According to Okpala (2000) Evaluation is the process of giving evidence of effectiveness, suitability or goodness of a programme. It is the process of giving values of grades or scores that result from testing.
According to Enyi (2006) Evaluation however, connotes judgment of merit, for example, which is better, general science, or integrated science, modern Mathematics or traditional Mathematics? It is a determination of the results of some activities (social programmes curriculum packages, teaching strategies etc) designed to accomplish some valued goals. Evaluation is also interested in the process used in the stated types of evaluation.
(i) Placement Evaluation: It is the Evaluation of the student’s entry behaviour in a sequence instruction.
Diagnostic Evaluation: It allows teachers gain detail knowledge of student’s weakness and strengths, the causes of learning difficulties and remediation of such learning instructions.
(ii) Formative Evaluation: Is that types of evaluation concerned with improving an on going education programme or instruction.
Summative Evaluation: Is undertaken at the end of a unit of instruction, end of a term’s or years work or whom a programme has been in existence for a number of years. The process of the evaluation goals cannot easily be achieved in a large class – size unlike a smaller one. According to procedure for comparing the performance of an individual with a designated standard of performance. It is also instrument for the measurement of students level of achievement. He categorized the functions of the classroom test under three major groups namely:
(a) Instructional Functions of Test:
Testing of pupils progress in the class provide the instructor with information on the pupils rate of learning thus enabling the teacher to provide more appropriate instructional guidance. Also test construction for the purpose of evaluation reminds the teacher of the objectives for the course. In some cases, the process of constructing a test helps the teacher to redefine the course objective in clear terms. Test can motivate learning especially when a pre test is administered before a new material is taught. The pre-test furnishes pupils purpose the learning diligently. Regular scheduling of classroom test stimulates the review of materials previously mastered. This types of releasing aids retention:
(b) Guidance Functions of a Test:
1. Information from tests can be helpful in the counseling process especially on matters relating to choice of career.
2. Test can be used to discover pupil’s special abilities and aptitudes.
(c) Administrative Functions of Tests
The important question here is how possible is the above functional test be achieved in a large class-size. Ideally it is possible with a small class-size. For instance, discovering pupils special abilities and aptitudes require high degree of individual attention. And this cannot be possible in a large size. Thus irrespective of the knowledge of the subject matter, he cannot effectively monitor the rate of learning of this students in a large class-size.
According to Enyi (2006) Evaluation however, connotes judgment of merit, for example, which is better, general science, or integrated science, modern Mathematics or traditional Mathematics? It is a determination of the results of some activities (social programmes curriculum packages, teaching strategies etc) designed to accomplish some valued goals. Evaluation is also interested in the process used in the stated types of evaluation.
(i) Placement Evaluation: It is the Evaluation of the student’s entry behaviour in a sequence instruction.
Diagnostic Evaluation: It allows teachers gain detail knowledge of student’s weakness and strengths, the causes of learning difficulties and remediation of such learning instructions.
(ii) Formative Evaluation: Is that types of evaluation concerned with improving an on going education programme or instruction.
Summative Evaluation: Is undertaken at the end of a unit of instruction, end of a term’s or years work or whom a programme has been in existence for a number of years. The process of the evaluation goals cannot easily be achieved in a large class – size unlike a smaller one. According to procedure for comparing the performance of an individual with a designated standard of performance. It is also instrument for the measurement of students level of achievement. He categorized the functions of the classroom test under three major groups namely:
(a) Instructional Functions of Test:
Testing of pupils progress in the class provide the instructor with information on the pupils rate of learning thus enabling the teacher to provide more appropriate instructional guidance. Also test construction for the purpose of evaluation reminds the teacher of the objectives for the course. In some cases, the process of constructing a test helps the teacher to redefine the course objective in clear terms. Test can motivate learning especially when a pre test is administered before a new material is taught. The pre-test furnishes pupils purpose the learning diligently. Regular scheduling of classroom test stimulates the review of materials previously mastered. This types of releasing aids retention:
(b) Guidance Functions of a Test:
1. Information from tests can be helpful in the counseling process especially on matters relating to choice of career.
2. Test can be used to discover pupil’s special abilities and aptitudes.
(c) Administrative Functions of Tests
The important question here is how possible is the above functional test be achieved in a large class-size. Ideally it is possible with a small class-size. For instance, discovering pupils special abilities and aptitudes require high degree of individual attention. And this cannot be possible in a large size. Thus irrespective of the knowledge of the subject matter, he cannot effectively monitor the rate of learning of this students in a large class-size.
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