EVALUATION IN

EDUCATION
NATURE OF EVALUATION

• Evaluation is pervasive- everyone is involved in evaluation

• Goals are implied in evaluation
• Evaluation is evidence-based – it needs a set of data
• It is a means to an end & an end in itself
• Means because it serves as the point of departure in the attainment
of goals desired
• an end in itself when considered as an objective in teaching
NATURE OF EVALUATION

• Evaluation needs previously agreed criteria on which to base the value judgment
• Evaluation is part of every decision-making process
REMEMBER:

“In making value judgments, we should be careful not

to make hasty generalizations from meager data. We
are helping shape the future of our students. We do
not want to make blunders in this very delicate task
entrusted to us.”
EVALUATION DEFINED
• A systematic process of determining the effectiveness of educational
endeavors in the light of evidence.
• The definition implies:
• Data gathering
• Data analysis
• Clear formulation of goals
• Use of evaluative criteria
• Appropriate techniques
• Decision-making
 FORMATIVE VS. SUMMATIVE EVALUATION

FORMATIVE EVALAUTION
• “midstream” evaluation; i.e. evaluation of the learner’s growth at some intermediate point
• Provides teachers and students feedback on the students’ progress or lack of it early enough so that the
needed changes in the instructional effort could be made
SUMMATIVE EVALUATION
• Evaluation at some logical terminal point; may be at the end of a unit of instruction or of an academic
term
• Helps teachers determine the degree of achievement of the desired outcomes of the educative process.
FORMATIVE EVALUATION

• “midstream” evaluation; i.e. evaluation of the learner’s growth at some intermediate point
• Provides teachers and students feedback on the students’ progress or lack of it early
enough so that the needed changes in the instructional effort could be made
SUMMATIVE EVALUATION

• Evaluation at some logical terminal point; may be at the end of a unit of instruction or of
an academic term
• Helps teachers determine the degree of achievement of the desired outcomes of the
educative process.
USES OF EVALUATION

• Appraisal of academic achievement of individual students

• Diagnosis of learning difficulties of individual student or of the entire class
• Appraisal of the educational effectiveness of a curriculum, instructional materials and
procedures, and organizational arrangements
• Assessment of the education progress of large populations so as to help understand
educational problems and develop sound policy in education
TEACHERS’ CONCERN ARE THE FIRST TWO USES AND
THIS WOULD MEAN:

• Make objectives explicit

• Make formal assessments to establish the status of students before instruction – make
periodic formal assessments during the course of instruction to see if the instruction is
indeed leading toward the behavioral changes planned for, and if not, why not
• Make specific measurements of the extent to which the desired behavior are evident at
the end of instruction
ASSESSMENT

• Process of gathering evidence of students’ performance over a period of time to

determine learning and mastery of skills (Navarro, Santos & Corpuz).
• Its main goal is to improve student learning and provide students, parents and teachers
with reliable information regarding student’s progress and attainment of the expected
learning outcomes (Navarro, Santos & Corpuz).
EDUCATIONAL MEASUREMENT

Definition:
• The process that attempts to obtain a quantified representation of the degree to which a
pupils reflects a trait (Ahmann & Glock, 1975).
• The assignment of numerals to the things according to rules (Tyler, 1971)
• Process of determining or describing the attributes or characteristics of physical objects
generally in terms of quantity (Navarro, Santos & Corpuz, 2017).
CHARACTERISTICS OF EDUCATIONAL
MEASUREMENT
• Educational Measurement is objective
• The data represents “what is” not “what should be”
• It is fundamentally descriptive of the degree to which a trait is possessed
by a student
• Uses numbers rather than words
CHARACTERISTICS OF EDUCATIONAL
MEASUREMENT
• It is indirect rather than direct
• Makes use of a test

• Tends to concentrate on specific well-defined trait and then strives to

determine with precision the degree to which that trait is possessed by
an individual student
• It is relative rather than absolute
• e.g. a score of zero does not mean absence of a trait being measured
STEPS IN THE EVALUATION PROCESS

• Formulate the instructional objectives

• Define the objectives formulated – formulate the specific objectives
• Set-up criterion tests and test situations
• Prepare and administer the measurement instruments
• Interpret the data
THE BASIC TEACHING MODEL

A B C D
Instructional Entering Instructional Performance
Objectives Behavior Procedures Assessment

Figure 3. The basic teaching model and the feedback

loops for performance assessment
ROLE OF THE TEACHER IN FORMAL EDUCATIVE PROCESS:

• Identify the educational objectives sought

• Know the learners well enough so that you can design and order their
experiences according to their varied characteristics
• Determine the educational experiences the learner must have to achieve the
objectives.
• Evaluate the degree to which the desired changes in learner behavior
have taken place