6 | IMPETUS – XAVIER'S INTERDISCIPLINARY RESEARCH JOURNAL

A COMPREHENSIVE STUDY OF EVALUATION IN

EDUCATION
Pawan
Research Scholar, P.N.G. Govt. Post Graduate College, Ramnagar, Kumaun University, Nainital

Neha
M.Com., B.Ed. (CTET), Faculty of Pratham International School, Rewari

Abstract
Evaluation is a more comprehensive term that includes testing and measurement and also
a qualitative description of the pupil’s behaviour. It also includes value judgement
regarding the worth or desirability of the behaviour being measured or assessed.
Evaluation is an ongoing process, not a one-time event. It aids in the formation of students’
values of judgment, educational standing, and accomplishment. Evaluation, in one form
or another, is unavoidable in teaching and learning, as judgments must be made in all
areas of educational activity. Evaluation assists in the development of an educational
program, the assessment of its accomplishments, and the enhancement of its efficacy. It
also gives useful feedback on the program’s design and implementation. A quality, attribute,
or variable of an item or a person is always measured. It performs a number of tasks in
educational systems, including educational quality control and the selection of higher-
quality institutions. The purpose of this study is to examine how educational evaluation
is described in terms of interaction with three important components of the educational
process. We discussed the need, characteristics, and role of evaluation. The term
evaluation, assessment, and measurement are also defined to help distinguish these
concepts. Finally, we found that evaluation is a comprehensive term that is essential to a
successful teaching-learning process.

Keywords: Continuous, Comprehensive, Development, Education, Evaluation.

INTRODUCTION

Evaluation is an essential part of the teaching-learning process. It assists instructors and students in
improving their teaching and learning. Evaluation, specifically educational evaluation, is a set of actions
aimed at assessing the overall performance of the teaching-learning system. Evaluation includes all of the
interaction features of the three major elements that comprise the entire teaching-learning system. We are
well aware that the teaching-learning process comprises the interplay of three major elements: objectives,
learning experiences, and learner appraisal. Evaluation is a purposeful, cyclical process of collecting,
analysing, and interpreting relevant information in order to make educational decisions. Evaluating is a
necessary part of life. In education, evaluation is very significant since only through evaluation can a
teacher assess students’ growth and development, changes in their behaviour progress in the classroom,
and the efficacy of her/his own teaching in the classroom. In a nutshell, evaluation has become an
essential component of any teaching and learning environment. In reality, evaluation is critical in determining
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what students learn and what teachers teach. It has a considerable effect on our educational system.
National Curriculum Framework for School Education, 2000.

“Teaching for successful learning cannot occur without high quality evaluation.”

Evaluation is an important part of the educational process. Evaluation is the process of making decisions
on student learning and accomplishment, performance, and continuing education. In education,
assessment often takes the form of measuring student achievement of course outcomes and information
obtained, as well as the quality of student performance. With this assessment, learning needs can be
identified, and additional instruction can be given to help students learn and develop competencies.
Evaluation, especially educational evaluation, is a set of actions aimed at determining the overall
efficacy of a teaching-learning system. Evaluation is the gathering, analysis, and interpretation of data
regarding any aspect of an educational programme as part of a recognised procedure for determining
its effectiveness and efficiency.

The terms “assessment” and “evaluation” are commonly used interchangeably. An evaluation is used to
compare the quality of a performance or a work output to a set of criteria. The essence of evaluation is
that a mentor appreciates assisting a mentee and is ready to put in the time necessary to offer excellent
feedback that will improve the mentee’s future performance. In terms of educational programmes, assessment
entails gathering data prior to the development of the programme, throughout the development process
to give a foundation for continuous modification, and after the programme has been implemented to
assess its efficacy. First and foremost, the instructor must be aware of the educational goals and objectives.
More precisely, the instructor must develop instructional objectives for distinct lessons within a subject’s
systematised and rearranged curriculum. Second, the instructor should be able to design effective
communication channels. Finally, the instructor will assess the extent to which these goals have been
fulfilled.

