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re Lar Unit-I il A taalt LOMA, Md, re ¥ 2 wy yi i- ee te, , , , “Introduction To Assessment And Evaluation, , ., at : b, , , , 5, , Az, , , , CONCEPT OF ASSESSMENT : EVALUATION, €ND THEIR INTERRELATIONSHIP, , Q What do you mean by evaluation and assessment? What is relationship, between evaluation and assessment?, , ® Ans. Evaluation is the process of determing to what extent the educational, , yectives are being realized, Evaluation is an integral part of teaching-learning, process. From the stand point of classroom evaluation, it is the systematic process, of collecting, analyzing and interpreting information to determine the extent to which, pupils are achieving instructional objectives. Evaluation should not be only the measurement of students’ learning, but it should also be used for improving students”, achievement. Therefore it is important that evaluation should be treated as an inseparable part of teaching-learning process and be used as diagnostic device to, improve teaching-learning process. ar :, , According edie Faacation Commission- “Evaluation is a continuous ., Process. It forms an integral part of the total system of education, Ultimately it, is, related to educational objectives.” It exercises a great influence on the students, rstudy habits and teachers methods of teaching, Thus, it helps not only to measure, be cational objectives but improves it also., , According to Dandenkar “Evaluation is a systematic process of determin-_, ing the extent to which educational objectives are achieved by the students.”, , Asconding.s Gondas Syeluatlon rocess of judging the amount of someth } isal,” Ot BK weky ay “Fh, Kohn, , & “A,, , na, "Evaluation is the process of gathering, e in the behaviour of the students as they
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Definition of Assessment ., , tion / evidence through measurements |, ement. (Permendikbud 201 4)., , * Assessment is the process of collecting informa, , interpret , describe, and interpret the evidence of measur, , * Assessment is a process for making decisions using information obtained through, , measurement(Siregar dan Nara, 2010)
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. Purposes and Functions of Evaluation, , 1., , rh, , w, , ND ot me, , 10., 11., , 12., bB., 14., , 15., , Q Describe the purpose and ob, promotion, certification, dia, , Ans., , To discover the extend to competence. :, To predict the educational practices., , To certify student's degree, proficiency in a particular educational prac., ice fps spt . ., , ts appraise the status ofand changes in student's sence, , To make provision for guiding the growth of the individual student,, , To diagnose the individual students’ educational weakness and strength,, , To assess the students’ progress from time to time and disclose students’, , needs and possibilities. ;, , To predict the students’ future academic success or otherwise., , To provide basis for modification of curriculum and courses., , To locate areas where reniedial méasiires are needed., , To provide basis for the introduction of experiences to meet the needs of, individuals and group of students. , Motivate students towards better attainment and growth., , Test the efficiency of teachers., , Appraise the teachers and supervisors’ competence. Improve instructions,, measurements and measuring devices., , Bring out the inherent capabilities of a student, such as attitudes, habits,, , appreciations and understanding, manipulative skills in addition to conventional acquisition of knowledge., , PURPOSE AND OBJECTIVES OF ASSESSMENT, , jectives of assessment for placement, grading,, gnostic of learning difficulties., , Purpose of Assessment, staal ta, , Evaluation has following Purposes to serve,, , 1., , Bee ao 2 Ee ia, , Giving Details of students' Progress : Evaluation tells where a student, is standing on the way to this destination of learning how much he is, ahead or behind his classmates, to what extent the behavioural changes, occurred in him are acceptable how far he can apply his present acquired
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Assessment for Learning | 3, , knowledge to his future life of learning situations, at what point he is, facing any difficul, , : ty and why and so on. Thus evaluation here works like, the diagnostic function of measurement., , Predicting future achievement : When evaluation covers the aptitudes, aspect of behaviour, it can predict the future performance of a student or _, a teacher on the basis of his present performance., , Guidance and Motivation : When a student comes to know about the, actual position of his achievement, he gets motivated to do better. Besides,, strengths and weaknesses of students become manifest through, evaluation and a teacher can guide them accordingly., , Improvement in the system : Once proper guidance is given to students, by the teacher after evaluation, teaching learning process gets improved., A teacher can also come to know his own strengths and weekness by the, process and can change his own behaviour accordingly. Once he gets, acquainted with his own shortcomings, he can remove them. Thus, process, of evaluation is concerned with input and output both., , Classification of Students: By evaluation process we can classify students, into different groups like talented, bright average, slow learners and poors, and adopt different strategies of teaching for different groups. We can, , also give remedial treatment to weak students in the class only after, thorough evaluation of them., , Aims And Objectives Of Assessment, SE, , The primary aim of evaluation is to brin, learning process so that the learner develop, , Following are the broader aims of evaluation :, 1,, , _ To Give Uniformity of Standard: The ex, , ig about improvement in the teachings his potential to the optimum level., , To Evaluate the Achievement of the Students : The abilities and the, achievements of the students must be evaluated. Evaluations are, conducted to discover whether or not the learner has been able to acquire, the required knowledge, skills and attitudes., , To Measure Personality : Evaluation is used to test the power of clear, thinking, quickness of mind, calmness and presence of the students., , To Find Out the Efficiency of Teacher and of the School : Evaluations, provide a suitable occasion for the authorities to judge the efficiency of, the teachers. The efficiency of the institution is also judged. They provide, a proper occasion to the teachers to know whether or not their methods, of teaching-learning are appropriate., , To Help in Diagnosis : Evaluation helps to discover the specific weak, points of an individual.or class and thus gives an Opportunity to the, teachers as well as to the taught to remove these defects., , To Actas Incentives : Stimulation to work hard is Provided to the students, , through the system of evaluation. Some objectives are placed before the, students and for the realisation of those objectives, the students develop, in them the habits of constant hard work., , To Help in Prognosis : Evaluation has a Prognostic value also. Wi i, device, the aptitudes of the students are determined. Hs, ternal evaluation fac’, , acilitates the, attained by the students of the, , , , problem |, different, , , , if, f uniformity of standards, tutions,, , , , Ses
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8., , 10., , , , , , , , To Help i in Grouping : Evaluation facilitates the work of grouping, individuals for the purposes of teaching by bringing those together who, have more or less the same attainment., , To Measure Fitness for.Admission to Higher Courses : Evaluation is, designed to determine the capacity and fitness of the candidates to pursue, higher courses of general of professional study or training. Evaluations, which serve this purpose are called Entrance or Qualifying Examinations,, , To Help in Selection of Competition : Evaluation is also conducted to, , — the best candidates for appointment to public services or for, awarding prizes and scholarships., , Objectives of Evaluation, , , , The primary function of evaluation is to make sure whether the designed, , objectives are being accomplished in the learning process. Every teacher should, keep before him the objectives of evaluation. These are as follows :, , NAO PO Pe, , @, , 10., it:, AZ., , 13., 14., , To recognise students’ needs and levels., , To diagnose learning p problems in students and the intensity of the, problem., , To diagnose to what extent students are prepared fo: for learning experiences., , To assess personality of students. © aa, To assess success | in teaching., , To bring i impre ovement in curriculum and text books., , the course implementation. ~~ ~~ ", , To prepare remedial instructions for removing the weaknesses and difficulties of the students.”, , To assess the educational value and utility of the programme., To bring improvement in the school programme., To dialogue how the individual differences with the group can be tackled., , To assess and appraise the students’ cognitive, co-native and affective, abilities., , To bring improvement in instructional strategies., To assess the educational value and utility of the programme.
