banaag evaluation project 2

8/10/2019 Banaag Evaluation Project 2

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INTRODUCTION

Education aims at an all round development of a student and not merely

imparting knowledge to him. It is therefore necessary that teachers and

educators should be equipped with subject matter (content) and dynamic

methods of teaching but also with objectives and appropriate testing devices

which will assess student’s ability. Evaluation is an effective part of teaching

and learning. Evaluation in education is the process of judging the

effectiveness of educational eperience through careful appraisal. It involves

a continuous process of collecting! recording! assembling and interpreting

information

"he modern concept of educational evaluation #

$uts the child! and not the subject matter in the center

%ater to the child’s psychological needs and interests! aptitudes! etc.

$ut more stress on learning than on teaching.

MODERN EVALUATION VERSUS OLDER FORMS OF

EVALUATION

&odern evaluation differs from older form of appraisal in several ways'

. &odern evaluation attempts to measure a comprehensive range of

objective of the modern school curriculum rather than subject

matter achievement only.

. &odern evaluation employs a variety of techniques! methods and

procedures of appraisal such as essay type tests! self report

techniques! performance tests etc

WHY EVALUATION*

"he importance of evaluation can be stated as follows'

. Evaluation is essential for sound educational decision making.

. "apayers (parents) are eager to know what the results of

education are.

+. Educators! administrators! teachers! students and parents all

work hard for the attainment of educational goals and it is only

natural that they should want to ascertain the etent to whichthese goals have been reali,ed.

-. Education is truly a giant and an important enterprise. "herefore

it is crucial that we evaluate its process and products. or an

adequate teaching learning situation! evaluation techniques are

essential.

/. 0 good program of evaluation clarifies the aims of education.



1. It helps in the improvement of curriculum.

2. Evaluation attempts at relating the subject

matter(content)!classroom instruction(teaching learning

process) and testing procedures to educational objectives.

3. Evaluation helps administrators! teachers and students.

WHAT IS TO BE EVALUATED ?

4e evaluate the characteristics of students eample their

scholastic potential! honesty! ability to teach and so forth. "his is not to be

confused with evaluating the worth of a student. In the classroom situation!

not only the content but also the achievement of the objectives and

learning activities are to be evaluated. %ontent achievement and mastery

over learning activities will be tested indirectly when the objectives are

evaluated.

MEANING AND DEFINITION

"he term evaluation is derived from the word “valoir ” which means to be

worth. "hus !evaluation is the process of judging or worth of an individual’s

achievements or characteristics. In broad sense ! educational evaluation is

concerned with value or worth of the goals attained by the education

system.

5alph "yler defines evaluation as 6the process of determining to what etent

educational objectives are being reali,ed7

rom an educational point of view! the definition of evaluation may be

given in the following'

Evaluation is any systematic! continuous process of determining the

following'

"he e!e"! to which specified educational objectives !previously

identified and defined are attained.

"he e##e$!ive"e%% of the learning eperiences provided in the classroom

Ho& &ell !'e (oal% of education have been accomplished.

NATURE OF EVALUATION

"he evaluation is a two part process '

T'e #ir%! )ar! of evaluation is the determination of what is of value or in

simple terms! the identification of the objectives or goals towards which the



education process is aimed.

T'e %e$o"* )ar! of evaluation is the judgments of whether these goals are

being achieved or the etent to which they are being achieved .8o

evaluation is a systematic process of determining the etent to which

instructional objectives are achieved.

+UR+OSES OF EVALUATION

"he overall purpose of the evaluation will be to provide information to

enable each student to develop according to his potential within the

framework of educational objectives. "hus overall purposes of evaluation

are as follows'

. "o appraise the status of and changes in student’s behavior.

. "o make provision for guiding the growth of the individual student

+. "o diagnose the individual students educational strengths and weakness

-. "o assess the student’s progress from time to time and disclosesstudent’s needs and possibilities.

/. "o provide basis for modification of curriculum and courses.

1. "o locate the areas where remedial measures are needed.

2. &otivate the students towards better attainment and growth.

3. "est the efficiency of teachers in providing learning eperiences and the

effectiveness of instruction and classroom activities.

9. 0ppraise the teacher and supervisor competence.

:.8erves as method of self improvement ! improving school learning

relations and as guiding principles for the selection of supervisory

techniques.

+RINCI+LES OF EVALUATION

. Determining and clarifying what is to be evaluated has priority in the

evaluation process : ;o evaluation device should be selected or

developed until the purpose of evaluation have been carefully defined.

. Evaluation techniques should be selected according to the purposes to

be served ' 4hen the particular aspect of pupil performance to be

evaluated has been precisely defined! the evaluation technique that ismost appropriate for evaluating that performance should be selected.

Evaluation techniques are chosen on the basis of how accurately they

measure ! how objective the results are or how convenient they are to use.

0ll these criteria are important but secondary to the main criterion <

appropriateness or effectiveness of the evaluation technique.

+. Comprehensive evaluation requires a variety of evaluation techniques '



no single evaluation technique is adequate for appraising pupil progress

toward all of the important outcomes of instruction. "o obtain a

complete picture of pupil achievement ! we typically need to combine

the results from a variety of techniques.

-. Proper use of evaluation techniques requires an awareness of both

their limitations and strengths ' even the best educational measuring

instruments fall far short of precision. irst there is sampling error.

=ecause we can measure only a small sample of an individual’s

response at one time. 0 second source of error is found in evaluation

instrument itself or in the process of using the instrument.

/. Evaluation is a means to an end, not an end in itself ' the use of

evaluation techniques implies that some useful purpose will be served

and that the user is clearly aware f it. &ost of the misuses of tests and

other evaluation techniques can be avoided by viewing evaluation as a

process of obtaining information on which to base educational decisions.

CHARACTERISTICS OF EVALUATION

1. Evaluation is a continuous process ' it forms an integral part of the total

system of education and is intimately related to the objectives! contents

and learning activities.

. Evaluation includes academic and non academic ' evaluation in its

broader sense includes eamination of academic and non academic

aspects of education. In eamination and measurements the focus is on

the academic subjects only whereas evaluation includes all the changes

that takes place is the development of balanced personality and

measures the head !hand and heart of an individual.

!. Evaluation is a procedure for improving the products ' evaluation is a

process of making judgment that are to be used as a basis of planning .It

is a procedure for improving the products ! the process and even the goals

themselves.

". Evaluation discovers the needs of an individual and designing learning

e#periences that will solve these needs ' the purpose of any program of evaluation is to discovers the needs of an individual being evaluated and

designing learning eperiences that will solve these needs .

$. Evaluation in terms of purposes : Evaluation is process by which the

values of an enterprise are ascertained and it should be conceived

primarily in terms of educational purposes which the program of

supervision is intended to serve.



%. &here is a correlation between the individual system and the system of

evaluation ' in the light of objectives of the system of education ! a

comprehensive program of evaluation world include the academic

subjects ! of the skills! of the physical development or of moral or social

development.

