THE PRINCIPLES

OF EVALUATION
GENALYN OLALIA – ALBUTRA
REPORTER
 Evaluation should be based on clearly stated
objectives
• objectives of evaluation should be based on the instructional
objectives which are geared toward the aims of the school and the
nation.
• Care should be taken so that significant aspects of the educative
process are clearly described
• The question of what to evaluate in terms of pupil growth and
progress should be given foremost priority
Evaluation procedures and techniques should be selected in
terms of the clearly stated objectives or the purpose they
will serve
• When the aspect of pupil’s performance that needs to be evaluated
has been clearly and precisely defined, the most effective method for
determining what to be evaluated should be selected.
• Selection should be on the basis of appropriateness
• Criterion of appropriateness of the device should be given priority
over the other characteristics such as accuracy, objectivity, or
evaluation procedure
 Evaluation should be comprehensive
• Evaluation should appraise the pupil’s progress toward all the outcomes of
instruction.
• It should not only be based on knowledge, comprehension but also on
changes in attitudes, behaviours or actual performance which require the
application of what is learned
• Different types of evaluation procedures are necessary because each
provides unique but limited evidence of some aspect of students
performance
Evaluation should be continuous and an integral
part of the teaching and learning process
• Since education is a continuous process of growth and change
among learners, evaluation should run parallel to the whole
process
• It should permeate the whole educational program of continuous
improvement and change
• Provisions for placement, formative, diagnostic and summative
evaluation should be made
Evaluation should be diagnostic and functional

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

And should serve some useful purpose
• Evaluation information should be utilized in improving
students’ learning styles, the teacher’s modes of teaching
and the situation and conditions that affect learning and
teaching
 Evaluation should be cooperative

• To be efficient and effective, the program of

evaluation should include all the persons involved
in the learning and teaching program. Pupils,
teachers, school administrators and parents should
work cooperatively for better evaluation of pupils
progress
 Evaluation should be used judiciously

• Knowledge of the limitations of evaluative devices can

help teachers, administrators and counsellors eliminate
various types of errors; guessing, scorer’s biases and
judgment, error in interpretations of result by exercising
care in constructing evaluation techniques, developing skill
in their proper use and being more cautious in interpreting
result