Evaluation

 Evaluation is the process of assigning value to something. This is possible only on the basis of specific pre-determined goals. Therefore, evaluation in education warrants the determination of specific educational goals. From the point of view of the class room teacher, instructional objectives act as the basis of evaluation. This means that educational evaluation is possible only if the instructional objectives are determined earlier. Evaluation based on pre-determined objectives is called objective-based evaluation.

a. Functions of Evaluation

1. Evaluation enhances the quality of teaching: Through evaluation, teachers are able to find out how far they have been successful in achieving the objectives of education they had in mind. In other words they are able to assess the degree to which they have succeeded in their teaching. This assessment leading to value judgement enables them to adopt appropriate instructional strategies and thus ensure realisation of the anticipated educational objectives.

2. Evaluation helps in clarifying the objectives: Evaluation is based on objectives. Through this objective based evaluation the teacher gets a deeper insight into the various aspects of the topics to be taught. In the objective based approach each learning aspect has to be translated into operational behavioural terms. This analysis makes the objectives also transparent.

3. Evaluation motivates learners: The students try to learn the topics well because they know that their learning will be continuously evaluated. The tests used for evaluation are constructed on the basis of the syllabus in that subject. Hence, a student tries to learn the subject thoroughly well so that he can succeed at the various stages of evaluation.

4. Guidance can be given on the basis of evaluation: Evaluation makes the individual differences clear. Specific difficulties also will be identified and diagnosed. Hence, it is of great utility in giving educational guidance. On the basis of the measurement of abilities also the child can be given educational and vocational guidance.

5. Evaluation can help in bringing changes in the curriculum: The world is progressing at quite a rapid pace these days. The new investigations in the field of education are presenting new principles and strategies before us. These are indicative of the fact that the curriculum cannot remain static. It should always go on changing. Educational evaluation provides us the direction for bringing about such changes. 

b. Purpose of Evaluation

1. It helps for promotion, classification, selection and certification.

2. It helps to assign proper marks or grades for placement of students.

3. It motivate students for better learning.

4. It diagnose strengths and weaknesses of students.

5. To locate areas where remedial measures are needed.

6. It judges effectiveness of instruction.

7. It helps in determining as to how far the learning objectives could be achieved.

8. It determines the rates of progress of students.

9. It predicts the success of students in future.

10. It helps in selecting the students for admission in different subjects and different levels.

c. Types of Evaluation - Formative and Summative

1. Formative Evaluation: While teaching, the content to be taught is presented in the form of small teaching points with a view to facilitate easy assimilation. At the end of each of such item, students have to be evaluated with respect to the anticipated objectives. Thus, weaknesses, if any, should be diagnosed and remediated. This procedure will ensure mastery of the subject in terms of realisation of educational objectives. As this function of evaluation is developmental in nature, it may be said to be formative evaluation. Formative evaluation provides immediate feedback leading to diagnosis and remediation and the resulting reinforcement and motivation. The instructional process thus becomes dynamic and effective through continuous formative evaluation. The emphasis is on the realisation of pre-determined objectives.

2. Summative Evaluation: As the term indicates, summative evaluation is done at the end of something attempted. It may be conducted at the end of a unit, after it is successfully completed as evidenced by formative evaluation. Or, it may be at the end of a term and cover a number of learning units. Annual examination also may be said to be summative in nature. The result of summative evaluation will give a general picture of the level of attainment, again in terms of broader instructional objectives anticipated. This also will help to reinforce teachers and pupils alike and will make instruction more effective. In addition to these functions it may aim at placement, prediction, etc. of the learners, as in the case of an annual examination or a competitive test.

Though formative and summative evaluation differ in their nature and function both may be considered complementary to each other.

d. General Approaches to Evaluation

Education aims at the all-round development of a pupil and not merely at imparting knowledge to him. It is, therefore, necessary that the teachers and educators should be equipped, not only with the contents of the subject and dynamic methods of teaching but also with specific and appropriate learning objectives and appropriate testing devices required for evaluating the effects of the learning in terms of the anticipated objectives. There are different approaches used for class-room evaluation.

The present system of instruction is based on pre-determined objectives. The teacher has to assess how far the objectives have been achieved. In order to assess the degree of realisation of the objectives by the learner, the teacher has to conduct a test which is known as an achievement test. Why a particular learner could not achieve the objectives, can also be determined in terms of gaps, difficulties, etc. A test meant for that purpose is a diagnostic test. The future prospects of success of a student in any selected area can be predicted by giving a test designed for the purpose. Such a test is known as a prognostic test.