FUNCTIONS OF EVALUATION

1. Evaluation enhances the quality of the teacher.

• Through education teachers are able to find out how far they have been successful in achieving the objectives of education.
• Teachers are able to assess the degree to which they have succeeded in their teaching.
• Evaluation helps the teachers to adopt appropriate instructional strategies.

2. Evaluation helps in clarifying the objectives.

• Teacher gets a deeper insight into the various aspects of the topic to be thought.

3. Evaluation motivates learners.

• Since the teacher continuously evaluation the learner's learning, the student tries to learn the topic well.

4. Guidance can be given on the basis of evaluation.

• Evaluation makes the individual difference clear.
• Through evaluation, specific difficulties of the learner can be identified, so evaluation helps to give guidance.

5. Evaluation can help in bringing changes in the curriculum.

• The educational investigation is presenting principles and strategies.
• Educational evaluation provides the direction for bringing about such changes.

In respect of the pupil

• In selection, classification, certification of pupils by diagnosing their strength and weakness.
• To determine the current status of the pupil.
• Determining the rate at which the individual student is progressing (Using periodic evaluation).
• To find out the aptitude of a pupil.

In respect of the teacher

• To know how for teaching is successful and methodology is effective.
• To find out the individual differences.

In respect of Instructional procedures

• Evaluation implies objective based instruction and continuous assessment of the progress of pupil.
• This improves teaching and learning

In respect of school programmes

• Evaluation is important in the overall appraisal of the total school programmes.

In respect of improvement of public relations

• Pupil evaluation may also be used as a basis, through reports to parents, for the improvement of public relation and the mobilization of public opinion.

EVALUATION TECHNIQUES

• Major Evaluation Techniques in education are…
  1. Observation
  2. Interview
  3. Case study
  4. Sociometry
  5. Projective Techniques
  6. Testing

1. Observation

• The teacher observes the behaviors of the student, if any relevant feature notice in behavior should be recorded as objectively as possible.


• In observation subjectivity of the observer will be often reflected in the judgment.


• The subjectivity can be reduced to the minimum by use of objective tools for observation.


• The subjectivity can be reduced by pooling together the result of the observation made by more then one person for a considerably long period.
  Different types of observation


• Controlled observation
  Observation under controlled condition.


• Uncontrolled observation
  Observation of events as they naturally occur.


• Participatory observation
  Observe the students by the observer while participating in the same activity with the students.

2. Interview

• In interview the teacher tries to observe the pupil’s behavior directly and gathers information orally.


• The interviews also have the possibility of being subjective.


• Conducting the interview with the help of a scientifically designed schedule and by involving more interviewers whose ratings could be pooled together, the result of an interview can be made objective.


• Interview may be considered as complementary to other techniques.
  Types of Interviews


• Structured interviews
  Interview conducted on the basis of some pre-determined format.


• Unstructured interviews
  Interview conducted not on the basis pre-determined format.


• Diagnostic interview
  Used to understand the pupil’s problems.


• Therapeutic interview
  Used to plan suitable therapy.


• Counseling
  Used to solve personal, educational or vocational problems.

3. Case study

• The most reliable method of studying a single child in its totality.


• Case study is the technique of collecting all sort of necessary information about a child with a view to studying and solving his deep-rooted problems.


• Case study synthesis and interpret the data collected from several sources using various methods in order to studying the problems of the child.


• It helps the teacher to handle more effectively with his pupil.

4. Sociomerty

• Developed by J.L. Moreno for assessing social relationships among the members in a social group.


• It is methods of assessing the receptive or rejective tendencies of the members in a social group.


• In this method, children are asked to write the names of those members of the group, with whom thy would like to play or work


• Using this data construct a sociogram.


• This sociogram reveals information about the structure of the group.


• The sociogram help the teacher to identify the star, cliques and isolates.
  Star
  Stars are those who are chosen by many.
  
  cliques
  Cliques are small groups who have chosen exclusively among themselves.
  
  Isolate
  Isolates are those who are chosen by nobody


• Using sociometry, the teacher can understand whether his class is a well knit-group or a loosely knit one.


• It will help the teacher to prevent social maladjustment in children and promote social cohesion.


• This technique can be used as a complementary technique while making case studies and attempting diagnosis.
  

5. Projective Techniques

• In projective technique, provide some stimuli (like above pictures) that might make respond in such a way as to project inner self in an unconscious manner.


• The responses may be interpreted and conclusion drawn.


• Ink blot test, Termatic Apperception Test (TAT) are examples of projective technique.

6. Testing

Performance of the student assessed by the help of different types of testing tools.

Norm Referenced Test & Criterion Referenced Test

Norm Referenced Test

• Norm Referenced Test is a test which compares the individual’s performance with those other persons taking the same test.

Criterion Referenced Test

• Criterion Referenced Test evaluates an individual’s performance in a given situation with respect to specific characteristics expected in the performance.
  
  A comparison of Criterion Referenced Test & Norm Referenced Test

Criterion Referenced Test

• The Main Objective to measure the effectiveness of a programme or instruction.
• Provides specific information in individual level of performance with respect to objectives
• The score of an individual can be interpreted individually
• The purpose is not classify and rank learners, but to ensure development
• The results are used to evaluate student performance relative to specific performance level anticipated.
• The test constructor is not concerned with developing a test to maximize the variability of test scores
  
  Norm Referenced Test
• The main Objective to measure individual differences
• Aim to classify and grade learners in various categories
• The meaning of any particular score can be determined only by comparing it to other scores achieved by student taking in the test
• It is often used for selection purposes.
• The test results are used for making comparative decision regarding individuals
• It is specially constructer to maximize the variability of test scores, as the purpose is discriminating of individuals by comparison
  

QUALITIES OF A GOOD TEST

A good test should possess the following qualities.• Objectivity
• Objective Basedness
• Comprehensiveness
• Validity
• Reliability
• Practicability
• Comparability
• Utility

Read more....
This note covers the following sub headings and explanation...

• Objectivity
• Objective Basedness
• Comprehensiveness
• Validity

            • There are different types of validity:
               • Operational Validity
               • Predictive Validity
               • Content Validity.
               • Construct Validity

• Reliability
•      Different method for determining Reliability

               • Test-retest method
               • Split-half method
               • Parallel form method

• Discriminating Power
• Practicability
• Comparability
• Utility

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