Angelica Lolor BSEd 2S

- a continuous process of inquiry concerned with the study, appraisal, and improvement of all aspects of the educational program

It is only by knowing the effectiveness of instruction that teachers can determine the value or worth of the lesson as well as the specific procedure that go with the teaching-learning process.

 At the classroom level, the contributions of learners, teachers profiles, and even the physical resources are factors that can contribute singly or in combination to the effectiveness of instruction.

TYPES of EVALUATION

 done at the beginning of the unit or course to determine the different levels to where the students can be grouped whether slow, average, or fast

 Intended to improve the delivery of instruction in the classroom. Focus: what the teacher does in the course of his teaching and what he is to do next process of quality control

done in pilot stage or at any point in the various stages of the instruction process

 summing up all pertinent data to the performance of the individual learners focus: effectiveness of instruction
endpoint of evaluation phase where a total picture of the teaching-learning can be projected

GENERAL PRINCIPLES

 Evaluation should be in terms of the extent to which the pupils have attained the objectives of education.

Objectives should be defined in terms of pupil behaviour.

Evaluation is an integral part of the educative process.

 The evaluation program should be cooperative.

Records should give a complete picture of each child.

Evaluation should be comprehensive.

Evaluation uses a variety of instruments, tools, and techniques.

THANK you! ^^

 Objective measurement and subjective judgment are both essential in evaluation.

Diagnosis and remedial work are phases of the evaluative process.

Evaluation should be descriptive.