'. Evaluation is a comple# process ' evaluation tends to become a

comple process. It needs scientific tools and techniques. It needs the

corporate efforts of teachers! students! parents and the administrative

staff of the school or college.

COM+ONENTS OF EVALUATION

. 8pecifying learning outcomes

. %ollection of evidence about students growth through reliable data

gathering devices.+. 0nalysis and interpretation of performance or students growth

-. >iagnostic appraisal ! that is indicating the level of performance rather

than the judgment in the performance.

/. 5edefining and readjusting the instructional objectives on the basis of

feedback.

FUNCTIONS OF EVALUATION

0ccording to ?.8oman ! functions of evaluation can be divided into two

major categories '

Functions associated with the instructional process

Functions associated with the education system as a whole.

Functions associated with the instructional process

. &easurement function ' accurate and reliable measures of a variety of

attributes associated with the physical and psychological development

of the learner act as a basis for evaluation.

. >iagnostic function ' the results obtained through evaluation helps indetermining the causes of persistent learning difficulties related to

intellectual ! physical ! emotional and environmental reasons.

+. @uidance and remediation ' once the cases of learning difficulties are

diagnosed! the teacher can help the students by adopting appropriate

remedial measures.

-. &otivating functions' the knowledge that one is going to be evaluated



creates a feeling of mild aniety . "his in turn act as a motivating force

that promotes systematic learning .It is harmful only when aniety

grows to undesirable levels.

/. 0ssessment of the final output ' Evaluation will ultimately have to

assess the final performance of the learner also! the value judgment

being made in terms of the quantity and quality of the total

attainment with respect to a specific curricular area.

1. %lassification and placement ' or many purposes ! students of a

particular group will have to be classified on the basis of their level

of attainment and other abilities. 0t other times ! it has to be

determined whether a particular student can promote to a further

stage! based on reali,ation of the epected level.

2. $rognosis ! prediction and selection ' "his aims at determining the

prerequisites possessed by a student which are essential to succeed in

a course of study that he is intended to take up. "his predictivefunction of evaluation helps in conducting educational and vocational

guidance in a more scientific manner.

Functions related to total education system

Educational evaluation covers program evaluation ! institutional evaluation

! evaluation of the performance of the personnel concerned! etc in

addition to the evaluation of pupil performance. Educational evaluation

has to take up functions for the betterment of this system as a whole.

. Improvement of inputs and process of education ' "he inputs of an

education system include items like curriculum! tetbooks! societal

support !environmental conditions etc. 0ll these are to be utili,ed for

the development of the raw material < the learner. If the anticipated

output that is student development has to be achieved to the

maimum level possible! the inputs should be pooled and processed

systematically. "his could be done only on the basis of input analysis

and process analysis to be followed by their proper evaluation on the

basis of the objectives formulated as well as the feedback obtained

from the final evaluation of pupil performance.. &aimi,ation of the output ( that is student development) ' =y

improving inputs and process by setting high but realistic targets and

by ensuring progress through diagnosis! remediation and

reinforcement ! educational evaluation contributes to student

development.



TY+ES OF EVALUATION

(ased on the frequency of conducting ,evaluation can be classified into:

a. formative evaluation

b. summative evaluation

(ased on the nature of measurement, evaluation can be classified into:

a. &aimum performance evaluation

b. "ypical performance evaluation

(ased on the method of interpreting results, evaluation can be classified

into:

a. criterion referenced evaluation

b. norm referenced evaluation

A5&0"IBE EB0CD0"IA;

ormative evaluation is used to monitor learning progress during

instruction and to provide continuous feedback to both pupil and teacher

regarding learning success and failures. eedback to pupil reinforces

successful learning and identifies the learning errors that errors. eedback

to the teacher provides information for modifying instruction and

prescribing group and individual remedial work. ormative evaluation

depends heavily on specially prepared tests for each segment of

instruction like unit or chapter. "ests used for formative evaluation are

most frequently prepared by the teacher . It is directed toward improving

learning and instruction ! the results are typically not used for assigning

course grades.

8D&&0"IBE EB0CD0"IA;

8ummative evaluation typically comes at the end of a course or unit of

instruction. It is designed to determine the etent to which the

instructional objectives have been achieved and is used primarily for

assigning course or certifying pupil mastery of the intended leaning

outcomes. 0lthough the main purpose of summative evaluation is gradingor certification of pupil achievement ! it also provides information for

judging the appropriateness of the course objectives and effectiveness of

the instruction.

&0I&D& $E5A5&0;%E EB0CD0"IA;

It determines what individuals can do when performing at their best.



Evaluation of this type is concerned with determining a person’s abilities

and how well an individual performs when motivated to obtain as high

a score as possible .

"F$I%0C $E5A5&0;%E EB0CD0"IA;

It determines what individuals what individual will do under natural

conditions !that is their typical behavior. It will indicate what individuals

will do rather than what they can do.

%5I"E5IA; 5EE5E;%E> EB0CD0"IA;

"his describes pupil performance according to a specified domain of

clearly defined learning tasks. or eample formulates the nursing

diagnosis of patients with typhoid fever. "hus criterion referenced

evaluation directly describe the specific performance that was

demonstrated. It enables us to describe what an individual can do!without reference to others performance.

;A5& 5EE5E;%E> EB0CD0"IA;

"his describes pupil performance according to relative position in some

known group .or eample ranks tenth in a classroom group of +:. ;orm

referenced interpretations enable us to determine how an individual

performance compares with that of others .0 norm referenced test is a test

designed to provide a measure of performance that is interpretable in terms

of an individual’s relative standing in some known group.

STE+S OF EVALUATION

Evaluation is a process that involves the following systematic series of

actions '

. Identifying the purpose of the evaluation

. Identifying a time frame

+. >etermining when to evaluate

-. 8electing the evaluator

/. %hoosing an evaluation designG framework of model.1. 8electing an evaluation instrument

2. %ollecting data

3. Interpreting data

9. 5eporting the findings

:.Dsing the findings

.%onsidering the costs evaluation



Identifying the purpose of the evaluation

5egardless of the scope of the evaluation! the purpose or reason for

conducting an evaluation should be clear to all involved. "he purpose of

evaluation includes the following '

"o facilitate learning < or change behavior of an employee or student.

"o diagnose problems < to find learning deficits! ineffective teaching

practices! curriculum deficits.

"o make decisions < to assign grades! to determine merit raises! to offer

promotion or tenure.

"o improve products< to revise a tetbook! to add content to an

independent study module.

"o judge effectiveness < to determine whether goals or standards are

being met.

Identifying a time frame

"he net step in the evaluation should occur. "ime frames for evaluation

can be described as formative or summative .

For,a!ive eval-a!io" ' it refers to evaluation taking place during the

program or learning activities. ormative evaluation is conducted while the

event to be evaluated is occurring and focuses on identifying progress

towards purposes! objectives! or outcomes to improve the activities! course! curriculum or teaching and student. It emphasi,es the parts instead of the

entirety.

