What Question Does Evaluation In Education Answer?

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What Question Does Evaluation In Education Answer
MCQ on Assessment and Evaluation : Evaluation is the criteria of success and failure of an activity. In education, evaluation is used in order to know whether the changes in the behavior of the students are as the pre determined objectives or not. Evaluation and measurement is an important topic of pedagogy section.

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What is the purpose of evaluation in education?

Summary – Educational evaluation has grown rapidly during the last two decades. As the boundaries of educational evaluation continue to widen, the purposes for evaluation are expanding also. Evaluation is being used to measure student progress, reform education systems, and enhance accountability for outcomes.

School administrators and teachers alike are conducting evaluations of their own to improve school performance and foster creative spaces for learning. This proliferation of the purposes for evaluation has brought with it a greater appreciation of the demand for evaluators to understand the evaluation needs of stakeholders, recognize the importance of contextual factors (e.g., normative, political, ethical, and organizational) in the evaluation enterprise, and select an evaluation approach that is responsive and supplies useful information to specific audiences.

The contextualizing of evaluation has fundamentally changed the way evaluations are designed. Instead of consistently applying one approach or set of methods to all evaluation situations, evaluators are aware that the choice of evaluation approaches and methods for data collection and analyses must be matched to the unique purposes of an evaluation within a unique evaluation setting.

  • In response to these new realities, literally dozens of approaches to evaluation have emerged.
  • Essentially, the approaches to evaluation define the content of the evaluation field.
  • The challenge in this article was finding a way to make sense of this complexity while acknowledging the enormous range and diversity of evaluation approaches.

The overall strategy made use of four major frameworks developed by highly experienced educational evaluators. These frameworks have proved their value as lenses for viewing more clearly the realities of contemporary evaluation and as a guide to evaluation practice.

The use of four frameworks gives insight into alternative characterizations of the evaluation field and portrays the evaluation process in a less linear fashion than by examining one framework alone. The presentation of these four evaluation frameworks is intended as a point of departure, because the number and range of evaluation approaches are likely to increase in the years ahead.

Although at one time educational evaluation was influenced primarily by the social and behavioral sciences, contemporary evaluation is considered by many to be a trans-discipline ( Scriven, 2003 ) that has its roots in many distinct disciplines. As evaluation continues to be influenced by new and emerging disciplines, our frameworks and approaches to program evaluation are likely to evolve regarding their basic assumptions, purposes, processes and tools, roles of evaluators, and modes of disseminating and using evaluation information ( Love, 2001 ).
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Which type of questions is a sample of evaluation level?

Sample Evaluation Questions (list)

Were learners satisfied in terms of convenience, comfort of the facilities and quality of presenters? Did learners feel that the amount of information and resource materials provided met their needs? Were learners satisfied with the program and feel it was a good use of their time? Were learners more confident in their ability to address the issues presented during the program? Will learners demonstrate increased knowledge related to the program content? Will learners be able to demonstrate a new skill by the end of the training program? Will learners report understanding of the impact communication skills have on patient outcomes? Will learners demonstrate effective communications skills in standardized clinical encounters? Will learners self-assess their strengths and weaknesses in real patient encounters? Will faculty role-model effective communication skills in clinical encounters? Will learners apply the communication skills model in real clinical encounters? Will patients report satisfaction with the communication skills of learners? Will learners report increased involvement of faculty as facilitators?

: Sample Evaluation Questions (list)
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What is example of evaluation in teaching?

Teacher Evaluation Examples – Teachers can be evaluated using online quantitative and qualitative mediums such as surveys, polls, focus groups, etc. Some of the best examples of teacher evaluation are:

Various component of proper planning can be evaluated. For examples, use of assessment information for proper planning – All the teachers will be evaluated on the effectiveness of the use of the assessment of information.

Ineffective Scope of improvement Effective Extremely Effective

Learn more: Technology Survey Questions + Sample Questionnaire Template

Observation of the teacher performance can be done using open-ended questions such as inputs for observation and feedback. Compliance of the teachers can be audited. This survey can contain multiple-choice questions such as “Are the strengths mentioned and are they relevant?” The school culture and management performance can also be evaluated. For examples, questions such as “I do feel welcome when I enter this school” can be asked to understand the school’s culture.

Learn more about academic surveys here !
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What important question is usually asked in assessment as learning?

Assessment as Learning (AaL) – Perhaps this is an acronym you have yet to come across in education. Assessment as Learning builds upon the philosophy of Assessment for Learning, with a greater emphasis placed on feedback and metacognition, As Ruth Dann (2014) explains, “It considers how pupils self-regulate their own learning, and in so doing make complex decisions about how they use feedback and engage with the learning priorities of the classroom.” The idea here is to enable students to begin to learn about themselves as learners.

In this sense students will begin to self regulate their own learning. The key to unlocking this metacognitive strategy is to equip learners with the tools to understand, interpret and act upon feedback. Assessment as Learning creates reflective students who have the agency to decide on their next learning step.

