2. Introduction
History of evaluation
Meaning of evaluation
Definition
Characteristics
Important element of evaluation
Objectives of evaluation
Need of evaluation
conclusion
3. Evaluation is the wider term and play a very
important role in teaching learning process.
Assessment of student learning requires the use of a
number of techniques for measuring students
achievement. But assessment is more than collection
of techniques. It begins with the identification of the
goals and ends with a judgment concerning the
extent to which those goals have been attained.
The secondary education commission observed
,”nevertheless examination and especially external
examinations have a proper place in any scheme of
education. External examination have simulated
effect both on the pupils and teachers by providing
well-defined goal and objective standard of
evaluation .
4. Chester w. Harris (1960) traces the history of the concept
of the evaluation to the thirties of the twentieth century.
It emerged as a “ reaction against the relatively narrow
information – and skill –centered educational measurement
of the previous decade”. A strong movement developed
under the leadership of Alvin c. Eurich,Ralph w. Tyler and
j.wayne wrightsone to broaden the various area of
appraisal – attitude, interest ,idea ,way of thinking, work
habit and personal and social responsibility.
The American council on education made large scale
cooperative effects to improve evaluation procedures in
the post war era.
Tyler s contribution was his insistence of defining the goals
and objectives in behavioral term and making them the
basis of instrument developing in education and
evaluation.
In India, the work related to evaluation began in the
1960’s.
5. Evaluation means to as certain the growth and
changes, taking place in pupils as a result of
teaching learning experiences. To evaluate
means to characterize the work or value of
something. It is a methods of determining the
extent to which established goals or objectives
have been achieved . It is a “ process of making
an overlay of the outcomes as an educative
experience against the background of
anticipated or stated objectives”. It is not
restricted to the result of tests and examination
or the teachers 'estimate but includes the
learners’ own estimates of his own ability.
6. Education reset upon three pillars viz.,
objective
Evaluation
techniques
Learning
experiences
7. Ralph Tyler:-” Evaluation is the process of determining to
what extent the educational objectives are being
realized”.
James M.lee:- “Evaluation is the appraisal of pupil’s
progress in attaining the educational goals set by the
school, the class and himself. The chief purpose of
evaluation is to guide and further the students learning.
Evaluation is thus a positive rather than a negative
process”.
The concept of evaluation in education (1963) of the
NCERT considers evaluation as the ‘Process of
determining:-
- The extent to which an objective is being attained
- The effectiveness of the learning experiences provided in
the classroom
- How well the goal of education have been accomplished
8. It is a continuous
process
It includes
academic and non
academic
subjects
It is a procedure
for improving the
product
It is compound
objective
observation
It is not confined
to the classroom
It is
comprehensive
concept
It is a valuable
and indispensable
for policies and
further action
It can not be
postponed till the
end of the year
It must form and
integral part of
teaching
9. It indicates an
interrelationship
among the society
It is the process of
the determining
It includes both
quantitative and
qualitative
description
It helps in redefining
the instructional
objectives on the
basis of feedback
It is a diagnostic
appraisal
It is a systematic
process
It is also includes
teachers evaluation
reliability
validity
10. There two element are very important in
evaluation process:-
•Measurement1.
•Appraisal2.
11. There are two objectives of evaluation in
social studies. There are given below for
study:-
1. General
objectives of
evaluation
2.Specific
objective of
evaluation
12. To appraise the status of and changes in pupils
behavior.
To disclose pupil’s needs and possibilities.
To aid pupil-teacher planning.
To expand the concepts’ of worthwhile goals
beyond pure achievement.
To serve as a means of improving school-
community relation.
13. To familiarize the teacher with nature of
pupil learning, development and progress.
To relate measurement to the goals of the
instructional program.
To facilitate the selection and improvement
of measuring.
To apprise the teacher’s competence.
To appraise the supervisors competence.
To serve as method of self improvement.
To serve as a guiding principle for the
selection of supervisory.
14. To help in
diagnosing
weaknesses of
students
To help in
measuring factual
knowledge
To help in
predicting future
achievement
To test the
development of
skills and attitudes
of students
To meet criticism
To stimulate
instruction
16. To award
scholarship
To report
progress
To provide
data for
research
To influence
learning
To
classification
of the student
To promote
pupils
For prediction
To know about
the quality of
administration
To know about
the weakness
and strength
17. For decision
making
For strategy
planning
To know about
the effectiveness
of teaching
learning methods
To assessing
pupils progress
from time to
time
Need of internal
and external
evaluation
For determining
the objectives
and goals
18. Evaluation becomes a necessary tools in the
educational process. Emphasis on teacher’s
evaluation of their pupils, continuous
assessment, introduction of grading in place
of numerical marking , use of evaluation as
feedback for improvement of teaching and
learning and emphasizes shift from external
examination to internal assessment by
teachers.
