Educational Evaluation

Educational evaluation is the evaluation process of characterizing and appraising some aspect/s of an educational process.

There are two common purposes in educational evaluation which are, at times, in conflict with one another. Educational institutions usually require evaluation data to demonstrate effectiveness to funders and other stakeholders, and to provide a measure of performance for marketing purposes. Educational evaluation is also a professional activity that individual educators need to undertake if they intend to continuously review and enhance the learning they are endeavoring to facilitate.

Read more about Educational EvaluationStandards For Educational Evaluation

Other articles related to "educational evaluation, educational, evaluations, evaluation":

J. D. Chesswas - Educational Evaluation
... and finally as Officer in Charge of the Educational Planning Unit within the Ministry of Education ... to the staff of the International Institute of Educational Planners, where, as a theorist in the field of educational evaluation, he authored a number of ... Chesswas's works include Changing the existing educational system some basic implications for the educational planner (1966) Educational planning and ...
Criticism of Educational Evaluation - Evaluation in A Democratic School
... schools do not perform and do not offer evaluations, assessments, transcripts, or recommendations, asserting that they do not rate people, and that school is not a judge comparing students to each other, or to ... their progress as self-starting learners as a process of self-evaluation real lifelong learning and the proper educational evaluation for the 21st Century, they adduce ...

Famous quotes containing the words evaluation and/or educational:

    Evaluation is creation: hear it, you creators! Evaluating is itself the most valuable treasure of all that we value. It is only through evaluation that value exists: and without evaluation the nut of existence would be hollow. Hear it, you creators!
    Friedrich Nietzsche (1844–1900)

    We do not have to get our children to learn; only to allow and encourage them in their learning. We do not have to dictate what they should learn; only to discern and respond to what it is that they are learning. Such responsiveness is at once the most educational and the most loving.
    Polly Berrien Berends (20th century)