Evaluation is an essential component of any teaching and learning programme. In fact, there can be no
teaching or learning without evaluation. Both teaching and evaluation are based on instructional objectives,
which guide them. The diagram below depicts the interrelationship of objectives, instructional process or
learning experience, and evaluation in a teaching program:

Instructional objectives

Evaluation

Learning experience

The teacher evaluates not only how far the student has progressed toward the teaching objectives but
also the effectiveness of the learning experience, methodologies, and materials used to achieve those
objectives.
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Definition of Evaluation

Tyler (1950) defined evaluation as “a systematic process of determining the extent to which educational
objectives are achieved by pupils”.

Stufflebeam (1973) “Evaluation is the process of delineating, obtaining, and providing useful information
for judging decision alternatives.”

American Evaluation Association (2014) “Evaluation is a systematic process to determine merit, worth,
value or significance.”
Evaluating does not always take place at the end of a course. We want to know not only whether a student
has developed a specific ability stated in the educational objectives, but also how far they have progressed
during the course of teaching and learning. As a result, it is a continuous process.

CHARACTERISTICS OF GOOD EVALUATION

Validity: The degree or extent to which a tool actually, accurately, efficiently and infallibly measures
what it is supposed to measure. The major categories of validity that must be met by a tool for evaluation
are content validity, predictive validity, construct validity, congruent validity, factorial validity, criterion-
related validity, and others.

Reliability: The degree of consistency and precision with which an instrument measures what it is
designed to measure is referred to as its reliability. The consistency or stability of scores received by the
same person under different examining settings.

Objectivity: A tool is said to be objective if it is free of personal bias in both understanding its scope
and rating the replies. One of the primary prerequisites for maintaining all the other qualities of a good
life is objectivity.

Practicability: In terms of cost, time, and simplicity of application, evaluation techniques should be
reasonable, practical, and efficient. It may be an appropriate process for evaluation, but it may not be
implemented. This is not something to be promoted.

Fairness: All students should be evaluated fairly. This can be accomplished by appropriately reflecting
on a variety of expected behaviors, as described in the course objectives. To ensure fairness in evaluation,
students should be made aware of how they will be assessed. This implies that students should be given
information concerning evaluation, such as the nature of the items to be assessed and the format and
structure of the exam.

Usefulness: The evaluation feedback must be made available to the students in order for them to show
their present strengths and weaknesses. Students can think of ways to develop themselves if they are
aware of their strengths and weaknesses. All of the criteria for their improvement should be discovered
during the evaluation.
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NEED AND IMPORTANCE OF EVALUATION

In the teaching-learning process, evaluation is inevitable. It is inevitable in classroom education, as it is
in other domains of activity, when decisions must be taken, regardless of how basic or complicated the
issues are involved. Evaluation is a necessary step in the decision-making process. The requirement for
assessment is so inherent in the teaching-learning scenario that even a cursory examination appears to
point to the benefits of systematic use of planned evaluation. Teachers may make better evaluative
decisions with the support of evaluation. All of us are aware that we carry out activities in various aspects
of the teaching-learning process, like:

i. Complete all of the objectives in the classroom.

ii. Determine if students have learning disabilities.

iii. Determine your preparation for new learning opportunities.

iv. Form students’ classroom groups for special activities.

v. Assist students who are having difficulty adjusting.

vi. Develop progress reports for students.

ROLE OF EVALUATION
The evaluation procedure is extremely important in the teaching-learning process because it aids in the
creation of learning objectives, the design of learning experiences, and the evaluation of learner performance.
Aside from that, it is quite beneficial in terms of improving teaching and the curriculum. It holds society,
parents, and the educational system responsible.

Teaching: The purpose of evaluation is to examine the efficacy of teaching, instructional strategies,
methods, and techniques. It gives teachers feedback on their teaching and learners’ feedback on their
learning.

Society: Evaluation holds society responsible for the needs and learning processes of the employment
market.

