functions of education evaluation

School Evaluation: Approaches, Frameworks, and Indicators

• Reference work entry
• First Online: 01 January 2020
• Cite this reference work entry

• Sikhulile Bonginkosi Msezane 6  

Part of the book series: Encyclopedia of the UN Sustainable Development Goals ((ENUNSDG))

334 Accesses

1 Citations

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

• Available as PDF
• Read on any device
• Instant download
• Own it forever
• Available as EPUB and PDF
• Durable hardcover edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Aziz S, Mahmood M, Rehman Z (2018) Implementation of CIPP model for quality evaluation at school level: a case study. J Educ Educ Dev 5(1):189

Article   Google Scholar  

De Grauwe A, Naidoo JP (2004) School evaluation for quality improvement. International Institute for Educational Planning, UNESCO

Google Scholar  

Department of Education and Skills (DoES) (2019) Whole school evaluation (Management, leadership and learning) report, Dublin. http://www.stcolmcilles.ie/uploads/1/3/9/5/13957485/wse_mll_2018.pdf

Ellington H, Percival F, Race P (1993) Handbook of educational technology. Kogan Page, London

Gronlund NE, Linn RL (1990) Measurement and Evaluation in Teaching. McMillan Company, New York

Ireland Department of Education and Science (IDoES) (2003) Looking at our school: an aid to self-evaluation in second-level schools. Stationery Office, Dublin

Irish Department of Education and Science (DES) (2004) School self evaluation guidelines. http://schoolself-evaluation.ie/post-primary/wp-content/uploads/sites/3/2016/09/sse_guidelines_post_primary.pdf . (Accessed on the 5 September 2019)

Kurban C, Tok TN (2018) Assessment of the role of school principals in the performance audit system, based on teacher opinions. Usak Univ J Soc Sci 11(1):1–17

Mitchell RK, Agle BR, Wood DJ (1997) Toward a theory of stakeholder identification and salience: defining the principle of who and what really counts. Acad Manag Rev 22(4):853–886

New Zealand Ministry of Education (NZMoE) (2016) Effective school evaluation. How to do and use internal evaluation for improvement. https://www.ero.govt.nz/publications/effective-school-evaluation/

Northern Territory Government (NTG) (2019). https://education.nt.gov.au/__data/assets/pdf_file/0009/268830/Roles-and-Responsibilities.pdf

OECD review (2019) Developing a comprehensive monitoring and evaluation system. https://www.izm.gov.lv/images/aktualitates/OECD_MONITORINGS_PDF.pdf

Onen Z, Sincar M (2019) An analysis of teacher’s performance evaluation at private schools: Kahramanmars and Gaziantep sample. Educ Adm Theory Pract 25(1):169–190

Patil Y, Kalekar S (2014) CIPP model for school evaluation. Sch Res J Humanity Sci Eng Lang 2(10)

Patton QM (1987) How to use qualitative methods in evaluation. Newsbury Park, London, New Dehli: Sage Publications

Şahin Ş, Kılıç A (2018) School self evaluation model suggestion. Int J Instr 11(3):193–206. https://doi.org/10.12973/iji.2018.11314a

Sanders JR (2001) A vision of evaluation. Am J Eval 22(3):363–366

Scriven M (1994) Product evaluation: the state of the art. Eval Pract 15(1):45–62

South Africa Department of Education (DoE) (2002) The National Policy on whole school evaluation. Government Gazette, vol 433, no 22512

South African Department of Education (DoE) (2003) Quality assurance for school development. https://www.schooleducationgateway.eu/downloads/Governance/2018-wgs2-quality-assurance-school_en.pdf . (Acessed on the 30 August 2019)

Stronge JH, Tucker PD (1999) The politics of teacher evaluation: a case of new system design and implementation. J Pers Eval Educ 13(4):339–359

Stufflebeam DL (1966) A depth study of the evaluation requirement. Theory into Practice 5:126–133

Stufflebeam DL (1983) The CIPP Model for Program Evaluation. In: Evaluation Models. Evaluation in Education and Human Services, vol 6. Springer, Dordrecht

Stufflebeam DL (2001) Lessons in contracting for evaluations. American Journal of Evaluation 21:293–314

