MEASUREMENT

AND

EVALUATION
MR.NAGESH V A
Assistant professor
SDMIONS
INTRODUCTION

 Basic and difficulty task

 It includes observation of students

 Class room and clinical

 CONCEPT AND NATURE OF
ASSESSMENT MEASUREMENT AND
EVALUATION

 Systematic process of collecting data and analyzing

those data to make decisions.

 Some differences

cont….
CONT…
2. ASSESSMENT
1.MEASUREMENT
3. EVALUATION
MEANING

 MEASUREMENT - Collection of information on

which a decision is based.

DEFINITIONS

MEASUREMENT

 The process of gathering information about learning and

quantifying .(weight, heart rate, marks )

DEFINITION
 EVALUATION

 The process of making decisions on the basis of

measurements.

For example; A school may evaluate alternative teaching

approaches to determine which work best for the

students .
CONT..

 DEFINITION OF EVALUATION

 Evaluation is an act or a dynamic process that allows

one to make a judgment about the value of a measure .

 DIFFERENCES
MEASUREMENT EVALUTION

 Scope is wider, total personality of

 Scope is limited
child.
 Not an end  It is an end itself
 Less labor & time  More labor &time
 It is content centered  Objective centered
 Not be an essential part of education  Essential part of education

 Any time  Continuous process

 Quantitative nature  Quantitative as well as qualitative

nature
 Formal process is planned
 Formal and informal
PURPOSE AND NEED OF EVALUATION
 Discloses pupils/ students needs and possibilities
 Improving school and community relation
 Appraises the teacher and supervisor competence
 Serves as a method of self improvement and guide for the
selection of methods and techniques .
 To make reliable decisions about educational planning .
 To encourage students to develop a sense of discipline and
systematic study habits .
 The development of teaching and learning process
CONT…

 To gather information for administration purpose

 It provides opportunity to practice critical thinking .

 To become aware of the specific difficulties of individual

students.

 For certification that student has achieved set goals.

 To help teachers determine the effectiveness of their teaching

techniques and learning materials.

CHARACTERISTICS OF EVALUATION
It includes
academic
and non
academic
subjects

Continuo Improve
us process in product

Purpose and Discoverin

designing
learning g needs of
experiences individual
 PROCESS OF EVALUATION
 1. IDENTIFYING AND DEFINING GENERAL

OBJECTIVES

- what to evaluate

- -General objectives should be stated

- in terms of knowledge, comprehensive, attitudes.

Skills. Application.
 2. IDENTIFYING AND DEFINING
SPECIFIC OBJECTIVES

 Each unit should have specific objectives ,

 provide direction to teaching learning process.
 It helps Planning and organizing appraisal procedure.

3.SELECTING TEACHING POINTS

 The Objectives Can Be Realized
 Framing content
 4. PLANING AND IMPLEMENTATION OF SUITABLE LEARNING

PROGRAMS AND ACTIVITIES

 Teacher plans various learning activities for facilitating better

learning

ex. Demo, project method ,discussion. field visit etc.

 5. APPRAISING AND ASSESSING THE ACHIEVEMENTS

 The teacher may plan an oral or written test or practical test .

 Types of tests may vary from essay type question to multiple

choice questions .

6. USING THE RESULTS AS FEEDBACK

 The results of evaluation will enable teachers to introspect

and reorganize teaching learning activities.

 PROBLEMS IN EVALUATION
AND MEASUREMENT
 LACK OF TIME .

For not evaluating the students regularly.

may Result of poor time management skills

 LACK OF THE SKILLS TO CARRY OUT
EVALUATION
 Teachers may not be competent enough to plan and
execute the evaluation schedule

Ex in-service education
CONT..

 Continuous evaluation is not cost effective

the budgets should be explored and employed .

 Problem of workloads of the teachers

 Problems of lack of curriculum guidelines for internal

assessment

 Lack of uniform standards of evaluation

THE END