Assignement # 1

Assessment in Education

Topic:
The Role Of Evaluation, Measurement And Assessment In Educational Process
Name: Muhammad Nadeem,Azeem Ahmad

Roll NO:15,16

Teacher Name:Sir Shafqat

Submit Date: 29, November 2010

University Of Education,
Lower Mall Campus,
Lahore.
 THE ROLE OF EVALUATION IN EDUCATIONAL PROCESS

• What is Educational Evaluation? Definitions

Some possible definitions of educational evaluation are:
“Educational evaluation is the systematic investigation, observation and interpretation
of information.”

“Educational evaluation is a method (procedure) and to prove if the expectations and

aims of an educational process reflect reality (results of the process).”

“Educational evaluation is the process of obtaining information and using it to come to

some conclusions which will be used to take decisions.”
Without wishing to present only one definition or to summarise all existing ones, we can
conclude that different processes of educational evaluation have some common
components.
The following definition embraces them.

“Educational evaluation is a systematic and ongoing process which includes:

• Researching and collecting information, from different sources, about the learning
process, the content, the methods, the context, the outcomes of an educational
activity
• The organisation and analysis of that information
• The establishment of certain criteria (evaluation criteria)
• The discernment and judgement of the analysed information (according to the
set evaluation criteria and at the light of the educational objectives).
• Drawing conclusions and recommendations which allow the re-orientation and
• eventual improvement of the educational activity”

Why evaluate?
The aims and nature
of educational evaluation
To learn
The first and most basic aim of educational evaluation is to learn. The aim is the learning
all actors involved: their access to additional knowledge and to a new learning opportunit
The educational purpose is the inherent characteristic of what makes educational evaluatio
different from other kinds of evaluation.
While evaluating, the actors involved learn to understand, to give a value and to dra
conclusions on their own learning experiences. Through educational evaluation we lea
from experience. The changes and actions resulting from educational evaluation becom
critical action and reflective praxis26
.
All the actors involved in educational evaluation learn to express their knowledge: know
edge not of “topics” but of the relevance of their educational experience to their ow
lives. A certain educational activity might seem to be very good from a lot of points
view but in reality it might be disconnected with the life of participants, and vice vers
This relevance, and connection between youth work and the lives of young people,
probably the most important “knowledge” in youth work. Very often it is learned durin
the evaluation process.

To motivate

The evaluation process should lead to improvements and change. Change,

improvement,
evolution and further development are factors of motivation for all the actors involved in
the educational process. That is the reason why a constructively carried out educational
evaluation contributes to maintaining a challenge and to fostering motivation within a
project.
An evaluation whose results or process de-motivates becomes limited and incomplete
because it cannot maintain the participation of all actors. Some participants might have
negative and discouraging perceptions of evaluation. This can be a result of the fact that
at times in formal education, evaluation (or more precisely put student assessment) is
used
as a mechanism to “select” or “exclude”.
However, achieving the objective of motivating while evaluating does not only depend
on “recognising the achievements as well as shortcomings” of what is being evaluated.
It also depends a lot on the attitude adopted by those involved, the atmosphere in which
the evaluation takes place and on the imagination of the actors about what will happen
after the evaluation results have been made public.

To participate

Educational evaluation is an opportunity both to promote the values of

participation and
to practice it. Obvious as it may seem, all the actors involved in the educational process
should therefore also be involved in its evaluation. This participative dimension goes
beyond the “democratic legitimacy” of changes to the educational process. It also has
an educational dimension. It would not be coherent or consequent to aim for the pro-
motion of participation in an educational activity but to evaluate the fulfilment of that
aim in a non-participatory manner. This aim of promoting participation while evaluating
has methodological consequences: in educational evaluation participatory methods are
very important.
To change and improve

As we have seen in its definition, change and improvement

are integral to the process of educational evaluation.
This idea of change is generally assumed in an “operational” way: change of tools,
formats, methods, places, targets. Change as a consequence of the accelerated changes
taking place in our societies and in the reality of young people.
In educational evaluation the changes also happen at the personal level: change of
attitudes, of values, of ways of understanding. This “personal” dimension of change is
often less visible than the “operational” one. But, both are equally important: educational
evaluation requires openness to changing our ways of doing things as well as our way of
thinking.Resistance to evaluation is often rooted in resistance to “internal” and
“external”changes that might be required of an individual or of a group as a result of the
outcomes of the evaluation process.