Curriculum: Evaluation contributes to the enhancement of the curriculum, tests, and instructional
materials.

Parents: The most visible form of evaluation is the perceived requirement for frequent reporting to par
parents.
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The concept of a simple representation of the function of assessment in the teaching-learning process
includes four distinct aspects: objectives, learning experiences, learner appraisal, and the interaction
between the three.

Types of evaluation

According to According to nature According to purpose According to

functions of reference grades

1. Placement 1. Norm-referenced 1. Diagnostic tests 1. Direct

2. Formative 2. Criterion-referenced 2. Aptitude tests 2. Indirect
3. Diagnostic 3. Achievements tests
4. Summative 4. Proficiency tests

Placement Evaluation: The key word that is used for placement assessment is “entry behaviour.” Evaluation
of entry behaviour is done just before teaching starts; a teacher should know the previous knowledge of
students. This helps teachers organise teaching-learning activities according to the previous knowledge
of learners. The future success of the instructional process depends on the success of the placement
evaluation.

Formative Evaluation: The aim of this evaluation is to provide feedback on the students’ progress by
identifying learning gaps and weak points. The teacher can then put together remedial programmes for
them. Formative evaluation is done continuously throughout the course period. Formative evaluation also
provides feedback to teachers on the effectiveness of their teaching methods, allowing them to improve
their instruction. It can also reveal information about the effectiveness of course content and teaching
materials.

Diagnostic evaluation: The main purpose of diagnostic evaluation is to find out the underlying cause of
weakness in a student’s learning, but it is also needed even prior to instruction in order to place the
student properly by looking at her level of achievement. This helps the teacher correct the problems
immediately, thereby improving the course. The diagnostic goes a step further and tries to provide an
explanation for the possible causes of the problems in learning.
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Summative evaluation: It is conducted at the end of a course of instruction to determine the extent to
which the previously set objectives have been achieved. In other words, it is the assessment of students’
accomplishments at the end of a course. Summative evaluation generally includes oral reports, projects,
term papers, and teacher-made achievement tests, and it shows how good or how satisfactory the students
are in accomplishing the objectives of instruction.

Norm-referenced evaluation: A norm-referenced exam is used to determine an individual's standing in

relation to the performance of other people on the same test. It is commonly used in competitive tests.
It is an effort to interpret the test results in terms of the performance of a certain group. This group is
a "norm group" since it acts as a reference point for making decisions.

Criterion-referenced evaluation: A criterion-referenced evaluation is used to determine an individual's

standing in relation to a certain accomplishment domain. Thus, criteria evaluation establishes an individual's
standing in relation to well-defined criterion behaviour. A criterion-referenced assessment or exam is used
to assess objectives, which is why it is referred to as an "objective-based test." The objectives are
measured in terms of student behavioural changes.

Diagnostic test: These exams assist us in identifying "areas of learning" in which a learner may require
remedial instruction and give us a profile of what the learner knows and does not know. A diagnostic test
may consist of a battery of sub-tests to cover different topics.

Aptitude test: Aptitude tests primarily have a predictive purpose in that they assist us in identifying
potential skills and desired attributes that are required for a person to be competent to accomplish a given
activity. These assessments are commonly used to choose candidates for particular courses.

Achievement tests: As the name implies, such examinations attempt to assess the extent to which a
course's objectives have been achieved. The normal end-of-course exam may be used as an example of
an accomplishment test.

Proficiency tests: These tests are used to determine a person's overall ability at a certain particular time.
A justified exception to the ability standards for learners of a certain status (matriculated or graduates)
should regulate their reach.

Direct grading: In direct grading, an individual's performance is evaluated in qualitative terms, and the
examiner's assessment of that performance is immediately reflected in letter grades. Direct grading has
the advantage of reducing inter-examiner variability. Transparency is lacking in direct grading.

