INTRODUCTION

Education aims at an all round development of a student and not merely

imparting knowledge to him. It is therefore necessary that teachers and
educators should be equipped with subject matter (content) and dynamic
methods of teaching but also with objectives and appropriate testing devices
which will assess students ability. Evaluation is an effective part of teaching
and learning. Evaluation in education is the process of judging the
effectiveness of educational experience through careful appraisal. It involves
a continuous process of collecting, recording, assembling and interpreting
information
The modern concept of educational evaluation
Puts the child, and not the subject matter in the center
Cater to the childs psychological needs and interests, aptitudes, etc.
Put more stress on learning than on teaching.
MODERN EVALUATION VERSUS OLDER FORMS OF
EVALUATION
Modern evaluation differs from older form of appraisal in several ways:
1. Modern evaluation attempts to measure a comprehensive range of
objective of the modern school curriculum rather than subject
matter achievement only.
2. Modern evaluation employs a variety of techniques, methods and
procedures of appraisal such as essay type tests, self report
techniques, performance tests etc
WHY EVALUATION?
The importance of evaluation can be stated as follows:
1. Evaluation is essential for sound educational decision making.
2. Taxpayers (parents) are eager to know what the results of
education are.
3. Educators, administrators, teachers, students and parents all
work hard for the attainment of educational goals and it is only
natural that they should want to ascertain the extent to which
these goals have been realized.
4. Education is truly a giant and an important enterprise. Therefore
it is crucial that we evaluate its process and products. For an
adequate teaching learning situation, evaluation techniques are
essential.
5. A good program of evaluation clarifies the aims of education.

6. It helps in the improvement of curriculum.

7. Evaluation
attempts
at
relating
the
subject
matter(content),classroom
instruction(teaching
learning
process) and testing procedures to educational objectives.
8. Evaluation helps administrators, teachers and students.
WHAT IS TO BE EVALUATED ?
We evaluate the characteristics of students example their
scholastic potential, honesty, ability to teach and so forth. This is not to be
confused with evaluating the worth of a student. In the classroom situation,
not only the content but also the achievement of the objectives and
learning activities are to be evaluated. Content achievement and mastery
over learning activities will be tested indirectly when the objectives are
evaluated.
MEANING AND DEFINITION
The term evaluation is derived from the word valoir which means to be
worth. Thus ,evaluation is the process of judging or worth of an individuals
achievements or characteristics. In broad sense , educational evaluation is
concerned with value or worth of the goals attained by the education
system.
Ralph Tyler defines evaluation as the process of determining to what extent
educational objectives are being realized
From an educational point of view, the definition of evaluation may be
given in the following:
Evaluation is any systematic, continuous process of determining the
following:
The extent to which specified educational objectives ,previously
identified and defined are attained.
The effectiveness of the learning experiences provided in the classroom
How well the goals of education have been accomplished.
NATURE OF EVALUATION
The evaluation is a two part process :
The first part of evaluation is the determination of what is of value or in
simple terms, the identification of the objectives or goals towards which the

education process is aimed.

The second part of evaluation is the judgments of whether these goals are
being achieved or the extent to which they are being achieved .So
evaluation is a systematic process of determining the extent to which
instructional objectives are achieved.
PURPOSES OF EVALUATION
The overall purpose of the evaluation will be to provide information to
enable each student to develop according to his potential within the
framework of educational objectives. Thus overall purposes of evaluation
are as follows:
1. To appraise the status of and changes in students behavior.
2. To make provision for guiding the growth of the individual student
3. To diagnose the individual students educational strengths and weakness
4. To assess the students progress from time to time and discloses
students needs and possibilities.
5. To provide basis for modification of curriculum and courses.
6. To locate the areas where remedial measures are needed.
7. Motivate the students towards better attainment and growth.
8. Test the efficiency of teachers in providing learning experiences and the
effectiveness of instruction and classroom activities.
9. Appraise the teacher and supervisor competence.
10.Serves as method of self improvement , improving school learning
relations and as guiding principles for the selection of supervisory
techniques.
PRINCIPLES OF EVALUATION
1. Determining and clarifying what is to be evaluated has priority in the
evaluation process : No evaluation device should be selected or
developed until the purpose of evaluation have been carefully defined.
2. Evaluation techniques should be selected according to the purposes to
be served : When the particular aspect of pupil performance to be
evaluated has been precisely defined, the evaluation technique that is
most appropriate for evaluating that performance should be selected.
Evaluation techniques are chosen on the basis of how accurately they
measure , how objective the results are or how convenient they are to use.
All these criteria are important but secondary to the main criterion appropriateness or effectiveness of the evaluation technique.
3. Comprehensive evaluation requires a variety of evaluation techniques :

no single evaluation technique is adequate for appraising pupil progress

toward all of the important outcomes of instruction. To obtain a
complete picture of pupil achievement , we typically need to combine
the results from a variety of techniques.
4. Proper use of evaluation techniques requires an awareness of both
their limitations and strengths : even the best educational measuring
instruments fall far short of precision. First there is sampling error.
Because we can measure only a small sample of an individuals
response at one time. A second source of error is found in evaluation
instrument itself or in the process of using the instrument.
5. Evaluation is a means to an end, not an end in itself : the
use
of
evaluation techniques implies that some useful purpose will be served
and that the user is clearly aware f it. Most of the misuses of tests and
other evaluation techniques can be avoided by viewing evaluation as a
process of obtaining information on which to base educational decisions.
CHARACTERISTICS OF EVALUATION
1. Evaluation is a continuous process : it forms an integral part of the total
system of education and is intimately related to the objectives, contents
and learning activities.
2. Evaluation includes academic and non academic : evaluation in its
broader sense includes examination of academic and non academic
aspects of education. In examination and measurements the focus is on
the academic subjects only whereas evaluation includes all the changes
that takes place is the development of balanced personality and
measures the head ,hand and heart of an individual.
3. Evaluation is a procedure for improving the products : evaluation is a
process of making judgment that are to be used as a basis of planning .It
is a procedure for improving the products , the process and even the goals
themselves.
4. Evaluation discovers the needs of an individual and designing learning
experiences that will solve these needs : the purpose of any program of
evaluation is to discovers the needs of an individual being evaluated and
designing learning experiences that will solve these needs .
5. Evaluation in terms of purposes : Evaluation is process by which the
values of an enterprise are ascertained and it should be conceived
primarily in terms of educational purposes which the program of
supervision is intended to serve.

