planning evaluation
TRANSCRIPT
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PLANNING
EVALUATION
VIVIAN ZURIMA CALDERÓN PÉREZ
OSCAR JULIAN OSORIO FONTIVEROS
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CONTENT
• The Context of Classroom-based
Evaluation
• A Strategy for Classroom-based Evaluation
• Planning Evaluation
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THE CONTEXT OF CLASSROOM-
BASED EVALUATION
There are four-steps process :
1. Identifying purposes
2. Collecting information
3. Interpretation of the information
4. Decision making
Characteristics of
everyday choices
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EXAMPLES OF HOW DECISIONS
ARE MADE IN THE CLASSROOM
1. Changing purposes
2. Changing plans
3. Changing practices
4. Students as decision makers
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CHANGING PURPOSES
When students do not have
exactly the same needs or
characteristics as the
hypothetical group for whom
the objectives were devised
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CHANGING PLANS
When there is a
mismatch between the
instructional objective
aim and the planned
activities
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CHANGING PRACTICES
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STUDENTS AS
DECISION MAKERS
• The choices students make affect the learning strategies
they use
• Final examsAssessment information
Incentive to study
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A STRATEGY FOR CLASSROOM-
BASED EVALUATION
Evaluation involves
comparison
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Look for potential problems and decide on actions to resolve them
1. Does this course respond to the needs ands desires of
its clientele?
2. Does the plan for this course seem like a good means
for attaining the course objectives?
A STRATEGY FOR CLASSROOM-
BASED EVALUATION
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3. Is the course working according to the plan?
4. Were the interim objectives met?
5. Were the general course objectives satified?
Look for potential problems and decide on actions to resolve them
A STRATEGY FOR CLASSROOM-
BASED EVALUATION
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• It is advisable to begin evaluation before instruction in
order to maximize the beneficial effects of evaluation on
instruction and students’ learning.
• To collect background information about students during
the first and second weeks of class, in order to examine
the adequacy of the objectives and instructional plans by
comparing them with students’ needs, aspirations, and
existing skills.
A STRATEGY FOR CLASSROOM-
BASED EVALUATION
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PLANNING EVALUATION
No planning No time for assessing activities
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QUESTIONS WHEN
PLANNING EVALUATION
• Who will use the results
of assessment and for
what purposes?
• What will I assess?
• When will I assess?
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Who will use the results of
assessment and for what
purposes?
Different people for
different purposes, but
teachers are the main users
of this information to
make decisions about
ongoing instructions
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What will I assess?Teachers will be concerned about:
• Monitoring the effectiveness of
instruction in order to plan ongoing
instruction
• Monitoring theirs students’ mastery of
academic skills and subject matter
• Monitoring their students’
understanding of content
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When will I assess?
1. On a continuous basis: this is
sometimes referred to as
formative evaluation
2. At the end of the instructional
units
3. At the end of the year:
Summative assessment
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SUGGESTIONS WHEN
AND HOW TO ASSESS1. Determine student needs and abilities
2. Examine student attainment of lesson and unit
objectives on a regular basis
3. Provide occasions for informing students about learning
success
4. Monitoring classroom activities
5. Examine student attainment of general instructional
objectives.
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