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According to STRAIDE Handbook (2002) evaluation is a process wherein the parts, processes,
or outcomes of a programme are examined to see whether they are satisfactory, particularly with
reference to the stated objectives of the programme, our own expectations, or our own standards
of excellence. Tuchman, (1975) argued that evaluation means the systematic examination of
events occurring in and consequent on a contemporary programme. It is an examination
conducted to assist in improving this programme and other programmes having the same general
purpose.
For Nwana, (1981) evaluation is the collection analysis and interpretation of information about
training as part of a recognized process of judging its effectiveness, its efficiency and any other
outcomes it may have.
Therefore, evaluation is an important part of an aligned curriculum and an overall teaching and
learning strategy because it is part of the feedback and development cycle that should be a part of
any responsive and up-to-date teaching and learning strategy or plan. Evaluations give students
opportunities to speak to the teachers about their experiences and impressions of the course
content and the pedagogical approaches that have been used, and it therefore gives lecturers
valuable insights into how the knowledge being taught and the teaching styles and assessments
have been managed by the students. Where things have gone well, a well-deserved pat on the
back can be enjoyed, and where they have not, thinking and development for the next course can
begin from an informed place.
iv. What was the achievement of man during the late stone age;
A. Discovered of fire and ate cooked food
B. Started walking upright using fore-limbs
C. Made and used pebble and chopping tools ( )
D. Started walking on all four limbs
E. Established settled communities
v. Which one among the following places did people extract salt from salt beating rock?
A. Uvinza and Taghaza
B. Taghaza and Bilma ( )
C. Meroe and Egypt
D. Uvinza and Bilma
TYPES OF EVALUATION
Placement Evaluation
This is a type of evaluations carried out in order to fix the students in the appropriate group or
class. In some schools for instance, students are assigned to classes according to their subject
combinations, such as science, Technical, arts, Commercial etc. before this is done an
examination will be carried out. This is in form of pretest or aptitude test. It can also be a type of
evaluation made by the teacher to find out the entry behaviour of his students before he starts
teaching (Tuchman, 1985).
This may help the teacher to adjust his lesson plan. Tests like readiness tests, ability tests,
aptitude tests and achievement tests can be used. 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
Formative Evaluation
According to Tuchman, (1985) 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.
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. Nwana, (1981) argued that 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 inspire 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 utilized for diagnosing serious learning handicaps.
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 (Nwana, 1981).
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).
Gronlund and Linn (2000) assert that table of specification may be referred to as content of a
course or curriculum that can be broadly defined to include both subject matter content and
instructional objectives. This simply means the performance of students is expected to
demonstrate. Both of these aspects are concerned with content validation. Table of specification
as “test blue print” master chart; matrix of content and behavior” prescription; recipe; roadmap”
test.
Help Teachers Map the Amount of Class Time Spent On Each Objective
Table of specification can help teachers map the amount of class time spent on each objective
with the cognitive level at which each objective was taught thereby helping teachers to identify
the type of items they used to include in their tests. However, TOS consider how you can adapt
the underlying strategy to your own instructional needs. Table of specification serves to clearly
define the scope and the focus of the test. It ensures that teachers include test items that tap
different levels of cognitive complexity when measuring students’ assessment (Agu, (2013).
Anderson & L.O. Sosniak (2004), Bloom's Taxonomy. A Jbrty-year retrospective. Chicago:
University of Chicago Press.
Fives, H., & DiDonato-Barnes, N. (2013). Classroom test construction: The power of a table of
specifications. Practical Assessment, Research, and Evaluation, 18, 1–7. Retrieved from
http://pareonline.net/getvn.asp?v=18&n=3.
Gareis, C. R., & Grant, L. W. (2008). Teacher-made assessments: How to connect curriculum,
instruction, and student learning. Larchmont, NY: Eye on Education.
Grondlund, N. E. (2006). Assessment of student achievement (8th ed.). Boston, MA: Pearson.
Kastberg, S. E. (2003). Using Bloom’s taxonomy as a framework for classroom assessment. The
Mathematics Teacher, 96, 402–405.
Nwana, O.C. (1981) Educational Measurement for Teachers Ikeja: Thomas Nelson Africa.
STRAIDE Handbook (2002) Assessment and Evaluation in Distance Education. New Delhi: A
Publication of Indira Gandhi National Open University (IGNOU).
Yunker, .B.D (2004). The table of Specification: Insuring accountability in teacher made tests.
Journal of Instructional Psychology, 31, 115-129 (2006).Measurement & Assessment in
Education. Pearson: Boston.