LANGUAGE TESTING AND EVALUATION

Assessment and Evaluation

Oleh:
Javier Bagaskara Y. A. (1911204009)
Ardita Hudiya Husna (1911204017)
M. Hasmi Zatali (1911204026)
Nur Amalia Putri (1911204026)
Aura Audrina (1911204035)
Abd. Azis Ali (1911204036)
M. Naufal Uzhair (1911204037)
M. Roiyan Saputra (1911204038)
Nur Fatimah (1911204044)
M. Rizqy Ramadhan (1911204071)
Indi Paranreng (1911204081)
Zulkifli (1911204086)

Universitas Islam Negeri Sultan Aji Muhammad Idris

2022
1. Concept of Assessment
Assessment: Kizlik (2011) defines assessment as a process by
which information is obtained relative to some known objective or goal.
Assessment is a broad term that include testing. Assessment entails much
more than testing. It is an ongoing process that includes many formal and
informal activities designed to monitor and improve teaching and learn-
ing.
1.2. Types of Assessments
Assessments are used for a wide variety of purposes in schools and edu-
cation systems:
a. High-stakes assessment
High-stakes assessment is typically standardized test used for the pur-
poses of accountability-i.e. any attempt by federal, state, or local gov-
ernment agencies to ensure that students are enrolled In effective
schools and being taught by effective teachers, In general, “high
stakes” means that important decisions about students, teachers,
schools, or district are based on the scores students achieve on a high-
stakes test, and either punishments or accolades result from those
scores.
b. Pre-Assessments
Pre –Assessments are administered before students begin a lesson,
unit, course, or academic program. Students are not necessarily ex-
pected to know most, or even any, of the material evaluated by pre-as-
sessment-they are generally used to (1) establish a baseline against
which educators measure learning progress over the duration of a pro-
gram, course, or instructional period, or (2) determine general aca-
demic readiness for a course, program, grade level, or new academic
 program that student may be transferring into.
c. Assessment for learning (Formative Assessment)
Assessment for learning is a continuous and an ongoing assessment
that allows teachers to monitor students on a day-to-day basis and
modify their teaching based on what the students need to be success-
ful. This assessment provides students with the timely, specific feed-
back that they need to enhance their learning.