S-,,a!ive eval-a!io" . It refers to data collected at the end of activity!

instruction ! course or program. "he focus is on the whole event and

emphasi,es what is or what was and the etent to which objects and

outcomes were met for the purposes of accountability! resource collection!

assignment of grades or merit pay or promotion( faculty) and certification.

It is therefore is most usefully at the end of a learning module or course.

Determining when to evaluate :

"he evaluator must also weigh each evaluation event and determine when

evaluation is most appropriate. In determining when to evaluate! the

evaluator must also consider the frequency of evaluation is necessary in

many situations. requent evaluations are important when the learning



process is potential problem if the risk of failure is high.

Selecting the evaluator :

0n important element in evaluation process is the evaluator. 8election of

an evaluator involves deciding who should be involved in the evaluation

process and whether the evaluator should be chosen from the 6

inside7(internal evaluator) or from the 6outside7 (eternal evaluator).=oth

have merits.

Internal evaluators are those directly involved with the learning course

or program to be evaluated such as the students! faculty or nursing staff.

Eternal evaluators are those directly involved in the events being

evaluated. "hey are often employed as consultants. 8tate! regional and

national accrediting bodies are other eamples of eternal evaluators.

Choosing an evaluation design/ framework of model :"his step of the evaluation process involves selecting or developing an

evaluation model. 0n evaluation model represents the ways the variables!

items or events to be evaluated are arranged! observed or manipulated to

answer to the evaluation question.

Selecting an evaluation instrument

0fter a model has been selected and the variables to be evaluated and

their relationship to each other have been identified ! the evaluator then

selects evaluation instruments that can be used most easily to obtain thenecessary data.

T/)e% o# i"%!r-,e"!% o# eval-a!io" '

Huestionnaire ' a questionnaire is a method in which a person answers

questions in writing on a form. "he questionnaire is usually self

administered.

Interview' 0n interview involves direct with individuals participating in

the evaluation.

5ating scale ' 0 rating scale is used to measure an abstract concept on a

descriptive continuum.

%heck list ' 0 check list is two dimensional in that the epected

behavior or competence is listed on one side and the degree to which

this behavior meets the level of epectation is listed on the other side.

0ttitude scale ' 0n attitude scale measures how the participant( usually

a student ) feels about a subject at the moment when he or she answers

the questions.



8elf report! journal! diary ' "hese are student’s written narrative of his

or her reflections! thoughts !fear etc.

0necdotal reports 'anecdotal notes are the instructors notations or

comments on student performance or behavior during clinical

eperience.Sele$!io" a"* *evelo),e"! o# eval-a!io" i"%!r-,e"!%

"he instruments should have the following characteristics '

. 0ppropriate for what is being evaluated.

. 0ppropriate for the domain being evaluated.

+. %omprehensive ' inclusive of all variable in the evaluation model

-. Easy to use ' understandable to the evaluator and user.

/. %ost effective

1. "ime efficient

2. Balid and reliable

Collecting data

"he net step of the evaluation process is use of the evaluation instrument

to gather data. 0lthough the instrument will determine to some etent what

data are collected and how! several other factors should be considered at

this time. "hese include the data collector! the data sources! amount of

data !timing of data collection and formal versus informal data collection.

>ata source ' =efore evaluation the evaluator must identify sources from

which the data will be collected. 0t this time in the evaluation process! itis important to determined whether it is possible to have access to records

! particularly if permission must be obtained from the participants.

0mount of data ' "he amount of data to be collected must also be

determined and specified. 0ll data may be collected! or a sample may be

sufficient but a decision must be made. or eample! in clinical evaluation

or classroom testing it is impossible to collect data about each instance of

clinical performance or knowledge gained from the classroom. In the

instance a sampling procedure is used and guided by the clinical

evaluation protocol or the blueprint or plan for the classroom test.

"iming of data collection ' 4hen gathering data from students it is

important to allow adequate time and to gather data when students are

able to give an unbiased responses.

ormal versus informal data collection ' >ecisions about use of formal



and informal data must also be made. >ata can be obtained in a formal

manner such as by using a structured evaluation tool. >ata can also be

collected with informal methods such as in form of spontaneous

comments made by students.

I"!er)re!i"( Da!a

"his step of the evaluation process involves translating data to answer the

evaluation questions established at the beginning of the evaluation process.

"his involves putting the in usable form! organi,ing data for analysis and

interpreting the data against reestablished criteria. 4hen data are

interpreted! the contet !frame of reference! objectivity and legal and

ethical issues must be considered.

Re)or!i"( !'e #i"*i"(%

In this step of the evaluation process! the results of evaluation are

communicated to appropriate persons. actors to consider when findingsare reported include when! how and to whom the findings will be

provided. "he evaluator must know to whom the data should be reported.

"ypically! both the person and group being evaluated and those requesting

evaluation receive evaluation reports. %onfidentiality of the report must

be maintained. "he timing of the report is also crucial. "here tends to be

readiness to know the results of evaluation and if the report of results is

delayed ! the recipients may lose interest.

U%i"( !'e #i"*i"(=arret =arick states that the use of evaluation findings requires purposeful!

strategic planning. Evaluation results can be used in a variety of ways.

%ommon uses in nursing are to assign grades.

Co"%i*eri"( !'e $o%!% eval-a!io"

Evaluation can be costly throughout the entire process and therefore the

evaluator and audience must be assured that the cost will match the

benefits. 0nswers to the following cost related questions need to be

determined at the outset'

4hat are associated with evaluation * ow much time will the evaluator spend in developing tools!

administering tools! interpreting data and reporting results.

4ill undue time be spent on the part of those being evaluated in filling

our evaluation tools *

)ill the curriculum require massive revision*



FORMATIVE EVALUATION"he term Jformative evaluation’ denotes the ongoing assessment of

learners’ achievement while the term! course or instructional program is

in progress.In teaching and instruction the whole content is presented in parts! in

small units. ence the learner should be given test at the end of each unit

so that learner’s strengths and weaknesses can be diagnosed. >iagnosis

can be followed by remedial teaching. "hen the formative test is given. In

formative test the difficulties of learners learning are important.

ormative evaluation is the assessment made during the instructional

phase to let the teacher know about learner’s progress in learning and

what more is to be done.

ormative evaluation is conducted to monitor the instructional process! to

determine whether learning is taking place as plannedK.5C Ebel and >0

risbac 931

ormative evaluation is concerned with the judgment made during the

design or development of a program which are directed towards

modifying ! forming or otherwise improving he programs before it is

completedKK.0L ;itke!93+

+UR+OSES OF FORMATIVE EVALUATION

8ome of the purposes served by formative evaluation are as under '

. eedback to the students! not the assignment of a grade! should be the

purpose of making a formative evaluation of affective objectives.

