The ministry of higher and secondary special education of the republic of uzbekistan samarkand state institute of foreign languages course paper theme: the concept of assesment and evaluation. Scientific adviser

Exercises

Attributes

Results

The creation of decisions on a program

Working on its adequacy,

Informed programming choices

Established on one more point of view of assessment by Thomson and Hoffman in 2003, it is feasible for a circumstance to be experienced, in which the cycle couldn't be thought of as prudent; for instance, in the event that a program is unstable or unpredictable. This would incorporate it coming up short on a predictable daily schedule; or the concerned parties are unable to agree on the program's purpose. Approaches There are a number of conceptually distinct ways of thinking about, designing, and carrying out evaluation efforts. Another example is an influencer or manager who refuses to include relevant, important, and central issues in the evaluation. While some of the currently in use evaluation methods in some way improve upon or make truly original contributions to the resolution of significant issues, others are truly novel contributions.

Approach classification House and Stufflebeam and Webster's two classifications of evaluation approaches can be combined into a manageable number of approaches based on their distinct and significant underlying principles. House believes that all major evaluation approaches are based on a single ideology known as liberal democracy. Freedom of choice, individuality, and empirical inquiry founded on objectivity are important tenets of this ideology. In addition, he argues that they are all founded on subjectivist ethics, in which ethical behavior is determined by an individual's or group's subjective or intuitive experience. Utilitarian ethics, in which "the good" is determined by what maximizes a single, explicit interpretation of happiness for society as a whole, is one type of subjectivist ethics. Intuitionist/pluralist ethics is another type of subjectivist ethics in which there is no presumption of a single interpretation of "the good" and such interpretations need not be explicitly stated or justified.

These moral positions have relating epistemologies — ways of thinking for getting information. The objectivist epistemology is related with the utilitarian ethic; In general, it is used to acquire knowledge that can be externally verified (intersubjective agreement) using data and methods that are publicly exposed. The subjectivist epistemology, which is associated with the intuitionist/pluralist ethic, is used to acquire new knowledge based on personal knowledge and experiences that are either (explicit) or (tacit) accessible to the public. House then distinguishes between two primary political perspectives for each epistemological approach. Approaches, right off the bat, can take a first class viewpoint, zeroing in on the interests of administrators and experts; or they can adopt a mass perspective that places an emphasis on consumers and participatory strategies.

According to their perspective on the significance of values and ethical consideration, Stufflebeam and Webster divide approaches into one of three categories. They refer to this as pseudo-evaluation because the political orientation promotes a positive or negative view of an object regardless of its actual or potential value. Approaches that may or may not provide answers specifically related to an object's value are included in the questions orientation. They refer to this as quasi-evaluation. They refer to this as true evaluation, and the values orientation includes methods primarily designed to ascertain an object's value.

In terms of epistemology, major perspective (from House), and orientation, fifteen evaluation approaches can be identified[18]. Politically controlled and public relations studies are two pseudo-evaluation approaches that are represented. They are based on an elite perspective's objectivist epistemology. Six semi assessment approaches utilize an objectivist epistemology. An elite perspective is taken by five of them: experimental research, management information systems, testing programs, objectives-based studies, and content analysis. Accountability considers the whole. There are seven real methods of evaluation. An elite-based objectivist epistemology serves as the foundation for both decision-oriented and policy studies. An objectivist epistemology from the mass perspective serves as the foundation for consumer-oriented research. Two methodologies — license/confirmation and epicurean examinations — depend on a subjectivist epistemology according to a tip top point of view. Last but not least, adversary and client-centered research employ a mass-perspective subjectivist epistemology as their foundation.

Summary of approaches Each approach's four characteristics—organizer, purpose, strengths, and weaknesses—are outlined in the table that follows. The main considerations or cues that practitioners use to organize a study are represented by the organizer. At a very broad level, the purpose represents the desired outcome of a study. When deciding whether or not to use the method for a particular study, other characteristics—such as strengths and weaknesses—must also be taken into account. The following narrative focuses on the differences between various groupings of approaches.

Assessment, testing, and measurement are often used interchangeably with the term "evaluation." Testing is merely a method for gathering evidence regarding student behavior. On the other hand, measurements are limited to quantitative descriptions of student behavior. Testing and measurement, in addition to qualitative descriptions of student behavior, are all included in the more comprehensive term "evaluation." It also includes making a value judgment about whether the behavior being measured or evaluated is valuable or desirable.