Stufflebeam DL (2003) Chapter 2. The CIPP model for evaluation. In: Stufflebeam DL, Kellaghan T (eds) The international handbook of educational evaluation. Kluwer Academic Publishers, Boston

Tamani S, Talbi M, Radid M (2015) Evaluation of the trainings in higher education: case of the Faculty of Science. Procedia-social and behavioural. Sciences 191:1038–1042

Ulewicz R (2017) The role of stakeholders in quality assurance in higher education. Hum Resour Manag Ergon 11:93–107

United Nations (UN) (2019) Sustainable development goals. https://sustainabledevelopment.un.org/?menu=1300

United Nations Educational, Scientific and Cultural Organization (UNESCO) (2019) EFA global monitoring report. Chapter 1: Understanding education quality. http://www.unesco.org/education/gmr_download/chapter1.pdf

Download references

Author information

Authors and affiliations.

College of Education, Department of ABET and Youth Development, University of South Africa, Pretoria, South Africa

Sikhulile Bonginkosi Msezane

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Sikhulile Bonginkosi Msezane .

Editor information

Editors and affiliations.

European School of Sustainability Science and Research, Hamburg University of Applied Sciences, Hamburg, Germany

Walter Leal Filho

Center for Neuroscience and Cell Biology, Institute for Interdisciplinary Research, University of Coimbra, Coimbra, Portugal

Anabela Marisa Azul

Faculty of Engineering and Architecture, Passo Fundo University, Passo Fundo, Brazil

Luciana Brandli

Istinye University, Istanbul, Turkey

Pinar Gökçin Özuyar

University of Chester, Chester, UK

Section Editor information

Manchester Metropolitan University, Manchester, UK

Valeria Ruiz Vargas

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this entry

Cite this entry.

Msezane, S.B. (2020). School Evaluation: Approaches, Frameworks, and Indicators. In: Leal Filho, W., Azul, A.M., Brandli, L., Özuyar, P.G., Wall, T. (eds) Quality Education. Encyclopedia of the UN Sustainable Development Goals. Springer, Cham. https://doi.org/10.1007/978-3-319-95870-5_8

Download citation

DOI : https://doi.org/10.1007/978-3-319-95870-5_8

Published : 04 April 2020

Publisher Name : Springer, Cham

Print ISBN : 978-3-319-95869-9

Online ISBN : 978-3-319-95870-5

eBook Packages : Earth and Environmental Science Reference Module Physical and Materials Science Reference Module Earth and Environmental Sciences

Share this entry

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

The functions of educational evaluation

R&E-SOURCE

The importance of the motivational function of evaluation lies in the fact that it has the potential to move students forward, help them to achieve success and positive appreciation. If during the education process students are motivated mainly by means of assessment, it may happen that evaluation becomes the aim rather than a tool for achieving the aim. The function of feedback in evaluation lies in the teacher’s providing feedback to students on their performance, learning activities and the efforts made to perform the task. However, the evaluation also fulfils an informative function, particularly in terms of providing study results to students and their parents. In this paper, I introduce what is actually evaluated in education in terms of student performance or if their learning activities depend not only on the teacher’s personal conception of the teaching itself but also on some general concepts of education. The concept of evaluation gives a comprehensive view of the issue f...

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

SAY GOODBYE TO JAMB,GAIN DIRECT ENTRY ÀDMISSION INTO 200LEVEL TO STUDY YOUR DESIRED COURSE IN ANY UNIVERSITY OF YOUR CHOICE.LOW FEES. REGISTRATION IS IN PROGRESS . CALL / WHATSAPP 09059908384.

Download F ree JAMB Approved UTME CBT Practice App (2024) - USE OFFLINE

Evaluation in Education: Meaning, Types, Importance, Principles & Characteristics

Let’s start with the definition of evaluation in this article before we delve into evaluation in Education, the meaning as well as types and its importance.

What exactly is evaluation?

Evaluation is a procedure that reviews a program critically. It is a process that involves careful gathering and evaluating of data on the actions, features, and consequences of a program. Its objective is to evaluate programs, improve program effectiveness, and influence programming decisions.