As with any strategy that seeks to empower learners, AaL is often supported by the teacher at first. A successful approach to Assessment as Learning will have your learners asking the question, “What are the criteria for improving my work?” Strategies include, but are not limited to: regular peer and self assessment, regular and challenging practice, allowing students to question their own learning and creating an environment where taking chances and risking being wrong are promoted.
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What is the main purpose of evaluation?

Evaluation provides a systematic method to study a program, practice, intervention, or initiative to understand how well it achieves its goals. Evaluations help determine what works well and what could be improved in a program or initiative. Program evaluations can be used to:

Demonstrate impact to funders Suggest improvements for continued efforts Seek support for continuing the program Gather information on the approach that can be shared with others Help determine if an approach would be appropriate to replicate in other locations with similar needs

For evaluation considerations for specific types of programs, see:

Aging in Place Care Coordination Toolkit Chronic Obstructive Pulmonary Disease Toolkit Community Health Workers Toolkit Community Paramedicine Toolkit Diabetes Prevention and Management Toolkit Early Childhood Health Promotion Toolkit Health Equity Toolkit Health Literacy Toolkit Health Networks and Coalitions Toolkit Health Promotion and Disease Prevention Toolkit HIV/AIDS Prevention and Treatment Toolkit Maternal Health Toolkit Mental Health Toolkit Medication for Opioid Use Disorder (MOUD Toolkit) Obesity Toolkit Oral Health Toolkit Prevention and Treatment of Substance Use Disorders Toolkit Services Integration Toolkit Social Determinants of Health Toolkit Suicide Prevention Toolkit Telehealth Toolkit Tobacco Control and Prevention Toolkit Transportation Toolkit

The Rural Philanthropy Toolkit identifies evaluation considerations for working with funders.
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What is the main objective of evaluation?

Objectives of evaluation: determining the effectiveness of the learning process or program.
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What is a question of evaluation?

Evaluation questions help further focus your evaluation and should reflect the purpose of the evaluation as well as the priorities and needs of the stakeholders. You should develop questions you want the evaluation to answer about the program component/activity your are interested in evaluating.
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What are key evaluation questions?

What are evaluation questions? – Evaluation questions, sometimes referred to as key evaluation questions or KEQs, are high-level questions that are used to guide an evaluation. Good evaluation questions will get to the heart of what it is you want to know about your program, policy or service.

Evaluation questions are different from the questions that you might ask in a survey, questionnaire or interview but you need clear evaluation questions to determine what questions to ask in a survey or interview and what methods to use. You often need to ask several questions in a survey to address a single evaluation question.

And depending on the scale of your project and your evaluation, you may require different sources of data, or data collected using different methods to answer a single evaluation question.
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What are the evaluative questions?

What are Evaluative questions? – Evaluating means judging the quality, value or relevance of something you’ve done – essentially, it means checking if you’ve done something the best way and seeing what improvements could be made. An evaluative question asks the reader to decide whether he or she agrees with the author’s ideas or point of view in light of his or her own knowledge, values, and experience.
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What are the 3 elements of evaluation?

Elements of an evaluation system – The European Network for Rural Development (ENRD) – European Commission Defining the elements of an evaluation system An evaluation system is composed of three core elements: an intervention logic, evaluation questions, and indicators. /file/elements1jpg_enelements1.jpg What Question Does Evaluation In Education Answer Intervention Logic The programme plan or intervention logic is the logical link between the problem that needs to be tackled (or the objective that needs to be pursued) the underlying drivers of that problem, and the available policy options to address the problem or achieve the objective.

  • The intervention logic serves as the foundation for evaluations.
  • Evaluation Questions Evaluation questions define the focus of evaluations in relation to policy objectives and help to demonstrate the progress, impact, achievements, effectiveness and efficiency and relevance of the policy (e.g.
  • To what extent have RDP interventions contributed to increasing efficiency in water use by agriculture?’) Evaluation questions are the focus of evaluations.

Indicators An indicator is a tool to measure the achievement of an objective (e.g. a resource mobilised, an output accomplished, or an effect obtained). Indicators also serve to describe the context (economic, social or environmental). The information provided by an indicator is used as a measurement tool.

  • Indicators are aggregates of data that allow for quantification (and simplification) of a phenomenon.
  • Indicators are the measurement tools to collect evidence for all evaluations.
  • Bringing all the evaluation elements together In order to perform evaluations, these three elements must be nurtured with different evaluation approaches, methods, data and information.

An evaluation approach is a way of conducting an evaluation. It covers the conceptualisation and practical implementation of an evaluation in order to produce evidence on the effects of interventions and their achievements. Evaluation methods are families of evaluation techniques and tools that fulfil different purposes.

  1. They usually consist of procedures and protocols that ensure systemisation and consistency in the way each evaluation is undertaken.
  2. Evaluation approaches and methods help to attribute the effects and impacts to a specific intervention, thus helping policy makers understand the real value of each intervention.

Data, data, data Data is quantitative information on selected indicators or variables which can be collected from the source itself (e.g. through survey, monitoring, statistics of entities) or secondarily through pre-existing sources (studies, aggregated statistics, etc.).

