UNIVERSIDAD AUTONOMA DE CHIRIQUI
FACULTY OF HUMANITIES
MASTER’S DEGREE PROGRAM
COURSE: EVALUATION IN ENGLISH TEACHING
FACILITATOR: PROFESSOR IRIS QUINTERO PhD.
Introduction to Evaluation
Evaluation is a methodological area that is closely related to, but distinguishable from
more traditional social research. The term evaluation is closely related to measurement. It
is in some respect, inclusive including informal and intuitive judgement of pupil’s progress.
Evaluation is describing something in term of selected attributes and judging the degree of
acceptability or suitability of that which has been described.
On the other hand, to study about evaluation is important to differentiate these terms to
analyze their functions carefully in the process of teaching and learning a second
language.
These are the definitions of each term:
Assessment: The process of gathering information to monitor progress and make
educational decisions if necessary. As noted in my definition of test, an assessment may
include a test, but also includes methods such as observations, interviews, behavior
monitoring, etc.
Evaluation: Procedures used to determine whether the subject (i.e., student) meets a
preset criterion, such as qualifying for special education services. This uses assessment
(remember that an assessment may be a test) to decide of qualification in accordance
with a predetermined criterion.
Measurement, beyond its general definition, refers to the set of procedures and the
principles for how to use the procedures in educational tests and assessments. Some of
the basic principles of measurement in educational evaluations would be raw scores,
percentile ranks, derived scores, standard scores, etc.
Test: A method to determine a student's ability to complete certain tasks or demonstrate
mastery of a skill or knowledge of content. Some types would-be multiple-choice tests, or
a weekly spelling test. While it is commonly used inter- changeably with assessment, or
even evaluation, it can be distinguished by the fact that a test is one form of an
assessment.
Definitions and functions of Evaluation
Definition
Evaluation is a broader term than the Measurement. It is more comprehensive than
mere inclusive than the term Measurement. It goes ahead of measurement which simply
indicates the numerical value. It gives the value judgement to the numerical value. It
includes both tangible and intangible qualities.
According to some authors, Evaluation has different meaning such as: “The process of
determining to what extent the educational objectives are actually being realized” (Tyler,
1950, p. 69). Another accepted definition is “Evaluation is the process of determining
merit, worth, or significance; an evaluation is a product of that process” (Scriven, 1991, p.
53). However, Cronbach and associates (1980) clearly rejected the judgmental nature of
evaluation advocating an approach that recognizes the evaluator as: “an educator [whose]
success is to be judged by what others learn” (p. 11) rather than a “referee [for] a
basketball game” (p. 18) who is hired to decide who is “right” or “wrong”.
On the other hand, Evaluation is the systematic assessment of the worth or merit of
some object. This definition is hardly perfect. There are many types of evaluations that do
not necessarily result in an assessment of worth or merit – descriptive studies,
implementation analyses, and formative evaluations, to name a few. Better perhaps is a
definition that emphasizes the information-processing and feedback functions of
evaluation.
Functions of Evaluation
The main aim of teaching learning process is to enable the pupil to achieve intended
learning outcomes. In this process the learning objectives are fixed then after the
instruction learning progress is periodically evaluated by tests and other evaluation
devices.
The functions of evaluation process can be summarized as following:
1. Evaluation helps in preparing instructional objectives:
Learning outcomes expected from class-room discussion can be fixed by using
evaluation results.
What type of knowledge and understanding the student should develop?
What skill they should display?
What interest and attitude they should develop?
Can only be possible when we shall identify the instructional objectives and state them
clearly in terms of intended learning outcomes. Only a good evaluation process helps us to
fix up a set of perfect instructional objectives.
2. Evaluation process helps in assessing the learner’s needs:
In the teaching learning process, it is very much necessary to know the needs of the
learners. The instructor must know the knowledge and skills to be mastered by the
students. Evaluation helps to know whether the students possess required knowledge and
skills to proceed with the instruction.
