An educational evaluation: Analyze its strengths and weaknesses

•Evaluation Process
•In educational evaluations, activities are observed and evaluated according to specific evaluation guidelines. Educational evaluations look at the entire educational process from different points of view, including the educator and students. The evaluation can be quantitative, such as tests or quizzes, or qualitative, such as observation of group activities. This process looks at the teaching and motivational methods as well as the long-term goals of those being evaluated.

•Evaluation Goals
•Educational evaluations aim to improve education and the educational process by giving educators information on the effectiveness of current strategies. The evaluations also provide specific suggestions to help educators improve in areas where they are weak. For example, educational evaluators who observe group activities might provide feedback to teachers on ways to improve the participation of students, allowing for better instruction and learning processes.

Types of Educational Evaluation:

Evaluation can be classified into different categories in many ways.

Some important classifications are as follows:

1. Placement Evaluation:

Placement evaluation is designed to place the right person in the right place. It ensures the entry performance of the pupil. The future success of the instructional process depends on the success of placement evaluation.

Placement evaluation aims at evaluating the pupil’s entry behavior in a sequence of instruction. In other words, the main goal of such evaluation is to determine the level or position of the child in the instructional sequence.

We have a planned scheme of instruction for the classroom which is supposed to bring a change in pupil’s behavior in an orderly manner. Then we prepare or place the students for planned instruction for their better prospects.

When a pupil is to undertake a new instruction, it is essential to know the answer to the following questions:

a. Does the pupil possess required knowledge and skills for the instruction?

b. Whether the pupil has already mastered some of the instructional objectives or not?

c. Whether the mode of instruction is suitable to pupil’s interests, work habits, and personal characteristics?

We get the answer to all the probable questions by using a variety of tests, self-report inventories, observational techniques, case study, attitude tests, and achievement tests.

Sometimes past experiences, which inspire for present learning also lead to further placement in a better position or admission. This type of evaluation is helpful for the admission of pupils into a new course of instruction.

Examples:

i. Aptitude test

ii. Self-reporting inventories

iii. Observational techniques

iv. Medical entrance exam.

v. Engineering or Agriculture entrance exam.

2. Formative Evaluation:

Formative evaluation is used to monitor the learning progress of students during the period of instruction. Its main objective is to provide continuous feedback to both teacher and student concerning learning successes and failures while instruction is in process.

Feedback to students provides reinforcement of successful learning and identifies the specific learning errors that need correction. Feedback to the teacher provides information for modifying instruction and for prescribing group and individual remedial work.

Formative evaluation helps a teacher to ascertain the pupil-progress from time to time. At the end of a topic or unit or segment or a chapter, the teacher can evaluate the learning outcomes basing on which he can modify his methods, techniques, and devices of teaching to provide better learning experiences.

The teacher can even modify the instructional objectives, if necessary. In other words, the formative evaluation provides feedback to the teacher. The teacher can know which aspects of the learning task were mastered and which aspects were poorly or not at all mastered by pupils. Formative evaluation helps the teacher to assess the relevance and appropriateness of the learning experiences provided and to assess instantly how far the goals are being fulfilled.

Thus, it aims at the improvement of instruction. The formative evaluation also provides feedback to pupils. The pupil knows his learning progress from time to time. Thus, formative evaluation motivates the pupils for better learning. As such, it helps the teacher to take appropriate remedial measures. “The idea of generating information to be used for revising or improving educational practices is the core concept of formative evaluation.”

It is concerned with the process of the development of learning. In the sense, evaluation is concerned not only with the appraisal of the achievement but also with its improvement. Education is a continuous process.

Therefore, evaluation and development must go hand in hand. The evaluation has to take place in every possible situation or activity and throughout the period of formal education of a pupil.

Cronback is the first educationist, who gave the best argument for formative evaluation. According to him, the greatest service evaluation can perform is to identify aspects of the course where education is desirable. Thus, this type of evaluation is an essential tool to provide feedback to the learners for improvement of their self-learning and to the teachers for the improvement of their methodologies of teaching, nature of instructional materials, etc.