  1. Qualitative information can also be gathered to provide context for the evaluation and can be collected primarily from various stakeholders (intervention managers, beneficiaries, etc.) while using various qualitative or mixed methods (surveys, case studies, focus groups, interviews etc.).
  2. Data and information represent the evidence for the evaluation.
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Consistency linkages in an evaluation system The following figure shows the consistency linkages between the intervention logic and the other evaluation elements, evaluation questions and indicators. These must be decided prior to the start of an evaluation. What Question Does Evaluation In Education Answer The blue boxes show the relationship between the needs identified in the SWOT analysis and needs assessment (formulated as objectives), the actions (measures, activities, projects) supported with the budget that will be undertaken to achieve these objectives and the expected effects.

Outputs are actions financed and accomplished with the money allocated to an intervention. Outputs may take the form of facilities or works (e.g., building of a road, farm investment, tourist accommodation). They may also take the form of immaterial services (e.g. trainings, consultancy, information). Results are the direct advantages/disadvantages which beneficiaries obtain at the end of their participation in a public intervention or as soon as a facility funded through an intervention has been completed. Results can be observed when a beneficiary or operator completes an action and reports on the way in which the allocated funds were spent and managed. This can take the form in many ways, such as, it may be reported that accessibility has been improved due to the construction of a road, or that the firms which have received advice claim to be satisfied. These results should be regularly monitored. Policy makers can adapt the implementation of the intervention according to the results obtained. Impacts typically refer to the changes associated with a particular intervention over the longer term. Such impacts may occur over different timescales, affect different actors and be relevant at different scales (local, regional, national and EU).

The red boxes are evaluation questions, which are usually cause-effect questions asking for net effects and linked to the objectives. Evaluation questions might be further specified with judgment criteria which define how the success is to be achieved under each objective (overall and specific).

Output indicators measure activities directly realised within the programme. These activities are the first step towards realising the operational objectives of the intervention and are measured in physical or monetary units (e.g. number of training sessions organised, number of farms receiving investment support, total volume of investment). Result indicators measure the direct and immediate effects of the intervention. They can provide information on changes in, for example, the behaviour, capacity, or performance of direct beneficiaries and are measured in physical or monetary terms, (e.g. gross number of jobs created, successful training outcomes), Result indicators are used to answer the specific objectives related to evaluation questions. Impact indicators refer to the outcome of interventions beyond the immediate effects. Impact indicators are normally expressed in ‘net’ terms, which is realised through subtracting the effects that cannot be attributed to the intervention itself from the total and accounting for indirect effects (e.g. total factor productivity in agriculture, emissions from agriculture, water quality, degree of rural poverty), Impact indicators measure the programme’s effects on the area in which it is implemented. Impact indicators are used to answer the evaluation questions related to the overall objectives.

Target values are often assigned to indicators. These targets are values established based on existing information, which programmes try to realise in order to achieve the expected effects, objectives and needs. The following figure shows an example of the consistency interlinkages between the different evaluation elements for a hypothetical case of a policy programme designed to address the problem of climate change. What Question Does Evaluation In Education Answer : Elements of an evaluation system – The European Network for Rural Development (ENRD) – European Commission
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What is an evaluation in simple words?

/ɪˌvæl.juˈeɪ.ʃən/ C1. the process of judging or calculating the quality, importance, amount, or value of something : Evaluation of this new treatment cannot take place until all the data has been collected.
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What is evaluation give example?

An evaluation is an appraisal of something to determine its worth or fitness. For example, before you start an exercise program, get a medical evaluation, to make sure you’re able to handle the activity. At the heart of the noun evaluation is the root word value, which means “worth.” So an evaluation is an examination to find the worth of something.

noun act of ascertaining or fixing the value or worth of noun an appraisal of the value of something synonyms: rating, valuation see more see less types: show 11 types. hide 11 types. overvaluation too high a value or price assigned to something undervaluation too low a value or price assigned to something pricing the evaluation of something in terms of its price reevaluation the evaluation of something a second time (or more) grade, mark, score a number or letter indicating quality (especially of a student’s performance) bond rating an evaluation by a rating company of the probability that a particular bond issue will default price gouging pricing above the market price when no alternative retailer is available grade point a numerical value assigned to a letter grade received in a course taken at a college or university multiplied by the number of credit hours awarded for the course centile, percentile (statistics) any of the 99 numbered points that divide an ordered set of scores into 100 parts each of which contains one-hundredth of the total decile (statistics) any of nine points that divided a distribution of ranked scores into equal intervals where each interval contains one-tenth of the scores quartile (statistics) any of three points that divide an ordered distribution into four parts each containing one quarter of the scores type of: appraisal, assessment the classification of someone or something with respect to its worth

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What is evaluation in assessment of learning?

What is the difference between assessment & evaluation ? – You may often hear the terms assessment and evaluation used interchangeably. However, they are different processes. Assessment aims to enable learners to adjust their approach or study habits so that they can enhance their learning.

