Some of the definitions of Educational Evaluation are as follows :

“Educational Evaluation is the systematic investigation, observation and interpretation of information.

“Educational Evaluation is a method (procedure) and to prove if the expectations and aims of an educational process reflect reality (results of the process).

“Educational Evaluation is the process of obtaining information and using it to come to some conclusions which will be used to take decisions.”

It is necessary to distinguish educational evaluation from the process of collecting and obtaining certain kinds of information. The collection of information is something punctual, and it is done in the evaluation process at certain moments. But educational evaluation is an ongoing process. It implies judgement (good, bad, acceptable, ok, advantageous, disadvantageous, of high quality, of low quality, etc.) Educational evaluation implies measurement. But, educational evaluation goes beyond the mere measurement: it provides explanations and conclusions. Check for Educational Evaluations in US at UT Evaluators

Educational evaluation  provides some explanations and conclusions are as follows:

1 Educational evaluation should not be a justification of shortcomings. As a result of the evaluation we might find out why certain shortcomings appeared, but the actors involved should not conceive and initiate the evaluation process looking for “excuses” or with a defensive attitude.

2 Educational evaluation should not be a money making strategy. As we will see later, one operational objective of educational evaluation is to reflect whether the educational activity met the expectations of partners and funding institutions. Those institutions often use evaluation as an instrument of control and sometimes even as a criteria to decide which projects and organisations to support. This has financial implications for those concerned. But, the starting point, the nature and primary aim of educational evaluation, is not to make money. If we “financially” misuse evaluation and fall into a lack of honesty and transparency, we might in the best case gain some short-term financial benefit. Experience, however, shows us that apart from weakening the legitimacy of educational evaluation, financially motivated evaluation damages trust between funders and those they support.

3 Educational evaluation should not become an exercise in power politics. In educational evaluation, different actors with different levels and areas of responsibility are involved. Often and naturally their conclusions differ. This, together with the fact that conclusions can to changes that can affect different actors in more or less positive ways, might imply that educational evaluation degenerates into a kind of power game, with different actors trying to assert their power over others using the evaluation as an instrument of their objectives. There is no magic rule for resisting this. But, actors who hold positions of responsibility should be those most open to criticism and generous in assuming responsibility, even if the results of the evaluation are not to their liking. These attitudes are an important contribution to making sure that the aims and nature of the evaluation are properly respected. For Educational Evaluations in US visit here

4 Educational evaluation should not be a public relations exercise. Of course, the outcomes of educational evaluation and its achievements should be shared witwh concerned target groups, organisations and institutions. But, this should be an integral consequence of the process rather than an objective of the evaluation in itself. Conceiving and planning educational evaluation as a public relations exercise will damage the process and in long term becomes counter productive co-operation and partnership with others.

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