The efficacy of program interventions is assessed through educational evaluation. These often address the learning, such as reading; emotional, behavioral, and social development, such as anti-bullying initiatives; or wider subjects, such as whole-school system improvements such as inclusive education. Within the research community, debates have raged regarding methodology, specifically the use of qualitative approaches in evaluating program efficacy vs quantitative ones. There has also been significant political participation, with certain governments adopting stances on the sort of evidence necessary for assessment studies, with a focus on randomized controlled trials in particular (RCTs).

The initial goal of program assessment is to determine the effectiveness of the intervention. This can be done on a small basis, such as a school studying the implementation of a new reading scheme, but it can also be done on a big scale, at the district, school, state (local authority ), or national level. The availability of national or state data collections, such as those from the United Kingdom. The Government’s National Pupil Database and its student-level School Census provide opportunities for large-scale evaluations of educational interventions, such as curricular reforms or the differential development of types of kids (e.g., the relationship between identification of special educational needs and ethnicity). However, the importance of evaluating both the effectiveness of the program itself and its implementation is becoming increasingly recognized.

Other definitions of Evaluation by other authors;

“The technique of obtaining and assessing information changes in the conduct of all children as they advance through school,” Hanna says.

According to Muffat, “evaluation is a continual process that is concerned with more than the official academic accomplishment of students.” It is viewed in terms of the individual’s growth in terms of desired behavioral change in connection to his feelings, thoughts, and actions.”

Evaluation is a crucial issue in both the first and second years of B.Ed. Every B.Ed. student should comprehend the notion of evaluation and assessment.

Types of Evaluation in Education

• Formative Evaluation
• Summative Evaluation
• Prognostic Evaluation
• Diagnostic Evaluation
• Norm Referenced Evaluation
• Criterion Referenced Evaluation
• Quantitative Evaluation
• Formative evaluation

We would be explaining each of these types of evaluation in education.

1. Formative Evaluation

• This form of evaluation takes place during the instructional process. Its goal is to offer students and teachers with continual feedback.
• This aids in making modifications to the instruction process as needed. It considers smaller and autonomous curricular sections, and pupils are ultimately assessed through assessments.
• It is assessing the kids’ understanding and which part of their work needs more work. A teacher can assess their pupils while educating them on a class or a lesson or after the topic has been completed to see whether or not modifications in teaching approach are required.
• It is really beneficial to make modifications or timely corrections in pupils and teaching style.

2. Summative Evaluation

• Summative evaluation occurs at the end of the school year. It assesses the success of objectives and changes in a student’s general personality at the end of the session.
• Summative evaluations address a wide range of aspects of learning. It considers formative assessment ratings and student tests after course completion to provide final grades and comments to students.
• Summative evaluation is used to grade students.

3. Prognostic Evaluation

• Prognostic evaluations are used to estimate and anticipate a person’s future career.
• A prognostic evaluation adds a new dimension to the discoveries of an assessment with analysis of talents and potentials: the concerned person’s future growth, as well as the necessary circumstances, timeline, and constraints.

4. Diagnostic Evaluation

• As the phrase implies, diagnosis is the process of determining the root cause of a problem. During this examination, a teacher attempts to diagnose each student on many characteristics in order to determine the caliber of pupils.
• A diagnostic assessment is a type of pre-evaluation in which teachers assess students’ strengths, weaknesses, knowledge, and abilities prior to the start of the teaching learning process.
• It necessitates specifically designed diagnostic tests as well as several additional observational procedures.
• It is useful in developing the course and curriculum based on the learner’s ability.

5. Norm Referenced Evaluation

• This type of assessment is centered on evaluating students’ relative performance, either by comparing the outputs of individual learners within the group being evaluated or by juxtaposing their performance to that of others of comparable age, experience, and background.
• It influences the placement of pupils inside the group.

6. Criterion Referenced Evaluation

• Criterion Reference Evaluation explains a person’s performance in relation to a predetermined performance benchmark.
• It describes a student’s performance accuracy, or how well the individual performs in relation to a given standard.
• In other words, it’s like comparing a student’s performance to a predetermined benchmark.

7. Quantitative Evaluation

Quantitative assessments employ scientific instruments and measures. The outcomes can be tallied or measured.