  • Examples of assessment include implementing “mud cards,” polling students to gauge understanding during the class, and assigning reflection papers.
  • In contrast, evaluation is a process that uses a variety of quantitative or qualitative techniques to analyze program, pedagogical, or course outcomes to determine whether they have been met.

Assessment is a diagnostic tool focused on the learning of individual students, whereas evaluation determines the extent to which a program or pedagogy achieves predetermined goals or outcomes. To request a consultation related to assessment approaches or pedagogical best practices, please contact our teaching and learning staff at [email protected],
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What are the most important purposes of teacher evaluation?

What’s the Purpose of Teacher Evaluations? Having experienced and highly qualified teachers is important for educational outcomes. Teacher quality has a significant effect on educational outcomes, even when considering other factors such as poverty, class size, family situation, and funding issues.

  1. Teacher evaluation has become a way to ensure that educators are meeting state or district standards of education and student attainment.
  2. However, evaluating teachers is an imperfect task and is a difficult problem we have been dealing with for decades.
  3. It is important to get to the root of teacher evaluations—to answer why we evaluate teachers and how we can effectively implement evaluation systems to better serve teachers and student populations.

To start, evaluation is at its core a kind of judgment or assessment of something, whether it’s a behavior, process, or even something like a law or policy. Evaluations are based on key categories related to questions that evaluators want answered. The results of these evaluative processes are meant to inform future decisions.

  • The main purpose of teacher evaluations is to enhance teachers’ pedagogical skills with the goal of improving student achievement.
  • Teacher evaluations are not necessarily meant to serve a punitive function, but they can often feel that way to both educators and administrators.
  • Given the very personal nature of the practice of teaching, many instructors feel like critical evaluation is a slight against them as a person, which means that evaluations can be a major cause of stress in their job.

Primary to an effective formulation of teacher evaluation standards is to focus on providing necessary critical feedback. Another major purpose of teacher evaluations is that they are positively linked to student learning. Factors such as education/experience, mastery of instructional techniques, collaboration with colleagues, and participation in professional development are all considered in the modern understanding of teacher quality.

Teacher evaluations also serve the purpose of accountability. Aside from raising strict educator quality, teacher evaluations contribute to building trust among colleagues and administrators, preparing programs, and professional development. IN a sense, a teacher evaluation is a way that educators can have a tangible goal to reach towards and clearly defined steps they can take to improve their performance.

Many people think that teacher evaluations are as simple as sitting in a classroom and describing what you saw. This is not true though. Evaluations are about putting teacher conduct and performance in context with a set of standards. To that end, a large part of the evaluation process is set around finding methods for teacher improvement.
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What are the three purposes of evaluation?

In general, there are three reasons why evaluations are conducted: to determine plausibility, probability, or adequacy. As discussed in the Constraints on Evaluations module, resources for evaluations are limited and determining the reason for the evaluation can save both time and money in program budgets.
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What are the most important purposes of teacher evaluation?

What’s the Purpose of Teacher Evaluations? – Education Walkthrough Having experienced and highly qualified teachers is important for educational outcomes. Teacher quality has a significant effect on educational outcomes, even when considering other factors such as poverty, class size, family situation, and funding issues.

  • Teacher evaluation has become a way to ensure that educators are meeting state or district standards of education and student attainment.
  • However, evaluating teachers is an imperfect task and is a difficult problem we have been dealing with for decades.
  • It is important to get to the root of teacher evaluations—to answer why we evaluate teachers and how we can effectively implement evaluation systems to better serve teachers and student populations.

To start, evaluation is at its core a kind of judgment or assessment of something, whether it’s a behavior, process, or even something like a law or policy. Evaluations are based on key categories related to questions that evaluators want answered. The results of these evaluative processes are meant to inform future decisions.

  • The main purpose of teacher evaluations is to enhance teachers’ pedagogical skills with the goal of improving student achievement.
  • Teacher evaluations are not necessarily meant to serve a punitive function, but they can often feel that way to both educators and administrators.
  • Given the very personal nature of the practice of teaching, many instructors feel like critical evaluation is a slight against them as a person, which means that evaluations can be a major cause of stress in their job.

Primary to an effective formulation of teacher evaluation standards is to focus on providing necessary critical feedback. Another major purpose of teacher evaluations is that they are positively linked to student learning. Factors such as education/experience, mastery of instructional techniques, collaboration with colleagues, and participation in professional development are all considered in the modern understanding of teacher quality.

Teacher evaluations also serve the purpose of accountability. Aside from raising strict educator quality, teacher evaluations contribute to building trust among colleagues and administrators, preparing programs, and professional development. IN a sense, a teacher evaluation is a way that educators can have a tangible goal to reach towards and clearly defined steps they can take to improve their performance.

Many people think that teacher evaluations are as simple as sitting in a classroom and describing what you saw. This is not true though. Evaluations are about putting teacher conduct and performance in context with a set of standards. To that end, a large part of the evaluation process is set around finding methods for teacher improvement.
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What is the purpose of evaluation in education Mcq?