. "he gathering of data during the time of program( curriculum

evaluation! preparing unit plan! writing items etc) is being developed for

the purpose of guiding the developmental process in formative

evaluation

+. ormative evaluation is designed to provide the teacher with continuous

and immediate feedback so that he can modify instruction! govern his

instructional strategy and prescribe group and individual remedial

work.

-. ormative evaluation is designed to provide the learner with continuous

and immediate feedback so that he can get reinforcement in successful



learning and can identify the learning errors that need correction

CHARACTERISTICS OF FORMATIVE EVALUATION

"he following are the major characteristics of formative evaluation '

. It relatively focuses on molecular analysis of instructional material

for mapping the hierarchical structure of the learning tasks and actual

teaching for a certain period.

. It is cause seeking. It seeks to identify influential variable.

+. Its design is eploratory and quite fleible.

-. It monitors teaching learning strategies during instruction.

ADVANTAGES OF FORMATIVE EVALUATION

. ormative evaluation is concerned with judgments made during the

design and development of an instruction program. "hese judgmentshelp in forming! modifying and improving the program before it is

completed.

. In formative evaluation! teachers test more frequently and that helps in

determining whether learning has taken place as planned.

+. 0 person who is continually evaluating his program will find many

things that can be changed for the better during the operation of the

program

-. ormative evaluation ( informing and feed backing learners of their

progress during the instruction) is most helpful for the immediate

decision making that learners face.

/. It makes teaching more effective. 0s a result! it helps current learners

to learn more effectively.

1. In formative evaluation! more emphasis is on the achievement rather

than objectives.

2. It also provides ample opportunities to learners to have mastery in

content.

SUMMATIVE EVALUATIONJ4e do not care how hard the student tried! we do not care how close he

gotKK.until he can perform he must not be certified as being able to

perform’ < 5 &ager

"he term Jsummative evaluation’ refers to assigning a grade for learners

achievement at the end of term! semester! course or instructional program.

&aking overall assessment or decision with the program is a summative



evaluation. 8ummative test is given to the learner after he has passed

successfully all the formative tests.

68ummative evaluation describes judgments about the merits of an already

completed procedure! program or product7< 0L ;itco 93+

68ummative evaluation typically comes at the end of a course of

instruction. It is designed to determine the etent to which the instructional

objectives have been achieved and is used primarily to assign grade or

certifying pupil mastery of intended outcome.7< ;E @ronlund 93/

68ummative evaluation is done at the conclusion of instruction and

measures the etent to which students have attained the desired outcomes7

4 4eersma and 8@ @urs 99:

+UR+OSES OF SUMMATIVE EVALUATION

8ummative evaluation serves the following purposes '

. $upils cannot easily combine all the daily feedback provided and

obtain an overall picture of how they are doing. "he summative

evaluation can provide such overall picture.

. rom the summative test! the general level of the learner is judged. An

the basis of learners’ performance! the effectiveness of teaching and

instruction is evaluated.

+. 8ummative evaluation serves the purpose of assigning grades or

certifying learner’s mastery of the intended learning outcomes.

ELEMENTS OF SUMMATIVE EVALUATION

. "here should be some instructional program before summative

evaluation

. "he instructional program should be for attainment of some objectives

+. 8ummative evaluation is done at the end or completion of a particular

instructional program whose duration may vary from a semester to

whole year or prescribed duration.

-. 8ummative evaluation should check whether there has been learningor not. If the answer is yes then what is the quality and quantity of

learning in relation to predetermined objectives.

/. 8ummative learning provides the feedback to the classroom teacher for

the success or failure of the program and of the students

CHIEF CHARACTERSTICS OF SUMMATIVE EVALUATION



ollowing are the chief characteristics of summative evaluation'

. It is concerned with (a) broad range of issues (b) judgment about the

merits of an already completed program! procedure or product

. It comes at the end of a course or unit of instruction. Its duration may

vary from a semester to whole year.

+. It is the terminal assessment of the learner’s performance at the end of

instruction

-. 8ummative evaluation provides (a) the etent to which the objectives

have been achieved (b) whether learning is sufficiently complete so

that the learner may qualify himself for the net unit of instruction

/. 8ummative evaluation provides (a) descriptive analysis (b) evidence

that the program is satisfactory and a new program for the learner is

neededM feedback to the classroom teacher for the success or failure of

the program of instruction.

1. It measures the etent to which the learner has attained the desiredoutcomes.

2. It is almost unobstructive and non reactive

ADVANTAGES OF SUMMATIVE EVALUATION

"he advantages of summative evaluation are mentioned below'

. It provides reinforcement to teachers and instruction.

. It helps in planning and organi,ing of further teaching

+. It judges to what etent objectives are reali,ed on the basis of learners

performance.



FORMATIVE VS0 SUMMATIVE EVALUATION

A5&0"IBE EB0CD0"IA; 8D&&0"IBE EB0CD0"IA;

It is conducted during the

development or improvement of a

program or product.

It is conducted after the completion

of a program or a course of study.

"he purpose is to monitor progress

of the students by getting feedback

"he purpose is to check final status

of students

"here will be a very thorough

sampling of a limited content area.

"here will be a more restricted

sampling across a large content area.

It forces and reinforces learning

mastery by providing data that can

direct remedial teaching.

It is the final test of learner’s

achievement covering large blocks of

content.

It uses the methods of daily

assignments and observations.

It uses the methods of achievement

tests and projects.

It is organi,ed for the benefit ofinternal audience or decision makers.

It is organi,ed for the benefit ofeternal audience

It takes the form of dialogue

between teacher and a learner.

It tests the learning outcomes against

a set of objective criteria

It is tested more frequently like

daily

It is tested less frequently like

weekly or quarterly

It regularly uses profiles and

records of achievement

It limits their use.

8coring is based on criterion

referenced approach

8coring is based on norm referenced

approach

It reports scores on each task in

hierarchy.

It reports the attainment in terms of

total scores or average grades

=oth intend to eamine the worth of a particular entity. Anly timing ! the



audience requesting it and the way its results are used can indicate

whether it is formative or summative evaluation.

EVALUATION HEL+S STUDENTS

Evaluation helps the students in following ways '

. Communicating the teachers ob+ectives : 4hen the teachers objectives

are communicated ! they become asset of the students and this serves to

increase their motivation. 8imilarly if the objectives are clearly known

what the teacher epects from them and they will help! directly or

indirectly ! the teacher in reali,ing the objectives.

. ncreasing motivation : ?nowing that one’s performance is to be

evaluated increases motivation ! which ultimately facilitates learning."hus the evaluation process may serve to motivate students to do better

and also to engage themselves in appropriate self appraisal.

+. Encouraging good study habits :Ane aspect of good study habits is

frequent review. requent evaluation encourages study habits. =ecause

of the frequent evaluation the student gets to evaluate his own progress

in school and also the development of certain skills.

-. Developing abilities and s-ills ' Evaluation helps students to determine

the pattern of their abilities and to find out whether or not they have

acquired the necessary skills and understanding.