Quantitative Evaluation Techniques or Tools;

• Performance evaluation

8. Formative Evaluation

• Qualitative observations, which are more subjective than qualitative evaluation, are described in science as any observation made utilizing the five senses.
• It entails value assessment.

9. Qualitative Evaluation Techniques or Tools

• Cumulative Records
• The school keeps such statistics to demonstrate pupils’ overall improvement.

10. Anecdotal evidence

These records preserve descriptions of noteworthy events or student efforts.

11. Observation

This is the most popular method of qualitative student assessment. This is the only method for assessing classroom interaction.

12. Checklist

Checklists specify precise criteria and allow instructors and students to collect data and make judgments about what pupils know and can perform in connection to the outcomes. They provide systematic methods for gathering data on certain behaviors, knowledge, and abilities.

Difference Between Evaluation and Assessment

Functions and importance of evaluation in education.

The primary goal of the teaching, learning process is to enable the student to obtain the desired learning outcomes. The learning objectives are established during this phase, and then the learning progress is reviewed on a regular basis using tests and other assessment tools.

The evaluation process’s role may be described as follows:

• Evaluation aids in the preparation of instructional objectives: The evaluation results may be used to fix the learning goals expected from the classroom discussion.
• What kind of information and comprehension should the learner gain?
• What skill should they demonstrate?
• What kind of interest and attitude should they cultivate?

Only when we determine the instructional objectives and communicate them clearly in terms of expected learning outcomes will this be achievable. Only a thorough evaluation method allows us to create a set of ideal instructional objectives.

• The evaluation method aids in analyzing the learner’s requirements: It is critical to understand the needs of the learners during the teaching-learning process. The instructor must be aware of the knowledge and abilities that the pupils must learn.

Evaluation aids in delivering feedback to students: An evaluation procedure assists the instructor in determining the students’ learning issues. It contributes to the improvement of many school procedures. It also assures proper follow-up service.

Evaluation aids in the preparation of program materials: A continuous succession of learning sequences is referred to as programmed instruction. First, a limited quantity of teaching content is offered, followed by a test to respond to the instructional material. The following feedback is given based on the accuracy of the response given. Thus, programmed learning is impossible without an adequate evaluation method.

Evaluation aids in curriculum development:

Curriculum creation is an essential component of the educational process. Data from evaluations allow for curriculum creation, determining the efficacy of new methods, and identifying areas that require change. The evaluation also aids in determining the effectiveness of an existing curriculum. Thus, assessment data aids in the development of new curriculum as well as the evaluation of existing curriculum.

• Evaluation aids in communicating the development of students to their parents: A structured evaluation approach gives an objective and complete view of each student’s development. This comprehensive nature of the assessment procedure enables the instructor to report to the parents on the pupil’s overall growth. This sort of objective information about the student serves as the foundation for the most successful collaboration between parents and instructors.

7. Evaluation data are quite valuable in advice and counseling: Educational, vocational, and personal guidance all require evaluation methods. To help students address difficulties in the educational, vocational, and personal domains, the counselor must have an objective understanding of the students’ talents, interests, attitudes, and other personal traits. An successful assessment system aids in the formation of a complete image of the student, which leads to appropriate guiding and counseling.

8 . Evaluation data aids in good school administration: Evaluation data assists administrators in determining the amount to which the school’s objectives are met, determining the strengths and weaknesses of the curriculum, and planning special school programs.

• Evaluation data are useful in school research: Research is required to improve the effectiveness of the school program. Data from evaluations aid in research fields such as comparative studies of different curricula, efficacy of different approaches, effectiveness of different organizational designs, and so on.

Principles of Evaluation

The following concepts guide evaluation:

• Continuity principle: Evaluation is a continual process that continues as long as the student is involved in education. Evaluation is an important part of the teaching-learning process. Whatever the student learns should be examined on a daily basis. Only then will the student have a greater mastery of the language.
• The comprehensiveness principle: states that we must evaluate all parts of the learner’s personality. It is concerned with the child’s whole development.
• The principle of Objectives: states that evaluation should always be based on educational objectives. It should aid in determining where there is a need for revamping and stopping the learner’s behavior.
• Child-Centeredness Principle: The child is at the center of the evaluation process. The child’s conduct is the focal point for evaluation. It assists a teacher in determining a child’s grasping ability and the effectiveness of teaching content.
• The principle of broadness: states that evaluation should be wide enough to encompass all areas of life.
• Principle of Application: The child may learn many things during the teaching and learning process. However, they may be ineffective in his daily life. If he can’t utilize it, it’s pointless to look for it. It can be determined by assessment. The evaluation determines if a student is better able to use his knowledge and understanding in various circumstances in order to thrive in life.

