EVALUATION AND CLASSROOM

INSTRUCTION

Reporter: Mrs. MARY ANN G. NAVALES

Evaluation
 Is a process of summing up the result of
measurements or test, giving them some meaning
based on value judgement
• From Education Stand Point

 A systematic process determining the extent to which

instructional objectives are achieved (Gronlund, 1981)

 Is defined as a process of making a value judgement

about the worth of a student’s writing as exceptionally
good for his/ her grade placement
FUNCTIONS OF EVALUATION
1. Evaluation assesses or make appraisal of:
• Eductional objectives, programs, curricula, instructional
materials, facilities
• Teacher
• Learner
• Public relation of the school
• Achievement scores of the learner
2. Evaluation conducts research
PRINCIPLES OF EVALUATION

 Evaluation should be:

• Based on clearly stated objectives
• Comprehensive
• Cooperative
• Continuous and integral part of the teaching-
learning process
 TYPES OF EVALUATION USED IN
CLASSROOM
 Diagnostic Evaluation – detects pupil’s learning difficulties which
somehow are not revealed by formative test
 Formative Evaluation- is used to monitor students attainment of
instructional objective ( test usually given after instruction)
 Placement evaluation – defines student’s entry behaviours. It
determines knowledge and skills he/she possesses which are
necessary at the beginning of instruction.
 Summative Evaluation – done at the conclusion of instruction and
measure the extent to which students has attained the desires
outcome ( usually taken monthly
 PURPOSES OF EVALUATION USED IN
CLASSROOM

 Assessment for learning

This includes three types of assessment done before and

during instruction

a.Placement- done prior to instruction

 its purpose is to assess the needs of the learner to have

basis in planning for relevant instruction
 teacher use this assessment to know what their student
bringing into the learning situation
 The result of this assessment place student in specific
learning groups to facilitate teaching and learning
b. Formative: done during instruction
• It is this assessment where teachers continuously monitor
the students’ level of attainment of the learning objective
 The results of the assessment are communicated clearly
and promptly to the student for them to know their strength
and weaknesses and the progress of their learning

c.Diagnostic: done during instruction

 used to determine students’ recurring or persistent

difficulties
 It help formulate a plan for remedial instruction
 Assessment of Learning
this is done after the instruction. Usually referred to
the summative assessment
 Its result revealed weather or not instruction have
achieved curriculum outcomes

 Assessment as learning
this is done for the teachers to understand and
perform well their role of assessing FOR and OF
LEARNING.
“Thank You”