Objectives and functions of evaluation in research methodology

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TABLE OF CONTENT INTRODUCTION I. OBJECTIVES OF EVALUATION 1. TO VERIFY THE PREREQUISITE OF LEARNERS 2. TO DETERMINE THE LEVEL OF 3. TO MAKE AN APPRAISAL OF KNOWLEDGE ACQUIRED 4. VERIFY IF THE OBJECTIVES OF THE TEACHER HAVE BEEN ATTAINED/ACHIEVED II. FUNCTIONS OF EVALUATION IN RESEARCH METHODOLOGY 1. SOCIAL 2. PEDAGOGIC AND DIDACTIC 3. ADMINISTRATIVE 4. INSTITUTIONAL CONCLUSION REFERENCES 1 INTRODUCTION Evaluation can be defined as the process of determining the learning effectiveness of the learner in light of state objectives. Evaluation involves the making of value judgments about the degree of success or failure of the teacher’s instructional effort. By evaluating how well learners are learning, we are able to tell if we are succeeding or failing in our instructional task and therefore can either continue, modify or change our strategies and methods. It has become a fairly established principle in teaching that when a teacher teaches; he/she must evaluate to know the extent to which learners are following up the lesson. The question we would ask our self is thus "on what do you base your judgments as to whether a learner is learning well or not". In practice, the answer to this question comprises at least two parts. Firstly, judgment about learners learning can be made on the basis of objectives that instruction is supposed to achieve.

Informations

• Publié par: dobsbetomaurice
• Publié le: 26 avril 2014
• Nombre de lectures: 33
• Langue: English

Extrait

TABLE OF CONTENT

INTRODUCTION

I. OBJECTIVESOF EVALUATION

1. TOVERIFY THE PREREQUISITE OF LEARNERS 2. TODETERMINE THE LEVEL OF LEARNERS 3. TOMAKE AN APPRAISAL OF KNOWLEDGE ACQUIRED 4. VERIFYIF THE OBJECTIVES OF THE TEACHER HAVE BEEN ATTAINED/ACHIEVED

II. FUNCTIONSOF EVALUATION IN RESEARCH METHODOLOGY 1. SOCIAL 2. PEDAGOGICAND DIDACTIC 3. ADMINISTRATIVE 4. INSTITUTIONAL

CONCLUSION

REFERENCES

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 INTRODUCTION

 Evaluationcan be defined as the process of determining the learning effectiveness of the learner in light of state objectives. Evaluation involves the making of value judgments about the degree of success or failure of the teacher’s instructional effort. By evaluating how well learners are learning, we are able to tell if we are succeeding or failing in our instructional task and therefore can either continue, modify or change our strategies and methods. It has become a fairly established principle in teaching that when a teacher teaches; he/she must evaluate to know the extent to which learners are following up the lesson. The question we would ask our self is thus "on what do you base your judgments as to whether a learner is learning well or not". In practice, the answer to this question comprises at least two parts. Firstly, judgment about learners learning can be made on the basis of objectives that instruction is supposed to achieve. Thus, if the objective of a lesson: types of research in LBL32 (research methodology ) requires that learners can be able to define the various types of research, then at the end of the lesson, evaluation will be in terms of the degree to which that objective has been achieved. Objectives can therefore, be said to be guides to evaluation. Meaning student’s performance is based on objectives. Secondly, the degree to which an instructional objective has been achieved can be judged on the basis of information or data collected by the teacher. Thus, a teacher may conclude that a learner knows the types of research if he/she is capable of defining each of term. In the course of our work, we are going to talk about the objectives and functions in the course entitled research methodology (32).

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I. OBJECTIVESOF EVALUATION IN RESEARCH METHODOLOGY . 1. TOVERIFY THE PREREQUISITE OF LEARNERS. Before a teaching intends to state a lesson, he/she asks some questions in relation to the lesson to be taught. We say that, he/she is testing or verify the prerequisite of the learners. For this, to be done effectively he asks some questions to the learners who on their part provide answers. This would help the teacher to easily know the level of the learners. Prerequisite can be defined as the knowledge a person has about a topic before he/she is being taught that particular lesson. It can also be defined as a certain skill that must be demonstrated before you can enroll in a more advanced course. The fact that teachers test the learners prerequisites is very important and essential in that, it helps him to reoriented his lesson and even know how and what to say during his lesson proper. In case a teacher of research methodology wants to know if the learners have same pre knowledge about a particular lesson concerning a report on teaching practice, he may ask the following questions: Have you ever heard of teaching practice? If yes, - What is teaching practice? What does it consisted of? What methodology do you follow to written teaching practice report?

