Modern views of evaluation emphasise its formative role in supporting learning. Assessment results can inform teachers about the effectiveness of methods and identify areas where students struggle. They also guide students about their strengths and weaknesses. When used in this way, evaluation becomes an integral part of the teaching learning process rather than just a sorting mechanism.
Option A:
This option reflects a narrow summative use of evaluation for ranking and labelling. While some ranking may be necessary, using it only for this purpose can demotivate students and does not help in improving teaching practices.
Option B:
This option is correct because it explicitly states that evaluation should generate feedback for improvement. It recognises that both teacher and students are learners who can adjust strategies based on evidence. Such reflective use of evaluation aligns with quality assurance and continuous improvement principles.
Option C:
This option suggests a single end of course test, which gives little opportunity for midcourse corrections. Without ongoing evaluation, problems in learning may remain unnoticed until it is too late to address them.
Option D:
This option reduces evaluation to factual recall, ignoring understanding, application and higher order thinking. Such limited focus cannot capture the full range of learning outcomes expected in higher education.
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