The Meaning & Importance of Evaluation (Lesson Planning) Beed 17

THE MEANING & IMPORTANCE OF EVALUATION
(Lesson Planning)
BEED 17
EVALUATION is the process of ascertaining (discovering or judging) the value (amount)
of something by careful appraisal. In education, EVALUATION refers to the STEP TAKEN IN
DIRECTED STUDY IN WHICH THE TEACHER AND THE STUDENTS APPRAISE THE PROGRESS
MADE IN THE STUDY OF A SUBJECT OR UNIT.
Evaluation is closely related to educational measurement. “Measurement” implies the use

of standardized tests, the result of which is expressed in quantitative terms. Both evaluation
and measurement are for the adequate appraisal of the results of teaching and learning.
Measurement has always a place in the evaluation technique.
The emphasis in MEASUREMENT is upon a single aspect of subject matter achievement

or specific skills, habit, knowledge, and abilities; whereas, in EVALUATION, the emphasis is
upon broad personality changes and major objectives of the educational program.
MEASUREMENT IS CENTERED ON THE LEARNER, while EVALUATION IFOCUSED ON THE

WHOLE CHILD IN HIS ENVIRONMENT.
Evaluation utilizes all the tools and techniques of measurement as a means of

determining PROGRESS rather than as ENDS in themselves.
IMPORTANCE OF EVALUATION
Evaluation is a part and parcel of teaching. It is an integral element in the proper

organization of learning process. TESTING, MEASURING, MARKING, and MAKING REPORTS,
which are the most familiar instruments in evaluation, and also others which are less familiar
but in certain respects more important, should be considered and treated as factors in the
business of bringing about BETTER LEARNING, and not as a system separate from that of
learning.
The importance of evaluation in teaching can be summarized as follows:
1. Evaluation is important to the classroom teachers and school heads in directing as well
as guiding teaching and learning.
2. Evaluation AIDS in devising more effective instructional materials and procedures of
instruction.
3. Evaluation helps to measure the validity and reliability of instruction.
4. Evaluation stimulates students to study.
5. Evaluation helps teachers to DISCOVER the needs of the learners,
6. Evaluation helps parents to understand student-growth, interest, and potentialities.
7. Evaluation is helpful in securing support for the school from the government, and vise-
versa.
TYPES OF TESTS USEFUL IN TEACHING
Tests can be classified on the basis of their forms, their function, and their contents; as
follows:
I- EDUCATIONAL TEST
Educational tests have as their primary function for the measurement of the
results or effects of instruction and learning. They are intended to test primarily
classroom learning. Educational test may be either STANDARDIZED or NON-
STANDARDIZED. Examples of educational tests are the following:
1. Standard Survey Test- aims to measure the attainment, progress or status of the
students, or the school.
2. Informal or Teacher-made Test- Aims o measure the achievement, progress,
weakness or defects of the individual learner, or class, or effectiveness of the
method used by the teacher.
3. Standard Achievement Test- Aims to measure the student’s accomplishment as a
result of instruction in a given subject.
4. Standard Diagnostic Test- Aims to locate the weakness, and if possible, the cause of
disability in performance of learners.
5. Inventory Test- Aims to measure the degree of mastery existing before the teaching
or the learning of the subject or topics.
II- INTELLIGENCE TEST
The intelligence tests have as their purpose the measurement of the student’s
intelligence or mental ability in a large degree without reference to what the student
learned in or out of the school. The two (2) types of Intelligence Tests are:
1. Individual Intelligence Test- This type if intelligence test can be administered only to
one student at a time.
2. Group Intelligence Test- This type of Intelligence Test can be administered to a
number of students at the same time.
III- APTITUDE TEST

These tests measure specific or special ability of the person to learn. These
tests have similar to the foregoing but go beyond them in attempting to secure
information concerning actual skills, knowledge, and interests, which, together
with knowledge of specific potentialities and capabilities.
REQUISITES FOR GOOD TEST
1. VALIDITY- A test is valid when it measures what is supposed or intended to

be measured. The validity of the test depends upon the purpose of the test.
A diagnostic test, to be valid, should measure the weakness or defects of the
students in a given subject.
2. RELIABILITY- The test is reliable when the sources are constant or when it
possesses a FAIR degree of accuracy. The reliability of a test may be
determined by using the same test twice with the same group of examinees
(students) under the same conditions. Reliability refers to the degree of
accuracy or phase of validity.
3. OBJECTIVELY- A test is objective when personal opinion is ELIMINATED from

the scoring. A question given in an objective test has but one possible
answer, and the total score is determined solely by the number of correct
answer given. The true-and-false or multiple choice types of examination are
highly objective.
4. EASE OF ADMINITRATION AND SCORING- This refers to the ease in giving

and taking the examination, as well as in correcting and scoring the
examination papers. A good plan of administering and scoring test can
ELIMINATE cheating.
5. UTILITY-A test possess utility to the extent that it satisfactorily serves a

definite need in the situation in which it is used. The teacher must make use
of the results of the test to improve the student’s ability.
6. ESTABLISHING A FIXED NORM-This refers to the establishment of a standard

by which the results achieved may be interpreted. The use of the NORM has
been associated with the standard test of one form or another. The norm is
useful as a basis for interpretation and comparison of test results.
7. ECONOMICAL- Economy involves both time and money, and therefore,

simple equipment, carefully selected items that obtain wide sampling
without an excessive number of items, and ease of scoring are essential to
save time.
8. COMPARABILITY- A test possesses comparability when it makes possible a

comparison between a student’s score in one testing and his second or third
score on the same subject.
TYPES OF OBJECTIVE EXAMINATION
1. TRUE-and –FALSE Test- These are made up of statements, some of which are true and
others, false.
2. Completion Type Test- The completion is a test of RECALL. This type of test consists of
statements from which one or several words are MISSING. The student is directed to
write the correct word or words missing to complete the sentence.
3. MULTIPLE-CHOICE Test- The multiple-choice test commonly consist of an INCOMPLETE
statement followed by three or five suggested responses which will complete the
statement with varying degrees of accuracy. This test is one of the best type of objective
test because of its high reliability and objectively.
4. MATCHING-TYPE Test- This test consist of two lists (column) of related facts which are
to be MATCHED by means of symbols, with number of the letters to indicate their
proper relationship.
LEONILO A. CAPELLAN
LSPU 2022

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THE MEANING & IMPORTANCE OF EVALUATION

Evaluation is closely related to educational measurement. “Measurement” implies the use

The emphasis in MEASUREMENT is upon a single aspect of subject matter achievement

MEASUREMENT IS CENTERED ON THE LEARNER, while EVALUATION IFOCUSED ON THE

Evaluation utilizes all the tools and techniques of measurement as a means of

Evaluation is a part and parcel of teaching. It is an integral element in the proper

The importance of evaluation in teaching can be summarized as follows:

TYPES OF TESTS USEFUL IN TEACHING

II- INTELLIGENCE TEST

III- APTITUDE TEST

REQUISITES FOR GOOD TEST

1. VALIDITY- A test is valid when it measures what is supposed or intended to

3. OBJECTIVELY- A test is objective when personal opinion is ELIMINATED from

4. EASE OF ADMINITRATION AND SCORING- This refers to the ease in giving

5. UTILITY-A test possess utility to the extent that it satisfactorily serves a

6. ESTABLISHING A FIXED NORM-This refers to the establishment of a standard

7. ECONOMICAL- Economy involves both time and money, and therefore,

8. COMPARABILITY- A test possesses comparability when it makes possible a

TYPES OF OBJECTIVE EXAMINATION

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