6. There is a correlation between the individual system and the system of

evaluation : in the light of objectives of the system of education , a
comprehensive program of evaluation world include the academic
subjects , of the skills, of the physical development or of moral or social
development.
7. Evaluation is a complex process : evaluation tends to become a
complex process. It needs scientific tools and techniques. It needs the
corporate efforts of teachers, students, parents and the administrative
staff of the school or college.
COMPONENTS OF EVALUATION
1. Specifying learning outcomes
2. Collection of evidence about students growth through reliable data
gathering devices.
3. Analysis and interpretation of performance or students growth
4. Diagnostic appraisal , that is indicating the level of performance rather
than the judgment in the performance.
5. Redefining and readjusting the instructional objectives on the basis of
feedback.
FUNCTIONS OF EVALUATION
According to K.Soman , functions of evaluation can be divided into two
major categories :
Functions associated with the instructional process
Functions associated with the education system as a whole.
Functions associated with the instructional process
1. Measurement function : accurate and reliable measures of a variety of
attributes associated with the physical and psychological development
of the learner act as a basis for evaluation.
2. Diagnostic function : the results obtained through evaluation helps in
determining the causes of persistent learning difficulties related to
intellectual , physical , emotional and environmental reasons.
3. Guidance and remediation : once the cases of learning difficulties are
diagnosed, the teacher can help the students by adopting appropriate
remedial measures.
4. Motivating functions: the knowledge that one is going to be evaluated

creates a feeling of mild anxiety . This in turn act as a motivating force

that promotes systematic learning .It is harmful only when anxiety
grows to undesirable levels.
5. Assessment of the final output : Evaluation will ultimately have to
assess the final performance of the learner also, the value judgment
being made in terms of the quantity and quality of the total
attainment with respect to a specific curricular area.
6. Classification and placement : For many purposes , students of a
particular group will have to be classified on the basis of their level
of attainment and other abilities. At other times , it has to be
determined whether a particular student can promote to a further
stage, based on realization of the expected level.
7. Prognosis , prediction and selection : This aims at determining the
prerequisites possessed by a student which are essential to succeed in
a course of study that he is intended to take up. This predictive
function of evaluation helps in conducting educational and vocational
guidance in a more scientific manner.
Functions related to total education system
Educational evaluation covers program evaluation , institutional evaluation
, evaluation of the performance of the personnel concerned, etc in
addition to the evaluation of pupil performance. Educational evaluation
has to take up functions for the betterment of this system as a whole.
1. Improvement of inputs and process of education : The inputs of an
education system include items like curriculum, textbooks, societal
support ,environmental conditions etc. All these are to be utilized for
the development of the raw material - the learner. If the anticipated
output that is student development has to be achieved to the
maximum level possible, the inputs should be pooled and processed
systematically. This could be done only on the basis of input analysis
and process analysis to be followed by their proper evaluation on the
basis of the objectives formulated as well as the feedback obtained
from the final evaluation of pupil performance.
2. Maximization of the output ( that is student development) : By
improving inputs and process by setting high but realistic targets and
by
ensuring progress
through
diagnosis, remediation and
reinforcement , educational evaluation
contributes to student
development.

TYPES OF EVALUATION
Based on the frequency of conducting ,evaluation can be classified into:
a. formative evaluation
b. summative evaluation
Based on the nature of measurement, evaluation can be classified into:
a. Maximum performance evaluation
b. Typical performance evaluation
Based on the method of interpreting results, evaluation can be classified
into:
a. criterion referenced evaluation
b. norm referenced evaluation
FORMATIVE EVALUATION
Formative evaluation is used to monitor learning progress during
instruction and to provide continuous feedback to both pupil and teacher
regarding learning success and failures. Feedback to pupil reinforces
successful learning and identifies the learning errors that errors. Feedback
to the teacher provides information for modifying instruction and
prescribing group and individual remedial work. Formative evaluation
depends heavily on specially prepared tests for each segment of
instruction like unit or chapter. Tests used for formative evaluation are
most frequently prepared by the teacher . It is directed toward improving
learning and instruction , the results are typically not used for assigning
course grades.
SUMMATIVE EVALUATION
Summative evaluation typically comes at the end of a course or unit of
instruction. It is designed to determine the extent to which the
instructional objectives have been achieved and is used primarily for
assigning course or certifying pupil mastery of the intended leaning
outcomes. Although the main purpose of summative evaluation is grading
or certification of pupil achievement , it also provides information for
judging the appropriateness of the course objectives and effectiveness of
the instruction.
MAXIMUM PERFORMANCE EVALUATION
It determines what individuals can do when performing at their best.

