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Educational Measurement and Evaluation

Notes Pupils’ Evaluation
(i) At the planning stage it is rational or logical evaluation which helps plan, devise or structure
a programme, a scheme, a curriculum or any other project. In pupils’ evaluation we devise
evaluation tool to measure their achievements on different objectives on the basis of logical
thinking, documented reports, experience gained earlier and consensus of experts.
(ii) During development or trialling of the test material (formative stage), formative evaluation
planned or unplanned goes on, providing the needed facts on the material and the difficulties
faced, leading to adaptation of test material side by side to suit the test situation.
(iii) It is only after empirical evidence through actual use in unit tests, term tests or annual
examination that we really know the quality of the test or test items. For that item analysis
is undertaken to find out the facility and discrimination indices on the basis of which
summative judgments are made. Thus constructing items on logical basis (rational),
reviewing, improving and adapting them to fit various objectives (formative) and then
using them in testing to get empirical evidences about their quality in terms of F.I., D.I. etc.
(summative) reflect integration of the three modes of evaluation.

Curriculum Evaluation
(i) On the basis of rational evaluation, the curriculum objectives, curriculum context,
methodology of curriculum transactions and intended outcomes are delineated by curriculum
developers.
(ii) During formative evaluation, when developmental process and process of implementation
are going on, certain changes, deletions, adaptations, improvement etc. are made to suit the
situation, thereby adjusting the means and ends.
(iii) Summative evaluation is undertaken when the curriculum is implemented for a year or
two. It helps to validate all the four components of curriculum. Accordingly, during renewal
of the curriculum, the needed changes are made to make curriculum objectives more realistic,
curriculum content more relevant, methodology of curriculum transaction more appropriate
and the intended outcomes of curriculum more tangible and measurable.
Programme Evaluation
(i) On the basis of rational evaluation, programme is planned and developed with respect to
the context in which it is being planned, the inputs visualised, processes envisaged, product
or output expected and the likely effects on learning environment and social milieu of the
school.
(ii) Formative evaluation goes on during the implementation stage, to get and provide feedback
on the efficiency and effectiveness of various components of the programme, leading to en-
route changes, adaptation, elimination and improvements.
(iii) Summative evaluation of a programme is undertaken when it is over. It helps throw light
on congruence or discrepancy between the intended and the observed with respect to all the
components. Accordingly, context evaluation, input evaluation, process evaluation, product
evaluation and impact evaluation have to be undertaken.

Evaluation is no longer limited to cognitive learning outcomes but assessment of holistic
development of learners, teaching-learning strategies and school environment as a
whole.

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