8 Evaluation characteristics in education

• Process what is ongoing: Evaluation is a never-ending process. It co-leads with the teaching-learning process.
• Comprehensive: Evaluation is comprehensive because it encompasses everything that can be reviewed.
• Child-Centered: Evaluation is a child-centered technique that emphasizes the learning process rather than the teaching process.
• Remedial: Although evaluation remarks on the outcome, it is not a remedy. The purpose of an evaluation is to correct problems.
• Cooperative Process: Evaluation is a collaborative process that involves students, instructors, parents, and peer groups.
• Teaching Approaches: The effectiveness of various teaching methods is assessed.
• Common Practice: Evaluation is a typical technique for the optimal mental and physical development of the kid.
• Multiple Aspects: It is concerned with pupils’ whole personalities.

In summary, Evidence of efficacy, often from random controlled trials, and the effectiveness of project planning is required for the evaluation of educational programs. Program evaluations must prove that the program can perform under ideal controlled situations and that it will work when carried out on a broad scale in community settings to order to give valuable data to support policy. To address these many dimensions of effectiveness, evaluation benefits from a combined approaches strategic plan.

Share this:

Your Article Library

Evaluation in education: meaning, principles and functions.

ADVERTISEMENTS:

After reading this article you will learn about:- 1. Meaning of Evaluation 2. Principles of Evaluation 3. Functions.

Meaning of Evaluation:

Evaluation is a broader term than the Measurement. It is more comprehensive than mere in­clusive than the term Measurement. It goes ahead of measurement which simply indicates the numerical value. It gives the value judgement to the numerical value. It includes both tangible and intangible qualities.

Different educationist has defined evaluation as following:

James M. Bradfield:

Evaluation is the assignment of sym­bols to phenomenon, in order to characterize the worth or value of a phenomenon, usually with reference to some cultural or scientific standards.

Thorndike and Hegan:

The term evaluation is closely re­lated to measurement. It is in some respect, inclusive in­cluding informal and intuitive judgement of pupil’s progress. Evaluation is describing something in term of selected attributes and judging the degree of acceptability or suitability of that which has been described.

Norman E. Gronlund and Robert L. Linn:

Evaluation is a systematic process of collecting, analysing and interpreting in­formation to determine the extent to which pupil’s are achievement instructional objectives.

The process of ascertaining or judging the value or amount of something by use of a standard of standard of appraisal includes judgement in terms of internal evidence and external criteria. From the above definitions it can b said that evaluations a much more comprehensive and inclusive term than the meas­urement and test. A test is a set of question measurement is assigning numbers to the results of test according to some specific rules on the other hand evaluation adds value judgement.

For example when we say Rohan secured 45 numbers in Arith­metic. It just indicates ‘how much’ Rohan has successfully answered. It does not include any qualitative description i.e. ‘how good’ he is in Arithmetic. Evaluation on the other hand includes both quantitative description (measurement) and qualitative description (Non measurement) along with value judgements. This relationship between measurement, non measurement and evaluation can be illustrated with the help of following diagram (1.1).

Principles of Evaluation:

Evaluation is a sys­tematic process of determining to what extent instructional ob­jectives has been achieved. Therefore evaluation process must be carried out with effective techniques.

The following principles will help to make the evaluation process an effective one:

1. It must be clearly stated what is to be evaluated:

A teacher must be clear about the purpose of evaluation. He must formulate the instructional objectives and define them clearly in terms of student’s observable behaviour. Before selecting the achievement measures the intended learning out comes must be specified clearly.

2. A variety of evaluation techniques should be used for a comprehensive evaluation:

It is not possible to evaluate all the aspect of achievement with the help of a single technique. For the better evaluation the techniques like objective tests, essay tests, observational techniques etc. should be used. So that a complete’ picture of the pupil achievement and development can be assessed.