Garrison, and Ehringhaus, (2007) identified some of the instructional

strategies that can be used for formative assessment:
1) Observation
Observing students’ behavior and tasks can help teacher to identify
if students are on task or need clarification. Observations assist
teachers in gathering evidence of student learning to inform in-
structional planning.
2) Questioning strategies
Asking better questions allows an opportunity for deeper thinking
and provides teachers with significant insight into the degree and
depth of understanding. Questions of this nature engage students in
classroom dialogue that both uncovers and expand learning.
3) Self and peer assessment
When students have been involved in criteria and goal setting, self-
evaluation is a logical step in the learning process. With peer eval-
uation, students see each other as resources for understanding and
checking for quality work against previously established criteria.
4) Student recording keeping
it also helps the teachers to assess beyond a “grade,” to see where
 the learner started and the progress they are making towards the
learning goals.
d. Assessment of Learning (Summative Assessment)
Summative assessment is used to evaluate students achievement at
some point in time, generally at the end of course, the purpose of this
assessment is to help the teacher, students and parents know how well
students has completed the learning task. Assessment of learning is
basically designed to provide useful information about the perfor-
mance of the learners rather than providing immediate and direct feed-
back to teachers and learners, therefore it usually has little effect of
learning. Though high quality summative information can help and
guide the teacher organize their courses, decide their teaching strate-
gies and on the basis of information generated by summative assess-
ment educational programs can be modified.
e. Assessment as learning
Meant to use assessment to develop and support student-metacogni-
tive skills. This form of assessment is crucial in helping students be-
come lifelong learners. As students engage in peer and self-assess-
ment, they learn to make sense of information, relate it to prior knowl-
edge and use it for new learning. Students develop a sense of efficacy
and critical thinking when they use teacher, peer and self-assessment
feedback to make adjustment, improvements and changes to what they
understand,
f. Interim assessment
Are used to evaluate where students are in their learning progress and
determine whether they are on track to performing well on future as-
sessments, such as standardized tests, end-of-course exams, and other
 forms of “summative” assessment. Interim assessments are usually
administered periodically during a course of school year and sepa-
rately from the process of instructing students.
g. Placement Assessment
Placement assessment is used to “place” students into a course, course
level or academic program. For example, an assessment may be used
to determine whether a student is ready for Algebra 1 or a higher-level
algebra course, such as an honors-level course. For this reason, place-
ment assessments are administered before a course or program begins,
and the basic intent is to match students with appropriate learning ex-
periences that address their distinct learning needs.
h. Screening Assessment
Screening test is used to determine whether students may need spe-
cialized assistance or services, or whether they are ready to begin a
course, grade level, or academic program. Screening assessment may
take a wide variety of forms in educational settings, and they may be
developmental, physical, cognitive, or academic.
1.3. Different variety ways assessments purposes:
a. Standardized assessment
Are designed, administered and scored in a standard, or consistent,
manner. They often use a multiple-choice format, though some include
open-ended, short- answer questions. Historically, standardized tests fea-
tured rows of ovals that students filled in with a number-two pencil, but
increasingly the test are computer-based. Standardized tests can be admin-
istered to large student populations of the same age or grade level in a
state, region, or country, and results can be compared across individuals
and groups of students.
b. Standards-referenced or standards-based assessments
Standards-referenced or standards-based assessments are designed
to measure how well students have mastered the specific knowledge and
skills described in local, state, or national learning standards. Standard-
ized tests and high-stakes test may or may not be based on specific learn-
ing standards and individual schools and teachers may develop their own
standard-referenced or standards-based assessments.
c. Common assessments
Common assessments are used in a school or district to ensure that
all teachers are evaluating student performance in a more consistent, reli-
able, and effective manner. Common assessments are used to encourage
greater consistency in teaching and assessment among teachers who are
responsible for teaching the same content, e.g. within a grade level, de-
partment, or content area. They allow educators to compare performance
results across multiple classrooms, courses, schools, and/or learning expe-
riences (which is not possible when educators teach different material and
individually develop their own distinct assessments). Common assess-
ments share the same format and are administered in consistent ways—
e.g., teachers give students the same instructions and the same amount of
time to complete the assessment, or they use the same scoring guides to
interpret results. Common assessments may be “formative” or “summa-
tive.”
d. Performance assessments
It typically requires students to complete a complex task, such as a
writing assignment, science experiment, speech, presentation, perfor-
mance, or long term project. Performance assessments may also be
called “authentic assessments”, since they are considered by some ed-
 ucators to be more accurate and meaningful evaluations of learning
achievement than traditional test.

e. Portfolio-based assessments
Portfolio-based assessments are collections of academic work. Portfo-
lio-based assessments are often used to evaluate a “body of knowl-
edge” —i.e., the acquisition of diverse knowledge and skills over a
period of time. Portfolio materials can be collected in physical or digi-
tal formats, and they are often evaluated to determine whether stu-
dents have met required learning standards.
f. Reform
While educational assessments and tests have been around since the
days of the one-room schoolhouse, they have increasingly assumed a
central role in efforts to improve the effectiveness of public schools
and teaching. Standardized-test scores, for example, are arguably the
dominant measure of educational achievement in the United States,
and they are also the most commonly reported indicator of school,
teacher, and school-system performance.