Evaluation of this type is concerned with determining a persons abilities

and how well an individual performs when motivated to obtain as high
a score as possible .
TYPICAL PERFORMANCE EVALUATION
It determines what individuals what individual will do under natural
conditions ,that is their typical behavior. It will indicate what individuals
will do rather than what they can do.
CRITERION REFERENCED EVALUATION
This describes pupil performance according to a specified domain of
clearly defined learning tasks. For example formulates the nursing
diagnosis of patients with typhoid fever. Thus criterion referenced
evaluation
directly describe the specific
performance
that was
demonstrated. It enables us to describe what an individual can do,
without reference to others performance.
NORM REFERENCED EVALUATION
This describes pupil performance according to relative position in some
known group .For example ranks tenth in a classroom group of 30. Norm
referenced interpretations enable us to determine how an individual
performance compares with that of others .A norm referenced test is a test
designed to provide a measure of performance that is interpretable in terms
of an individuals relative standing in some known group.
STEPS OF EVALUATION
Evaluation is a process that involves the following systematic series of
actions :
1. Identifying the purpose of the evaluation
2. Identifying a time frame
3. Determining when to evaluate
4. Selecting the evaluator
5. Choosing an evaluation design/ framework of model.
6. Selecting an evaluation instrument
7. Collecting data
8. Interpreting data
9. Reporting the findings
10.Using the findings
11.Considering the costs evaluation

Identifying the purpose of the evaluation

Regardless of the scope of the evaluation, the purpose or reason for
conducting an evaluation should be clear to all involved. The purpose of
evaluation includes the following :
To facilitate learning - or change behavior of an employee or student.
To diagnose problems - to find learning deficits, ineffective teaching
practices, curriculum deficits.
To make decisions - to assign grades, to determine merit raises, to offer
promotion or tenure.
To improve products- to revise a textbook, to add content to an
independent study module.
To judge effectiveness - to determine whether goals or standards are
being met.
Identifying a time frame
The next step in the evaluation should occur. Time frames for evaluation
can be described as formative or summative .
Formative evaluation : it refers to evaluation taking place during the
program or learning activities. Formative evaluation is conducted while the
event to be evaluated is occurring and focuses on identifying progress
towards purposes, objectives, or outcomes to improve the activities, course
, curriculum or teaching and student. It emphasizes the parts instead of the
entirety.
Summative evaluation : It refers to data collected at the end of activity,
instruction , course or program. The focus is on the whole event and
emphasizes what is or what was and the extent to which objects and
outcomes were met for the purposes of accountability, resource collection,
assignment of grades or merit pay or promotion( faculty) and certification.
It is therefore is most usefully at the end of a learning module or course.
Determining when to evaluate :
The evaluator must also weigh each evaluation event and determine when
evaluation is most appropriate. In determining when to evaluate, the
evaluator must also consider the frequency of evaluation is necessary in
many situations. Frequent evaluations are important when the learning

process is potential problem if the risk of failure is high.

Selecting the evaluator :
An important element in evaluation process is the evaluator. Selection of
an evaluator involves deciding who should be involved in the evaluation
process and whether the evaluator should be chosen from the
inside(internal evaluator) or from the outside (external evaluator).Both
have merits.
Internal evaluators are those directly involved with the learning course
or program to be evaluated such as the students, faculty or nursing staff.
External evaluators are those directly involved in the events being
evaluated. They are often employed as consultants. State, regional and
national accrediting bodies are other examples of external evaluators.
Choosing an evaluation design/ framework of model :
This step of the evaluation process involves selecting or developing an
evaluation model. An evaluation model represents the ways the variables,
items or events to be evaluated are arranged, observed or manipulated to
answer to the evaluation question.
Selecting an evaluation instrument
After a model has been selected and the variables to be evaluated and
their relationship to each other have been identified , the evaluator then
selects evaluation instruments that can be used most easily to obtain the
necessary data.
Types of instruments of evaluation :
Questionnaire : a questionnaire is a method in which a person answers
questions in writing on a form. The questionnaire is usually self
administered.
Interview: An interview involves direct with individuals participating in
the evaluation.
Rating scale : A rating scale is used to measure an abstract concept on a
descriptive continuum.
Check list : A check list is two dimensional in that the expected
behavior or competence is listed on one side and the degree to which
this behavior meets the level of expectation is listed on the other side.
Attitude scale : An attitude scale measures how the participant( usually
a student ) feels about a subject at the moment when he or she answers
the questions.

 Self report, journal, diary : These are students written narrative of his
or her reflections, thoughts ,fear etc.
Anecdotal reports :anecdotal notes are the instructors notations or
comments on student performance or behavior during clinical
experience.
Selection and development of evaluation instruments
The instruments should have the following characteristics :
1. Appropriate for what is being evaluated.
2. Appropriate for the domain being evaluated.
3. Comprehensive : inclusive of all variable in the evaluation model
4. Easy to use : understandable to the evaluator and user.
5. Cost effective
6. Time efficient
7. Valid and reliable
Collecting data
The next step of the evaluation process is use of the evaluation instrument
to gather data. Although the instrument will determine to some extent what
data are collected and how, several other factors should be considered at
this time. These include the data collector, the data sources, amount of
data ,timing of data collection and formal versus informal data collection.
Data source : Before evaluation the evaluator must identify sources from
which the data will be collected. At this time in the evaluation process, it
is important to determined whether it is possible to have access to records
, particularly if permission must be obtained from the participants.
Amount of data : The amount of data to be collected must also be
determined and specified. All data may be collected, or a sample may be
sufficient but a decision must be made. For example, in clinical evaluation
or classroom testing it is impossible to collect data about each instance of
clinical performance or knowledge gained from the classroom. In the
instance a sampling procedure is used and guided by the clinical
evaluation protocol or the blueprint or plan for the classroom test.
Timing of data collection : When gathering data from students it is
important to allow adequate time and to gather data when students are
able to give an unbiased responses.
Formal versus informal data collection : Decisions about use of formal