/. ummari/ing and reporting students progress : Evaluation in education

is useful to determine the effectiveness of instruction and planned

learning activities and also to serve as a basis for summari,ing and

reporting students progress .

1. 0eedbac- : Evaluation provides a feedback which identifies a student’s

strengths and weakness.

CONCLUSIONence Evaluation is an essential aspect of the educative process for

knowing the progress of the pupils. "herefore teachers need to have the

necessary skills in evaluating the pupils learning. 0t this juncture when the

goals of education have become more and more comple and the number

of pupils has increased enormously! proper evaluation is very essential for

the educational growth.



+LANNING FOR EVALUATIONCike any human and rational undertaking! evaluating outcomes of instruction requires

careful planning and eecution. "his is something that cannot do in a single snap or animpulsive behavior.

"he presentation will dwell on the + 8"0@E8'

1. BEFORE : Preparation of Test Instrument2. DURING : Administration of te Instrument!. AFTER : Uti"i#ation of Test Resu"t

Ta1le o# S)e$i#i$a!io" 2TOS3

"he "A8 is design or blue print that serves as a guide to the test constructor inensuring a vali*! relia1le4 a"* o15e$!ive !e%!0 "hrough such a device! we are in better

position to assure a fair and just measurement of the outcomes of instruction in our curriculum. A*va"!a(e% o# TOS

. Ane immediate advantage of the use of "A8 is that it ensure an adequate coverage

of instructional objective and content taken up within a certain prescribed time

frame! lets say one academic quarter. 8ince there is definite time limit for the test!

one cannot possibly cram a lot of subject matter in it.

. 0nother advantages of the "A8 is that it emphasis the weight of the test. It can

specify what could be considered as 6must7 that would constitute the 2/N of the

total value of the test. "he balance of the test can be given to the 6wants7 or

enrichment matter.

+. 0 third benefit to be derived from the use of "A8 is that it helps in attaining an

unbiased distribution of skills measurement. 4ithout this table! a test constructor!

following the path of least resistance! may concentrate more on the lower levels of

thinking skills.

+-r)o%e o# !e%!i"(! cognitive skills can be categori,ed into the following'

1. Remembering$ %i& is de'ned as te a(i"it) to simp") re&a""pre*ious") "earned information$ fa&ts$ ideas and prin&ip"es.

2. Comprehending$ de'ned as te a(i"it) to restate or interpret

pre*ious") "earned information. Tis ma) in&"ude routine

manipu"ation or simp"e reprodu&tion.3. Thinking$ de'ned as a more or "ess &omp"e+ inte""e&tua" a&ti*it)

in*o"*in, ana")sis$ s)ntesis and -ud,ement.



4. Objective / Content $ tis portion &orrespond to te minimum

o(-e&ti*es set for te a&ademi& period &on&ern5. Skills / Concept $ tis &o"umn %i"" in&"ude te spe&i'& si""s

&orrespondin, to te o(-e&ti*es. Tese &ou"d fa"" under te

(roader eadin,s of remem(erin,$ understandin,$ and tinin,.

6. Type of test Item$ tis %i"" indi&ate te parti&u"ar test item t)peto (e used e+amp"e$ objective type or essay type.

7. No. Of items$ for ea& t)pe of test$ te entr) indi&ates te

num(er of test items8. Item No. $ tis indi&ate te num(er of se/uen&e of te item t)pe

as it %i"" appear in te 'na" form of te test9. Score Count / ercent!ge$ tis %i"" in&"ude te &orrespondin,

%ei,t of te items.

Measurement

An instrument or de*i&e to measure indi*idua"0s a&ie*ement$persona"it)$ attitudes$ inte""i,en&e and amon, oter tat &an (e

measured /uantitati*e"). Tests uestionnaires Ratin, &a"es 3e&"ist

Evaluation refers to &onsideration of e*iden&e in te "i,t *a"ue standard

and in terms of te parti&u"ars situations and te ,oa"s %i& te ,roupof indi*idua"s are stri*in, to attain. 4 qualitative

Passed 5 Fai"ed tandard 5 u(standard atisfa&tor) 5 Unsatisfa&tor) E+&e""ent 5 A*era,e 5 Be"o% A*era,e

Dierent !ypes o" !est Te /ua"it) of test &onstru&tion depends "ar,e") on te part of

te &"assroom tea&er. E*er) tea&er is interested to no% #o$ "arand #o$ %eep e &an fa&i"itate$ orient$ and ,uide te students %it

te no%"ed,e$ ideas$ a(i"ities$ si""s and attitudes tat se %ises to

(ui"d up in order to a&ie*e is tea&in, o(-e&ti*es and mae students

responsi*e to te &an,in, needs of te so&iet) and &ompete ,"o(a"")

%it oter ,raduates of te %or"d.



1. &aper ' &encil ()lassroom*"." Non# $ss!y or Objective

Supply Selectionimp"e6re&a"" A"ternati*e Response3omp"etion 7u"tip"e 3oi&e

7at&in,

A. UPP89 Simple – Recall Type

Item appears as a dire&t /uestion$ a stimu"us %ord or prase$ or

a spe&i'& dire&tion.

Construction%

1. Item sou"d (e *er) (rief prase2. Dire&t6/uestion!. B"ans for te response sou"d (e in &o"umn prefera(") at te

ri,t &o"umn of te item.. uestion sou"d (e %orded tat tere is on") one &orre&t

response.;. 7ae minimum use of te+t(oo "an,ua,e in %ordin, te /uestion

+ample o" +imple,-ecall !ype1. 3on*ert 1 && to m" 1. <<<<<< 2. 3on*ert ;= , to pounds. 2. <<<<<<

Completion Type

'""in, te ("ans4a statement tat as to (e &omp"eted %it an appropriate

%ord or prase.

Construction%1. Gi*e te student a reasona("e (asis for te responses desired.2. A*oid ,i*in, te student un%arranted &"ues to te desired

response.2.1 A*oid "iftin, statements dire&t") from te (oo.2.2 Omit e) %ords or prases rater tan tri*ia" detai"s.2.! >ene*er possi("e a*oid ?a@ or ?an@ immediate")

(efore ("an.2. Do not indi&ate te e+pe&ted ans%er () *ar)in, te

"en,t of ("ans or () usin, a



dot for ea& "etter in te &orre&t %ord.2.;. Guard a,ainst te possi(i"it) tat one item or

part of te test ma) su,,est te&orre&t response to anoter item

2. A*oid ,i*in, ,rammati&a" &"ues to te test ans%er.

+ample o" +imple,-ecall !ype

7ost important pro&edure for pre*entin, te transfer of

mi&roor,anism$ and terefore noso&omia" infe&tion$ is &orre&t and

fre/uent <<<<<<<<<<<<<<<<<<.

B. E8E3TION Alternative Response

8imits te ans%er to on") t%o options in a for&ed6&oi&e

situation.