As schools become increasingly equipped with computers, tablets, and

wireless internet access, a growing proportion of the assessments now
administered in schools are either computer-based or online assess-
ments—though paper-based tests and assessments are still common
and widely used in schools. New technologies and software applica-
tions are also changing the nature and use of assessments in innumer-
able ways, given that digital-assessment systems typically offer an ar-
ray of features that traditional paper-based tests and assignments can-
not. For example, online-assessment systems may allow students to
log in and take assessments during out-of-class time or they may
make performance results available to students and teachers immedi-
ately after an assessment has been completed (historically, it might
have taken hours, days, or weeks for teachers to review, score, and
grade all assessments for a class). In addition, digital and online as-
sessments typically include features, or “analytics,” that give educa-
tors more detailed information about student performance. For exam-
ple, teachers may be able to see how long it took students to answer
particular questions or how many times a student failed to answer a
question correctly before getting the right answers. Many advocates of
digital and online assessments tend to argue that such systems, if used
properly, could help teachers “personalize” instruction—because
many digital and online systems can provide far more detailed infor-
mation about the academic performance of students, educators can use
this information to modify educational programs, learning experi-
ences, instructional approaches, and academic-support strategies in
ways that address the distinct learning needs, interests, aspirations, or
cultural backgrounds of individual students. In addition, many large-
scale standardized tests are now administered online, though states
typically allow students to take paper-based tests if computers are un-
available, if students prefer the paper-based option, or if students
don’t have the technological skills and literacy required to perform
well on an online assessment.

Given that assessments come in so many forms and serve so many di-
verse functions, a thorough discussion of the purpose and use of as-
 sessments could fill a lengthy book. The following descriptions, how-
ever, provide a brief, illustrative overview of a few of the major ways
in which assessments—especially assessment results—are used in an
attempt to improve schools and teaching.