and informal data must also be made. Data can be obtained in a formal
manner such as by using a structured evaluation tool. Data can also be
collected with informal methods such as in form of spontaneous
comments made by students.
Interpreting Data
This step of the evaluation process involves translating data to answer the
evaluation questions established at the beginning of the evaluation process.
This involves putting the in usable form, organizing data for analysis and
interpreting the data against reestablished criteria. When data are
interpreted, the context ,frame of reference, objectivity and legal and
ethical issues must be considered.
Reporting the findings
In this step of the evaluation process, the results of evaluation are
communicated to appropriate persons. Factors to consider when findings
are reported include when, how and to whom the findings will be
provided. The evaluator must know to whom the data should be reported.
Typically, both the person and group being evaluated and those requesting
evaluation receive evaluation reports. Confidentiality of the report must
be maintained. The timing of the report is also crucial. There tends to be
readiness to know the results of evaluation and if the report of results is
delayed , the recipients may lose interest.
Using the finding
Barret Barick states that the use of evaluation findings requires purposeful,
strategic planning. Evaluation results can be used in a variety of ways.
Common uses in nursing are to assign grades.
Considering the costs evaluation
Evaluation can be costly throughout the entire process and therefore the
evaluator and audience must be assured that the cost will match the
benefits. Answers to the following cost related questions need to be
determined at the outset:
What are associated with evaluation ?
How much time will the evaluator spend in developing tools,
administering tools, interpreting data and reporting results.
Will undue time be spent on the part of those being evaluated in filling
our evaluation tools ?
Will the curriculum require massive revision?

FORMATIVE EVALUATION
The term formative evaluation denotes the ongoing assessment of
learners achievement while the term, course or instructional program is
in progress.
In teaching and instruction the whole content is presented in parts, in
small units. Hence the learner should be given test at the end of each unit
so that learners strengths and weaknesses can be diagnosed. Diagnosis
can be followed by remedial teaching. Then the formative test is given. In
formative test the difficulties of learners learning are important.
Formative evaluation is the assessment made during the instructional
phase to let the teacher know about learners progress in learning and
what more is to be done.
Formative evaluation is conducted to monitor the instructional process, to
determine whether learning is taking place as planned.RL Ebel and DA
Frisbac 1986
Formative evaluation is concerned with the judgment made during the
design or development of a program which are directed towards
modifying , forming or otherwise improving he programs before it is
completed.AJ Nitke,1983
PURPOSES OF FORMATIVE EVALUATION
Some of the purposes served by formative evaluation are as under :
1. Feedback to the students, not the assignment of a grade, should be the
purpose of making a formative evaluation of affective objectives.
2. The gathering of data during the time of program( curriculum
evaluation, preparing unit plan, writing items etc) is being developed for
the purpose of guiding the developmental process in formative
evaluation
3. Formative evaluation is designed to provide the teacher with continuous
and immediate feedback so that he can modify instruction, govern his
instructional strategy and prescribe group and individual remedial
work.
4. Formative evaluation is designed to provide the learner with continuous
and immediate feedback so that he can get reinforcement in successful

learning and can identify the learning errors that need correction
CHARACTERISTICS OF FORMATIVE EVALUATION
The following are the major characteristics of formative evaluation :
1. It relatively focuses on molecular analysis of instructional material
for mapping the hierarchical structure of the learning tasks and actual
teaching for a certain period.
2. It is cause seeking. It seeks to identify influential variable.
3. Its design is exploratory and quite flexible.
4. It monitors teaching learning strategies during instruction.
ADVANTAGES OF FORMATIVE EVALUATION
1. Formative evaluation is concerned with judgments made during the
design and development of an instruction program. These judgments
help in forming, modifying and improving the program before it is
completed.
2. In formative evaluation, teachers test more frequently and that helps in
determining whether learning has taken place as planned.
3. A person who is continually evaluating his program will find many
things that can be changed for the better during the operation of the
program
4. Formative evaluation ( informing and feed backing learners of their
progress during the instruction) is most helpful for the immediate
decision making that learners face.
5. It makes teaching more effective. As a result, it helps current learners
to learn more effectively.
6. In formative evaluation, more emphasis is on the achievement rather
than objectives.
7. It also provides ample opportunities to learners to have mastery in
content.

SUMMATIVE EVALUATION
We do not care how hard the student tried, we do not care how close he
got.until he can perform he must not be certified as being able to
perform - RF Mager
The term summative evaluation refers to assigning a grade for learners
achievement at the end of term, semester, course or instructional program.
Making overall assessment or decision with the program is a summative

evaluation. Summative test is given to the learner after he has passed

successfully all the formative tests.
Summative evaluation describes judgments about the merits of an already
completed procedure, program or product- AJ Nitco 1983
Summative evaluation
typically comes at the end of a course of
instruction. It is designed to determine the extent to which the instructional
objectives have been achieved and is used primarily to assign grade or
certifying pupil mastery of intended outcome.- NE Gronlund 1985
Summative evaluation is done at the conclusion of instruction and
measures the extent to which students have attained the desired outcomes
W Weersma and SG Gurs 1990
PURPOSES OF SUMMATIVE EVALUATION
Summative evaluation serves the following purposes :
1. Pupils cannot easily combine all the daily feedback provided and
obtain an overall picture of how they are doing. The summative
evaluation can provide such overall picture.
2. From the summative test, the general level of the learner is judged. On
the basis of learners performance, the effectiveness of teaching and
instruction is evaluated.
3. Summative evaluation serves the purpose of assigning grades or
certifying learners mastery of the intended learning outcomes.
ELEMENTS OF SUMMATIVE EVALUATION
1. There should be some instructional program before summative
evaluation
2. The instructional program should be for attainment of some objectives
3. Summative evaluation is done at the end or completion of a particular
instructional program whose duration may vary from a semester to
whole year or prescribed duration.
4. Summative evaluation should check whether there has been learning
or not. If the answer is yes then what is the quality and quantity of
learning in relation to predetermined objectives.
5. Summative learning provides the feedback to the classroom teacher for
the success or failure of the program and of the students
CHIEF CHARACTERSTICS OF SUMMATIVE EVALUATION

Following are the chief characteristics of summative evaluation:

1. It is concerned with (a) broad range of issues (b) judgment about the
merits of an already completed program, procedure or product
2. It comes at the end of a course or unit of instruction. Its duration may
vary from a semester to whole year.
3. It is the terminal assessment of the learners performance at the end of
instruction
4. Summative evaluation provides (a) the extent to which the objectives
have been achieved (b) whether learning is sufficiently complete so
that the learner may qualify himself for the next unit of instruction
5. Summative evaluation provides (a) descriptive analysis (b) evidence
that the program is satisfactory and a new program for the learner is
needed feedback to the classroom teacher for the success or failure of
the program of instruction.
6. It measures the extent to which the learner has attained the desired
outcomes.
7. It is almost unobstructive and non reactive
ADVANTAGES OF SUMMATIVE EVALUATION
The advantages of summative evaluation are mentioned below:
1. It provides reinforcement to teachers and instruction.
2. It helps in planning and organizing of further teaching
3. It judges to what extent objectives are realized on the basis of learners
performance.

FORMATIVE VS. SUMMATIVE EVALUATION

FORMATIVE EVALUATION

It is conducted during the

development or improvement of a
program or product.

SUMMATIVE EVALUATION

It is conducted after the completion

of a program or a course of study.

The purpose is to monitor progress

The purpose is to check final status

of the students by getting feedback

of students

There will be a very thorough

There will be a more restricted

sampling of a limited content area.

sampling across a large content area.

It forces and reinforces learning

It is the final test of learners

mastery by providing data that can

direct remedial teaching.

achievement covering large blocks of

content.

It uses the methods of daily

It uses the methods of achievement

assignments and observations.

tests and projects.

It is organized for the benefit of

It is organized for the benefit of

internal audience or decision makers.

It takes the form of dialogue
between teacher and a learner.
It is tested more frequently like
daily

external audience
It tests the learning outcomes against
a set of objective criteria
It is tested less frequently like
weekly or quarterly

It regularly uses profiles and

It limits their use.

records of achievement
Scoring is based on criterion
referenced approach

Scoring is based on norm referenced

It reports scores on each task in

It reports the attainment in terms of

hierarchy.

total scores or average grades

approach

Both intend to examine the worth of a particular entity. Only timing , the

audience requesting it and the way its results are used can indicate
whether it is formative or summative evaluation.

EVALUATION HELPS STUDENTS

Evaluation helps the students in following ways :
1. Communicating the teachers objectives : When the teachers objectives
are communicated , they become asset of the students and this serves to
increase their motivation. Similarly if the objectives are clearly known
what the teacher expects from them and they will help, directly or
indirectly , the teacher in realizing the objectives.
2. Increasing motivation : Knowing that ones performance is to be
evaluated increases motivation , which ultimately facilitates learning.
Thus the evaluation process may serve to motivate students to do better
and also to engage themselves in appropriate self appraisal.
3. Encouraging good study habits :One aspect of good study habits is
frequent review. Frequent evaluation encourages study habits. Because
of the frequent evaluation the student gets to evaluate his own progress
in school and also the development of certain skills.
4. Developing abilities and skills : Evaluation helps students to determine
the pattern of their abilities and to find out whether or not they have
acquired the necessary skills and understanding.
5. Summarizing and reporting students progress : Evaluation in education
is useful to determine the effectiveness of instruction and planned
learning activities and also to serve as a basis for summarizing and
reporting students progress .
6. Feedback : Evaluation provides a feedback which identifies a students
strengths and weakness.

CONCLUSION
Hence Evaluation is an essential aspect of the educative process for
knowing the progress of the pupils. Therefore teachers need to have the
necessary skills in evaluating the pupils learning. At this juncture when the
goals of education have become more and more complex and the number
of pupils has increased enormously, proper evaluation is very essential for
the educational growth.

PLANNING FOR EVALUATION

Like any human and rational undertaking, evaluating outcomes of instruction requires
careful planning and execution. This is something that cannot do in a single snap or an
impulsive behavior.
The presentation will dwell on the 3 STAGES:
1. BEFORE : Preparation of Test Instrument
2. DURING : Administration of the Instrument
3. AFTER : Utilization of Test Result
Table of Specification (TOS)
The TOS is design or blue print that serves as a guide to the test constructor in
ensuring a valid, reliable, and objective test. Through such a device, we are in better
position to assure a fair and just measurement of the outcomes of instruction in our
curriculum.
Advantages of TOS
1. One immediate advantage of the use of TOS is that it ensure an adequate coverage
of instructional objective and content taken up within a certain prescribed time
frame, lets say one academic quarter. Since there is definite time limit for the test,
one cannot possibly cram a lot of subject matter in it.
2. Another advantages of the TOS is that it emphasis the weight of the test. It can
specify what could be considered as must that would constitute the 75% of the
total value of the test. The balance of the test can be given to the wants or
enrichment matter.
3. A third benefit to be derived from the use of TOS is that it helps in attaining an
unbiased distribution of skills measurement. Without this table, a test constructor,
following the path of least resistance, may concentrate more on the lower levels of
thinking skills.
Purpose of testing, cognitive skills can be categorized into the following:
1. Remembering, which is defined as the ability to simply recall
previously learned information, facts, ideas and principles.
2. Comprehending, defined as the ability to restate or interpret
previously learned information. This may include routine
manipulation or simple reproduction.
3. Thinking, defined as a more or less complex intellectual activity
involving analysis, synthesis and judgement.

