Evaluation in Training and Learning Process

What is the concept of evaluation?

 In all walks of life the testing process takes place in a certain way.
If the diagnostic procedure is removed from a person’s life then
perhaps the purpose of life may be lost. Only by examination can
one distinguish between right and wrong. The whole cycle of social
development revolves around the evaluation process.

 In education how successful a student is in his or her goals, can

only be determined by assessment. There is therefore a close
relationship between testing and objectives.

 Education is regarded as an investment in human resource

development, skills, motivation, knowledge and so on. Assessment
helps to build an education system, assess its effectiveness and
improve its effectiveness.

 It serves as a built-in monitor in the periodic review of learning

progress. It also provides important feedback on the design and
implementation of the program. Therefore, testing plays an
important role in any educational system.

 Assessment plays a vital role in the teaching and learning process.

It helps teachers and students to improve teaching and learning.
Examine the ongoing process and exercise regularly.

 It helps to establish standards of judgment, academic status, or

student achievement. Some form of assessment is unavoidable in
teaching and learning, as in all areas of academic judicial activity.
 In learning, it contributes to setting goals, creating learning
experiences and assessing student performance. Apart from this, it
is very helpful to bring progress in teaching and curriculum.
Provides accountability to the community, parents, and the
education system.

What are the learning outcomes?

The result of reading is a simple statement that explains what

students should or should not do after a certain period of time.
Learning outcomes should be measured by knowledge, skills,
abilities or values. Learning outcomes focus more on student
performance than on traditional strategies or subjects.

Level of learning outcomes

Level 1: Learning Outcomes (COs)

Academic results can be defined as a set of goals that a faculty

wants their students to achieve at the end of any semester or
academic year.

Example - If a student enrolls for Mathematics. He should be able

to study a variety of subjects and gain an understanding of them
during the academic year.

If a student is asked to obtain the root of any given number using

the Newton-Raphson method correctly in the third decimal place -

Action: Decide (Apply)

Information: Origin of a given equation (Conceptual & Procedural)

Status: The Newton-Raphson method is used

Criteria: accurate third place decimal

Level 2: Program Outcomes (POs) and Specific Program
Outcomes (PSOs)

Program Outcomes: POs can be defined as a set of goals that

faculty requires their students to achieve at the end of any program
/ degree / degree.

Example -

Specific Outcomes of the Program: An engineering graduate

student is asked to perform a specific task. He should be able to do
it with the help of the concept you learned in the program.

Example - PSOs define what a program's degree should be in

completing a program.

Level 3: Long Learning

Here, the story is different.

Students learn a variety of things during their study periods but

also contribute to their learning and knowledge to create new and
better world and social well-being.

Example - An educated person updates a tool to help older people

with the help of information they have and continues to update
information throughout life. Computer engineering student has
been asked to design and develop software. Must be able to edit,
analyze, and design software with the help of information
obtained.

5 types of learning outcomes

# 1: Access to Information
Acquisition of knowledge is the basic learning outcome expected of
a learner. Whatever the student learns, he or she should be able to
understand the concept in depth to get the highest learning
outcomes.
 # 2: Cognitive Skills Development

This learning outcome encourages students to think, analyze, and

deeply understand the importance of a particular concept and to
behave appropriately.

# 3: Sharing information

Getting information is not enough. Students should be able to pass

on important information to others. Therefore, for this learning
outcome, learners should build a numerical value system by first
acquiring it and then sharing it with the world.

# 4: Automotive Skills Development

Automotive skills development works by developing the student's

ability to plan and take appropriate physical action. They must
work for their health and well-being.

# 5: Personal Growth

A person's growth in knowledge, skills, and social skills is a very

high level of learning. The learner must be able to respond to
situations in real life and maintain a balance between professional
and personal life.

Key benefits of learning outcomes :

 It enables students to become competent, intelligent, and efficient

 Develop the ability to analyze and deal with real situations
 It empowers students to become lifelong students
 Students emphasize creativity instead of rituals
 Improves the value of education
 The student acquires knowledge, values and achievements in every
way
 It encourages students to build a better society
Uses of Evaluation

(i) Teaching:

Assessment is about evaluating teaching performance, teaching

strategies, methods and techniques. Provides feedback to teachers
on their teaching and students on their learning.

