Concept of Evaluation:

In every walk of life the process of evaluation takes place in one or

the other form. If the evaluation process is eliminated from human
life then perhaps the aim of life may be lost. It is only through
evaluation that one can discriminate between good and bad. The
whole cycle of social development revolves around the evaluation
process.

In education how much a child has succeeded in his aims, can only
be determined through evaluation. Thus there is a close relationship
between evaluation and aims.

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Education is considered as an investment in human beings in terms

of development of human resources, skills, motivation, knowledge
and the like. Evaluation helps to build an educational programme,
assess its achievements and improve upon its effectiveness.

It serves as an in-built monitor within the programme to review the

progress in learning from time to time. It also provides valuable
feedback on the design and the implementation of the programme.
Thus, evaluation plays a significant role in any educational
programme.

Evaluation plays an enormous role in the teaching-learning process.

It helps teachers and learners to improve teaching and learning.
Evaluation is a continuous process and a periodic exercise.

It helps in forming the values of judgement, educational status, or

achievement of student. Evaluation in one form or the other is
inevitable in teaching-learning, as in all fields of activity of
education judgements need to be made.

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In learning, it contributes to formulation of objectives, designing of

learning experiences and assessment of learner performance.
Besides this, it is very useful to bring improvement in teaching and
curriculum. It provides accountability to the society, parents, and to
the education system.

Let us discuss its uses briefly:

(i) Teaching:
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.

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(ii) Curriculum:
The improvement in courses/curricula, texts and teaching materials
is brought about with the help of evaluation.

(iii) Society:
Evaluation provides accountability to society in terms of the
demands and requirements of the employment market.

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(iv) Parents:
Evaluation mainly manifests itself in a perceived need for regular
reporting to parents.

In brief, evaluation is a very important requirement for the

education system. It fulfills various purposes in systems of
education like quality control in education, selection/entrance to a
higher grade or tertiary level.

It also helps one to take decisions about success in specific future

activities and provides guidance to further studies and occupation.
Some of the educationists view evaluation virtually synonymous
with that of learner appraisal, but evaluation has an expanded role.

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It plays an effective role in questioning or challenging the

objectives.

A simple representation explaining the role of evaluation

in the teaching-learning process is shown below:

Evaluation has its four different aspects namely:

(i) Objectives,
(ii) Learning experiences,

(iii) Learner appraisal and the, and

(iv) Relationship between the three.

Definition of Evaluation:
The term evaluation conveys several meanings in education and
psychology.

Different authors have different notions of evaluation:

1. Encyclopedia of Education Research:
To measure means to observe or determine the magnitude of
variate; evaluation means assessment or appraisal.

2. James M. Bradfield:
Evaluation is the assignment of symbols to phenomenon, in order to
characterise the worth or value of a phenomenon, usually with
reference to some social, cultural or scientific standards.

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3. Gronlund and Linn:

Evaluation is a systematic process of collecting, analysing and
interpreting information to determine the extent to which pupils are
achieving instructional objectives.

Perhaps the most extended definition of evaluation has been

supplied by C.E. Beeby (1977), who described evaluation as “the
systematic collection and interpretation of evidence
leading as a part of process to a judgement of value with a
view to action.”
In this definition, there are the following four key
elements:
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(i) Systematic collection of evidence.

(ii) Its interpretation.

(iii) Judgement of value.

(iv) With a view to action.

Let us discuss the importance of each element in defining

evaluation. The first element ‘systematic collection’ implies that
whatever information is gathered, should be acquired in a
systematic and planned way with some degree of precision.

The second element in Beeby’s definition, ‘interpretation of

evidence’, is a critical aspect of the evaluation process. The mere
collection of evidence does not by itself constitute evaluation work.
The information gathered for the evaluation of an educational
programme must be carefully interpreted. Sometimes, un-
interpreted evidence is presented to indicate the presence (or
absence) of quality in an educational venture.

For example, in a two year programme in computers, it was

observed that almost two-third of each entering class failed to
complete the two years programme. On closer examination it was
found that most of the dropouts after one year were offered good
jobs by companies.
The supervisors of companies felt that the one year of training was
not only more than adequate for entry and second level positions
but provided the foundation for further advancement. Under such
circumstances, the dropout rate before programme completion was
no indication of programme failure or deficiency.

The third element of Beeby’s definition, ‘judgement of value’, takes

evaluation far beyond the level of mere description of what is
happening in an educational enterprise, but requires judgements
about the worth of an educational endeavour.