2. TODETERMINE THE LEVEL OF LEARNERS. To determine the learner's level is a sort of prognostic evaluation to follow to the learner's training or study. It aims at knowing and determining their aptitudes, to know whether the learners are apt to be taught or trained. It also helps the teacher to know if the learners have understood what they have been taught or not. Hence, it allows what most be undertaken. It has the objective to foresee the learner's success. This evaluation can take place either at the teacher proposes himself to estimate the learner's chance success, or at the end of a learning process, allowing him to prognosticate the learner's ability to succeed in further studies or training. In addition to research methodology, especially with teaching practice, it enables the teacher to know if the learners are able or not to receive a given knowledge or another which is more complex. By the time, learners gave positive attitudes to acquired knowledge. The teacher can proceed with more complex knowledge and if they (learners) do not, the teacher will skills repeat the lesson or take a less difficult lesson to teach.

3. TOMAKE AN APPRAISAL OF KNOWLEDGE ACQUIRED To make an appraisal of knowledge required consist of making a sum-up of transmitted knowledge during a given period that is summative evaluation. This type of evaluation takes place immediately at the end of given lesson. Summative evaluation can also be when on the end

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of term or a training program certificates are awarded: here we talks of certificates evaluation. The teacher thus proceeds in giving a test which enables him to verify if these objectives have been attained. In research methodology the teacher has taught the types of research, the steps in the research project, methods of data collection and writing the research proposal. In the course of the first semester, the teacher gave a test on which he based the questions on what has been taught.

4. TOVERIFY IF THE OBJECTIVES OF THE TEACHER HAVE BEEN ATTAINED. After teaching, the teacher decides to give a test to his learners. From the marks he will obtain, he will be able to determine the degree to which his objectives have been attained. Thus, if THE marks of his learners are too low, hi will know that may be he has failed somewhere and he decides to adjust his way of asking questions and/or his teaching methods. This can also be applicable where the learner's marks are too high. Evaluation thus verifies the teacher's ability to achieve his objectives. In addition to this, during continuous assessment, the teacher is able to regulate his teaching method thanks to formative evaluation. For instance, in research methodology, the teacher may decide to treat the topic ethnography by using only lectures. In realizing that this method is not successful, we can rely or resort to field work. Thus, formative evaluation verifies the teacher's attainment of set objectives.

II. FUNCTIONSOF EVALUATION IN RESEARCH METHODOLOGY

1. SOCIALFONCTION Evaluation in research methodology has a social function, which helps the learners to insert himself in the society. For example teaching practice intervenes in the life of an individual as a means to help him to integrate in the professional domain. For this integration to be done efficiently, research methodology teaches the individual how to behave himself in the society. These are some attitudes he needs to adopt in a society. To be able to adapt to the culture of the milieu he finds himself in To be modest and humble To multiply his/her contracts with the inhabitants Be friendly and develop positive attitudes towards the inhabitants If the learners unable to socialize or integrate himself in society, he will be rejected and consequently, he will suffer.

2. PEDAGOGICAND DIDACTIC FONCTIONS The pedagogical function of evaluation in research methodology is to point out the learner's performances with regards to what they have been taught. This is to verify if they have acquired some knowledge or practice in certain given knowledge. A didactic function is the various methods or technics used by the teacher during his/her lesson. It is only the didactic

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function of evaluation that guides the teacher to know whether the various teaching methods/technics or approaches he used permitted his learners to understand accurate. If this is the case, the teacher ought to be proud of himself, but if this is not the case he ought to change his teaching methods so that the learner's could understand what they had not understood.

3. ADMINISTRATIVEFONCTION Administrative function permits to ameliorate the quality of teaching programs. The administration decides on the programs to be used and followed. In case the program chosen by the administration is too long or ineffective, they would change or ameliorate the program.

4. INSTITUTIONALFONCTION Looking at this function of evaluation, the teacher should follow-up the learners learning process and verify how the learner progress. This function is too know to be more considered, this is the case whereby rules of evaluation given by the regional or divisional services of evaluation. Therefore, it aims at verifying the teaching-learning process.

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 CONCLUSION All in all, it appears very clearly that evaluation has many objectives and functions in the course LBL32 titled research methodology. In the paragraphs above, we established a link between evaluation and research methodology. In this light, we were able to first of all identify the objectives of evaluation and subsequently its functions. As function, we identified the social, pedagogic, didactic, administrative and institutional functions. Therefore, evaluation goes a long way to spice up the teaching-learning process.

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REFERENCES - Courseof research methodology, 2013/2014 -

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