Effective Teaching Methods: Evaluation of Instructional and Learning Outcomes
Researches in evaluating instructional outcomes at all levels of education have developed widespread interest. There are several questions that confront teachers at all levels that need to be addressed such as: Did the learners develop adequate skills? Were the teaching methods and strategies utilized adequate and effective in helping them pursue their goals and objectives? Which learning experiences were effective in promoting learning? How successful were the teacher's sustained effort in contributing to the realization of the primary objectives of education? Various development educational policies and strategic plans of action based on the results of these evaluations have led school authorities to look for changes and other alternatives to improve the quality of education.
For Burton and Buckner, an educational program may be evaluated most satisfactorily by studying it "in terms of its philosophy of education, its individually expressed purposes and objectives, the nature of the learners with whom it has to deal, the needs of the community which it serves, and the nature of our democratic way of life of which it is a part."
The primary purpose of evaluating instructional and learning outcomes is to find out how successful were the teachers' efforts in contributing to the realization of the fundamental objectives of education. This is the issue and concern that continually confront the teacher at all levels.
The interest in evaluating the learner's performance in relation to instructional objectives has led to the systematic study and periodic appraisal at all levels of the educational programs. Evaluation instruments should be carefully designed for teaching competencies, teaching skills, and classroom management. Assessments which learning experiences were effective in promoting and enhancing learning, which teaching methods and techniques are effective in the realization of the educational objectives. The process of evaluating the learning performance of the learners has been continuously being practiced in our educational program.
Evaluation is the systematic process of collecting and analyzing data in order to determine the current status of the subject of evaluation, to compare this status with a set of criteria, and to select an alternative solution from among two or more in order to arrive at a sound decision.
Evaluation is a continuous process of inquiry about the study, assessment and improvement of all variables of the educational enterprise.
It is the process of deliberate effort of determining the changes in the learners as a result of teaching and learning. It is a systematic attempt to ascertain the degree of process about the outcome of instruction of the students toward the realization of the objectives of education. It is an act of evaluating the learner's acquisition of all types of learning outcomes (such as acquisition of facts and information, development of skills, desirable values, attitudes and motivations, cultural appreciation and personal and social adaptability and a sense of responsibility).
On the basis of the information gathered, analyzed, and interpreted about the growth and development of the learners, appropriate evaluative procedures and measurement instruments can be devised by all concerned to find out the effectiveness of the whole educational program in relation to meeting the needs of individual learner and the community as a whole.