Thus, evaluation not only involves gathering and interpreting

information about how well an educational programme is
succeeding in reaching its goals but judgements about the goals
themselves. It involves questions about how well a programme is
helping to meet larger educational goals.

The last element of Beeby’s definition, ‘with a view to action’,

introduces the distinction between an undertaking that results in a
judgement of value with no specific reference to action (conclusion-
oriented) and one that is deliberately undertaken for the sake of
future action (decision-oriented).

Educational evaluation is clearly decision-oriented and is

undertaken with the intention that some action will take place as a
result. It is intended to lead to better policies and practices in
education.

Characteristics of Evaluation:
The analysis of all the above definitions makes us able to
draw following characteristics of evaluation:
1. Evaluation implies a systematic process which omits the casual
uncontrolled observation of pupils.

2. Evaluation is a continuous process. In an ideal situation, the

teaching- learning process on the one hand and the evaluation
procedure on the other hand, go together. It is certainly a wrong
belief that the evaluation procedure follows the teaching-learning
process.

3. Evaluation emphasises the broad personality changes and major

objectives of an educational programme. Therefore, it includes not
only subject-matter achievements but also attitudes, interests and
ideals, ways of thinking, work habits and personal and social
adaptability.

4. Evaluation always assumes that educational objectives have

previously been identified and defined. This is the reason why
teachers are expected not to lose sight of educational objectives
while planning and carrying out the teaching-learning process
either in the classroom or outside it.

5. A comprehensive programme of evaluation involves the use of

many procedures (for example, analytico-synthetic, heuristic,
experimental, lecture, etc.); a great variety of tests (for example,
essay type, objective type, etc.); and other necessary techniques (for
example, socio-metric, controlled-observation techniques, etc.).

6. Learning is more important than teaching. Teaching has no value

if it does not result in learning on the part of the pupils.
7. Objectives and accordingly learning experiences should be so
relevant that ultimately they should direct the pupils towards the
accomplishment of educational goals.

8. To assess the students and their complete development brought

about through education is evaluation.

9. Evaluation is the determination of the congruence between the

performance and objectives.

Steps Involved in Evaluation:

Following are the few steps involved in the process of
evaluation:
(i) Identifying and Defining General Objectives:
In the evaluation process first step is to determine what to
evaluation, i.e., to set down educational objectives. What kind of
abilities and skills should be developed when a pupil studies, say,
Mathematics, for one year? What type of understanding should be
developed in the pupil who learns his mother tongue? Unless the
teacher identifies and states the objectives, these questions will
remain unanswered.

The process of identifying and defining educational objectives is a

complex one; there is no simple or single procedure which suits all
teachers. Some prefer to begin with the course content, some with
general aims, and some with lists of objectives suggested by
curriculum experts in the area.

While stating the objectives, therefore, we can successfully focus our

attention on the product i.e., the pupil’s behaviour, at the end of a
course of study and state it in terms of his knowledge,
understanding, skill, application, attitudes, interests, appreciation,
etc.

(ii) Identifying and Defining Specific Objectives:

It has been said that learning is the modification of behaviour in a
desirable direction. The teacher is more concerned with a student’s
learning than with anything else. Changes in behaviour are an
indication of learning. These changes, arising out of classroom
instruction, are known as the learning outcome.

What type of learning outcome is expected from a student after he

has undergone the teaching-learning process is the first and
foremost concern of the teacher. This is possible only when the
teacher identifies and defines the objectives in terms of behavioural
changes, i.e., learning outcomes.

These specific objectives will provide direction to teaching-learning

process. Not only that it will also be useful in planning and
organising the learning activities, and in planning and organising
evaluation procedures too.

Thus, specific objectives determine two things; one, the various

types of learning situations to be provided by the class teacher 10
his pupils and second, the method to be employed to evaluate
both—the objectives and the learning experiences.

(iii) Selecting Teaching Points:

The next step in the process of evaluation is to select teaching points
through which the objectives can be realised. Once the objectives
are set up, the next step is to decide the content (curriculum,
syllabus, course) to help in the realisation of objectives.
For the teachers, the objectives and courses of school subjects are
ready at hand. His job is to analyse the content of the subject matter
into teaching points and to find out what specific objectives can be
adequately realised through the introduction of those teaching
points.

(iv) Planning Suitable Learning Activities:

In the fourth step, the teacher will have to plan the learning
activities to be provided to the pupils and, at the same time, bear
two things in mind—the objectives as well as teaching points. The
process then becomes three dimensional, the three co-ordinates
being objectives, teaching points and learning activities. The teacher
gets the objectives and content readymade.