It is a positive evaluation because of its attempt to create desirable learning goals and tools for achieving such goals. Formative evaluation is generally concerned with the internal agent of evaluation, like participation of the learner in the learning process.

The functions of formation evaluation are:

(a) Diagnosing:

Diagnosing is concerned with determining the most appropriate method or instructional materials conducive to learning.

(b) Placement:

Placement is concerned with finding out the position of an individual in the curriculum from which he has to start learning.

(c) Monitoring:

Monitoring is concerned with keeping track of the day-to-day progress of the learners and to point out changes necessary in the methods of teaching, instructional strategies, etc.

Characteristics of Formative Evaluation:

The characteristics of formative evaluation are as follows:

a. It is an integral part of the learning process.

b. It occurs, frequently, during the course of instruction.

c. Its results are made immediately known to the learners.

d. It may sometime take the form of teacher observation only.

e. It reinforces the learning of the students.

f. It pinpoints difficulties being faced by a weak learner.

g. Its results cannot be used for grading or placement purposes.

h. It helps in the modification of instructional strategies including method of teaching, immediately.

i. It motivates learners, as it provides them with knowledge of progress made by them.

j. It sees the role of evaluation as a process.

k. It is generally a teacher-made test.

l. It does not take much time to be constructed.

Examples:

i. Monthly tests.

ii. Class tests.

iii. Periodical assessment.

iv. Teacher’s observation, etc.

3. Diagnostic Evaluation:

It is concerned with identifying the learning difficulties or weaknesses of pupils during instruction. It tries to locate or discover the specific area of weakness of a pupil in a given course of instruction and also tries to provide remedial measures.

N.E. Gronlund says “…… formative evaluation provides first-aid treatment for simple learning problems whereas diagnostic evaluation searches for the underlying causes of those problems that do not respond to first-aid treatment.”

When the teacher finds that in spite of the use of various alternative methods, techniques, and corrective prescriptions the child still faces learning difficulties, he takes recourse to a detailed diagnosis through specifically designed tests called ‘diagnostic tests’.

Diagnosis can be made by employing observational techniques, too. In case of necessity, the services of psychological and medical specialists can be utilized for diagnosing serious learning handicaps.

4. Summative Evaluation:

Summative evaluation is done at the end of a course of instruction to know to what extent the objectives previously fixed have been accomplished. In other words, it is the evaluation of pupils’ achievement at the end of a course.

The main objective of the summative evaluation is to assign grades to the pupils. It indicates the degree to which the students have mastered the course content. It helps to judge the appropriateness of instructional objectives. Summative evaluation is generally the work of standardized tests.

It tries to compare one course with another. The approaches of summative evaluation imply some sort of final comparison of one item or criteria against another. It has the danger of making negative effects.

This evaluation may brand a student as a failed candidate, and thus causes frustration and setback in the learning process of the candidate, which is an example of the negative effect.

The traditional examinations are generally summative evaluation tools. Tests for formative evaluation are given at regular and frequent intervals during a course; whereas tests for summative evaluation are given at the end of a course or at the end of a fairly long period (say, a semester).

The functions of this type of evaluation are:

(a) Crediting:

Crediting is concerned with collecting evidence that a learner has achieved some instructional goals in contents in respect to a defined curricular programme.

(b) Certifying:

Certifying is concerned with giving evidence that the learner is able to perform a job according to the previously determined standards.

(c) Promoting:

It is concerned with promoting pupils to the next higher class.

(d) Selecting:

Selecting the pupils for different courses after completion of a particular course structure.

Characteristics of Summative Evaluation:

a. It is terminal in nature as it comes at the end of a course of instruction (or a programme).

b. It is judgemental in character in the sense that it judges the achievement of pupils.

c. It views evaluation “as a product”, because its chief concern is to point out the levels of attainment.

d. It cannot be based on teacher's observations only.

e. It does not pinpoint difficulties faced by the learner.

f. Its results can be used for placement or grading purposes.

g. It reinforces the learning of the students who have learned an area.

h. It may or may not motivate a learner. Sometimes, it may have negative effect.