Meaning of Evaluation MCQ – Objective Question Answer for Meaning of Evaluation Quiz – Download Now! One of your students accuses you of bias for evaluation in answer sheets, how will you solve it?

  1. You will reject his objection.
  2. You will adopt punitive action.
  3. You will try to show his real status.
  4. You will show him his answer sheet and some other books.
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Option 3 : You will try to show his real status. Evaluation is a systematic process of collecting and analyzing data to determine whether, and to what degree, objectives have been, or are being, achieved. Key Points

  • Partiality means leaning in favor of a person.
  • One of the students accuses of bias for evaluation in answer sheets, a teacher should try to show his real status.
  • Students should get rid of their illusions by making them aware of reality.
  • When the student will come to know about the real situation, then such confusion will automatically go away.

Hence, we can conclude that if one of the students accuses of bias for evaluation in answer sheets, a teacher should try to show his real status. India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.4 Crore+ Students Which of the following statement is correct? I.

  1. Only II
  2. Neither I nor II
  3. Both I and II
  4. Only I
  • Evaluation refers to the value judgment made on the phenomenon, taking into consideration the quantitative and qualitative information collected on it over a particular period of time.
  • Key Points
  • Characteristics of evaluation:
  • Evaluation should be a continuous process.
  • Evaluation should include academic and nonacademic subjects.
  • Different modes of evaluation should be used for slow, average, and fast learners.
  • Evaluation should be a procedure for improving the product.
  • Self-evaluation, peer evaluation, and group evaluation should also be made a part of the evaluation process.
  • Evaluation should be purpose oriented.

Hence, we can conclude that self-evaluation, peer evaluation, and group evaluation should also be made a part of the evaluation process is the correct statement. India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.4 Crore+ Students What is the role of parents in evaluation? I.

  1. Neither I nor II
  2. Only I
  3. Both I and II
  4. Only II

The purpose of the evaluation is not only to give marks and grades to the students but also to recognize the learning difficulties and misconceptions of students to adopt the teaching strategies accordingly. Key Points

  • As the students stay most of the time parents also play an important role in evaluation.
  • It is true that educated parents can evaluate the progress of students with ease but it is inappropriate to say that only educated parents can evaluate children.
  • Illiterate parents can also support the learning process as they know the strengths and weaknesses of their children, they mays try to work on those to improve their children.
  • Whether they are literate or illiterate every parent can support the learning process.

Hence the statement “Illiterate parents can also support the learning process” is true. India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.4 Crore+ Students The use of evaluation results focuses on three major heads.

  1. Only III
  2. II and III
  3. Only II
  4. I, II and III

Evaluation refers to the value judgment made on the phenomenon, taking into consideration the quantitative and/or the qualitative information collected on it over a particular period of time. Key Points Evaluation of the students can be done for:

  • Identifying strengths and weaknesses is an objective of evaluation so that extra effort and planning can be put on to improve the strengths and reduce the weaknesses. Here more emphasis can be put on the strengths and weaknesses because they are deciding factors of a student’s success.
  • Students may have many problems in solving mathematics which should be identified by the teacher and resolved so that no learning difficulty remains as an obstacle for the children and they understand each and every concept. For identifying this learning difficulty in children evaluation is an important tool that the teacher can make use of it effectively.
  • A progress card will be given to every child at the end of the term because one of the objectives of the evaluation is to provide feedback to learners, parents, and other stakeholders so that they come to an understanding about their child and make effort to improve his abilities.

Thus by all these references, we can conclude that All the given 3 statements are correct with respect to the evaluation of the students. Important Points Regardless of the type of tool used or how the results of the evaluation are to be used, all types of evaluation should possess certain characteristics. The most important characteristics are validity, reliability, and objectivity,

  • Validity
    • It is the quality of data gathering instrument which enables it to measure what it is supposed to measure.
    • It refers to the degree to which the test actually measures what it claims to measure.
    • It is also the extent to which inferences, conclusions, and decisions made on the basis of test scores are appropriate and meaningful.
    • A test with high validity has items closely linked to the test‘s intended focus.
    • A test with poor validity does not measure the content and competencies it ought to.
  • Reliability
    • It refers to the consistency of measurement, that is, how consistent are evaluation results from one measurement are to another.
    • It is concerned with the extent to which an evaluation test is consistent in measuring what it is intended to measure.
    • If the measurements are not consistent over different occasions or over different samples of the same performance domain, the evaluator can have little confidence in the results.
    • Test scores would be reliable when there is good reason to believe that it is stable and trustworthy.
    • These characteristics will depend on the extent to which the score is free from chance error.
    • It is to be expected that the same test which is repeatedly administered to the same group of individuals, should yield the same pattern of scores.
  • O bjectivity
    • It is a central philosophical concept, related to reality and truth, which has been variously defined by sources.
    • Generally, objectivity means the state or quality of being true even outside of a subject’s individual biases, interpretations, feelings, and imaginings.
    • A proposition is generally considered objectively true (to have objective truth) when its truth conditions are met and are “bias-free”; that is, existing without biases caused by, feelings, ideas, etc. of a sentient subject.
    • A second, broader meaning of the term refers to the ability in any context to judge fairly, without bias or external influence; this second meaning of objectivity is sometimes used synonymously with neutrality.

