Tacluyan, Kris Ann F.

Meaning and Nature of Evaluation

Evaluation is a continuous process of inquiry concerned with the study, appraisal, and
improvement of all aspects of the education program. The most ideal is for this process to be
carried out cooperatively by all concerned with the growth and development of children.
It is the process of determining the changes in the child as a result of teaching and his
experiences. It is a systematic attempt at ascertaining the amount of progress made in the
educational of the child toward the realization of objects of education. It is an act of judging the
childs acquisition of all forms of learning outcomes based not only on the definitive data of the
childs subject matter achievement in the learning of facts, skills, and abilities but also or
descriptive, qualitative and data about his personality changes such as social attitudes, interests,
ideals ways of thinking, work habits, and personal and social adaptability.
On the basis of the information about the growth and development of the child, suitable
evaluative procedures and instruments can be prepared by all concerned to find out the
effectiveness of the whole educational program in terms of meeting the needs of the individual
learners and the community as a whole.
Importance of Evaluation
Evaluation is important to the teacher, the child, the parent, the administrator, and the
profession as a whole. The teacher continuously evaluates the effectiveness of his teaching in
order to improve procedures and techniques and to understand his pupils better. The child who
goes to school has the right to know what process he is making, whether or not he is attaining the
goals he has been helped to set up for himself.
The administrator is eager to determine the effectiveness as well as the inadequacies of
the educational program he has endeavored to set. The parent has the right to know the progress
his child is making in school. He has as much responsibility as the teacher and the administrator
in helping determine the extent of the progress of his child.
Purposes for evaluation
1. General Purposes
a. Evaluation for Purposes of Accountability is mainly concerned with determining
whether there has been value for money. Generally the information derived from
evaluation for purposes of accountability is not used in any major way to improve the
functioning of the curriculum or classroom practice. Rather it informs decisions as to
whether something is to continue or be discontinued.

Summative evaluation evaluation that carried out after an innovation has been
running for some time or at the end of a project. has also tended to involve testing and
measurment and analyses the statistical significance of result obtained.
b. Evaluation for purposes of curriculum development Teachers have a key role to
play in the curriculum renewal and development process. Evaluation for curriculum
development purposes will involve infromation from teachers. From this it follows
that teachers have majorcontributons to make in the evaluation of classrooms, it is the
teacher rather than the tester or the evaluation expert who has most infromation
about specific classroom contexts.
Fomative evaluation evaluation to improve the curriculum will gather infromation
from different people over a period of time.
c. Evaluation for purposes of teacher self development a third and major role that
evaluation has to play is in formalizing and extending a teachers knowledge about
teaching and learning in classrooms. sometimes referred as illuminative evaluation
because it involves raising the consciousness of teacher to waht actually happens in
the languange teaching classroom. this type of evaluation is also developmental and
formative
2. Specific topic related purposes for evaluation - Here we examined ways in which
evaluation is important to classroom teachers and how their awareness can be raised by
evaluation activities.
a. Materials - there has been a tendecy for over reliance on classroom teaching
materials, with unrealistic expectations made of them.
Evaluation of classroom learning materials the first way in which materials
may be evaluated is in terms of how well they reflect the principles by which
they have been written.
b. Teachers and Teaching we need to observe teachers in action using their knoledge
in the real setting of the classroom
Grading Teachers the experience of many teachers suggest that it is
promarily summative in purpose, inextrricably bound up with reporitn a grade,
accountability and jugemental statements
Teachers Development- it is important to use observation to provide
information that teachers can use as basis fro future action.
Teacher self-development a more participant-orientated evaluation through
observation is important in raising teachers awareness, a key feature of the
teacher development process.
Teacher self- evaluation it is simply the practice of teachers reflecting on
what has taken place in the lesson wiht a view to improving their
performance.

c. Evaluating learner outcomes- we need to test learners there are a number of

decisions that as teachers we need to take. evaluation at the different satges in the
testing process can help us make appropriate decisions about classrom testing.
Stage 1- Feed back from test
Qualitative or Quantitative
Delayed or immediate Feedback
Stage 2 Test Type
Classification
Pedagogic
Stage 3 Test Strategy
Whose responsibility
Test Procedure
Stage 4 Test Content
Stage 5 Marking Criteria
Impressionic marking schemes
Analytic marking schemes
Profile
Stage 6 Test Selection