test or Testing
- Is a systematic procedure to
determine the presence or
absence of certain characteristics
or qualities in a learner.

Types of Evaluation:
1. Placement 3. Diagnostic
2. Formative 4. Summative
1. Placement- an evaluation
accounts for a student’s entry
behavior or performance .
2. Formative – an evaluation that
provides students with feedback
regarding his success or failure in
attaining the specific learning
errors that need to be corrected
and provides reinforcement for
successful performance as well.
Pointers in Formative Evaluation
1. There should be an achievement
continuum at every level of
2. criteria and standards be well-
defined at the beginning of the
learning process.
3. criteria-referenced test should
be administered.
4. Students should always be
informed of their progress.
5. Enrich/ remedial/ opportunities
should be made available.

3. Diagnostic
- An evaluation that is used to
detect student’s learning
difficulties which are not revealed
by formative test or checked by
remedial instruction and other
instructional adjustments.

4. Summative
- An evaluation that is concerned with
what students have learned. This
implies that the instructional activity
has for the most part been completed
and that little correction of learning
deficiencies is possible.
Stages of Teaching- learning in which
Educational Evaluation is integrated
1. Clarifying objectives
2. Identifying variables that affect
3. Providing relevant instructional
activities to achieve objectives
4. Determining the extent to which
the objectives are achieved.