DEFINITION OF EVALUATION

 Evaluation is the process of gathering and interpreting evidence regarding the

problems and progress of individual in achieving educational goals.
 Tuckman (1975) defines evaluation as a process wherein the parts, processes, or
outcomes of a program are examined to see whether they are satisfactory,
particularly with reference to the program’s stated objectives, our own
expectations, or our own standards of excellence.
 The evaluation of a program’s outcomes or results, for instance, is facilitated by
measurement. Thus, test may be used in the process of evaluation. Tests, along
with inventories, scales, questionnaires, and the like, or measurement devices
used to obtain data or information needed for evaluation.
 Bloom, Hastings and Madaus (1971), evaluation is the making of judgment about
the value, for some purpose, of ideas, works, solutions, methods, materials, etc. It
involves the use of criteria as well as the use of standards for appraising the
extent to which particulars are accurate, effective, economical or satisfying.
 Hamachek (1979), whereas measurement refers to a process of determining the
extent, dimensions or quantity of something, evaluation is a different process in the
sense that involves judgment of “how good” or “how satisfactorily ” a student for
example, has performed. Thus, the score from a test represents a measurement; the
interpretation concerning the meaning and value of that score represents an
evaluation. A measurement is relatively objective and impersonal. Evaluation, on
the other hand, is usually subjective and personal, for it consists of placing a value
on something on the basis of previously determined standards.

PURPOSE OF EVALUATION
 Chief purpose of Evaluation
The improvement of the individual learner.
 Other purpose of Evaluation
 To maintain standards
 To select students
 To motivate learning
 To guide learning
 To furnish instruction
 To appraise educational instrumentalities
 Brown and Thornton (1971) state that a teacher complete program of
evaluation—which should really be regarded as an important continuous aspect
of teaching—allows him to accomplish several purposes as follows:
 To determine, through feedback, the level of knowledge, other
achievement, or condition of students in his class of various times
during the term.
 To provide bases for assigning grades.
 To become aware of specific difficulties of individual students, or the
entire class, as a basis for further teaching.
 To estimate the effectiveness of techniques, subject content and
instructional resources in reaching the goals of his course.
 To encourage student’s learning by measuring their achievement, by
informing them of their success, and by reinforcing the emphasis of
class presentations through repetitions on tests.
 To use the additional motivation of examinations to provide practice
in critical thinking.
 To gather information needed for administrative purposes, such as
selecting students for honors courses, permitting students to enter
sequential courses, granting credit by examination, meeting
graduation requirements, writing recommendations, or assessing
facets of institutional quality.
 To serve as a basis for replanning and improving the next offering of
the course.

 FUNCTIONS OF EVALUATION
 Prediction
 Diagnosis
 Research
 AREAS OF EVALUATION
 Achievement
 Aptitude
 Interest
 Personality
 A WELL DEFINED SYSTEM OF EVALUATION
 Enable one to clarify goals
 Check upon each phase of development
 Diagnose learning difficulties
 Plan carefully for remediation

 EVALUATION AND THE TEACHING-LEARNING PROCESS

Teaching, Learning and Evaluation are three interdependent aspects of
the educative process. (Gronlund 1981) 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 include changes in the intellectual,
emotional or physical domains. Instructional objectives or in other words,
desired changes in the pupils, are brought about by planned learning activities,
and pupils’ progress is evaluated by tests and other devices.
This integration of evaluation into teaching-learning process can be seen
in the following stages of the process:
 Setting instructional objectives
 Determining pupil variables that can affect instruction
 Providing instructional activities that are relevant and necessary to
achieve the desired learning outcomes
 Determining the extent to which desired outcomes are achieved

 PRINCIPLES OF EDUCATIONAL EVALUATION

 Evaluation must be based on previously accepted educational
objectives.
 Evaluation should be continuous comprehensive and a cumulative
process.
 Evaluation should recognize that the total individual personality is
involved in learning.
 Evaluation should be democratic and cooperative.
 Evaluation should be positive and action-directed.
 Evaluation should give opportunity to the pupil to become
increasingly independent in self-appraisal and self-direction.
  Evaluation should include all significant evidence from every possible
source.
 Evaluation should take into consideration the limitations of the
particular educational situations.

 TYPES OF EVALUATION

PLACEMENT- evaluation accounts for a student’s entry behavior or

performance. It determines the knowledge and skills he possesses which are
necessary at the beginning of instruction in a given subject area.

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.

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.

SUMMATIVE- evaluation 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 learning
3. Providing relevant instructional activities to achieve objectives
4. Determining the extent to which the objectives are achieved.

References:
Assessment of Learning 1 by Rosita De Guzman-Santos
Principles and Methods of Effective Teaching by Gaudencio V. Aquino