India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.4 Crore+ Students Which of the following statement is not correct?

  1. Evaluation can be demotivating in work education plan
  2. The evaluative process should be such that the children should learn to work and gain knowledge
  3. Giving grades is more appropriate than giving marks for evaluating activities
  4. Work education program is to develop useful life skills

Option 1 : Evaluation can be demotivating in work education plan

  1. Evaluation is a systematic process of collecting and analyzing data in order to determine whether, and to what degree, objectives have been, or are being, achieved.
  2. Key Points Evaluation plays an enormous role in the teaching-learning process.
  3. Statement I – Evaluation can be demotivating in work education plan is incorrect.
  • Evaluation is a powerful means of motivation in work education programs.
  • The evaluation process should be such that the children should learn to work, gain knowledge and learn, they may be encouraged to be connected with the work process.

Statement II – The evaluative process should be such that the children should learn to work and gain knowledge is correct.

  • Evaluation is concerned with assessing the effectiveness of teaching, teaching strategies, methods, and techniques.
  • It provides feedback to the teachers about their teaching and the learners about their learning.

Statement III – Giving grades is more appropriate than giving marks for evaluating activities is correct.

  • Errors of measurement are reduced to a minimum base i.e. achievement of different students may be easily compared.
  • In a grading system, inter-subject comparison of the same examinee and inter examinees comparison in a particular subject is possible.
  • The grading system takes the emphasis away from marks.
  • This system is much more meaningful and feasible in comparison to the marking system.

Statement IV – The work education program to develop useful life skills is correct.

  • The real and ideal responsibility of education is to prepare children to face the challenges of life.
  • Work education helps in developing necessary life skills like problem-solving, decision making, creative thinking, critical thinking, empathy, and effective communication and enables children to face the demands and challenges of daily life effectively.

Hence. Statement I is incorrect. India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.4 Crore+ Students The most important step of teaching learning system which includes observing, testing and assessing is called

  1. Leading
  2. Evaluating
  3. Planning
  4. Organising

Evaluation is the process of collecting information and then making a decision. It is nothing but gathering data and evidence of students’ progress and achievements. Not only it is the formal examination, but also it involves analyzing, characterizing students’ learning along with observing, testing and assessing. Key Points Evaluation is used:

  • To give feedback to the extent that we can bestow quality education for a quality life.
  • To check if the learning is taking place as planned.
  • It offers equal opportunity to each student to display their potential.
  • To know the learning of students.

Hence, we conclude that evaluating includes observing, testing and assessing. India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.4 Crore+ Students It can be generally observed that _ involves much more than measurement.

  1. Government
  2. Environment
  3. Learning
  4. Evaluation

Evaluation refers to the value judgment made on the phenomenon, taking into consideration the quantitative and/or the qualitative information collected on it over a particular period of time. Key points related to evaluation:

  • Evaluation is a wider and more inclusive term. This includes all three: test, measurement, and assessment.
  • When we compare the score of a learner with those of other learners and judge whether it is good to average satisfactory/unsatisfactory/bad, we are performing an act of evaluation.
  • Here is an illustration: To say Suresh has scored 32 out of 50 in a test is a report of measurement. But, to say ‘Suresh is good in English’ is an instance of evaluation.
  • To be more clear let us take another example: A typist types 50 words per minute. Here, 50 is a symbol by which his/her ability is being measured. When we say that he/she types better than other typists in the office, we evaluate his/her typing ability.
  • So in the case of evaluation, we assign a value judgment to measurement.

Key Points Measurement: This quantifies the performance of a student in a test, as it assigns the numerical value (marks) to express the performance of the student. It measures the achievement based on a specific test offering numerical value.

  • But in the case of attributes like academic scholarship, we do not get such accurately measuring instruments. We depend on the teacher-made test for this.
  • Measurement gives the quantitative description, whereas Assessment gives the qualitative description of the student’s progress.
  • Evaluation is a more comprehensive term, which includes both, measurement as well as assessment and goes beyond.
  • Measurement answers ‘how much’ whereas evaluation answers ‘how good’, or ‘how well’, Put differently, the latter adds meaning or value judgment to measurement.

Hence, we can say that evaluation involves much more than measurement in qualifying or evaluating the various aspects of educational achievement. India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.4 Crore+ Students Which is the shortest term to assess and evaluated teaching work?

  1. Measurement
  2. Test
  3. Examination
  4. None of these

Evaluation is a systematic process of collecting and analyzing data in order to determine whether, and to what degree, objectives have been, or are being, achieved.

Evaluation is concerned with assessing the effectiveness of teaching, teaching strategies, methods, and techniques. It provides feedback to the teachers about the quality of their teaching and the learners about their learning.