He is completely free to select the type of learning activities. He may

employ the analytico-synthetic method; he may utilise the inducto-
deductive reasoning; he may employ the experimental method or a
demonstration method; or he may put a pupil in the position of a
discoverer; he may employ the lecture method; or he may ask the
pupils to divide into groups and to do a sort of group work followed
by a general discussion; and so on. One thing he has to remember is
that he should select only such activities as will make it possible for
him to realise his objectives.

(v) Evaluating:
In the fifth step, the teacher observes and measures the changes in
the behaviour of his pupils through testing. This step adds one more
dimension to the evaluation process. While testing, he will keep in
mind three things-objectives, teaching points and learning
activities; but his focus will be on the attainment of objectives. This
he cannot do without enlisting the teaching points and planning
learning activities of his pupils.

Here the teacher will construct a test by making the maximum use
of the teaching points already introduced in the class and the
learning experiences already acquired by his pupils. He may plan
for an oral lest or a written test; he may administer an essay type
test or an objective type of lest; or he may arrange a practical test.

(vi) Using the Results as Feedback:

The last, but not the least, important step in the evaluation process
is the use of results as feedback. If the teacher, after testing his
pupils, finds that the objectives have not been realised to a great
extent, he will use the results in reconsidering the objectives and in
organising the learning activities.

He will retrace his steps to find out the drawbacks in the objectives
or in the learning activities he has provided for his students. This is
known as feedback. Whatever results the teacher gets after testing
his pupils should be utilised for the betterment of the students.

Purposes and Functions of Evaluation:

Evaluation plays a vital role in teaching learning experiences. It is
an integral part of the instructional programmes. It provides
information’s on the basis of which many educational decisions are
taken. We are to stick to the basic function of evaluation which is
required to be practiced for pupil and his learning processes.

Evaluation has the following functions:

1. Placement Functions:
a. Evaluation helps to study the entry behaviour of the children in
all respects.

b. That helps to undertake special instructional programmes.

c. To provide for individualisation of instruction.

d. It also helps to select pupils for higher studies, for different

vocations and specialised courses.

2. Instructional Functions:
a. A planned evaluation helps a teacher in deciding and developing
the ways, methods, techniques of teaching.

b. Helps to formulate and reformulate suitable and realistic

objectives of instruction.

c. Which helps to improve instruction and to plan appropriate and

adequate techniques of instruction.

d. And also helps in the improvement of curriculum.

e. To assess different educational practices.

f. Ascertains how far could learning objectives be achieved.

g. To improve instructional procedures and quality of teachers.

h. To plan appropriate and adequate learning strategies.

3. Diagnostic Functions:
a. Evaluation has to diagnose the weak points in the school
programme as well as weakness of the students.

b. To suggest relevant remedial programmes.

c. The aptitude, interest and intelligence are also to be recognised in
each individual child so that he may be energised towards a right
direction.

d. To adopt instruction to the different needs of the pupils.

e. To evaluate the progress of these weak students in terms of their

capacity, ability and goal.

4. Predictive functions:
a. To discover potential abilities and aptitudes among the learners.

b. Thus to predict the future success of the children.

c. And also helps the child in selecting the right electives.

5. Administrative Functions:
a. To adopt better educational policy and decision making.

b. Helps to classify pupils in different convenient groups.

c. To promote students to next higher class,

d. To appraise the supervisory practices.

e. To have appropriate placement.

f. To draw comparative statement on the performance of different

children.

g. To have sound planning.

h. Helps to test the efficiency of teachers in providing suitable

learning experiences.
i. To mobilise public opinion and to improve public relations.

j. Helps in developing a comprehensive criterion tests.

6. Guidance Functions:
a. Assists a person in making decisions about courses and careers.

b. Enables a learner to know his pace of learning and lapses in his

learning.

c. Helps a teacher to know the children in details and to provide

necessary educational, vocational and personal guidance.

7. Motivation Functions:
a. To motivate, to direct, to inspire and to involve the students in
learning.

b. To reward their learning and thus to motivate them towards

study.

8. Development Functions:
a. Gives reinforcement and feedback to teacher, students and the
teaching learning processes.

b. Assists in the modification and improvement of the teaching

strategies and learning experiences.

c. Helps in the achievement of educational objectives and goals.

9. Research Functions:
a. Helps to provide data for research generalisation.

b. Evaluation clears the doubts for further studies and researches.

c. Helps to promote action research in education.

