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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
Scope of Evaluation
The process of evaluation includes the appraisal of all elements of the total
teaching-learning situation that contribute to effective and economical learning with
a view to improvement. This embraces (a) the organization and administration of
the school, (b) the school curriculum, (c) the teaching-learning process, (d) the
instructional materials, equipment, and facilities, and (e) the community life and
social community relations.
General Principles
1. Evaluation should be in terms of the extent to which the pupils have attained the
objectives of education. These objectives include not only mastery of subject matter
but also the growth in physical and mental health, ability to get along with others,
use of critical thinking to solve problems, efficiency in using skills, competency in
the creative arts, wide interest in many fields of human endeavor, ability to use
knowledge gain.
3. Evaluation is an integral part of the educative process. The teacher should guide
every experience in terms of the needs and interests of the group as seen in life
situations. Evaluation forms the basis for decisions as to the nature of the next
experience needed by the learner. The day-to-day appraisal helps the teacher in
deciding how to guide on-going experiences and when to introduce new ones.
9. Diagnosis and remedial work are phase of the evaluative process. Test results
should be used for the improvement of instructions. Results should be carefully
interpreted and necessary follow-up work should be done accordingly.
10. Evaluation should be descriptive. Although the uses of terms like superior, good,
average, and poor is better than the use of figures, these terms still leave much to
be desired from the standpoint of evaluation. A descriptive concrete statement
about the child is more meaningful and significant to teachers, to parents, and to
children than any blanket judgment that merely indicates that the child has passed.
There should be evidence of the child’s ability to get along with people-
children and adult’s alike- Under many and differing conditions. He should learn to
cooperate with others and adapt himself to group situations.
Test still provide the more concrete and detailed evidence. Test yield
evidence in a convenient form. This important thing, however, is to recognize that
the tests should be used to supplement, rather than to supplant, the evidence
collected through observation. Accordingly, an important aspect of teaching skill is
ability to devise suitable tests for specific outcomes and to integrate the use of
tests into the sequence of learning activities.
Both the learning activities and the appraisal procedures should be based on
clearly defined outcomes. Learning situations should provide opportunities for
useful observation. Some situations should be specially designed to reveal
understanding, critical thinking, and ability to apply what had been learned. Tests,
though designed primarily as a means of evaluation may also be used to stimulate.
Stated in more general terms, the procedures use to measure pupil progress are
those required to obtain evidence of pupil progress toward educational objectives.
Evaluation Devices
There are various techniques in evaluating pupil growth as specified in our goals.
The effectiveness of these techniques depends upon the skill of their user.
EX.
Interpretation: this indication of interest is encouraging because Jose had not been
cooperative in the past.