In education how much a child has succeeded in his aims, can only be determined through evaluation. Thus there is a close relationship between evaluation and aims.

evaluation in eduaction

Characteristics of Evaluation:

1. Evaluation implies a systematic process which omits the casual uncontrolled observation of pupils.

2. Evaluation is a continuous process. In an ideal situation, the teaching- learning process on the one hand and the evaluation procedure on the other hand, go together. It is certainly a wrong belief that the evaluation procedure follows the teaching-learning process.

3. Evaluation emphasises the broad personality changes and major objectives of an educational programme. Therefore, it includes not only subject-matter achievements but also attitudes, interests and ideals, ways of thinking, work habits and personal and social adaptability.

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A school district is considering whether to adopt a diagnostic reading test to help students who have scored below the acceptable level in the state's reading assessment. Among the issues the district needs to consider are the following:

The district's fifth and sixth grade students have performed especially poorly in reading comprehension on the mandated state reading assessment.

There is a long list of these specific skills that the district needs to address. Those selecting a diagnostic test will need to be assured that the selected test assesses students on as many of these target skills as possible and that the test will provide a reliable report about each fifth and sixth grade student's mastery of these specific skills.

How the Test Scores Will Improve the Current Situation.

A school district wants to use a diagnostic reading test to help teachers focus on the reading deficits of elementary school children, especially those reading skills listed in the state standards.

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Strengths and limitations of different testing formats.

Strengths of the performance assessment include:

Performance tasks clarify the meaning of complex learning targets. Realistic performance assessment tasks have the potential to match complex learning objectives to a close degree. When the school district presents the tasks to students and shares them with parents, it makes the district's learning goals clear through actual example.
Performance tasks assess the ability "to do." One of the district's important learning outcomes is the students' ability to use their knowledge and skill to solve problems and to lead a useful life, rather than to simply answer questions about mathematics or science.
Performance assessment is consistent with the learning theory endorsed by the district. The district's curriculum leaders subscribe to a learning theory that emphasizes students should use their previous knowledge to build new knowledge structures, be actively involved in exploration and inquiry through task-like activities, and construct meaning for themselves from educational experience. Performance assessments have the potential to engage and actively involve students with complex tasks.
Performance tasks require integration of knowledge, skills, and abilities. Complex performance tasks, especially those that span longer periods of time, usually require students to use combinations of different skills and abilities.
Performance assessments may be linked more closely with the district's teaching activities. The district would like its teachers to require students to be actively involved in inquiry and performance activities. Performance assessments are a meaningful component to this teaching approach.

Disadvantages of the performance assessment include:

High-quality performance assessments are difficult to create. Good performance assessments match complex learning targets. When the district examines the performance task available from publishers, it may find that the tasks fall short of requiring students to use the complex thinking required by the district's curriculum.
High-quality scoring rubrics are difficult to prepare and use. This is especially true when the district wants to assess complex reasoning ability and will permit students to have multiple correct answers and products. A publisher may provide good quality performance tasks but provide poor quality or very ambiguous scoring rubrics. Such rubrics could easily invalidate the students' scores from the performance assessment. The district will need to study very carefully the rubrics a publisher provides to be sure they permit scoring students' achievement of complex thinking skills. The district should not assume that because the tasks are appropriate that the rubrics will be appropriate, too.
Completing performance tasks takes students a lot of time. Even short on-demand paper-and-pencil tasks take 10 to 20 minutes per task to complete. Most realistic tasks take days or weeks to complete. If the school district's assessments are not part of its instructional procedures, this means either administering fewer tasks (thereby reducing the reliability of the results) or reducing the amount of instructional time.

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