Examples:

1. Traditional school and university examination,

2. Teacher-made tests,

3. Standardised tests,

4. Practical and oral tests, and

5. Rating scales, etc.

5. Norm-Referenced and Criterion-Referenced Evaluation:

Two alternative approaches to educational testing that must be thoroughly understood are norm-referenced testing and criterion-referenced testing. Although there are similarities between these two approaches to testing, there are also fundamental differences between norm and criterion-referenced testing.

There have been disputations about the relative virtues of the norm and criterion-referenced measurements for a long time. However, a fundamental fact is recognized by most of the concerned people that norm-referenced and criterion-referenced testing are complementary approaches.

(i) Criterion-Referenced Evaluation:

When the evaluation is concerned with the performance of the individual in terms of what he can do or the behavior he can demonstrate, is termed as criterion-referenced evaluation. In this evaluation, there is a reference to a criterion.

But there is no reference to the performance of other individuals in the group. In it, we refer an individual’s performance to a predetermined criterion which is well defined.

Examples:

(i) Raman got 93 marks in a test of Mathematics.

(ii) A typist types 60 words per minute.

(iii) Amit’s score in a reading test is 70.

A simple working definition:

A criterion-referenced test is used to ascertain an individual’s status with respect to a defined achievement domain.

In the above examples, there is no reference to the performance of other members of the group. Thus criterion-referenced evaluation determines an individual’s status with reference to well-defined criterion behavior.

It is an attempt to interpret test results in terms of clearly defined learning outcomes which serve as referents (criteria). The success of the criterion-reference test lies in the delineation of all defined levels of achievement which are usually specified in terms of behaviourally stated instructional objectives.

The purpose of criterion-referenced evaluation/test is to assess the objectives. It is the objective-based test. The objectives are assessed, in terms of behavioral changes among the students.

Such type of test assesses the ability of the learner in relation to the criterion behavior. Glasar (1963) first used this term, ‘Criterion-referenced test’ to describe the learner’s achievement on a performance continuum.

Hively and Millman (1974) suggested a new term, ‘domain-referenced test’ and to them, the word ‘domain’ has a wider connotation. A criterion-referenced test can measure one or more assessment domains.

(ii) Norm Referenced Evaluation:

Norm-referenced evaluation is the traditional class-based assignment of numerals to the attribute being measured. It means that the measurement act relates to some norm, group, or a typical performance.

It is an attempt to interpret the test results in terms of the performance of a certain group. This group is a norm group because it serves as a referent of the norm for making judgments.

Test scores are neither interpreted in terms of an individual (self-referenced) nor in terms of a standard of performance or a pre-determined acceptable level of achievement called the criterion behavior (criterion-referenced). The measurement is made in terms of a class or any other norm group.

Almost all our classroom tests, public examinations, and standardized tests are norm-referenced as they are interpreted in terms of a particular class, and judgments are formed with reference to the class.

Examples:

(i) Raman stood first in Mathematics test in his class.

(ii) The typist who types 60 words per minute stands above 90 percent of the typists who appeared the interview.

(iii) Amit surpasses 65% of students of his class in reading tests.

A simple working definition:

A norm-referenced test is used to ascertain an individual’s status with respect to the performance of other individuals on that test.

In the above examples, the person’s performance is compared to others of their group and the relative standing position of the person in his/her group is mentioned. We compare an individual’s performance with similar information about the performance of others.

That is why selection decisions always depend on norm-referenced judgments. A major requirement of norm-referenced judgments is that individuals being measured and individuals forming the group or norm are alike. In norm-referenced tests very easy and very difficult items are discarded and items of medium difficulty are preferred because our aim is to study relative achievement.

Need and Importance of Evaluation:

Now a days, education has multifold programs and activities to inculcate in students a sense of common values, integrated approach, group feelings, community interrelationship leading to national integration and knowledge to adjust in different situations.

Evaluation in education assesses the effectiveness of worth of an educational experience which is measured against instructional objectives.

• Reference: https://www.yourarticlelibrary.com/statistics-2/evaluation-in-teaching-and-learning-process-education/92476
• Reference: https://classroom.synonym.com/professional-standards-teacher-evaluation-process-12304987.html
• Reference: https://classroom.synonym.com/professional-standards-teacher-evaluation-process-12304987.html