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Key Points Measurement:

  • Measurement is a process of assigning numbers to individuals or their characteristics according to specific rules.
  • For example, Mohan has scored 58 marks in a particular examination and Ahmad has scored 59, their individual scores are the measurement of their performance on a particular test

Test:

  • It is considered the most commonly used method for the measurement of educational and psychological attributes. The test is also defined as a method to determine individuals’ ability to complete certain tasks or demonstrate mastery of a skill or knowledge of content.
  • The test can be used as a tool for quantitative measurement as well as qualitative assessment. The test is considered as the shortest term to assess and evaluate teaching work as it is conducted on regular basis,

Examination:-

  • The examination is considered as a formal system to know how much one has achieved or where one stands in comparison to others. It is basically a test to see how good somebody is at something.
  • Generally, the examination is considered in two senses: one, to know about how good one is, and other, to know the shortcomings, or, where is one lacking? An example of first is a semester or annual examination, and example of other is a unit test, diagnostic tests, etc.

Thus, it is concluded that Test is the shortest term to assess and evaluate teaching work. India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.4 Crore+ Students Evaluation practices should aim at

  1. segregation of students for ability-based groups.
  2. identifying students needs and requirements
  3. identification of high-achievers for prize distribution
  4. labelling of students.

Option 2 : identifying students needs and requirements Evaluation refers to a continuous process of making value judgements based on both qualitative and quantitative data collected over a period of time.

It emphasizes to ensure the all-round development of students including cognitive, psychomotor, and affective domains.

Key Points

Evaluation practices should aim at identifying students needs and requirements to:

  • improve academic achievements and students’ motivation level.
  • find and diagnose learner’s diverse learning needs for effective learning.
  • evaluate learner’s achievement to bring improvement for meaningful learning.

Important Points Other aims of Evaluation Practices should be:

making reliable decisions about educational planning.

determining the effectiveness of the learning process or program.

providing constructive feedback to both the students and the teachers.

assessing both scholastic and co-scholastic aspects of a child’s growth.

evaluating teaching methodology regarding the expected learning objectives.

Hence, it could be concluded that evaluation practices should aim at identifying students needs and requirements. India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.4 Crore+ Students The most important factor influencing performance of the children related to school is:

  1. Development of curriculum
  2. Increase in the salary of the teachers
  3. Continuous evaluation
  4. Audio-Visual Aids

Option 3 : Continuous evaluation Education is considered as a process for all-round development of a child in all dimensions i.e. intellectual, physical, social, moral, ethical, emotional, etc. In teaching and learning, feedback is an important tool for the sustenance of good performance as well as a provide instruction for the improvement of poor performance.

  • The term ‘continuous’ refers to regularity in assessment. The development of a child is a continuous process. Therefore, students’ development should be assessed continuously.
  • Evaluation has to be completely integrated with the teaching and learning process.
  • Continuous evaluation is formative in nature and is school-based. It is to be carried out by teachers teaching a particular class.
  • The purpose of continuous evaluation is mainly improvement in learning. For this, the learning gaps and weaknesses are diagnosed so that feedback can be provided.

Thus, it is concluded that The most important factor influencing performance of the children related to school is Continuous evaluation. Hint

  • Development curriculum is related to the curriculum that included step by step procedure for preparing the curriculum. It does not affect student performance.
  • Increase in the salary of the teachers i s not related to the performance of the students.
  • Audio-Visual Aids are the teaching aids that encourage teaching-learning proces and make it interesting.

India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.4 Crore+ Students Which one is not an evaluation tool?

  1. Checklist
  2. Rating scale
  3. Progress card
  4. Home task

Evaluation is done to assess or evaluate someone’s performance in a specified field. It is a component of assessment in education. The primary purpose of the evaluation is to find out students’ strength and weaknesses and making improvements.

  • Various modern techniques are being used in the teaching-learning process by the teacher such as questionnaires, personality tests, achievement tests, check-list, aptitude tests, rating scale, etc.
  • The rating scale, checklist, home task, and questionnaire are the tools for evaluation but the progress card is the official written card which shows the results of the evaluation, achievements, and the progress of student learning.

Let’s understand in brief:

Rating scale
  • It is used to measure the attitude of students in any situation, idea, or object.
  • It is always prepared in odd number points like 3 point rating scale or 5 point rating scale to get a middle measuring point.
  • The opinions are given in various degrees such as good, better, best.
Home task
  • Home task refers to the works assigned to the students by the teachers to complete at home,
  • Regular evaluation of students benefits both the teacher and the students by making teachers abreast of student’s progress and then providing them needed support and guidance for better outcomes.
Checklist
  • The checklists is used to evaluate the record opinions or judgments and to indicate the degree or amount.
  • It consists of a list of items prepared by the teacher to study the relevant problems.
  • The students just have to answer them in yes/no or tick mark the items to show the absence or presence of that specific item.
Questionnaire
  • It is widely used in educational evaluation to obtain information about certain qualities and practices.
  • It consists of a series of questions and the students have to fill in their responses,
  • It is scientifically organized, generalized, and analyzed. It is considered as an important tool of research and analysis.