g. System and school accountability

Assessments, particularly standardized tests, have played an increas-
ingly central role in efforts to hold schools, districts, and state public-
school systems “accountable” for improving the academic achieve-
ment of students. The most widely discussed and far-reaching exam-
ple, the 2001 federal law commonly known as the No Child Left be-
hind Act, strengthened federal expectations from the 1990s and re-
quired each state develop learning standards to govern what teachers
should teach and students should learn. Under No Child Left Behind,
standards are required in every grade level and content area from
kindergarten through high school. The law also requires that students
be tested annually in grades 3-8 and at least once in grades 10-12 in
reading and mathematics. Since the law’s passage, standardized tests
have been developed and implemented to measure how well students
were meeting the standards, and scores have been reported publicly by
state departments of education. The law also required that test results
be tracked and reported separately for different “subgroups” of stu-
dents, such as minority students, students from low-income house-
holds, students with special needs, and students with limited profi-
ciency in English. By publicly reporting the test scores achieved by
different schools and student groups, and by tying those scores to
penalties and funding, the law has aimed to close achievement gaps
 and improve schools that were deemed to be underperforming. While
the No Child Left behind Act is one of the most controversial and con-
tentious educational policies in recent history, and the technicalities of
the legislation are highly complex, it is one example of how assess-
ment results are being used as an accountability measure.
h. Teacher evaluation and compensation
In recent years, a growing number of elected officials, policy makers,
and education reformers have argued that the best way to improve ed-
ucational results is to ensure that students have effective teachers, and
that one way to ensure effective teaching is to evaluate and compen-
sate educators, at least in part, based on the test scores their students
achieve. By basing a teacher’s income and job security on assessment
results, the reasoning goes, administrators can identify and reward
high-performing teachers or take steps to either help low-performing
teachers improve or remove them from schools. Growing political
pressure, coupled with the promise of federal grants, prompted many
states to begin using student test results in teacher evaluations. This
controversial and highly contentious reform strategy generally re-
quires fairly complicated statistical techniques—known as value-
added measures or growth measures—to determine how much of a
positive or negative effect individual teachers have on the academic
achievement of their students, based primarily on student assessment
results.
i. Instructional improvement
Assessment results are often used as a mechanism for improving in-
structional quality and student achievement. Because assessments are
designed to measure the acquisition of specific knowledge or skills,
 the design of an assessment can determine or influence what gets
taught in the classroom (“teaching to the test” is a common, and often
derogatory, phrase used to describe this general phenomenon). Forma-
tive assessments, for example, give teachers in process feedback on
student learning, which can help them make instructional adjustments
during the teaching process, instead of having to wait until the end of
a unit or course to find out how well students are learning the mate-
rial. Other forms of assessment, such as standards-based assessments
or common assessments, encourage educators to teach similar mate-
rial and evaluate student performance in more consistent, reliable, or
comparable ways.
j. Learning-needs identification
Educators use a wide range of assessments and assessment methods to
identify specific student learning needs, diagnose learning disabilities
(such as autism, dyslexia, or nonverbal learning disabilities), evaluate
language ability, or determine eligibility for specialized educational
services. In recent years, the early identification of specialized learn-
ing needs and disabilities, and the proactive provision of educational
support services to students, has been a major focus of numerous edu-
cational reform strategies. For a related discussion, see academic sup-
port.
1.4. Role of Assessment
Surgenor (2010) summarized the role of assessment in learning in the fol-
lowing points.
a. It fulfills students expectations
b. It used to motivate students
c. It provide opportunities to remedy mistakes
 d. It indicate readiness for progression
e. Assessment serves as a diagnostic tool
f. Assessment enables grading and degree classification
g. Assessment works as a performance indicator for students
h. It is used as a performance indicator for institution
i. Assessment facilities learning in the one way or the other
2. Classroom assessment: why, what, how and when
Hamidi (2010) developed a framework to answer the Why, What,
How and When to assess. This is helpful in understanding the true nature
of this concept.
a. Why to assess: teachers have clear goals for instruction and they assess
to ensure that these goals have been or are being met. If objectives are the
