Gronlund has used the following equation to indicate this relationship because of its significance: Evaluation may not be solely based on measurement, but it goes beyond the straightforward quantitative score. Measurement = quantitative description of pupils (measurement) + value judgment Evaluation = qualitative description of pupils (non-measurement) + value judgment As a result, evaluation has emerged as a popular method for evaluating, testing, and measuring. Its main goal is to improve qualitatively. Making value judgments about a level of performance or achievement is the process of evaluation. In the evaluation process, value judgments must be based on a set of goals. The process of figuring out how well the goals were met is called evaluation. concerned with both the evaluation of achievement and its enhancement. Evaluation is ongoing and ever-changing. The following decisions can be made with the assistance of evaluation: Definition of Evaluation Tyler defined evaluation as "a systematic process of determining the extent to which educational objectives are achieved by pupils." This definition excludes tile casual, informal, or uncontrolled observation of the students, implying that evaluation is a systematic process. Additionally, the definition implies that educational goals must be established in advance. Without foreordained targets, making a decision about the advancement, development and improvement of students is unimaginable. "The collection and use of information to make decisions about an educational program," according to Crombach, was the definition of evaluation. Wheeler defined evaluation as a more general assessment of a program's outcome based on observations, tests, questionnaires, interviews, and other methods. His focus was on educational evaluation procedures. As a result, evaluation can be conceived as follows: 1) Evaluation is an action or procedure that enables one to determine a measure's desirableness or value.
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