EVALUATION

By M.Ed. Maria Luisa Mu

Why

• To improve capabilities in the evaluation of students achievement.

• To help our students to learn how to learn

• To be more accountable to students

• To improve the expertise in students’ evaluation.

Definition

• Activity 1: • Rearrange the following words to complete the

definition of Evaluation.

Evaluation

“Evaluation is considered a critical element that influences teacher decision making and guides student learning.”

Guiding Principles

• Activity 2:

Use the words provided to complete the sentences specifying the guiding principles behind evaluation.

Useful Words

Concepts

• Norm-referenced standards:

• We need to compare assessment data with typical data collected from comparable people.

• Criterion-referenced standards:

• We need to compare the measurement to some absolute standard.

Concept

• Self-referenced:• Compare one’s performance today with one’s

performance earlier.

Deciding on the appropriate blend of students’ evaluation standards can be a complex matter but can help you construct a more comprehensive student evaluation inventory.

Types of Evaluation

• Formative evaluation:

• provides information about the students’ progress to take corrective action.

• Diagnostic evaluation:

• provides information about students’ readiness and background for what is about to be taught

Types of Evaluation

• Summative evaluation: • provides information to be used in making

judgments about students’ achievement

Important terms

• Measurement

• Assessment

• Evaluation

Important terms

• Measurement: Collecting information on the frequency or extent of something

• Assessment: Collecting information on the progress of students’ learning

• Evaluation: making a judgment about the degree of worth of the information

Student Assessment techniques

• Methods of Organization

• Methods of Data Recording

• Ongoing Student Activities

• Quizzes and Tests

Student Assessment techniques

• Activity 3: • Group the techniques according to the category

Student Assessment techniques

Methods of Organization

• Assessment stations• Individual

assessments• Group assessments• Contracts• Self and Peer

Assessments• Portfolios

Methods of Data Recording

• Anecdotal Records (Worksheet 2 a)• Observation Checklists (Worksheet 2b)• Rating scales

Ongoing Student Activities

• Written Assignments

• Presentations

• Performance Assessments

• Homework

Quizzes and Tests

• Oral Assessment Items

• Performance Test Items

• Extended Open-Response Items

• Short-Answer Items• Matching Items• Multiple Choice Items• True/ False items

Guidelines for use of homework

• Students should receive clear, instructions on the task prior to assigning it as homework.

• Students should receive guidelines related to the completion of the task and how it will be assessed.

Guidelines for use of homework

• The length of time given for the completion assignment must take into consideration the many other tasks students often have assigned at the same time.

• Be consistent about how the homework assignments are assessed.

Guidelines for use of homework

• Never assign homework as punishment.

• Do not use homework as a way of regaining lost work time due to interruptions or faulty timing

• Try to assign tasks that are of interest to the students.

Reflections

• Reflecting on the present student evaluation program (Worksheet 3)

• Time management

• Adaptation of assessment techniques

• Making Quality Tests

Your current student evaluation programme

• Activity 4:

• Go over worksheet 3

• Write your comments

• Compare your answers with your colleagues

• Decide on actions to be taken

Time management

• Appropriate frequency• What assessment activities can take place on a

regular schedule?• Value• How much does this particular assessment

instrument or activity contribute?

Time management

• Standardization

• Can I create master copies of assessment formats that can be completed as needed?

• Quiet time

• Is there a time of the day that I can set aside to devote to creating, organizing and recording assessment information?

Adaptation of assessment techniques

• Demonstrate skills or knowledge

• Allow more time to complete tests

• Adjust the type of criteria used for expected responses

• Focus on a smaller number of assessment techniques

• Change the frequency of gathering assessment information

Adaptation of assessment techniques

• Adjust the degree of accuracy required in the expected responses

• Require above average students to provide more than one solution to a problem

• Reduce student anxiety providing practice in test-taking.

Conclusion

• To improve capabilities in the evaluation of students achievement.

• To help our students to learn how to learn

• To be more accountable to students

• To improve the expertise in students’ evaluation.