True Fa"se 9es NoA,ree Disa,ree 3orre&t6Not 3orre&t

3onstru&tion:1. A*oid dou("e ne,ati*es2. A*oid "on, or &omp"e+ senten&es!. pe&i'& determiners Ca"%a)s$ ne*er$ on")$ et&. sou"d (e

used %it &aution.. In&"ude on") one &entra" idea in ea& statement.;. A*oid empasi#in, te tri*ia". E+a&t /uantitati*e Ct%o$ tree$ four "an,ua,e is (etter tan

/ua"itati*e Csome$ fe%$ man). A*oid a pattern of ans%ers

Sample of True or FalseDirection write T if the statement is true and F if the

statement is false1. >arm %ater remo*es fe%er oi"s from te sin tat ot %ater. <<<<<<<<<< 2. Dr) )our ands torou,") from

'n,ers to forearms. <<<<<<<<<<

2. Bar soap is re&ommended (e&ause it ma) ar(our mi&roor,anism. <<<<<<<<<<

Matching Type



. In&"ude in te stem an) %ord tat are repeated in ea&

response;. A*oid a"" of te a(o*e C&an ans%er (ased on partia"

information. A*oid none of te a(o*e

. Empasi#e ?ne,ati*e@ %ordin,

&'( )ssay Type

a measurin, instrument for e*a"uatin, no%"ed,e of te su(-e&t

matter or to measure si"" in %ritin, %ere it tests student0s

a(i"it) to e+press ideas a&&urate") and to tin &riti&a"") %itin a

&ertain period of time.

Suggestion in Constructing an )ssay )*amination by

&!urentin! C!lmorin". It must (e p"anned and &onstru&ted &arefu"") in ad*an&e.2. o% ma-or aspe&ts of te "esson in framin, /uestions.!. Pre&aution on te &auses of unre"ia(i"it) sou"d (e taen.. Prases te /uestion *i*id") so tat its s&ope %i"" (e &"ear to

te students.;. Time "imit on te &o*era,e of ea& /uestion.

!&E+ o" )onstructin/ an Essay E0amination

&' Recall' Te (asis is ,i*en

1.1 +elective recall' N!me the he!d of st!te in the (orld (ho h!ve been !(!rded

!s the )OR&* )+O,S )+O O- $N. 1.2 Evaluatin/ recall

' N!me 0ve dep!rtments in the hilippines (hich h!ve h!d the

gre!test in1uence on the economic development of the country.

(' Comparison of two things2.1 +pecic. Tere is sin,"e desi,nated (asis.

' Comp!re medic!l h!nd (!shing from surgic!l h!nd (!shing.

2.1 eneral+ Comp!re medic!l from surgic!l.

2.3 Decision. for or a,ainst? In %i&$ in )our o%n opinion$ &an )ou do (etter$ a medi&a"

and %asin, or sur,i&a" and %asin,H >) @2.4. )ause ' Eect



' )hy surgic!l h!nd (!shing given more stress th!n medic!l

h!nd (!shing2

,' Summary ? ummari#e in a para,rap$ four or '*e senten&es$ te rationa"e

of and %asin,. @

-' Analysis? Ana")#e te &ara&teristi&s of &"imate &an,e to te %or"d@.

.' Statement of Relationship' >) is no%"ed,e on te&no"o,) e"pfu" in stud)in, nursin,. @

/' Synthesis. Re!ction to the st!tement

' +e!lth is (e!lth

0' Criticism. !s to the !de3u!cy4 correctness4 or relev!nce of !

pointed st!tement or student,s !ns(er to ! 3uestion on the

lesson.' r!ctice m!kes erfect

Advantage of )ssay )*amination

1. Easy to )onstruct$ %it re,ard to te preparation of te test$

an essa) e+amination is easier to &onstru&t and it sa*es time andener,) as far as te &onstru&tion is &on&erned (e&ause it

in*o"*es fe% items.2. Economical$ %en it &omes to dup"i&ation fa&i"ities..(e&ause te

/uestion &an (e %ritten on te (oard. It is a"so ad*anta,eous for

s&oo"s %it "a& dup"i&ation fa&i"ities.!. !rains t#e core o" or/aniin/ e0pressin/ an% reasonin/

po$er$ An essa) e+aminations trains te student to e+press$

or,ani#e$ and reason out teir ideas.. Minimie /uessin/. Response to an essa) e+amination &onsist

of one or more senten&es or e*en para,rap$ ,uessin, isminimi#ed.

;. Develop critical t#inin/. An essa) e+amination de*e"ops te

student to tin &riti&a""). Essa) /uestions &a"" for &omparison$

ana")sis$ reor,ani#ation of fa&ts$ defen&e opinion and oter

menta" a&ti*it).



. Minimie c#eatin/ an% memoriin/. Be&ause essa) test are

e*a"uated in terms of &ontent and form and tat an ans%er to a

/uestion is &omposed of one or more senten&es.. Develops /oo% stu%y #abits. tudent stud) teir "esson %it

&ompreension rater tan memori#ation.

Disadvantage of )ssay )*amination

1. o$ vali%ity. It as "imited samp"in,2. o$ reliability. 8o% re"ia(i"it) ma) o&&ur in an essa)

e+amination due to its su(-e&ti*e") of s&orin,. Te tenden&) of

some tea&er is to rea&t unfa*oura(") to ans%er of student

%om &onsidered %ea and ,i*e fa*oura("e impression to (ri,t

students.!. o$ sability. Essa) e+amination is time &onsumin, to (ot

tea&er and student %erein mu& time and ener,) are %asted.. Encoura/es buin/. Te tenden&) of te student %o does not

no% te ans%er is to ("u te ans%er -ust to &o*er up te "a&

of information.;. Dicult to correct or score. DiJ&u"t) on te part of te

tea&er to &orre&t or s&ore due to an ans%er to a /uestion

&onsistin, 2 or more senten&es.. +tu%ent $it# poor penmans#ip. ome tea&ers rea&t

unfa*oura(") to responses of students a*in, poor and%ritin,

and untid) papers.

