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Educational Measurement and Evaluation

Notes (iii) existing resources and support services available etc.

Input Evaluation
This refers to :
(i) financial inputs given in the programme;
(ii) personnel involved, their qualifications and expertise;
(iii) material and other support services provided; and
(iv) time spent on various tasks or activities.
Process Evaluation
This refers to :
(i) efforts put in by teachers in terms of materials, teaching testing etc. ;
(ii) efficiency with which the tasks were undertaken; and
(iii) effectiveness of processes undertaken, in terms of involvement of persons and expertise
availed of.

Product or Outcome Evaluation
This refers to :
(i) attainment of programme objectives, students’ performance or results etc. ;
(ii) quality or materials produced or reports etc.; and
(iii) growth and development of staff, participants and other clientele.
Impact Evaluation
This refers to programme effect in terms of :
(i) community support, parents’ concern, students’ involvement etc.;
(ii) improved instructional and evaluation practices; and
(iii) better learning environments in school.
Institutional Self-Evaluation
Institutional self-evaluation (I.S.E.) is a planned and organised inquiry carried out by the staff,
students and principals of the institution into the total effectiveness of institutional operations to
find out the adequacies and inadequacies on the basis of which steps can be taken to improve
teaching, learning and assessment practices. In a way it is also school-based evaluation, usually
called ‘continuous comprehensive evaluation’ (C.C.E.) in Indian context. However, it cannot be
equated with C.C.E., which refers to the concept, model, assessment procedure, tools of
measurement, marking, grading and reporting of subject-wise results to pupils. Whereas focus of
C.C.E. is on pupils’ assessment and their improvement, focus of I.S.E. is on school effectiveness in
terms of assessing the institution (not pupils alone) as a whole.
Therefore I.S.E. aims at determining the efforts, efficiency and effectiveness of the institution. It
covers pupils’ attainments, teachers’ instructional impact, learning milieu of school, utilisation of
resources and all such factors and conditions that contribute to or hinder various school processes.
Focus is on judging school effectiveness and taking suitable measures to improve the existing
conditions.
It involves comprehensive and systematic evaluation effort carried out by the staff of the institution.
It aims primarily at identifying the problems and producing positive and desirable changes in
the institution. Thus it fits into the framework of formative-summative model of Scriven (1972).
Its aims are : (a) to achieve an understanding of the institution in terms of strengths and weaknesses
relative to aims and social responsibility of the institution; and (b) to serve for the vitalising and

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