10. Communication Functions:

a. To communicate the results of progress to the students.

b. To intimate the results of progress to parents.

c. To circulate the results of progress to other schools.

Types of Evaluation:
Evaluation can be classified into different categories in many ways.

Some important classifications are as follows:

1. Placement Evaluation:
Placement evaluation is designed to place the right person in the
right place. It ensures the entry performance of the pupil. The
future success of the instructional process depends on the success of
placement evaluation.

Placement evaluation aims at evaluating the pupil’s entry behaviour

in a sequence of instruction. In other words the main goal of such
evaluation is to determine the level or position of the child in the
instructional sequence.

We have a planned scheme of instruction for classroom which is

supposed to bring a change in pupil’s behaviour in an orderly
manner. Then we prepare or place the students for planned
instruction for their better prospects.
When a pupil is to undertake a new instruction, it is
essential to know the answer of the following questions:
a. Does the pupil possess required knowledge and skills for the
instruction?

b. Whether the pupil has already mastered some of the instructional

objectives or not?

c. Whether the mode of instruction is suitable to pupil’s interests,

work habits and personal characteristics?

We get the answer to all the probable questions by using a variety of

tests, self report inventories, observational techniques, case study,
attitude test and achievement tests.

Sometimes past experiences, which inspire for present learning also

lead to the further placement in a better position or admission. This
type of evaluation is helpful for admission of pupils into a new
course of instruction.

Examples:
i. Aptitude test

ii. Self-reporting inventories

iii. Observational techniques

iv. Medical entrance exam.

v. Engineering or Agriculture entrance exam.

2. Formative Evaluation:
Formative evaluation is used to monitor the learning progress of
students during the period of instruction. Its main objective is to
provide continuous feedback to both teacher and student
concerning learning successes and failures while instruction is in
process.

Feedback to students provides reinforcement of successful learning

and identifies the specific learning errors that need correction.
Feedback to teacher provides information for modifying instruction
and for prescribing group and individual remedial work.

Formative evaluation helps a teacher to ascertain the pupil-progress

from time to time. At the end of a topic or unit or segment or a
chapter the teacher can evaluate the learning outcomes basing on
which he can modify his methods, techniques and devices of
teaching to provide better learning experiences.
The teacher can even modify the instructional objectives, if
necessary. In other words, formative evaluation provides feedback
to the teacher. The teacher can know which aspects of the learning
task were mastered and which aspects were poorly or not at all
mastered by pupils. Formative evaluation helps the teacher to
assess the relevance and appropriateness of the learning
experiences provided and to assess instantly how far the goals are
being fulfilled.

Thus, it aims at improvement of instruction. Formative evaluation

also provides feedback to pupils. The pupil knows his learning
progress from time to time. Thus, formative evaluation motivates
the pupils for better learning. As such, it helps the teacher to take
appropriate remedial measures. “The idea of generating
information to be used for revising or improving
educational practices is the core concept of formative
evaluation.”
It is concerned with the process of development of learning. In the
sense, evaluation is concerned not only with the appraisal of the
achievement but also with its improvement. Education is a
continuous process.

Therefore, evaluation and development must go hand in hand. The

evaluation has to take place in every possible situation or activity
and throughout the period of formal education of a pupil.

Cronback is the first educationist, who gave the best argument for
formative evaluation. According to him, the greatest service
evaluation can perform is to identify aspects of the course where
education is desirable. Thus, this type of evaluation is an essential
tool to provide feedback to the learners for improvement of their
self-learning and to the teachers for improvement of their
methodologies of teaching, nature of instructional materials, etc.

It is a positive evaluation because of its attempt to create desirable

learning goals and tools for achieving such goals. Formative
evaluation is generally concerned with the internal agent of
evaluation, like participation of the learner in the learning process.

The functions of formation evaluation are:

(a) Diagnosing:
Diagnosing is concerned with determining the most appropriate
method or instructional materials conducive to learning.

(b) Placement:
Placement is concerned with the finding out the position of an
individual in the curriculum from which he has to start learning.

(c) Monitoring:
Monitoring is concerned with keeping track of the day-to- day
progress of the learners and to point out changes necessary in the
methods of teaching, instructional strategies, etc.