1inds of Test Intelligence erson!lity 5ptitude rognostic erform!nce *i!gnostic 5chievement reference 5ccomplishment Sc!le Speed St!nd!rdi6ed Te!cher#m!de l!cement

2ntelligence Test 7easures te inte""i,en&e /uotient CI of an indi*idua" as

• ,enius• *er) superior• i, a*era,e• "o% a*era,e• (order"ine• menta"") defe&ti*e



It fun&tion is to esta("is te a(i"it) to tin a(stra&t") or

to or,ani#e parts of a situation into a &oerent %o"e.3ersonality Test

measures te %a)s in %i& indi*idua"0s interest %it

oter indi*idua"s or in terms of te ro"es an indi*idua" as

as&ri(ed to imse"f and adopts in te so&iet). Aptitude Test

a predi&ti*e measure of a person0s "ie"iood of (ene't

from instru&tion or e+perien&e in a ,i*en 'e"d su& as arts$

musi&$ &"eri&a" %or$ me&ani&a" tass$ or a&ademi&

studies. Dierentia" Aptitude Test Batter) CDAT Nationa" 3o""e,e Entran&e E+amination CN3EE

3rognostic Test tis test predi&ts o% %e"" a person is "ie") to do in a

&ertain s&oo" su(-e&ts or tas. Nationa" e&ondar) Assessment Test CNAT Entran&e E+am

3erformance Test is a measure$ often main, use of manipu"ati*e materia"s$

%i& in*o"*es no$ or a minimum of$ *er(a" instru&tion. Ko(s B"o& Desi,n Arm) Beta Test

Diagnostic Test

identi'es te %eanesses of an indi*idua"0s a&ie*ement inan) 'e"d and %i& ser*es as (asis for remedia"

instru&tion. Nationa" A&ie*ement Test Pre"im $ 7id term$ Fina"s

Achievement Test measurement of %at as (een "earned () student of te

su(-e&t matter tau,t in s&oo". Tea&er6made Test Nationa" E"ementar) A&ie*ement Test CNEAT

3reference Test measure of *o&ationa" or a*o&ationa" interest or aesteti&

-ud,ement () re/uirin, te e+aminees to mae for&ed

&oi&es (et%een mem(ers of paired or ,rouped items. i""ed 5 Lo&ationa"

Accomplishment Test



measurement of a&ie*ement in %i& tis test is usua"")

for indi*idua"0s su(-e&t in te &urri&u"um as a %o"e. Tea&er6made test

Scale test as series of items arran,ed in order of diJ&u"t).

Binet6imon &a"eSpeed Test 4Alertness test5

measures te speed and a&&ura&) of te e+aminee %itin

te time "imits imposed. e/uipments trou("esoot assem("in, and disassem("in,

Standardi6ed Test pro*ides e+a&t pro&edure in &ontro""in, te metod of

administration and s&orin, %it norms and data &on&ernin,

te re"ia(i"it) and *a"idit) of te test.

Board E+amTeacher%made Test

&onstru&ted () te tea&er to determine o% mu& te

pupi"s5 students a&ie*ed te ,oa"s or o(-e&ti*es of te

"earnin, tass tis test is NOT as &arefu"") prepared as standardi#ed test.

3lacement Test used to measure te t)pe of -o( an app"i&ant sou"d '""$ or

a test to measure te ,rade .

&E-:;-M<=)E !E+!>=-elate% earnin/ E0periencemeans opportunities in %i& a"" students ma) parti&ipate in i,

/ua"it) pro,rams tat pro*ide industr) re"ated and su(-e&t

matter re"ated "earnin, e+perien&es tat prepare students for

furter edu&ation$ future emp"o)ment and "ife"on, "earnin,.

&urpose?1. To determine te (a&,round a(i"it).2. To determine te de*e"opment in ea& student.!. To determine te a(i"it) of student to app") nursin, teor).. To determine "earnin, diJ&u"ties of ea& student.;. De*e"opment of se"f6e*a"uation. Ee&ti*eness of tea&in, strate,ies.. 3ondu&tin, resear&

Evaluation >nstrument



1. ;bservation. Dai") tea&in, "earnin, pro&ess uestionnaire

&onsist of /uestion in %i& te student respond to ea&

item () en&ir&"in, te option or () use a &e&mar. 3e&"ist

to e+i(it desired (ea*ior Ratin, &a"e

re&ord an appraisa" a"on, %it meritorious a&ie*ement of

student Ane&dota" Re&ord

desi,n to determine %at appened and %at te (ea*ior

of te "earner pro(a(") means.

2. @ritten )ommunication Met#o% app"i&ation of teoreti&a"

no%"ed,e.

M Nurse0s Notes M Pro("em Oriented 7etodM Nursin, 3are tudies M Pro&ess Re&ordin,

3. ;ral )ommunicationMNursin, Patient 3onferen&e M Nursin, Team

3onferen&e

BEFORE . +re)ara!io" o# Te%! I"%!r-,e"!

+!E&+ >= );=+!-)!>= !E<)AE- M<DE !E+!". l!nning the test

1.1 A &arefu" statement of te pi"osop) of te

institution and te o(-e&ti*es of te parti&u"ar su(-e&t

sou"d (e a*ai"a("e.1.2 Ade/uate pro*ision for re*ie% sou"d (e made ()

tain, into &onsideration te a*ai"a(i"it) of fa&i"ities and

e/uipments.1.! Te purpose of te test sou"d (e de'ned. If te

purpose of te test is for dia,nosis$ it sou"d (e re*ea" te

spe&i'& %eaness of te students as (asis for remedia"

instru&tion. o%e*er$ if its purpose is to appraise te&riti&a" tinin, and reasonin, po%er$ te s&ores are to (e

used for &"assi'&ation and ,roupin,.1. Te nature of te test must tae into &onsideration

te &onditions under %i& it is to (e administered. In

p"annin, te test$ su& fa&tors as a,e$ e+perien&e of te



e+aminee$ dup"i&atin, fa&i"ities$ &ost of materia"s$ and

testin, en*ironment must (e &riti&a"") &onsidered.1.; 8en,t of te test must (e determined. Te time

e"ement is determined () te purpose it is to ser*e

7. rep!ring the test.2.1 Te 'rst draft of te test sou"d (e prepared as ear")

as possi("e.2.2 Te test sou"d in&"ude more tan one t)pe of items.

2 or ! t)pes of o(-e&ti*e items ma) (e used to minimi#e

monotom) on te part of te e+aminee.2.! Te item sou"d (e arran,ed in an as&endin, order of

diJ&u"t)$$ tat is$ te item are arra,ed from te most

eas) to te most diJ&u"t.2. 7ore items sou"d (e in&"uded in te 'rst draft of te

test for possi("e in&"usion in te 'na" draft. 8essimportant items sou"d (e dis&arded.

2.; First and 'na" drafts sou"d (e re*ised and re'ned.2. Items sou"d (e stated in su& %a) tat te %o"e

&ontent fun&tions in determinin, te ans%er rater tan

a part of it.2. Items of simi"ar t)pe sou"d (e p"a&ed to,eter in te

test.2. Re,u"ar se/uen&e in te pattern of response sou"d (e

a*oided.

2. Dire&tion of te test sou"d (e $R2)F7 C!)AR andCM3!)T) to te e+aminee.

8. Reproducing the test !.1 To fa&i"itate in reprodu&in, te test$ dup"i&atin, fa&i"ities

sou"d (e a*ai"a("e in e*er) institution. ..poto&op)$ printin,

fa&i"ities..!.2 E*er) s&oo" sou"d (e pro*ided %it &"ers and oter

fa&i"itati*e sta to do t)pin,$ &omputeri#in, and

mimeo,rapin, te test.