• What is evaluation for?

The Operational Objectives of Educational
Evaluation
It is possible to identify some “operational objectives” or uses of educational
evaluation, in addition to the general aims of educational evaluation.
The following objectives are linked to the implementation and practice of educational
evaluation and, to the uses of its outcomes at different moments of the process. The
following list is certainly not exhaustive. Educational evaluation has a lot of potential
and uses, but among others, the following:

• To plan better

Educational evaluation can help to change things and to plan

“different things”, but it can also help us to plan things better, in order to prevent negative
consequences and to compensate for possible shortcomings.

• To take stock of achievements

It is important to recognise, name and give
value to the achievements of the educational process so that they do not get lost or not
sufficiently used.
• To consolidate results

Identified results can be consolidated by making

them explicit at the end of the evalu-ation process. The description, sharing and further
use of results are natural follow-up
steps of educational evaluation.
• To check if we met the interests of the funding institutions
When funding institutions support a certain educational project, they do it according to
certain criteria: the nature of the project, its objectives, their priorities. Funding institu-
tions usually ask to receive a descriptive and evaluative report at the end of the project.
Even so, educational evaluation plans and criteria should not be limited to the expecta-
tions of the organisations that fund the project. But, it is important to consider and
include them. Usually this is not a difficult exercise: in most cases the questions they
would like to answer through evaluation would be part of our evaluation anyway.

• To reinforce co-operation with partners

If partners are involved in the educational project, they will be involved in its evaluation.
A constructive and participative evaluation will naturally reinforce co-operation.
But, even if your partners are not directly involved, the results of the evaluation can be of
interest to them. You might share new ideas for common projects, other fields of common
interest and ways of co-operating, new partners and networks with them.
 Role Of Measurement In Education
Process

DEF : “The assessing of academic or educational

achievement. It includes all aspects of testing and
test construction”.

• The first goal the improvement of learning. In this context, ‘learning’

shall encompass not only
the cognitive portions of the curriculum but also the affective and social domains,
the acquisition of those habits, attitudes and values that will enable the pupil of
today to mature into the independent, thoughtful and rational adult of tomorrow.

• A second goal of measurement and evaluation shall be to furnish parents

with
pertinent information regarding the extent to which their children are mastering the
objectives of the course of study, making it possible for them to cooperate with the
school in the development of plans that will result in an improvement in their
children’s learning.

• A third goal of measurement and evaluation shall be to enable pupils,

particularly
at the secondary level, to make informed decisions about their educational and
vocational plans and aspirations, and to inform admitting institutions of the
applicants’ accomplishments and potential.

• A fourth goal of measurement and evaluation shall be to assess the extent to

which our schools are succeeding in attaining their objectives and to make those
adjustments in their pedagogical strategies which seem likely to result in an
improvement in children’s learning.

• A fifth goal of measurement and evaluation shall be to provide a solid basis for
determining the suitability of the existing course of study and teaching materials.
Such ongoing assessments of the educational program are essential if the
curriculum is to remain responsive to the particular needs and interests of our
pupils and is to take into account new insights into the teaching-learning process
as these become known.
 The Role Of Assessment In Educational
Process
Assessment for learning:
follows on from initial and diagnostic assessment and
continues throughout a learner’s course or programme
while distinct from assessment of learning, nonetheless helps
in the process of guiding learners towards accreditation.
What does assessment
for learning involve?
Assessment for learning demonstrates a particular
view of learning that all learners can improve and
achieve their full potential. Ability is incremental,
not fixed.
Assessment for learning involves:
sharing learning goals with learners and making sure
they know the standard or level they are aiming at
teacher and learner assessing progress through metho
include learner self-assessment and peer review (note t
learners often need help to develop and use these skills
teacher and learner together reviewing and
reflecting on assessment information
giving feedback to learners in ways that enable
them to improve and plan their next steps.
Assessment for learning is a continuous
dialogue
that should:
focus on the whole person, taking into account
feelings as well as skills, and understanding
any barriers the learner may experience
encourage learners to take more
responsibility for their own learning
ensure that learners are aware of what
they are learning and why.

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