4. Objective / Content , this portion correspond to the minimum

objectives set for the academic period concern
5. Skills / Concept , this column will include the specific skills
corresponding to the objectives. These could fall under the
broader headings of remembering, understanding, and thinking.
6. Type of test Item, this will indicate the particular test item type
to be used example, objective type or essay type.
7. No. Of items, for each type of test, the entry indicates the
number of test items
8. Item No. , this indicate the number of sequence of the item type
as it will appear in the final form of the test
9. Score Count / Percentage, this will include the corresponding
weight of the items.
Measurement
An instrument or device to measure individuals achievement,
personality, attitudes, intelligence and among other that can be
measured quantitatively.
Tests
Questionnaires
Rating Scales
Checklist
Evaluation
refers to consideration of evidence in the light value standard
and in terms of the particulars situations and the goals which the group
of individuals are striving to attain. ; qualitative

Passed / Failed
Standard / Substandard
Satisfactory / Unsatisfactory
Excellent / Average / Below Average

Different Types of Test

The quality of test construction depends largely on the part of
the classroom teacher. Every teacher is interested to know how far
and how deep he can facilitate, orient, and guide the students with
the knowledge, ideas, abilities, skills and attitudes that she wishes to
build up in order to achieve his teaching objectives and make students
responsive to the changing needs of the society and compete globally
with other graduates of the world.

1. Paper & Pencil (Classroom)

1.1 Non- Essay or Objective
Supply
Selection
Simple-recall
Alternative Response
Completion
Multiple Choice
Matching
A. SUPPLY
Simple Recall Type
Item appears as a direct question, a stimulus word or phrase, or
a specific direction.
1.
2.
3.
4.
5.

Construction:
Item should be very brief phrase
Direct-question
Blanks for the response should be in column preferably at the
right column of the item.
Question should be worded that there is only one correct
response.
Make minimum use of textbook language in wording the question
Sample of Simple-Recall Type

1. Convert 1 cc to ml
2. Convert 50 kg to pounds.

1. ______
2. ______

Completion Type
filling the blanks;
a statement that has to be completed with
word or phrase.

an appropriate

Construction:
1. Give the student a reasonable basis for the responses desired.
2. Avoid giving the student unwarranted clues to the desired
response.
2.1 Avoid lifting statements directly from the book.
2.2 Omit key words or phrases rather than trivial details.
2.3 Whenever possible avoid a or an immediately
before blank.
2.4 Do not indicate the expected answer by varying the
length of blanks or by using a

dot for each letter in the correct word.

2.5.
Guard against the possibility that one item or
part of the test may suggest the
correct response to another item
2.6 Avoid giving grammatical clues to the test answer.
Sample of Simple-Recall Type
Most important procedure for preventing the transfer of
microorganism, and therefore nosocomial infection, is correct and
frequent __________________.
B. SELECTION
Alternative Response
Limits the answer to only two options in a forced-choice
situation.
True False
Yes No
Agree Disagree
Correct-Not Correct
Construction:
1. Avoid double negatives
2. Avoid long or complex sentences
3. Specific determiners (always, never, only, etc.) should be
used with caution.
4. Include only one central idea in each statement.
5. Avoid emphasizing the trivial
6. Exact quantitative (two, three, four) language is better than
qualitative (some, few, many)
7. Avoid a pattern of answers
Sample of True or False
Direction write T if the statement is true and F if the
statement is false
1. Warm water removes fewer oils
from the skin that hot water.
__________
2. Dry your hands thoroughly from
fingers to forearms.
__________
2. Bar soap is recommended because
it may harbour microorganism.
__________

Matching Type

Checking the ability of the student to associate factual

information and recognize example of a concept.
Construction:
1. Using heterogeneous material must be avoided.
2. Unbalanced matching type.
3. All options must be related to each other.
4. Option item must be listed in the right hand column and
item to identified in the left
hand column.
5. Option column must be arranged in alphabetical.
Sample of Matching type
COLUMN A

COLUMN B

1. Help us recognize each other and learn

1. __________
about color, motion and distance.
2. Help us to learn each other through
communication
2. __________
3. Learn about our world by feeling it,
learning the size, texture and shape of thing.
3. __________
4. Helps us enjoy life and helps us learn
about unsafe condition.
4. __________
5. Helps us to select and enjoy food.
5. __________

A. Hearing

B. Senses
C. Sight
D. Smell
E. Touch
F.

Taste

Multiple-choice Test
Best test form in testing outcomes.
Most valuable and widely used in standardized tests due to
its flexibility and objectivity scoring.
It consist of a stem or an incomplete statement and a set
of options, one of which is the appropriate response.
Constructing
1. Items should have 3-4 alternatives.
2. Stem should present a single, clearly formulated problem
3. Simple, understandable, exclude extraneous words from both
stem and alternatives

4. Include in the stem any word that are repeated in each

response
5. Avoid all of the above (can answer based on partial
information)
6. Avoid none of the above
7. Emphasize negative wording
1.2 Essay Type
a measuring instrument for evaluating knowledge of the subject
matter or to measure skill in writing where it tests students
ability to express ideas accurately and to think critically within a
certain period of time.
Suggestion in Constructing an Essay Examination by
Laurentina Calmorin
1. It must be planned and constructed carefully in advance.
2. Show major aspects of the lesson in framing questions.
3. Precaution on the causes of unreliability should be taken.
4. Phrases the question vividly so that its scope will be clear to
the students.
5. Time limit on the coverage of each question.
TYPES of Constructing an Essay Examination
1. Recall. The basis is given
1.1 Selective recall
Name the head of state in the world who have been awarded
as the WORLD WHOS WHO OF MEN.
1.2 Evaluating recall
Name five departments in the Philippines which have had the
greatest influence on the economic development of the country.
2. Comparison of two things
2.1 Specific. There is single designated basis.
Compare medical hand washing from surgical hand washing.
2.1 General
Compare medical from surgical.
2.3 Decision. for or against
In which, in your own opinion, can you do better, a medical
hand washing or surgical hand washing? Why
2.4. Cause & Effect

 Why surgical hand washing given more stress than medical

hand washing?
3. Summary
Summarize in a paragraph, four or five sentences, the rationale
of hand washing.
4. Analysis
Analyze the characteristics of climate change to the world.
5. Statement of Relationship
Why is knowledge on technology helpful in studying nursing.
6. Synthesis. Reaction to the statement
Health is wealth
7. Criticism. as to the adequacy, correctness, or relevance of a
pointed statement or students answer to a question on the
lesson.
Practice makes Perfect
Advantage of Essay Examination
1. Easy to Construct, with regard to the preparation of the test,
an essay examination is easier to construct and it saves time and
energy as far as the construction is concerned because it
involves few items.
2. Economical, when it comes to duplication facilities..because the
question can be written on the board. It is also advantageous for
schools with lack duplication facilities.
3. Trains the core of organizing, expressing and reasoning
power, An essay examinations trains the student to express,
organize, and reason out their ideas.
4. Minimize guessing. Response to an essay examination consist
of one or more sentences or even paragraph, guessing is
minimized.
5. Develop critical thinking. An essay examination develops the
student to think critically. Essay questions call for comparison,
analysis, reorganization of facts, defence opinion and other
mental activity.

6. Minimize cheating and memorizing. Because essay test are

evaluated in terms of content and form and that an answer to a
question is composed of one or more sentences.
7. Develops good study habits. Student study their lesson with
comprehension rather than memorization.
Disadvantage of Essay Examination
1. Low validity. It has limited sampling
2. Low reliability. Low reliability may occur in an essay
examination due to its subjectively of scoring. The tendency of
some teacher is to react unfavourably to answer of student
whom considered weak and give favourable impression to bright
students.
3. Low Usability. Essay examination is time consuming to both
teacher and student wherein much time and energy are wasted.
4. Encourages buffling.The tendency of the student who does not
know the answer is to bluff the answer just to cover up the lack
of information.
5. Difficult to correct or score. Difficulty on the part of the
teacher to correct or score due to an answer to a question
consisting 2 or more sentences.
6. Student with poor penmanship. Some teachers react
unfavourably to responses of students having poor handwriting
and untidy papers.
Kinds of Test
Intelligence
Personality
Aptitude
Prognostic
Performance
Diagnostic
Achievement
Preference
Accomplishment
Scale
Speed
Standardized
Teacher-made
Placement
Intelligence Test
Measures the intelligence quotient (IQ) of an individual as
genius
very superior
high average
low average
borderline
mentally defective

It function is to establish the ability to think abstractly or

to organize parts of a situation into a coherent whole.
Personality Test
measures the ways in which individuals interest with
other individuals or in terms of the roles an individual has
ascribed to himself and adopts in the society.
Aptitude Test
a predictive measure of a persons likelihood of benefit
from instruction or experience in a given field such as arts,
music, clerical work, mechanical tasks, or academic
studies.
Differential Aptitude Test Battery (DAT)
National College Entrance Examination (NCEE)
Prognostic Test
this test predicts how well a person is likely to do in a
certain school subjects or task.
National Secondary Assessment Test (NSAT)
Entrance Exam

Performance Test
is a measure, often making use of manipulative materials,
which involves no, or a minimum of, verbal instruction.
Kohbs Block Design
Army Beta Test
Diagnostic Test
identifies the weaknesses of an individuals achievement in
any field and which serves as basis for remedial
instruction.
National Achievement Test
Prelim , Mid term, Finals
Achievement Test
measurement of what has been learned by student of the
subject matter taught in school.
Teacher-made Test
National Elementary Achievement Test (NEAT)
Preference Test
measure of vocational or avocational interest or aesthetic
judgement by requiring the examinees to make forced
choices between members of paired or grouped items.
Skilled / Vocational
Accomplishment Test

 measurement of achievement in which this test is usually

for individuals subject in the curriculum as a whole.
Teacher-made test
Scale test
has series of items arranged in order of difficulty.
Binet-Simon Scale
Speed Test (Alertness test)
measures the speed and accuracy of the examinee within
the time limits imposed.
equipments troubleshoot
assembling and disassembling
Standardized Test
provides exact procedure in controlling the method of
administration and scoring with norms and data concerning
the reliability and validity of the test.
Board Exam
Teacher-made Test
constructed by the teacher to determine how much the
pupils/ students achieved the goals or objectives of the
learning tasks
this test is NOT as carefully prepared as standardized test.
Placement Test
used to measure the type of job an applicant should fill, or
a test to measure the grade .

PERFORMANCE TESTING

Related Learning Experience

means opportunities in which all students may participate in high
quality programs that provide industry related and subject
matter related learning experiences that prepare students for
further education, future employment and lifelong learning.

1.
2.
3.
4.
5.
6.
7.

Purpose:
To determine the background ability.
To determine the development in each student.
To determine the ability of student to apply nursing theory.
To determine learning difficulties of each student.
Development of self-evaluation
Effectiveness of teaching strategies.
Conducting research
Evaluation Instrument

1. Observation. Daily teaching learning process

Questionnaire
consist of question in which the student respond to each
item by encircling the option or by use a checkmark.
Checklist
to exhibit desired behavior

Rating Scale
record an appraisal along with meritorious achievement of
student
Anecdotal Record
design to determine what happened and what the behavior
of the learner probably means.
2. Written Communication Method, application of theoretical
knowledge.
* Nurses Notes
* Nursing Care Studies
3. Oral Communication
*Nursing Patient Conference
Conference

