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Evaluation of Teaching and Learning in Higher Education

11.0 Introduction and general objectives


The Dakar conference proposes that institution of higher education should be required to establish
minimum teaching learning guidelines for each courses model. It says that entry and exit behavior
in terms of skill, values and attitude, the teaching and evaluation methods.
Since evaluation is the main part of educational delivery process and also the Dakar conference
also endorses evaluation methods.
Many practitioners in higher education system are skilled in art and science of evaluating teaching
and learning. But we have lake of evaluation.
11.1 clarification of key concepts
Measurement, Test, Assessment and Evaluation
Measurement is a procedure for assigning numbers or specified attributes or characteristics in a
manner that conveys the real-world nature of what is being measured. Tests on the other hand are
systematic procedures for observing persons and describing them with either a numerical scale or
a category system.
assessment is the process of judging the worth of a person, program or event using tests as tools.
Evaluation goes beyond measuring, testing or assessment. It involves judging the value or worth
of a student, of an instructional method, or of an educational program and making decisions.
Tests are used regularly in relation to a number of classes of decision:
Selection decisions are made when it is necessary to accept some persons and reject others.
Placement decisions involve assigning persons to different levels of instruction or work.
Classification decisions involve the assignment of persons to one of several categories,
jobs, or programs that are not necessarily thought of as levels of work or instruction.
Career counselling and guidance decisions are made by individuals as they explore possible
careers and the world of work. These are individual decisions as contrasted with
institutional decisions.
Educational diagnostic and remediation decisions relate to the question, what learning
activities will best adapt to this students individual requirements and thereby maximize
the students opportunities to attain chosen goals?
Program improvement and evaluation decisions are often improved by the use of test
information.
Tests used for purposes of providing information for grading students, giving feedback to students
to facilitate learning, providing feedback about the effectiveness of learning, motivating students
to study, and serving as scientific tools in research in education and the social sciences.
In Yoloyes (1998) view the following three components of the evaluation process remain valid:
The entity to be evaluated which could be a product, a process or a performance.
Measurement of the entity to arrive at a score, grade or other quantitative representation.
Evaluating the quantitative measure by putting a value on it. The value could take various
forms such as pass/fail, first class/second class/third class/pass/fail.
The nature of evaluation