3. Evaluation help in providing feed back to the students:
An evaluation process helps the teacher to know the learning difficulties of the
students. It helps to bring about an improvement in different school practices. It also
ensures an appropriate follow-up service.
4. Evaluation helps in preparing programmed materials:
Programmed instruction is a continuous series of learning sequences. First the
instructional material is presented in a limited amount then a test is given to response the
instructional material. Next feedback is provided based on correctness of response made.
So that without an effective evaluation process the programmed learning is not possible.
5. Evaluation helps in curriculum development:
Curriculum development is an important aspect of the instructional process.
Evaluation data enable the curriculum development, to determine the effectiveness of
new procedures, identify areas where revision is needed. Evaluation also helps to
determine the degree to what extent an existing curriculum is effective. Thus, evaluation
data are helpful in constructing the new curriculum and evaluating the existing curriculum.
6. Evaluation helps in reporting pupil’s progress to parents:
A systematic evaluation procedure provides an objective and comprehensive picture
of each pupil’s progress. This com-prehensive nature of the evaluation process helps the
teacher to report on the total development of the pupil to the parents. This type of
objective information about the pupil provides the foundation for the most effective co-
operation between the parents and teachers.
7. Evaluation data are very much useful in guidance and counselling:
Evaluation procedures are very much necessary for educational, vocational, and
personal guidance. To assist the pupils to solve their problems in the educational,
vocational, and personal fields the counsellor must have an objective knowledge of the
pupils’ abilities, interests, attitudes, and other personal characteristics. An effective
evaluation procedure helps in getting a comprehensive picture of the pupil which leads to
effective guidance and of counselling.
8. Evaluation helps in effective school administration:
Evaluation data helps the administrators to judge the extent to which the objectives of
the school are being achieved, to find out strengths and weaknesses of the curriculum and
arranging special school programmes. It also helps in decisions concerning admission,
grouping and promotion of the students.
9. Evaluation data are helpful in school research:
To make the school program more effective, research is necessary. Evaluation data
help in research areas like comparative study of different curricula, effectiveness of
different methods, effectiveness of different organizational plans, etc.
Principles of Evaluation
Evaluation is a systematic process of determining to what extent instructional ob-
jectives has been achieved. Therefore, evaluation process must be carried out with
effective techniques.
The following principles will help to make the evaluation process an effective
one:
1. It must be clearly stated what is to be evaluated:
A teacher must be clear about the purpose of evaluation. He must formulate the
instructional objectives and define them clearly in terms of student’s observable behavior.
Before selecting the achievement measures the intended learning out comes must be
specified clearly.
2. A variety of evaluation techniques should be used for a comprehensive evaluation:
It is not possible to evaluate all the aspect of achievement with the help of a single
technique. For the better evaluation, the techniques like objective tests, essay tests,
observational techniques etc. should be used. So that a complete’ picture of the pupil
achievement and development can be assessed.
3. An evaluator should know the limitations of different evaluation techniques:
Evaluation can be done with the help of simple observation or highly developed
standardized tests. But whatever the instrument or technique maybe it has its own
limitation. There may be measurement errors. Sampling error is a common factor in
educational and psychological measurements. An achievement test may not include the
whole course content. Error in measurement can also be found due to students guessing
on objective tests. Error is also found due to incorrect interpretation of test scores.
4. The technique of evaluation must be appropriate for the characteristics or
performance to be measured:
Every evaluation technique is appropriate for some uses and inappropriate for
another. Therefore, while selecting an evaluation technique, one must be well aware of
the strength and limitations of the techniques.
5. Evaluation is a means to an end but not an end in itself:
The evaluation technique is used to take decisions about the learner. It is not
merely gathering data about the learner. Because blind collection of data is wastage of
both time and effort. But the evaluation is meant for some useful purpose.
Types of Evaluation
There are many different types of evaluations depending on the object being evaluated
and the purpose of the evaluation. Perhaps the most important basic distinction in
evaluation types is that between formative and summative evaluation.
