In educational literature we can find different definitions on evaluation. Evaluation is the pay-off of description – it is the synthesis of descriptive information and criterial information according to very strict and difficult rules (Scriven, 1975). Evaluation can be characterised as the process by which people make judgements about value and worth; evaluation is the process by which people make value judgements about things (Oliver, 2000).
It is obvious that evaluation is a delicate and sensitive task. On the other hand, it is not a simple and obvious process. Usually evaluation has its formal and informal sides.
The main questions are:
• what is to be evaluated?
• when and why evaluate?
• how to evaluate?
• whether the process of evaluation is fair and objective?
For an evaluation of process of science teaching and learning there are different strategy and ways. The main questions are: what is to be evaluated? when and why evaluate? how to evaluate? It is clear that for science teaching success one of the most important resources is feedback from students (Lamanauskas, Vilkonienė, 2008). Teachers can evaluate a whole science course, analyse students’ learning needs, and investigate students’ experiences of teaching. Evaluation should be correlated both with the purposes and to specific educational situations. Also it is very important to strengthen teachers` and students` motivation when evaluating. There are multiple methods for collecting data on science teaching effectiveness. Also it is clear that a key to effective teaching evaluation is to collect data from multiple sources (triangulation).