(ii) Curriculum:

Subject / academic development, texts and teaching materials are

delivered with the help of assessment.

(iii) Organization:

Evaluation gives an accountability to the community based on the

needs and requirements of the employment market.

(iv) Parents:

The test is mainly reflected in the perceived need for regular

reporting to parents.

In short, testing is a very important requirement in the education

system. It serves a variety of purposes in education systems such as
quality control in education, selection / entry at a higher level or
higher level.

It also helps to make decisions about success in certain future

endeavors and provides guidance for further studies and work.
Some teachers look at tests that are almost identical to those of
students' tests, but the tests have an extended role.

It plays an effective role in questioning or challenging objectives.

A simple representation explaining the role of evaluation
in the teaching-learning process.

Features of Evaluation:

1. Evaluation means a systematic process that leaves the

uncontrolled perception of students uncontrollable.

2. Assess the ongoing process. In the best case scenario, the

learning process on the one hand and the assessment process on
the other hand, are compatible. It is a misconception that the
assessment process follows the teaching and learning process.

3. It emphasizes broad personality changes and major goals of the

education system. Therefore, it includes not only the success of the
topics but also the attitudes, interests and ideas, ways of thinking,
working habits and personal and social adaptation.
4. Assessment always assumes that educational objectives were
identified and defined earlier. This is the reason why teachers are
expected to miss out on educational goals while planning and
conducting a learning process in or out of the classroom.

5. A comprehensive testing program involves the use of multiple

processes (e.g., analytico-synthetic, heuristic, experimental, study,
etc.); various types of tests (e.g., essay type, purpose type, etc.);
and other required strategies (e.g., socio-metric, controlled
assessment strategies, etc.).

6. Learning is more important than training. Training is useless if

it does not lead to student learning.

7. Assessment is the determination of the relationship between

performance and goals.

Steps Included in the Training:

The following are a few steps involved in the training process:

(i) Identifying and explaining common objectives:

In the assessment process the first step is to determine what

should be assessed, that is, to set educational goals. What kind of
skills and abilities should be developed when a learner is studying,
say, Mathematics, for one year? What kind of understanding
should be developed for a learner learning a mother tongue?
Unless the teacher identifies and states the intentions, these
questions will remain unanswered.

While stating the objectives, therefore, we can effectively focus on

the product i.e., the student's behavior, at the end of the lesson and
say it according to his or her knowledge, understanding, ability,
application, attitude, interests, appreciation, etc.
(ii) Identify and explain specific objectives:

Learning is a moral shift in the right direction. The teacher is more

concerned with the student's learning than with anything else.
Behavioural changes are an indication of learning. These changes,
which come from classroom education, are known as learning
outcomes.

What kind of learning outcomes are expected of a learner after he

or she has undertaken a learning process to teach the first and
foremost concern of teachers. This can only happen when the
teacher identifies and explains goals in terms of behavioral
changes, i.e., learning outcomes.

These goals will provide direction to the teaching and learning

process. Not only that but it will help to plan and organize learning
activities, and to plan and organize assessment processes as well.

(iii) Selecting Teaching Points:

The next step in the assessment process is to select the teaching

points on which the objectives will be achieved. Once the objectives
have been set, the next step is to determine the content
(curriculum, program, course) to assist in achieving the objectives.

For trainers, the goals and lessons of the school curriculum are
ready. Their job is to analyze the content of the story into teaching
points and to determine what objectives can be achieved
adequately with the presentation of these teaching points.

(iv) Organizing Appropriate Learning Activities:

In the fourth phase, the trainer will need to plan the learning
activities to be given to the learners and, at the same time, keep
two things in mind - the objectives and the teaching points. The
process then becomes a trinity, which combines into objectives,
teaching points and learning activities. The teacher prepares the
purposes and content.
(v) Inspection:

In the fifth step, the trainer notices and evaluates changes in his or
her students' behaviour through assessment. This step adds an
extra dimension to the test process. While experimenting, you will
keep in mind things — objectives, teaching points, and learning
activities; but will focus on achieving the goals. He cannot do this
without registering teaching points and arranging learning
activities for his students.