Formative evaluations strengthen or improve the object being evaluated – they help form
it by examining the delivery of the program or technology, the quality of its
implementation, and the assessment of the organizational context, personnel,
procedures, inputs, and so on.
Summative evaluations, in contrast, examine the effects or outcomes of some object –
they summarize it by describing what happens after delivery of the program or
technology; assessing whether the object can be said to have caused the outcome;
determining the overall impact of the causal factor beyond only the immediate target
outcomes; and estimating the relative costs associated with the object.
Formative evaluation includes several evaluation types:
needs assessment determines who needs the program, how great the need is, and
what might work to meet the need.
evaluability assessment determines whether an evaluation is feasible and how
stakeholders can help shape its usefulness.
structured conceptualization helps stakeholders define the program or technology,
the target population, and the possible outcomes.
implementation evaluation monitors the fidelity of the program or technology
delivery.
process evaluation investigates the process of delivering the program or
technology, including alternative delivery procedures.
Summative evaluation can also be subdivided:
outcome evaluations investigate whether the program or technology caused
demonstrable effects on specifically defined target outcomes.
impact evaluation is broader and assesses the overall or net effects – intended or
unintended – of the program or technology as a whole.
cost-effectiveness and cost-benefit analysis address questions of efficiency by
standardizing outcomes in terms of their dollar costs and values
secondary analysis reexamines existing data to address new questions or use
methods not previously employed.
meta-analysis integrates the outcome estimates from multiple studies to arrive at
an overall or summary judgement on an evaluation question.
The Planning-Evaluation Cycle
Often, evaluation is construed as part of a larger managerial or administrative process.
Sometimes this is referred to as the planning-evaluation cycle. The distinctions between
planning and evaluation are not always clear; this cycle is described in many different ways
with various phases claimed by both planners and evaluators.
Usually, the first stage of such a cycle – the planning phase – is designed to elaborate a set of
potential actions, programs, or technologies, and select the best for implementation.
Depending on the organization and the problem being addressed, a planning process could
involve any or all of these stages: the formulation of the problem, issue, or concern; the
broad conceptualization of the major alternatives that might be considered; the detailing of
these alternatives and their potential implications; the evaluation of the alternatives and the
selection of the best one; and the implementation of the selected alternative. Although these
stages are traditionally considered planning, there is a lot of evaluation work involved.
Evaluators are trained in needs assessment, they use methodologies – like the
concept mapping one presented later – that help in conceptualization and detailing, and
they have the skills to help assess alternatives and make a choice of the best one.
The evaluation phase also involves a sequence of stages that typically includes: the
formulation of the major objectives, goals, and hypotheses of the program or technology;
the conceptualization and operationalization of the major components of the evaluation –
the program, participants, setting, and measures; the design of the evaluation, detailing
how these components will be coordinated; the analysis of the information, both
qualitative and quantitative; and the utilization of the evaluation results.
Assessment vs Evaluation: What's the difference?
Assessment and evaluation are not the same. But what are the differences between an
assessment and evaluation in education. This article will describe both terms and outline
the differences between them.
What is an assessment?
What is the definition of assessment in education?
Assessment is the systematic process of documenting and using empirical data to
measure knowledge, skills, attitudes, and beliefs. By taking the assessment, teachers try to
improve the student's path towards learning. This is a short definition of assessment. If
you want to read more about assessment, click on this link.
What is evaluation?
What is the definition of evaluation in education? Evaluation focuses on grades and
might reflect classroom components other than course content and mastery level. An
evaluation can be used as a final review to gauge the quality of instruction. It is product-
oriented. This means that the main question is: “What’s been learned?” In short,
evaluation is judgmental.
Example:
You are gifted a flower.
Evaluation: “The flower is purple and is too short with not enough leaves.”
(Evaluation is judgmental)
Assessment: “I’ll give the flower some water to improve its growth.”
(Assessment increases the quality.)
Relationship between Assessment and Evaluation
Besides the differences, there are also some similarities between assessment and
evaluation. The both require criteria, use measures and are evidence- driven. In the next
table we can see this comparison perfectly:
