Evaluation Definition and Distinguishing Terms

MCM University Soukahras
Department of Foreign Languages

Section English
Evaluation in Teaching and Learning

Saaidia.Bachir
Program
1. The concept of evaluation

2. Evaluation versus assessment and measurement
3. Types of evaluation
4. Purpose of evaluation part 1
5. Evaluation Grids
6. Evaluation in teaching
6.1. Teacher
6.2. techniques
6.3. Methods
6.4. Strategies part II
6.5. Material
6.6. Curriculum
6.7. Syllabus
6.8. Online Teaching
7. Evaluation in learning
7.1. Learner
7.2. Learning style part III
7.3. Learning strategies
7.4. Performance in four skills
Evaluation I
1. What is Evaluation?
Like abstract terms, scholars gloss evaluation in different ways as the concept is elusive
and polymorphous. Every day we intend to make biased evaluation on our behaviour,
experiences, thinking…that is why, evaluation is hard to settle. In academic settings
evaluation tend to cling around attributes as worthiness, value, quality, decision
making… As they are many definitions to this concept, we try to single out the common
features among these multipurpose definitions.
Evaluation is determining the value of something. Evaluation means measuring or observing
the process to judge it or to determine it for its value by comparing it to others or some
kind of a standard (Weir & Roberts, 1994). In language learning, evaluation is comparing a
student's achievement with other students or with a set of standards (Howard &
Donaghue 2015)
The review and evaluation of teaching practices in general are sometimes performed in a pro
forma fashion or only for summative reasons such as promotion and tenure decisions.
Donna Ellis sees teaching evaluation as a holistic enterprise: “teaching and its assessment
should…be seen as scholarly activities. The review of teaching is an intentional process—one
that is carefully designed, situated in context, and leads to interpreting teaching effectiveness
based on multiple sources and types of evidence” (2012)
Another definition points out that evaluation is “the process of determining the merit, worth
and value of things and evaluations are the product of that process” (Scriven, 1993, p. 1).
Evaluation is an attempt to judge the worth, value, or quality of something (Coldeway, 1988).
“Every time we try something new, it is important to consider its value” (Davidson, 2005),
and the “heart” of evaluation is a judgment of the overall value or worth of an endeavor
(Wolf, 1987). “Evaluation is a process giving attestations on such matters as reliability,
effectiveness, cost-effectiveness, efficiency, safety, ease of use and probity. Evaluation
provides evidence and evaluative claims with respect to the worth, value and improvement of
individuals, programs, projects, services, and organizations” (Stufflebeam & Shinkfield,
2007). Evaluation studies can be formative evaluation (used to improve a program) or
summative evaluation (used to determine the success of a completed program).
As noticed, the concept evaluation revolves around common items such as worthiness, value,
merit, and quality. Evaluation process ends in decision-making:
• Acquired notions
• Proficiency level
• Progress
• Anticipating difficulties
• Attested competence
There are many types of evaluation: formative and summative, formal and informal, case
particular and general, product and process, descriptive and judgmental, pre-ordinate and
responsive, and internal and external (Hopkins, 1986).
Statistical validity refers to aspects of quantitative evaluation that affect the accuracy of the
conclusions drawn from the results of a study. The aspect of quantitative evaluation that
affects the accuracy of the conclusions drawn from the results of a study is called statistical
conclusion validity.
Hence, evaluation appears as a systematic gathering of information for purposes of decision-
making. Evaluation may use quantitative methods (tests), qualitative methods (observation,
ratings), and value judgements. 1. In language planning, evaluation involves gathering of
information on patterns of language use, language ability, and attitude towards language. In
language programme evaluation, evaluation is related to decisions about the quality of the
programme itself, and decisions about individuals in the programmes. The evaluation of the
programmes involves the study of –a) curriculum, b) objectives, materials, and tests or
grading systems. The evaluation of individuals involves decisions about entrance to
programmes, placements, progress, and achievements. In evaluating both programmes and
individuals, tests and other measures are frequently used.
Formative evaluation designed for curriculum developers and syllabus designers
Summative evaluation …decision makers
To evaluate is to assign a value to event, situation, individual, product….
Every evaluator has two roles to accomplish
1. Pedagogy: to assist and sustain learning
2. Member of selection panel: affecting grades, exams and tests.
When evaluating, we intend to make decision; it is up to the nature of decision that we
distinguish two types of evaluation: summative evaluation and formative evaluation
1. Distinguishing Terms
Evaluation is often associated with generic terms like testing, assessment and measurement. It
is worth then to wipe up shades out of the bush, and assign to each concept its appropriate
definition
• Test/Testing: an instrument or systemic procedure for measuring a sample of
behavior. Tests as tools of measurement are concerned with the product of learning
behaviour. Test (checking); testing (getting information)
a) Kinds of Testing
1. Direct Testing ….composition writing/ speaking interaction
2. Indirect Testing…special focus on one language points
3. Objective Testing…MCQs and SCQs
4. Subjective Testing…score based testing/ ranking
5. Discrete Point Testing….precise and concise on a particular area
6. Integrative Testing…. TOEFL, TOEIC, IELTS
7. Norm-Referenced Testing….ranking/entry test /exit test
8. Criterion-Referenced Testing…exams
b) Types of Tests
1. Placement Test….classification
2. Diagnostic Test….entry tests
3. Progress/Achievement Test…short test on a period of time (ongoing test)
4. Final Progress/Achievement Test….summative/exit tests
5. Proficiency Test….job, certificate..
6. Aptitude Test…skills
• Measurement: the process of obtaining numerical description of the degree to which
an individual possesses a particular characteristic
• Assessment: Assessment is the process of documenting, usually in measurable terms,

knowledge, skill, attitudes, and beliefs. In education, assessment is the process of
gathering, interpreting, recording, and using information about pupils’ responses to an
educational task
According to the Dictionary of Education (1989): “Assessment is the process whereby one
attempts to measure the quality and quantity of learning and teaching using various
assessment techniques”.

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MCM University Soukahras

Department of Foreign Languages

Evaluation in Teaching and Learning

1. The concept of evaluation

• Assessment: Assessment is the process of documenting, usually in measurable terms,

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