Characteristics of Formative Evaluation:

The characteristics of formative evaluation are as follows:
a. It is an integral part of the learning process.

b. It occurs, frequently, during the course of instruction.

c. Its results are made immediately known to the learners.

d. It may sometime take form of teacher observation only.

e. It reinforces learning of the students.

f. It pinpoints difficulties being faced by a weak learner.

g. Its results cannot be used for grading or placement purposes.

h. It helps in modification of instructional strategies including

method of teaching, immediately.

i. It motivates learners, as it provides them with knowledge of

progress made by them.

j. It sees role of evaluation as a process.

k. It is generally a teacher-made test.

l. It does not take much time to be constructed.

Examples:
i. Monthly tests.

ii. Class tests.

iii. Periodical assessment.

iv. Teacher’s observation, etc.

3. Diagnostic Evaluation:
It is concerned with identifying the learning difficulties or weakness
of pupils during instruction. It tries to locate or discover the specific
area of weakness of a pupil in a given course of instruction and also
tries to provide remedial measure.

N.E. Gronlund says “…… formative evaluation provides first-aid

treatment for simple learning problems whereas diagnostic
evaluation searches for the underlying causes of those problems
that do not respond to first-aid treatment.”

When the teacher finds that inspite of the use of various alternative
methods, techniques and corrective prescriptions the child still
faces learning difficulties, he takes recourse to a detailed diagnosis
through specifically designed tests called ‘diagnostic tests’.

Diagnosis can be made by employing observational techniques, too.

In case of necessity the services of psychological and medical
specialists can be utilised for diagnosing serious learning
handicaps.

4. Summative Evaluation:
Summative evaluation is done at the end of a course of instruction
to know to what extent the objectives previously fixed have been
accomplished. In other words, it is the evaluation of pupils’
achievement at the end of a course.

The main objective of the summative evaluation is to assign grades

to the pupils. It indicates the degree to which the students have
mastered the course content. It helps to judge the appropriateness
of instructional objectives. Summative evaluation is generally the
work of standardised tests.

It tries to compare one course with another. The approaches of

summative evaluation imply some sort of final comparison of one
item or criteria against another. It has the danger of making
negative effects.

This evaluation may brand a student as a failed candidate, and thus

causes frustration and setback in the learning process of the
candidate, which is an example of the negative effect.

The traditional examinations are generally summative evaluation

tools. Tests for formative evaluation are given at regular and
frequent intervals during a course; whereas tests for summative
evaluation are given at the end of a course or at the end of a fairly
long period (say, a semester).

The functions of this type of evaluation are:

(a) Crediting:
Crediting is concerned with collecting evidence that a learner has
achieved some instructional goals in contents in respect to a defined
curricular programme.
(b) Certifying:
Certifying is concerned with giving evidence that the learner is able
to perform a job according to the previously determined standards.

(c) Promoting:
It is concerned with promoting pupils to next higher class.

(d) Selecting:
Selecting the pupils for different courses after completion of a
particular course structure.

Characteristics of Summative Evaluation:

a. It is terminal in nature as it comes at the end of a course of
instruction (or a programme).

b. It is judgemental in character in the sense that it judges the

achievement of pupils.

c. It views evaluation “as a product”, because its chief concern is to

point out the levels of attainment.

d. It cannot be based on teachers observations only.

e. It does not pin-point difficulties faced by the learner.

f. Its results can be used for placement or grading purposes.

g. It reinforces learning of the students who has learnt an area.

h. It may or may not motivate a learner. Sometimes, it may have

negative effect.

Examples:
1. Traditional school and university examination,

2. Teacher-made tests,

3. Standardised tests,

4. Practical and oral tests, and

5. Rating scales, etc.

5. Norm-Referenced and Criterion-Referenced

Evaluation:
Two alternative approaches to educational testing that must be
thoroughly understood are norm-referenced testing and criterion-
referenced testing. Although there are similarities between these
two approaches to testing, there are also fundamental differences
between norm and criterion referenced testing.

There have been disputations about the relative virtues of norm and
criterion-referenced measurements for a long time. However, a
fundamental fact is recognised by most of concerned people that
norm-referenced and criterion-referenced testing are
complementary approaches.

(i) Criterion-Referenced Evaluation:

When the evaluation is concerned with the performance of the
individual in terms of what he can do or the behaviour he can
demonstrate, is termed as criterion- referenced evaluation. In this
evaluation there is a reference to a criterion.
But there is no reference to the performance of other individuals in
the group. In it we refer an individual’s performance to a
predetermined criterion which is well defined.

Examples:
(i) Raman got 93 marks in a test of Mathematics.

(ii) A typist types 60 words per minute.

(iii) Amit’s score in a reading test is 70.

A simple working definition:

A criterion-referenced test is used to ascertain an individual’s status
with respect to a defined achievement domain.