Indirect grading: An examinee's performance is first evaluated in terms of marks and then converted into
letter grades using various approaches. There are two types of indirect grading:
• Absolute grading: It is a classic method of evaluation based on a predetermined standard that
serves as a benchmark for evaluating student achievement. It entails converting marks directly into
grades, regardless of the distribution of marks in a topic.
• Relative grading: Relative grading is commonly used in public exams. In this method, a student's
grade is determined not by her own achievement but by the group's performance. "Grading on the
curve" is a popular term for this kind of grading.
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Measurement: As the description says, the measuring process entails performing real measurements in
order to establish a quantitative meaning for a quality. Measurement is therefore the act of assigning
numerals to objects, quantities, or events in order to quantify such features. To determine a child’s success
in the classroom, you must collect quantitative measures of the child’s individual scores. The process of
quantification is involved in measurement. Quantification specifies the degree to which a specific property
is present in a given object. It has been observed that measurement in any field always involves three
essentials:
i. Identifying and defining the quantity attribute or variable is to be measured.
ii. Determining the set of operations by which the attribute or variable may be made perceptible.
iii. Establishing a set of procedures for translating observations into quantitative statements of degree,
extent, or amount.

Thus, we may conclude that evaluation entails both assessment and measurement. It is a broader and more
encompassing concept than evaluation and measurement. It can be represented as:

Hence, the evaluation process is quite comprehensive and it is very much desired for effective teaching
and learning.

Assessment: The word assess comes from the Latin word assessor, which means “to sit by or help the
judge.” Therefore, it becomes reasonable in evaluation studies to extend the word assessment to the act
of acquiring data and transforming it into an interpretable form. A judgemet may then be formed on the
basis of this assessment. Assessment in the classroom refers to all methods and outputs used to reflect
the nature and extent of students’ learning. This also considers the degree of correlation between such
learning and the instructional objectives. Some experts contend that while evaluation is often used when
the subject is not a person or group of people but the efficacy or technique or teaching, assessment is
generally used for assessing or deciding on personal attributes. A variety of instruments are frequently
used to get measurement data from multiple sources. These include tests, aptitude tests, questionnaires,
observation schedules, etc.

Brookhart and Nitko (2019) identified five guidelines for effective assessment:
1. Identify the learning objectives (outcomes or competencies) to be assessed.
2. Use multiple assessment strategies and indicators of performance for each outcome.
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3. Keep in mind the limitations of assessment when interpreting the results.

4. Match the assessment strategy to the learning goal.
5. Meet the students’ needs.

CONCLUSION
Evaluation is an essential component of every educational system. It is a systematic procedure used in
the classroom or school to develop skills with the information they need to make crucial decisions. A
successful, goal-oriented teaching-learning sequence includes clearly defined objectives, classroom activities,
and sufficient feedback to make students aware of their own strengths and weaknesses. Teachers should
be well-versed in the concept of evaluation and the techniques for assessing in order to make their
teaching more purposeful and successful. Assessment and evaluation are essential components of the
learning process because they are linked to both instructional and learning outcomes. They should understand
the goals that will be utilized to test them most effectively and how to use evaluation to make judgments.
An evaluation is used to compare the quality of a performance or work product against a standard. Hence,
we came to the conclusion that evaluation is a broad term that is critical to an effective teaching-learning
process.

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• Bloom, B.S., et al. (1970) Handbook on Formative and Summative Evaluation of Student Learning,
New York, MC Geaw-Hill.
• Gronlund, N.E. (1981) Measurement and Evaluation in Teaching, The MacMillan Company,
New York.

• Julian, C., Stanley and Hopkins. Educational and Psychological Measurement and Evaluation.
New Delhi: Prentice Hall of India Pvt. Ltd.
• Srivastava, K.S. (1989): Comprehensive Evaluation in School, NCERT, New Delhi, India.
• Reynolds. R et al. (2011). Measurement and Assessment in Education. New Delhi: PHI Learning
Private Limited.
• Tomás de Aquino Caluyua Yambi (2018), Assessment and Evaluation in Education
https://www.researchgate.net/publication/342918149
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