This paper discussed the functions, essence, and applications of educational evaluation in the teaching-learning processes; in primary schools. It outlined the definitions of evaluation, the stepwise diagram of an evaluation process, succinct explanation of the types of evaluation, and its essence and the steps in educational evaluation. Also, reflection and thoughts centered around the functions, essence, and how educational evaluation is applicable in improving and sustaining a robust teaching and learning strategy in primary schools. More so, the paper concluded that primary school teachers as well as learners; need regular evaluation and evaluation reports, for effective and efficient teaching-learning transactions. For the learners, educational evaluation increases their learning motivation, development of good study habits, feedback, and necessary corrective measures. Teachers require evaluation results to monitor the effectiveness of instruction as well as the instructional m.
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The importance of the motivational function of evaluation lies in the fact that it has the potential to move students forward, help them to achieve success and positive appreciation. If during the education process students are motivated mainly by means of assessment, it may happen that evaluation becomes the aim rather than a tool for achieving the aim. The function of feedback in evaluation lies in the teacher’s providing feedback to students on their performance, learning activities and the efforts made to perform the task. However, the evaluation also fulfils an informative function, particularly in terms of providing study results to students and their parents. In this paper, I introduce what is actually evaluated in education in terms of student performance or if their learning activities depend not only on the teacher’s personal conception of the teaching itself but also on some general concepts of education. The concept of evaluation gives a comprehensive view of the issue f.
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Abstract This paper gives an overview of evaluation and evaluation research, particularly how it fits with education. Reference to some evaluation debates over the years is presented as well as some seminal works in the topic area. A brief synopsis of evaluation in the education setting is then presented before outlining various approaches to evaluation.
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This study aims to describe the competence of SD/MI level teachers in the learning evaluation process. This is intended as an effort to classify the form of assessment of elementary age children. This study uses a qualitative approach with the method of literature study. Sources of data and study analysis materials are relevant scientific works including books, articles and proceedings. This study concludes that a teacher is required to be able to carry out assessments and evaluations of learning processes and outcomes and to utilize the results of these assessments and evaluations in an effort to take reflective action to improve the quality of learning. Evaluation is interpreted as a systematic process carried out to assess an object based on certain criteria and prerequisites. Some of the evaluation principles needed as a guide in evaluation activities include; valid, objective, fair, integrated, open, comprehensive and continuous, systematic, based on criteria, and accountable. .
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Journal of Educational and Social Research
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Unleashing the potential of continuous improvement in teaching/learning requires an appreciation of the difference in spirit between assessment and evaluation. Assessment is frequently confused and confounded with evaluation. The purpose of an evaluation is to judge the quality of a performance or work product against a standard. The fundamental nature of assessment is that a mentor values helping a mentee and is willing to expend the effort to provide quality feedback that will enhance the mentee's future performance. While both processes involve collecting data about a performance or work product, what is done with these data in each process is substantially different and invokes a very different mindset. This paper first looks at what assessment is and the various aspects involving. Then attention will be turn to evaluation and its components. Furthermore, it will look at testing as a tool used by both assessment and evaluation, lastly some differences between assessment and evaluation will be presented.
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Evaluation can simply be defined as assessment of learning. Learning is not complete in absence of an effective and efficient evaluation system. It is the final and most important step in the educational process. The evaluation process has to be functional and feasible enough to solve the purpose of its being there. It should be appropriate and accurate in order to be completely fulfilling. It should be an inclusive and interpersonal process which should aim at an all rounded 360 evaluation system, which is requisite for proper and complete evaluation. The success of any educational programme depends on the degree of involvement of the educational evaluators from the planning till the evaluation is over. This paper is an effort to evaluate the educational evaluation system.
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Archives of Disease in Childhood - Education and Practice
