Evaluation

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Evaluation

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• Evaluation is the process of determining
the congruence between performance and
the set objectives (Determination of the
extent of achievement of objectives). It
involves attachment of value to a measure
( Thus poor, average , excellent

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The place of evaluation in the
curriculum
Evaluation is a component of the
curriculum and it is related to other
elements or components

Content and Methodology

Objectives Evaluation

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Questions that have a bearing on the
curriculum can only be answered through
sound evaluation. Thus:
1. Are the objectives relevant and realistic?
2. Is the content suitable and well organized?
3. Are the instructional resources relevant
and adequate?
4. Does the system meet the objectives as
anticipated?
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Types of evaluation
a) Formative evaluation
Relatively more frequent and done
during the process of teaching and
learning
Purposes include:
 Monitoring student achievement for
purposes of providing individualized
instruction
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 Evaluating teaching effectiveness with a
view of enhancing planning, selection of
teaching techniques, resources etc.
 Motivating learners
 Encouraging good studying habits
 Providing learners’ entry behavior
 Providing a feed back that identifies
learners’ strengths and weaknesses
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b) Summative evaluation
Relatively less frequent and done at the
end of a segment of learning. KNEC
examinations are terminal hence
summative
Purposes include:
 Selection to the next level of learning
 placement
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TECHNIQUES & INSTRUMENTS FOR
COLLECTING EVALUATION DATA
a. Observation:
This is a processes of looking, listening or
noticing the important elements of a
performance or product.
It allows for the assessment of cognitive,
psychomotor as well as affective abilities
of the learner

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Examples of behavior that can be
assessed through observation include:
 Skills such as: oral reading, speaking,
listening, carrying out experiments,
projects, dancing, playing etc.
 Study habits, attitudes, interests, social
adjustment, leadership qualities etc.

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The tool to be used for objective
observation is the observation form. Items
or traits to be observed should be clearly
written down with provision for rating each
item on a logical basis.
Good examples of observation forms are
the KNEC project assessment forms,
KTTC teaching practice assessment form.

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b. Interview
This is a face to face process of generating
data from students on desirable aspects
especially in the affective domain. Informal
interviews help teachers to guide and counsel
students on a wide variety of subjects –
opinions, interests, self perceptions etc.
The instrument to be used is the interview
guide or schedule

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c. Assignments and projects
Can be looked at as a method of teaching, a
teaching aid and an evaluation process
The daily work students perform as they learn
provides information on how they are learning,
how well they remember and how quickly they
assimilate a new skill etc.
Assignments can be selected from teachers’
guides, workbooks etc. or designed by the
teacher

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Good assignments and projects should:
 Engage the learner in attainment of specific
instructional objective
 Include complete instructions
 Be reasonable (i.e., within the learner’s ability)
 Result in a performance or product that can
readily evaluated
 Have an objective instrument to guide in scoring

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d. Testing
Depending on the purpose to be
achieved, testing material to be
employed and the level of sophistication
to be achieved tests are of various types
 IQ tests
 Aptitude tests
 Personality tests (attitude surveys, interest
inventories, adjustment inventories)
 Achievement tests

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