In the above examples there is no reference to the performance of

other members of the group. Thus criterion-referenced evaluation
determines an individual’s status with reference to well defined
criterion behaviour.

It is an attempt to interpret test results in terms of clearly defined

learning outcomes which serve as referents (criteria). Success of
criterion-reference test lies in the delineation of all defined levels of
achievement which are usually specified in terms of behaviourally
stated instructional objectives.

The purpose of criterion-referenced evaluation/test is to assess the

objectives. It is the objective based test. The objectives are assessed,
in terms of behavioural changes among the students.

Such type of test assesses the ability of the learner in relation to the
criterion behaviour. Glasar (1963) first used this term, ‘Criterion-
reference test’ to describe the learner’s achievement on a
performance continuum.

Hively and Millman (1974) suggested a new term, ‘domain-

referenced test’ and to them the word ‘domain’ has a wider
connotation. A criterion referenced test can measure one or more
assessment domain.

(ii) Norm Referenced Evaluation:

Norm-referenced evaluation is the traditional class-based
assignment of numerals to the attribute being measured. It means
that the measurement act relates to some norm, group or a typical
performance.

It is an attempt to interpret the test results in terms of the

performance of a certain group. This group is a norm group because
it serves as a referent of norm for making judgements.

Test scores are neither interpreted in terms of an individual (self-

referenced) nor in terms of a standard of performance or a pre-
determined acceptable level of achievement called the criterion
behaviour (criterion-referenced). The measurement is made in
terms of a class or any other norm group.

Almost all our classroom tests, public examinations and

standardised tests are norm-referenced as they are interpreted in
terms of a particular class and judgements are formed with
reference to the class.

Examples:
(i) Raman stood first in Mathematics test in his class.
(ii) The typist who types 60 words per minute stands above 90
percent of the typists who appeared the interview.

(iii) Amit surpasses 65% of students of his class in reading test.

A simple working definition:

A norm-referenced test is used to ascertain an individual’s status
with respect to the performance of other individuals on that test.

In the above examples, the person’s performance is compared to

others of their group and the relative standing position of the
person in his/her group is mentioned. We compare an individual’s
performance with similar information about the performance of
others.

That is why selection decisions always depend on norm- referenced

judgements. A major requirement of norm-referenced judgements
is that individuals being measured and individuals forming the
group or norm, are alike. In norm-referenced tests very easy and
very difficult items are discarded and items of medium difficulty are
preferred because our aim is to study relative achievement.

Need and Importance of Evaluation:

Now a days, education has multifold programmes and activities to
inculcate in students a sense of common values, integrated
approach, group feelings, community interrelationship leading to
national integration and knowledge to adjust in different situations.

Evaluation in education assesses the effectiveness of worth of an

educational experience which is measured against instructional
objectives.
Evaluation is done to fulfill the following needs:
1. (a) It helps a teacher to know his pupils in details. Today,
education is child-centered. So, child’s abilities, interest, aptitude,
attitude etc., are to be properly studied so as to arrange instruction
accordingly.

(b) It helps the teacher to determine, evaluate and refine his

instructional techniques.

(c) It helps him in setting, refining and clarifying the objectives.

(d) It helps him to know the entry behaviour of the students.

2. It helps an administrator.

(a) In educational planning and

(b) In educational decisions on selections, classification and

placement.

3. Education is a complex process. Thus, there is a great need of

continuous evaluation of its processes and products. It helps to
design better educational programmes.

4. The parents are eager to know about the educational progress of

their children and evaluation alone can assess the pupils’ progress
from time to time.

5. A sound choice of objectives depends on an accurate information

regarding pupil’s abilities, interest, attitude and personality traits
and such information is obtained through evaluation.
6. Evaluation helps us to know whether the instructional objectives
have been achieved or not. As such evaluation helps planning of
better strategies for education.

7. A sound programme of evaluation clarifies the aims of education

and it helps us to know whether aims and objectives are attainable
or not. As such, it helps in reformulation of aims and objectives.

8. Evaluation studies the ‘total child’ and thus helps us to undertake

special instructional programmes like enrichment programme, for
the bright and remedial programmes for the backward.

9. It helps a student in encouraging good study habits, in increasing

motivation and in developing abilities and skills, in knowing the
results of progress and in getting appropriate feedback.

10. It helps us to undertake appropriate guidance services.

From the above discussions it is quite evident that evaluation is

quite essential for promoting pupil growth. It is equally helpful lo
parents, teachers, administrators and students.