Page 207 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Unit 17 : Integrated Approach of Evaluation

Curriculum Objectives Notes
Evaluation of objectives here refers to finding out :
(i) to what extent the instructional objectives are relevant to learners’ needs, i.e. pupils’
evaluation should be undertaken in terms of competencies intended to be developed;
(ii) to what extent these objectives are specified in terms of competencies to be developed in
pupils; and
(iii) to what extent the performance standards are reflected in pupil’ evaluation to validate those
objectives, i.e. stated intended competencies ?
Curriculum Content
Evaluation of content or syllabus refers to :
(i) to what extent the content is relevant in attainment of instructional objectives;
(ii) to what extent the content selected is accurate, adequate and up-to-date; and
(iii) to what extent it reflects the substantive structure of the subject at a given maturity level of
pupils ?

Curriculum Processes or Methodology of Teachings and Learning
Focus of evaluation is on :
(i) reflecting the mode of inquiry (syntactical structure) of the discipline;
(ii) involving the students maximally, in instructional process (questioning etc.); and
(iii) using readiness and diagnostic unit testing at various instructional phases to provide and
get regular feedback about students’ learning.

Curriculum Outcomes
Here evaluation of curriculum outcomes refers to :
(i) pupils’ performance in terms of instructional objectives;
(ii) efficacy of instructional effectiveness or instructional impact; and
(iii) collateral effects and concomitant learning.

We can observe from the needed emphasis the integral relationship of pupils’ evaluation and
curriculum evaluation in terms of all the four curriculum components.
17.1.2 Programme Evaluation
Literature and research on programme evaluation in India are quite scanty. There , are hardly
any evidences about programmes that are evaluated for judging programme effectiveness. Most
of the programmes that are conducted are judged on logical, basis or on the reflective opinion of
subject experts. It is usually taken for granted that a programme like a seminar on evaluation,
development of curriculum, writing of a text-book, training of paper-setters etc. when conducted,
is good and successful. It is taken for granted. At the most, at the end of the programme a few
open-ended questions are given for participants to reflect their opinion. In fact what is required
is to evaluate every programme in its context, the inputs given, the processes undertaken, outputs
accrued and the impact it made. For good evidences and forming judgments about a programme,
the following components need to be addressed before taking decisions about the programme
effectiveness.

Context Evaluation
This refers to :

(i) social setting or context ofthe programme in terms of purpose and scope;
(ii) antecedents of the programme that necessitated it, i.e. previous experiences; and

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