destination, instruction is the path to it then assessment is a tool to keep
the efforts in track to ensure that the path is right. After completion of
journey assessment is the indication that destination is ahead.
b. What to assess: Teachers cannot assess whatever they themselves like.
In classroom assessment, teachers are supposed to assess student current
abilities in a given skill or task. The teacher can assess student knowl-
edge, skills or behavior related to a particular field.
c. Who to assess: it may seem strange to ask whom a teacher should assess
In the classroom, but the issue is of great concern. The teachers should
treat students as ‘real learners’, not as course or unit coverers. They
should also predict that some students are more active and some are less
active, some are quick at learning and some are slow at it. Therefore,
classroom assessment calls for a prior realistic appraisal of the individu-
als teachers are going to assess.
d. How to assess: Teachers employ different instruments, formal or infor-
 mal, to assess their students. Brown and Hudson (1998) reported that
teachers use three sorts of assessment methods-selected-response assess-
ments, constructed-response assessments, and personal0response assess-
ments. They can adjust the assessment types to what they are going to as-
sess.
e. When to assess: There is a strong agreement of educationist that assess-
ment is intervowen into instruction. Teachers continue to assess the stu-
dents learning throughout the process of teaching. They particularly do
formal assessments when they are going to make instructional decisions
at the formative and summative levels, even if those decisions are small.
f. How much to assess: There is no touchstone to weigh the degree to
which a teacher should assess students. But it doesn’t mean that teachers
can evaluate their students to the extent that they prefer, it is generally
agreed that as students differ in ability, learning styles, interest and needs
etc. so assessment should be limited to every individual’s needs, ability
and knowledge. Teacher’s careful and wise judgement in this regard can
prevent teachers from over assessment or underassessment.
2.2. Principles of classroom assessment
Hamidi (2010) described following principles of classroom assessment:
a. Assessment should be formative
b. Should determine planning
c. Assessment should serve teaching
d. Assessment should serve learning
e. Assessment should be curriculum-driven
f. Assessment should be interactive
g. Assessment should be student-centered
h. Assessment should be diagnostic
 i. Assessment should be exposed to learners
j. Assessment should be non-judgemental
k. Assessment should develop a mutual understanding
l. Assessment should lead to learner’s autonomy
m. Assessment should involve reflective teaching
2.3. Characteristic of classroom assessment
a. Learned-Centered
Classroom Assessment focuses the primary attention of teachers and
students on observing and improving learning, rather than on observ-
ing and improving teaching. To improve learning, it may often be
more effective to help students change their study habits or develop
their metacognitive skills (skills in thinking about their own thinking
and learning) than to change the instructor's teaching behavior. In the
end, if they are to become independent, lifelong learners, students
must learn to take full responsibility for their learning. To achieve that
end, both teachers and students will need to make adjustments to im-
prove learning. Classroom Assessment can provide information to
guide them in making those adjustments.
b. Teacher-Directed
A defining characteristic of any profession is that it depends on the
wise and effective use of judgment and knowledge. No one can pro-
vide teachers with rules that will tell them what to do from moment to
moment in the complex and fluid reality of a college classroom. What
faculty do depends on their skill, experience, professional knowledge,
and insight. Classroom Assessment respects the autonomy, academic
freedom, and professional judgment of college faculty. As a result, in
this approach, the individual teacher decides what to assess, how to
 assess, and how to respond to the information gained through the as-
sessment. Furthermore, the teacher is not obliged to share the results
of Classroom Assessment with anyone outside the classroom.
c. Mutually beneficial
Because it is focused on learning, Classroom Assessment requires the
active participation of students. By cooperating in assessment, stu-
dents reinforce their grasp of the course content and strengthen their
own skills at self assessment. Their motivation is increased when they
realize that faculty are
interested and invested in their success as learners. When students fo-
cus more clearly, participate more actively, and feel more confident
that they can succeed, they are likely to do better in their course work.
Faculty also sharpen their teaching focus by continually asking them-
selves three questions: "What are the essential skills and knowledge I
am trying to teach?" "How can I find out whether students are learn-
ing them?" "How can I help students learn better?" As teachers work
closely with students to answer these questions, they improve their
teaching skills and gain new insights.
d. Formative