Here the trainer will build on the test using most of the teaching
points already presented in the classroom and the learning
experiences his or her students have gained. He or she may
arrange for an oral or written test; may regulate an examination of
an essay type or type of purpose for which; or he can arrange a
valid test.

(vi) Uses Results as a response:

A final, but not least, step is the process of evaluating the use of
results as a response. If the teacher, after assessing his or her
students, finds that the objectives have not been met very well, he
or she will use the results in considering the objectives and
planning the learning activities.

He will return his steps to find out what is missing from the goals
or learning activities he has given to his students. This is known as
the answer. Any results that a teacher gets after assessing his or
her students should be used to improve students.

Objectives and Assessment Tasks:

Assessment plays an important role in teaching a learning
experience. It is an integral part of the curriculum. Provides
information on the basis of many educational decisions. We should
adhere to the basic assessment task that needs to be done for the
learner and his / her learning processes.
Types of Evaluation :

1. Placement Evaluation:

The placement test is designed to put the right person in the right
place. Ensures student login performance. The future success of
the teaching process depends on the success of the placement test.

The placement test aims to test the effectiveness of the student's

entry in accordance with the instructions. In other words the main
purpose of this assessment is to determine the level or position of
the child in the order of instruction.

We have a formal classroom teaching program that should make a

difference in the learner's behavior in a systematic way. After that
we prepare or place students for an education that is tailored to
their best hopes.

When a student introduces a new instruction, it is important to

know the answer to the following questions:

a. Does the learner have the necessary knowledge and skills in

teaching?

b. Whether the student already knows some of the purposes of

teaching or not?
c. Whether the teaching method is appropriate for the student's
interests, work habits and personal characteristics?

We find the answer to all possible questions through a variety of

tests, a list of reports, observation strategies, case studies, attitude
tests and success assessments.

Sometimes the past, which encourages current learning also leads

to continued placement in a better place or acceptance. This type of
assessment contributes to the admission of students to a new
teaching course.

Examples:

i. Eligibility test

ii. Reporting resources

iii. Ways to look

iv. Medical admission testing.

v. Agricultural engineering or testing.

Formative Evaluation:

It is used to monitor students' learning progress during

instruction. Its main purpose is to provide continuous feedback to
both teacher and student regarding learning success and failure
while teaching in practice.

Feedback from students provides effective learning reinforcement

and identifies specific learning errors that need to be corrected.
Response to the teacher provides details of changing instructions
and determining the group and each corrective task.

Constructive assessment helps the teacher to monitor the student's

progress from time to time. At the end of a topic or unit or section
or chapter the teacher can assess the learning outcomes by relying
on where he or she can adapt his or her teaching methods,
techniques and tools to provide the best learning experience.

The teacher can even change the purpose of the teaching, if

necessary. In other words, constructive assessment provides
feedback to the teacher. The teacher does not know which parts of
the reading work were done well and which parts were not right or
wrong for the learners. Constructive assessment helps the teacher
assess the value and relevance of a given learning experience and
quickly assess how well the goals are being met.

It is about the process of learning development. In a sense, testing

is not only about measuring success but also about its
development. Education is an ongoing process.

It is a good test because of its efforts to create desirable learning

objectives and tools to achieve those goals. Constructive
assessment often takes into account the internal agent of
assessment, such as the student's involvement in the learning
process.

The test activities are:

(a) Identification:

Diagnosis is about determining the most appropriate method or

teaching material suitable for learning.

(b) Placement:

The placement is about finding a person's position in the

curriculum in which he or she should start learning.

(c) Monitoring:
Monitoring is about keeping track of students' daily progress and
identifying needed changes in teaching methods, teaching
strategies, etc.

Constructive Test Features:

The features of a constructive test are as follows:

a. It is an integral part of the learning process.

b. It happened, many times, during teaching.

c. Its results are immediately made known to students.

d. It can sometimes be just a teacher's perspective.

e. Strengthens student learning.

f. Identifies the difficulty facing the weak learner.

g. Its effects cannot be used for placement or placement purposes.

h. It helps to change teaching strategies including teaching

method, quickly.

i. It inspires students, because it gives them information about the

progress they have made.

j. It sees the role of testing as a process.

k. Usually a test done by a teacher.

l. It does not take much time to build.

