Evaluation, instruction and policy making: a contribution to an IIEP seminar

English, French
Swedish International Development Authority
IIEP Seminar Paper, 9
18 p.

Online version

About the publication

Recently educational evaluation has attempted to use the precision, objectivity, and mathematical rigor of the psychological measuring methods field as well as to find ways in which instrumentation and data utilization could be more related to educational institutions, educational processes, and educational purposes. The linkages between educational purposes and educational evaluation are so strong that systematic workers in most areas of educational research or practice start with this almost as the fist step in their work. The actual materials of instruction and the observation of teaching-learning situations can be analyzed to determine the appropriate evaluation procedures, and, in turn, the relations between the stated objectives, the learning experiences available to students, and the evaluation procedures can be determined in great detail. Evaluation instruments serve as models for teaching and learning and , as such, help to guide both instruction and student learning. Mastery learning is one way in which evaluation can be integrated in teaching/learning. Evaluation techniques are also available to measure the effectiveness of interaction and learning in innovative and alternative programs. Increasingly, educational evaluation is seen as a quality control measure (from ERIC database).