Classroom Assessment is a formative rather than a summative ap-
proach to assessment. Its purpose is to improve the quality of student
learning, not to provide evidence for evaluating or grading students;
consequently, many of the concerns that constrain testing do not ap-
ply. Good summative assessments-tests and other graded evaluations-
must be demonstrably reliable, valid, and free of bias. They must take
into account student anxiety, cheating, and issues of fairness. Class-
room Assessments, on the other hand, are almost never graded and are
 almost always anonymous. Their aim is to provide faculty with infor-
mation on what, how much, and how well students are learning, in or-
der to help them better prepare to succeed - both on the subsequent
graded evaluations and in the world beyond the classroom.
e. Context-Specific
To be most useful, Classroom Assessments have to respond to the par-
ticular needs and characteristics of the teachers, students, and disci-
plines to which they are applied. Any good mechanic or carpenter will
tell you, "You need the right tool to do the job right"; similarly, you
need the right Classroom Assessment Technique to answer the ques-
tion right. Therefore, Classroom Assessment is context-specific: what
works well in one class will not necessarily work in another. As all ex-
perienced college teachers know, each class has its own particular dy-
namic, its own collective personality, its own "chemistry." Many of us
who have been assigned to teach two sections of the same course in a
given semester -using the same syllabus, the same books, the same
lecture notes, perhaps even the same room -have discovered that these
"parallel" sections quickly become very different classes. Each indi-
vidual student brings a complex mix of background variables to the
course. The student's socioeconomic class, linguistic and cultural
background, attitudes and values, level of general academic prepara-
tion, learning strategies and skills, and previous knowledge of the spe-
cific subject matter can all influence his or her performance in the
course. As students interact in the classroom, the mixture of variables
that can affect learning becomes vastly more complex. In addition, the
instructor, the discipline, the organization of the course, the materials
used, and even the time of day the class meets -all have an effect on
 classroom learning. As a result of these complex interactions, each
class develops its own "microculture." The most successful faculty
members are those who recognize and respond to these differences by
fitting their teaching to the context of the class, even as they subtly
shape that context through their teaching. Classroom Assessment re-
spects and depends on the faculty's professional judgment, the "craft
knowledge" that college teachers develop over time. We assume that
the most appropriate person to assess student learning is the person
who is responsible for promoting student learning: the individual fac-
ulty member. That’s why the Classroom Assessment Techniques in
this handbook are presented as examples and suggestions to be
adapted, not as models to be adopted.
f. Ongoing
Classroom Assessment is an ongoing process, perhaps best thought of
as the creation and maintenance of a classroom "feedback loop." By
employing a number of simple Classroom Assessment Techniques that
are quick and easy to use, teachers get feedback from students on their
learning. Faculty then complete the loop by providing students with
feedback on the results of the assessment and suggestions for improv-
ing learning. To check on the usefulness of their suggestions, faculty
use classroom Assessment again, continuing the "feedback loop." As
this approach become integrated into everyday classroom activities,
the communications loop connecting faculty to students - and teach
thing to learning -becomes more efficient and more effective.
g. Rooted in good teaching practice
Most college teachers already collect some feedback on their students'
learning and use that feedback to inform their teaching. Classroom
 Assessment is an attempt to build on existing good practice by making
it more systematic, more flexible, and more effective. Teachers ask
questions, react to students' questions, monitor body language and fa-
cial expressions, read homework and tests, and so on. Classroom As-
sessment provides a way to integrate assessment systematically and
seamlessly into the traditional classroom teaching and learning
process.
By taking a few minutes to administer a simple assessment before
teaching a particular class session, the teacher can get a clearer idea of
where the students are and, thus, where to begin instruction. A quick
assessment during the class can reveal how well the students are fol-
lowing the lesson in progress. Classroom Assessment immediately af-
ter the class session helps to reinforce the material taught and also un-
covers gaps in understanding before they become serious impediments
to further learning. Finally, teaching students techniques for self-as-
sessment that they can use in class or while they are studying helps
them integrate classroom learning with learning outside school. Di-
rected practice in self-assessment also gives students the opportunity
to develop metacognitive skills; that is, to become skilled in thinking
carefully about their own thinking and learning.