Examples:

i. Monthly tests.
ii. Class test.

iii. Occasional tests.

iv. Teacher awareness, etc.

Diagnostic Test:

It is about identifying learning difficulties or student weaknesses

during instruction. It tries to find or find a specific area of student
weakness in a particular educational system and also tries to
provide a corrective measure.

N.E. Gronlund states that “…… the diagnostic services provide first
aid treatment with simple learning problems and diagnostic tests
search for the causes of those problems that do not respond to first
aid treatment.”

When a teacher discovers that without the use of various methods,

techniques and instructions for correcting a child is still
experiencing learning difficulties, she returns to detailed
assessment using specially designed tests called ‘diagnostic tests’.

Diagnosis can be made using visual techniques, too. If necessary

the services of psychologists and medical professionals can be used
to determine the type of learning disabilities.

Summary Test:

Collected assessments are conducted at the end of the course to

determine the extent to which the previously prepared objectives
have been achieved. In other words, it is a test of student
achievement at the end of a lesson.

The main purpose of the integration test is to give marks to

students. Demonstrates how well students know the content of the
lesson. It helps to judge the appropriateness of teaching purposes.
Summary analysis is the function of limited tests.

Trying to compare one course with another. Integrated assessment

methods refer to a specific type of final comparison of one item or
comparative terms of another. It has the potential to cause serious
harm.

This test can call a student a loser, and thus lead to frustration and
a return to the enrollment process, which is an example of a bad
result.

Traditional testing is usually a summary test tool. Constructive

assessment tests are also provided on a regular basis during the
course of the course; and collected test tests are offered at the end
of the course or at the end of a longer period (say, semester).

The functions of this type of test are:

(a) Investing:

Borrowing is about collecting evidence that a student has achieved

certain objectives of content teaching in relation to a defined
curriculum.

(b) Verification:

Verification is about providing proof that a learner is capable of

performing a task according to pre-set standards.

(c) Promotion:

It's about promoting students to the next class.

(d) Selection:

Selecting students for a variety of subjects after completing a

specific course structure.
 Features of Summary Test:

a. The terminal naturally as it comes at the end of the course (or

program).

b. It is judgmental in the sense that it judges the success of

students.

c. It considers testing to be a “product”, because the main concern

is to identify availability levels.

d. It will not be based on teacher perceptions only.

e. It does not reflect the difficulties the student faces.

f. Its results can be used for setting or setting purposes.

g. It strengthens the learning of students who have studied the

area.

h. It can either motivate the student or not. Sometimes, it can have

a negative effect.

Examples:

1. A traditional school and university examination

2. Teacher-based evaluation

3. Effective and oral tests too

4. Rating scales etc.

Need and Importance of Evaluation:

Now a days, education has multifold programmes and activities to
inculcate in students a sense of common values, integrated approach,
group feelings, community interrelationship leading to national
integration and knowledge to adjust in different situations.

Evaluation in education assesses the effectiveness of worth of an

educational experience which is measured against instructional
objectives.

Evaluation is done to fulfill the following needs:

1. (a) It helps a teacher to know his pupils in details. Today, education is
child-centered. So, child’s abilities, interest, aptitude, attitude etc., are to
be properly studied so as to arrange instruction accordingly.

(b) It helps the teacher to determine, evaluate and refine his

instructional techniques.

(c) It helps him in setting, refining and clarifying the objectives.

(d) It helps him to know the entry behaviour of the students.

2. It helps an administrator.

(a) In educational planning and

(b) In educational decisions on selections, classification and placement.

3. Education is a complex process. Thus, there is a great need of

continuous evaluation of its processes and products. It helps to design
better educational programmes.

4. The parents are eager to know about the educational progress of their
children and evaluation alone can assess the pupils’ progress from time
to time.

5. A sound choice of objectives depends on an accurate information

regarding pupil’s abilities, interest, attitude and personality traits and
such information is obtained through evaluation.