Progress card

  • It is generally named report card which shows the progress, grades, achievements, and performance of students in scholastic and co-scholastic activities as well.
  • It is mainly prepared for the parents so that they can continuously keep a track of their child’s performance in school.

Hence, it could be concluded that the progress card is not an evaluation tool. India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.4 Crore+ Students Main aim of evaluation is

  1. to maintain discipline
  2. to conduct examination only
  3. to set question paper only
  4. to know learner’s performance and bring improvement

Option 4 : to know learner’s performance and bring improvement Evaluation is a systematic process of collecting, analysing and interpreting evidence of student’s progress. Proper evaluation of learners is necessary for successful teaching. Evaluation is integrated with the process of teaching and learning. Aims of Evaluation are listed below:

  • To provide constant feedback regarding the effectiveness of learning.
  • Help in the growth of individual learners.
  • To know learner’s performance and bring improvement.
  • To facilitate future plans to be made realistically.
  • To maintain a portfolio containing the progress.
  • To encourage thinking and reasoning in learners, which are vital to learning.

Hence, it becomes clear that the main aim of the evaluation is to provide constant feedback and to know learner’s performance and bring improvement. India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.4 Crore+ Students Evaluation is closely related with

  1. content
  2. evaluation strategies
  3. objectives
  4. process of learning

Evaluation is mentioned as a systematic process of collecting, analyzing, and interpreting evidence of students‟ performance and achievement. Important Points

  • Evaluation is for making a decision on the basis of assessment for particular objectives and also provides feedback to teachers, students and parents.
  • However, it defines assessment as a process of evaluation that is carried out to elicit small objectives,
  • It refers to a continuous process of making value judgments based on both qualitative and quantitative data collected over a while. It is closely related to learning objectives since it tells if the student is good or poor in performance,

Key Points

  • Evaluation is done to find out the achievement level of the learning objectives as it:
    • makes reliable decisions about educational planning.
    • determines the effectiveness of the learning process or program.
    • helps the teachers in evaluating teaching methodology regarding the expected o bjectives.

Hence, we conclude that evaluation is closely related to objectives. India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.4 Crore+ Students Motivation is the _ purpose of evaluation.

  1. Basic
  2. Primary
  3. Optional
  4. Individual

Evaluation: The word ‘evaluation’ is often confused with testing and measurement. Therefore, many times teachers who give a test to the students, think that they are evaluating the achievement of the students. Testing is only a technique to collect evidence regarding pupil behaviour.

Measurement, on the other hand, is limited to the quantitative description of pupil behaviour. Evaluation is a more comprehensive term that i ncludes testing and measurement and also a qualitative description of pupil behaviour. It also includes value judgment regarding the worth or desirability of the behaviour measured or assessed.

Purpose of evaluation. Evaluation serves a number of purposes in education, Some of the well known. purposes are to grade, rank, classify, compare and promote the students, It is also used for certifying the completion of a course, selection of students for admission or scholarship, and for predicting their future success in different endeavours,

  • The basic purpose of evaluation in school has been to bring about quality improvement in education which it does by providing feedback regarding pupil learning, classroom teaching, appropriacy of curriculum, and course content.
  • It also helps bring about all-around development of the students’ personality when it is used for developing their non-cognitive capacities.
  • Motivation is the basic purpose of evaluation because it is only an evaluation of learning which motivates the students to learn. If there is no evaluation in the classroom, perhaps the students would not study at all,
  • The evaluation also promotes a healthy competitive spirit i n children and stimulates them to show their excellence.
  • Evaluation can also promote the accountability of the teachers, The children’s results can tell whether the poor performance of the students is due to poor teaching, defective methodology or due to absenteeism of teachers or callousness in teaching.

Hence, we conclude that m otivation is the basic purpose of evaluation. India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.4 Crore+ Students Which of the following indicates evaluation?

  1. Ram got 45 marks out of 200
  2. Mohan got 38 percent marks in English
  3. Shyam got first division in final exam
  4. All the above

Evaluation is done to assess or evaluate someone’s performance in a specified field. It is a component of assessment in education. The teacher does the evaluation of the student’s performance to do analysis and to get the idea of the achievement of a student. The purpose served when evaluation helps us discover potential abilities and aptitudes among the students.

  • Evaluation is a quantitative and qualitative estimation of specific changes.
  • Qualitative evaluations are done to understand the behavioral psychology of the learner to understand their attitude development in life.
  • Quantitative evaluations are done for marks obtained.

Key Points

  • ​ Ram got 45 marks out of 200: – It is a quantitative evaluation as it is done for marks obtained.
  • Mohan got 38 percent marks in English: – It is a quantitative evaluation as it is done for marks obtained.
  • Shyam got first division in the final exam:- It is both quantitative and qualitative evaluation.

Thus, it is concluded that all the above options indicate Evaluation. India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.4 Crore+ Students : Meaning of Evaluation MCQ – Objective Question Answer for Meaning of Evaluation Quiz – Download Now!
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