DURING . A*,i"i%!ra!io" o# I"%!r-,e"!9. 5dministering Test

.1 En*ironment fami"iar to te student.2 it far apart$ free from (oos and note(oos



.! 3orre&ted t)po,rapi&a" errors sou"d (e &orre&ted (efore

te test starts. Gi*e &omp"ete and &"ear dire&tions (efore te test (e,ins..; Distri(ution of test materia"s must (e p"anned in ad*an&e.. Entertain brie1y /uestions raised %i"e te test is ,oin, on.

. Timin, te test. E+aminee and or testee sou"d not (e a""o%ed to "ea*e te

e+amination room.. 3o""e&t te test materia"

<:!E- ? tiliation o" !est -esult

:.Scoring the test ;.1 Gi*e one point of &redit for ea& &orre&t ans%er Co(-e&ti*e

test.;.2 T%o6option test$ &orre&tion formu"a C Ri,t minus %ron,.

tudents sou"d (e informed(eforeand.

;. $v!lu!ting the test .1 ua"it) of te student0s responses.2 ua"it) of te test itse"f

)-->)M EB<<!>;=

!ypes o" )urriculum Evaluation

1. >nten%e% )urriculum (@ritten* >at &urri&u"um desi,ners in&"uded in &ourse do&uments.

2. >mparte% )urriculum (!au/#t* >at te tea&ers e*entua"") dispensed

3. >mbibe% )urriculum ( earne%* >at te students a&tua"") a&/uired

)valuation of !earning

1. :ormative an inte,ra" part of tea&in,6"earnin, pro&ess tat is done

fre/uent") to determine %o amon, te students a*e not

attained or rea&ed te o(-e&ti*es of "earnin, tass. /ui##es

2. +ummative



it aims to assess te "earner0s a&ie*ement at te end of

"earnin, pro&ess. Unit test4 &apter test

or curriculum developmental purposes used of >aniels 8tufflebeam’s &odel wassuggested. %I$$ model is a wholistic! systematic approach to the curriculum evaluation.

Daniel +tuebeamCs)>&& Mo%el o" Evaluation

)onte0tRepresent te en*ironment$ (ot interna" and e+terna" to te

s&oo". It in&"udes (ot te needs and interest of te &"ient$ as %e"" as

te en*ironmenta" and so&io"o,i&a" fa&tors ae&tin, te s&oo"

enterprise.Feed (a& from te &onte+t e*a"uation ena("es te &urri&u"um

de*e"opers to ad-ust pro,ram ,oa"s a&&ordin,"). It pro*ides a ind of

?rea"it) test@ tat a""o%s te s&oo" to as&ertain te *a"idit) of its

assumptions a(out te "earners and oter aspe&ts of te en*ironment

in %i& te pro,ram operates.>nputRefers to &urri&u"um &ontent and "earnin, o(-e&ti*es used in te

pro,ram.3on&erned %it te &urri&u"um &ontent spe""ed out in te

&urri&u"um ("ue print or master p"an of instru&tion. It attempts to

*a"idate te accuracy and a%euacy of te &urri&u"um and

instru&tiona" desi,n in meetin, pro,ram ,oa"s.

&rocess3onsist of te %ide ran,e of "earnin, strate,ies and resour&es

used in te pro,ram. It a"so in&"udes te personne" %o &arr) out te

pro,ram fo""o%in, ?/ua"it) &ontro"@ spe&i'&ation.



%oncerned with the mechanics of implementation. It is to assess the resources and

strategies of the delivery package. "his phase calls for frequent and immediate feedback

to and from those who are part of the program. "his will introduce contingent or corrective measures for the ongoing improvement of the program.

&ro%uct

Refers to "earnin, ,ains of te students as re*ea"ed () test and*a"uated a,ainst te s&oo" standards em(odied in te set of

(ea*ioura" indi&ators (ased on te pro'"e of te ?IDEA8 GRADUATE@.

It answer the question'

4hen all is said and done! were the goals of the curriculum achieved optimally.

"his phase occurs at the end of the program implementation. >ata obtained in this phase

may be used as a basis for modifying the design before the program is recycle.REFERENCES . Mea%-re,e"! a"* Eval-a!io" 6r* E*i!io"7 LAURENTINA CALMORIN

C-rri$-l-, Develo),e"! S/%!e, 8"* E*i!io"7 9ESUS C0 CALMA

TABLE OF CONTENTS



>. &-E>M>=<->E+a. !able o"

)ontentsi

b. <cno$le%/ement

ii

c. De%ication iii>>. B<E+ . . . . . . . . . . . . . . . . . . . .. . . . . . . .

1

>>>. >;-<&A>E+ . . . . . . . . . . . . . . . . . . . .. . . . . . . .

2 F 11

>B. +!;->E+ . . . . . . . . . . . . . . . . . . . .. . . . . . . .

12 F13

B. &<-<E+ . . . . . . . . . . . . . . . . . . . .. . . . . . . .

14 F19

B>. E++<+ . . . . . . . . . . . . . . . . . . . .. . . . . . . .

2G ,21

B>>. <-!>)E+ . . . . . . . . . . . . . . . . . . . .. . . . . . . .

22

B>>>. )<++>)+ . . . . . . . . . . . . . . . . . . . .. . . . . . . .

23 F34

>H. =E@+&<&E-+ . . . . . . . . . . . . . . . . . . . .. . . . . . . .

35

H. &-;BE-+ . . . . . . . . . . . . . . . . . . . .. . . . . . . .

36

H>. I;!<!>;=+ . . . . . . . . . . . . . . . . . . . .. . . . . . . .

37

H>>. B<EJM;-<D>EMM<

. . . . . . . . . . . . . . . . . . . .. . . . . . . .

38 F45

H>>>. +)A;; >=)>DE=)E . . . . . . . . . . . . . . . . . . . .. . . . . . . .

46 ,48

H>B. <=E)D;!E . . . . . . . . . . . . . . . . . . . .. . . . . . . .

49

HB. );=:>)! . . . . . . . . . . . . . . . . . . . .. . . . . . . .

5G F52



i

A"fe"or r. 7emoria" 3o""e,eDe" Ga""e,o$ 3amarines ur

Presented to

M-+.. <DE<>D< &.

AE-=<=DEKFa&u"t)

B):

<=<< E>K<E!A .;-EL< -;)A>E .

1st emester 2=1

i

COM+ILATION

IN

CURRICULUM

DEVELO+MENT



<cno$le%/ement

>e %ou"d "ie to a&no%"ed,e our instru&tor$

7rs. ADE8AIDA P. ERNANDE$ for er indness and

&onsideration to us.

Tan )ou and God B"essQ

<=<< E>K<E!A . ;-EL< -;)A>E

ii

De*i$a!io"



Tis 3ompi"ation is "o*in,") dedi&ated to our

fami").

>e %ou"d "ie to dedi&ate tis um("e %or to

m) friends.

<=<< E>K<E!A . ;-EL< -;)A>E

iii

banaag evaluation project 2

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