* Problem Oriented Method

* Process Recording
* Nursing Team

BEFORE : Preparation of Test Instrument

STEPS IN CONSTRCUTING TEACHER MADE TEST
1. Planning the test
1.1
A careful statement of the philosophy of the
institution and the objectives of the particular subject
should be available.
1.2
Adequate provision for review should be made by
taking into consideration the availability of facilities and
equipments.
1.3
The purpose of the test should be defined. If the
purpose of the test is for diagnosis, it should be reveal the
specific weakness of the students as basis for remedial
instruction. However, if its purpose is to appraise the
critical thinking and reasoning power, the scores are to be
used for classification and grouping.
1.4
The nature of the test must take into consideration
the conditions under which it is to be administered. In
planning the test, such factors as age, experience of the

examinee, duplicating facilities, cost of materials, and

testing environment must be critically considered.
1.5
Length of the test must be determined. The time
element is determined by the purpose it is to serve
2. Preparing the test.
2.1 The first draft of the test should be prepared as early
as possible.
2.2 The test should include more than one type of items.
2 or 3 types of objective items may be used to minimize
monotomy on the part of the examinee.
2.3 The item should be arranged in an ascending order of
difficulty,, that is, the item are arraged from the most
easy to the most difficult.
2.4 More items should be included in the first draft of the
test for possible inclusion in the final draft. Less
important items should be discarded.
2.5 First and final drafts should be revised and refined.
2.6 Items should be stated in such way that the whole
content functions in determining the answer rather than
a part of it.
2.7 Items of similar type should be placed together in the
test.
2.8 Regular sequence in the pattern of response should be
avoided.
2.9 Direction of the test should be BRIEF, CLEAR and
COMPLETE to the examinee.
3. Reproducing the test
3.1 To facilitate in reproducing the test, duplicating facilities
should be available in every institution. ..photocopy, printing
facilities..
3.2 Every school should be provided with clerks and other
facilitative
staff
to
do
typing,
computerizing
and
mimeographing the test.

DURING : Administration of Instrument

4. Administering Test
4.1 Environment familiar to the student
4.2 Sit far apart, free from books and notebooks

4.3 Corrected typographical errors should be corrected before

the test starts
4.4 Give complete and clear directions before the test begins.
4.5 Distribution of test materials must be planned in advance.
4.6 Entertain briefly questions raised while the test is going on.
4.7 Timing the test
4.8 Examinee and or testee should not be allowed to leave the
examination room.
4.9 Collect the test material

AFTER : Utilization of Test Result

5.Scoring the test
5.1 Give one point of credit for each correct answer (objective
test).
5.2 Two-option test, correction formula ( Right minus wrong).
Students should be informed
beforehand.
6. Evaluating the test
6.1 Quality of the students responses
6.2 Quality of the test itself

CURRICULUM EVALUATION
Types of Curriculum Evaluation
1. Intended Curriculum (Written)
What curriculum designers included in course documents.
2. Imparted Curriculum (Taught)
What the teachers eventually dispensed
3. Imbibed Curriculum ( Learned)
What the students actually acquired

Evaluation of Learning
1. Formative
an integral part of teaching-learning process that is done
frequently to determine who among the students have not
attained or reached the objectives of learning tasks.
quizzes
2. Summative

it aims to assess the learners achievement at the end of

learning process.
Unit test; chapter test
For curriculum developmental purposes used of Daniels Stufflebeams Model was
suggested. CIPP model is a wholistic, systematic approach to the curriculum evaluation.
Daniel Stufflebeams
CIPP Model of Evaluation

Context
Represent the environment, both internal and external to the
school. It includes both the needs and interest of the client, as well as
the environmental and sociological factors affecting the school
enterprise.
Feed back from the context evaluation enables the curriculum
developers to adjust program goals accordingly. It provides a kind of
reality test that allows the school to ascertain the validity of its
assumptions about the learners and other aspects of the environment
in which the program operates.
Input
Refers to curriculum content and learning objectives used in the
program.
Concerned with the curriculum content spelled out in the
curriculum blue print or master plan of instruction. It attempts to
validate the accuracy and adequacy of the curriculum and
instructional design in meeting program goals.
Process
Consist of the wide range of learning strategies and resources
used in the program. It also includes the personnel who carry out the
program following quality control specification.

Concerned with the mechanics of implementation. It is to assess the resources and

strategies of the delivery package. This phase calls for frequent and immediate feedback
to and from those who are part of the program. This will introduce contingent or
corrective measures for the ongoing improvement of the program.
Product
Refers to learning gains of the students as revealed by test and
valuated against the school standards embodied in the set of
behavioural indicators based on the profile of the IDEAL GRADUATE.
It answer the question:
When all is said and done, were the goals of the curriculum achieved optimally.
This phase occurs at the end of the program implementation. Data obtained in this phase
may be used as a basis for modifying the design before the program is recycle.
REFERENCES : Measurement and Evaluation 3rd Edition; LAURENTINA CALMORIN
Curriculum Development System 2nd Edition; JESUS C. CALMA

TABLE OF CONTENTS

I.

II.

PRELIMINARIES
a. Table of
Contents
b. Acknowledgeme
nt
c. Dedication
VALUES

III.

BIOGRAPHIES

IV.

STORIES

V.

PARABLES

VI.

ESSAYS

VII.

ARTICLES

VIII. CLASSICS
IX.

NEWSPAPERS

X.

PROVERBS

XI.

QUOTATIONS

XII.

VALUE/MORAL
DILEMMA
XIII. SCHOOL INCIDENCE
XIV. ANECDOTE
XV.

CONFLICT

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Alfelor Sr. Memorial College

Del Gallego, Camarines Sur

C O M P I L ATI O N
IN
CURRICULUM
DEVELOPMEN
T

Presented to
MRS.. ADELAIDA P.
HERNANDEZ
Faculty

By:
BANAAG, ELIZABETH B.
OREA, ROCHIEL L.
1st Semester 2014

Acknowledgement

We would like to acknowledge our instructor,

Mrs. ADELAIDA P. HERNANDEZ, for her kindness and
consideration to us.
Thank you and God Bless!

BANAAG, ELIZABETH B.
OREA, ROCHIEL L

ii

Dedication

This Compilation is lovingly dedicated to our

family.
We would like to dedicate this humble work to
my friends.

BANAAG, ELIZABETH B.
OREA, ROCHIEL L

iii