Assessment and Evaluation - Functions,Needs,Characteristics, Steps, difference between assessment and evaluation - BEd

1. Assessment and Evaluation
Suresh Babu G
Assistant Professor
CTE CPAS Paippad, Kottayam

2. Assessment

3. Meaning of Assessment
• The word ‘assess’ comes from the Latin verb
‘assidere’ meaning ‘to sit with’.
• The term assessment refers
to the wide variety of
methods or tools that
educators use to evaluate,
measure, and document
the academic readiness,
learning progress, skill
acquisition, or educational
needs of students.

4. Definition of Assessment
• Assessment involves the use of empirical data on
student learning to refine programs and improve
student learning. (Assessing Academic Programs in
Higher Education by Allen 2004)
• Assessment is the systematic basis for making
inferences about the learning and development of
students. It is the process of defining, selecting,
designing, collecting, analyzing, interpreting, and using
information to increase students' learning and
development. (Assessing Student Learning and
Development: A Guide to the Principles, Goals, and
Methods of Determining College Outcomes by Erwin
1991)

5. Important of Assessment
• Assessment is an integral part of instruction, as
it determines whether or not the goals of
education are being met.
• Assessment affects decisions about grades,
placement, advancement, instructional needs,
curriculum, and, in some cases, funding.

6. Functions of Assessment
1. Detecting Function
It detects all the activities during the elevation. From making plans to
estimating the results all activities are closely watched. It also helps
in improving performance and achieving desired results.
2. Making Decisions
They have to decide what has to be done for improvement. All the
decision related to assessment has to be taken by the teacher. It
helps to focus on improvements.
3. Screening
The teacher has to assess the probable incidence of the problem.
They have to do this by using a simple yes or no. Assessment
defines the problem while screening identifies and treats it.
4. Student’s Placement in the Remedial Course
It means that if a student’s evaluation is below average. In that case,
remedial courses should be provided for them. These courses will in
performance improvement.

7. 5. Instructional Planning
Instructional planning is a process for teachers. It helps
the teacher to make a plan to target the course of
study. Furthermore, it helps to address the diverse
need of students.
6. Feedback/Response
This process helps to validate how student’s marks are
derived. It also identifies and prizes specific character
in student’s work. In addition, it guides students to
make improvement in their work.
7. Inspiration
Inspiration or motivation is a very important tool. This
tool provides information about the type of
environment and tasks which helps in motivation.

9. FUNDAMENTAL COMPONENTS OF
ASSESSMENT
Four fundamental elements of learner- centered
assessment

10. Evaluation

11. Meaning of Evaluation
"Evaluation is the collection of, analysis and
interpretation of information about any aspect of
a programme of education or training as part of
a recognised process of judging its
effectiveness, its efficiency and any other
outcomes it may have."

12. Definition
• Evaluation is a process that critically examines a
program. It involves collecting and analyzing information
about a program's activities, characteristics, and
outcomes. Its purpose is to make judgments about a
program, to improve its effectiveness, and/or to inform
programming decisions Patton, 1987.
• Thorndike and Hegan:
The term evaluation is closely related to measurement. It
is in some respect, inclusive including informal and
intuitive judgement of pupil’s progress. Evaluation is
describing something in term of selected attributes and
judging the degree of acceptability or suitability of that
which has been described.

13. Scope of Evaluation
 To evaluate the achievement of the students.
 To measure personality.
 To find out the efficiency of teachers and of the
school.
 To help in diagnosis.
 To help in prognosis.
 To give uniformity of standard.
 To help grouping.
 To measure fitness for admission to higher
courses.
 To help in selection of competition.

14. Functions of Evaluation
1. Evaluation helps in preparing instructional objectives.
2. Evaluation process helps in assessing the learner’s
needs.
3. Evaluation help in providing feed back to the students.
4. To make provision for guiding the growth of individual
pupils.
5. To diagnose the weakness and strengths of pupils.
6. To locate area of remedial measures are needed.
7. To improve instruction.
8. To test the efficiency of teacher.
9. To provide a basis for modification of
the curriculum and courses.
10. To motivate pupils towards better
attainment and growth.

15. Components of evaluation
 Specifying learning outcomes.
 Collection of evidence about
students growth
 Analysis and interpretations of
growth/performance of students.
 Diagnostic appraisal (Indicating
the level of performance)
 Redefining and readjusting the
instructional objectives on the
basis feedback.

16. Characteristics of Evaluation
1. Evaluation is a continuous process
2. Evaluation includes academic and non-academic
subjects
3. Evaluation is a procedure for improving the
products
4. Evaluation discovers the needs of an individual
and designing learning experience that will solve
these needs
5. Evaluation in terms of purposes
6. Correlation between the education system and the
system of evaluation
7. Evaluation is a complex process

17. Principles of evaluation
• Considering, the interrelationship
between objectives, instruction
or learning experiences and evaluation.
• Determining and clarifying what is to be evaluation.
• Selecting evaluation techniques in terms of objectives
to be served.
• Combining a variety of evaluation techniques for
comprehensive evaluation.
• Knowing the strength and limitations of various
evaluation techniques.
• Taking evaluation as a mean to an end, not an end in
itself.

18. 4.Choose the suitable tools or techniques of
evaluation.
3.Identifying the situation, which provide evidence for
achievement of the goals.
2. Defining the objectives in terms of pupils behavior
patters and learning experience.
1.Determine the end products of teaching or the
educational objectives.
Steps in an evaluation programme
5.Construct the test.
6.Administer the test and prepare a record of its
results.
7.Interpret the results and give a suitable value.

22. More you have to learn about assessment and evaluation