3. Evaluation
Evaluation is an act or process that assigns ‘value” to a measure.
When we are evaluating, we are making a judgement as to the suitability,
desirability or value of a thing. In the teaching-learning situation, evalua-
tion is a continuous process and is concerned with more than just the for-
 mal academic achievement of students. Evaluation refers to the assess-
ment of a student’s progress towards stated objectives, the efficiency of
the teaching and the effectiveness of the curriculum, evaluation is a broad
concept dealing not just with the classroom examination system, but also
evaluating the cognitive affective and psychomotor domain of students.
The success and failure of teaching depends upon teaching strategies, tac-
tics and aids. Thus, the evaluation approach improves the instructional
procedure. Glaser’s basic model of teaching refers to this step as a ‘feed-
back function’.

J. M. Bradfield defines evaluation as ‘the assignment of symbols to

phenomenon in order to characterize the worth or value of the phenome-
non usually with reference to some social, cultural and scientific stan-
dards’. Wright Stone stated, ‘evaluation is a relatively new technical term
introduced to designate a more comprehensive concept of measurement
than is implied in conventional test and examination’. Hanna defined
evaluation as ‘the process of gathering and interpreting evidence on
change in the behavior of all students as they progress through school’.

3.2. Characteristic of Evaluation

a. It is a systemic process
b. It measures the effectiveness of learning that experiences provide
c. It measures how far the instructional objectives have been achieved
d. It uses certain tools like tests, observation, interview etc.
e. It is a continuous process
f. It is a subjective judgement
g. It is a philosophical in nature
 h. In includes quantitative description, qualitative description and value
judgement
i. It gets data from measurement
j. It not only determines the magnitudes, but also adds meaning to mea-
surement
k. It involves values and purposes
3.3. Types of evaluation
a. Formative evaluation
The evaluation which is done during the teaching-learning process to
assess the ongoing termed formation of knowledge and understanding
of students is called as formative evaluation. The formative evaluation
is a monitoring type of evaluation which is used to monitor the
progress of students during the class, course or session. After forma-
tive evaluation, feedback is given to students, so they can proceed ac-
cordingly. The formative evaluation is aimed at improving the quality
of teaching-learning process.
b. Summative evaluation
As the name indicates, summative evaluation is done at the end of a
course semester, or a class or topic. It is meant to evaluate the quality
of the final product and to find out the extent to which the instruc-
tional objectives have been achieved. No remedial teaching is given
after summative evaluation. The process if certification is done on the
basis of the results of summative evaluation. Results of this evaluation
reflect the effectiveness of the curriculum transaction process. Impor-
tant examples of summative evaluations are annual exams, semester
end exams and terminal exams.
c. Placement evaluation
 Through placement evaluation, the entry behavior of student is as-
sessed. In this case, the students are given admission to new courses
according to their intelligence, attitude, motivation aptitude etc. The
goals of placement assessment are to determine for each student the
position in the instructional sequence and the mode of instruction that
is most beneficial.
d. Diagnostic evaluation
It is concerned with the persistent learning difficulties that are left un-
resolved by the corrective prescriptions of formative assessment. It
aims at identifying or diagnosing the weaknesses of students in a
given course of instruction, diagnostic evaluation involves the use of
specially prepared diagnostic tests and various observational tech-
niques. The aim of diagnostic assessment is to determine the causes of
persistent learning problems of students and to formulate a plan for re-
medial action. When a teacher finds that in spite of the use of various
alternative methods and techniques, the student still faces learning dif-
ficulties, he takes recourse to a detailed diagnosis. This type of evalua-
tion includes vision tests, hearing tests and other tests used to deter-
mine how the student approaches a reading assignment, as well as it
examines whether the student relies on pictures, sound, context clues,
skip over unfamiliar words, etc.
3.4. Need and importance of evaluation
a. The learners
The results of the evaluation make the learners aware of their strength
and weakness. It provides them the ways and opportunity to work
hard on their weak areas. With the help of evaluation results, they are
monitored properly on their progress and put them on the right track
 through various arrangements like extra classes and remedial teach-
ing.
b. The parents
Educational is an investment and parents are the real investors. They
are also consumers of education. Through the report cards of their
children, they become aware about their progress and based on that
the parents take proper decisions for their children growth and devel-
opment.
c. The society
Evaluation results give the teachers the feedback regarding the level
of effectiveness of their teaching methods, presentation, teaching-
learning environment and other aspect of teaching that the teacher has
applied in the process of teaching. In the light of report of evaluation
are used by society to assess the performance of school and to bring
desired changes In the school system. Vice-versa, good school creates
good society.
d. The teachers
Evaluation results give the teachers the feedback regarding the level
of effectiveness of their teaching methods, presentation, teaching-
learning environment and other aspect of teaching that the teacher has
applied in the process of teaching, in the light of report of evaluation
they can bring improvement in their teaching, satisfactory reports add
their motivation and unsatisfactory reports compel them to do hard
work with their learners.
e. The school administration
Result of the examination and evaluation are the only effective means
for the school administration to be aware about the competency and
 efficiency of its staff, teaching as well as non0teaching. Taking into
consideration the results of evaluation they school administration can
bring changes in their academic and administrative process.
f. The curriculum
Based on the evaluation results desirable changes are brought out in
curriculum, textbook and study materials of the courses. New courses
may also be started depending upon the need of the society and may
be modified to suit the needs of the changing market economy so that
the employment opportunities to the new generation is always avail-
able.
g. Guidance and counseling
Guidance workers and counselors use the evaluation results of the stu-
dents for their proper guidance and counseling. Various types of test
results are also used for this purpose like interest inventory, skill test,
attitudes scale, aptitude test, and test of values etc. after analyzing the
strength and weakness of the students, they are given the proper guid-
ance.

REFERENCES