Page 206 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Educational Measurement and Evaluation Dinesh Kumar, Lovely Professional University

Notes Unit 17 : Integrated Approach of Evaluation

CONTENTS
Objectives
Introduction
17.1 Integrated Approach to Evaluation
17.2 Integrating Rational, Formative and Summative Evaluation
17.3 Integrated Evaluation at Different Stages
17.4 Summary
17.5 Keywords
17.6 Review Questions
17.7 Further Readings

Objectives

The objectives of this unit can be summarized as below :
• To discuss about the Integrated approach to Evaluation
• To explain about the integrating rational, formative and summative evaluation

Introduction

It is well known that the quality of curriculum determines the standards of education laid in the
form of curriculum objectives, as enunciated in N.C.F. for various stages of school education.
Evaluation theorists and practising evaluators emphasise three key components of evaluation.
viz. : (a) the process of gathering information, (b) Forming judgments about the worth of the
phenomena, and (c) using judgments for taking educational decisions. Therefore, for evaluating
a curriculum, a programme or the learners, we have to use these three steps. Since pupils’
evaluation is dependent on the curriculum intentions or restrictions, both pupils’ evaluation and
curriculum evaluation are closely related. We will discuss about Evaluation of Education

17.1. Integrated Approach to Evaluation

Pupil evaluation as also curriculum evaluation are dependent on programmes undertaken to
transact the curriculum, which in turn have impact on pupils’ achievement vis-a-vis pupil
evaluation. On the other hand pupils’ learning vis-a-vis their evaluation is also conditioned by
learning milieu of the school, which provides the needed school plant facilities, services,
personnel, money, material and social environment in which pupils learn. This curriculum
transactions, programme effects and pupils’ learning are all commensurate with the institutional
or school effectiveness. Therefore emerging demand on today’s evaluators is to integrate pupils’
evaluation with curriculum evaluation, programme evaluation and institutional self-evaluation.
Each of these is described below, indicating the trend in evaluation.

17.1.1 Curriculum Evaluation
Four major components of the curriculum are : (a) curriculum objectives, (b) curriculum content,
(c) curriculum process, methodology of teaching and learning, and (d) outcomes of learning. Each
of these components has to be evaluated. What is worth appreciating is how pupils’ evaluation is
related to these components.

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