3. An evaluator should know the limitations of dif­ferent evaluation techniques:

Evaluation can be done with the help of simple observation or highly developed standardized tests. But whatever the instrument or technique may be it has its own limitation. There may be measurement errors. Sampling error is a common factor in educational and psychological meas­urements. An achievement test may not include the whole course content. Error in measurement can also be found due to students guessing on objective tests. Error is also found due to incorrect interpretation of test scores.

4. The technique of evaluation must be appropriate for the characteristics or performance to be measured:

Every evaluation technique is appropriate for some uses and inap­propriate for another. Therefore while selecting an evaluation technique one must be well aware of the strength and limitations of the techniques.

5. Evaluation is a means to an end but not an end in itself:

The evaluation technique is used to take decisions about the learner. It is not merely gathering data about the learner. Because blind collection of data is wastage of both time and effort. But the evaluation is meant for some useful purpose.

Functions of Evaluation:

The main aim of teaching learning process is to enable the pupil to achieve intended learning outcomes. In this process the learning objectives are fixed then after the instruction learning progress is periodically evaluated by tests and other evaluation devices.

The function of evaluation process can be summarized as following:

1. Evaluation helps in preparing instructional objec­tives:

Learning outcomes expected from class-room discussion can be fixed by using evaluation results.

What type of knowledge and understanding the student should develop?

What skill they should display?

What interest and attitude they should develop?

Can only be possible when we shall identify the instructional objectives and state them clearly in terms of intended learning outcomes. Only a good evaluation process helps us to fix up a set of perfect instructional objectives.

2. Evaluation process helps in assessing the learner’s needs:

In the teaching learning process it is very much necessary to know the needs of the learners. The instructor must know the knowledge and skills to be mastered by the students. Evaluation helps to know whether the students possess required knowledge and skills to proceed with the instruction.

3. Evaluation help in providing feed back to the stu­dents:

An evaluation process helps the teacher to know the learn­ing difficulties of the students. It helps to bring about an im­provement in different school practices. It also ensures an ap­propriate follow-up service.

4. Evaluation helps in preparing programmed materials:

Programmed instruction is a continuous series of learning sequences. First the instructional material is presented in a limited amount then a test is given to response the instructional material. Next feedback is provided on the basis of correctness of response made. So that without an effective evaluation process the programmed learning is not possible.

5. Evaluation helps in curriculum development:

Cur­riculum development is an important aspect of the instructional process. Evaluation data enable the curriculum development, to determine the effectiveness of new procedures, identify areas where revision is needed. Evaluation also helps to determine the degree to what extent an existing curriculum is effective. Thus evaluation data are helpful in constructing the new curriculum and evaluating the existing curriculum.

6. Evaluation helps in reporting pupil’s progress to parents:

A systematic evaluation procedure provides an objective and comprehensive picture of each pupil’s progress. This com­prehensive nature of the evaluation process helps the teacher to report on the total development of the pupil to the parents. This type of objective information about the pupil provides the foun­dation for the most effective co-operation between the parents and teachers.

7. Evaluation data are very much useful in guidance and counselling:

Evaluation procedures are very much neces­sary for educational, vocational and personal guidance. In order to assist the pupils to solve their problems in the educational, vocational and personal fields the counsellor must have an objec­tive knowledge of the pupils abilities, interests, attitudes and other personal characteristics. An effective evaluation procedure helps in getting a comprehensive picture of the pupil which leads to effective guidance and of counselling.

8. Evaluation helps in effective school administration:

Evaluation data helps the administrators to judge the extent to which the objectives of the school are being achieved, to find out strengths and weaknesses of the curriculum and arranging special school programmes. It also helps in decisions concerning admis­sion, grouping and promotion of the students.

9. Evaluation data are helpful in school research:

In order to make the school programme more effective, researches are necessary. Evaluation data help in research areas like comparative study of different curricula, effectiveness of different methods, effectiveness of different organisational plans, etc.

Related Articles:

• Difference between Formative and Summative Evaluation
• Comparison between Measurement and Evaluation | Statistics

Education , Evaluation , Evaluation in Education

Comments are closed.