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“A Truthful Evaluation Of Yourself Gives Feedback For Growth and Success”
Brenda Johnson Padgett
Introduction
Assessment and evaluation are essential components of teaching and learning.
Without an effective evaluation program it is impossible to know whether students have learned, whether teaching has been effective, or how best to address student learning needs.
Assessing and Evaluating Learning
Definition of assessment:
Assessment is the process of gathering information on student learning.
Definition of evaluation:
Evaluation is the process of analyzing, reflecting upon, and summarizing assessment information, and making judgments and/or decisions based on the information collected.
Why evaluate?
Determine program outcomes
Identify program strengths
Identify and improve weaknesses
Justify use of resources
Increased emphasis on accountability
Professional responsibility to show effectiveness of program
“Evaluation is part of development rather than apart from it.”
What is program evaluation?
Purposeful, systematic, and careful collection and analysis of information used for the purpose of documenting the effectiveness and impact of programs, establishing accountability, and identifying areas needing change and improvement
What evaluation does
Looks at the results of your investment of time, expertise, and energy, and compares those results with what you said you wanted to achieve.
Outcome Evaluation
What: Identifies the results or effects of a program
When: You want to measure students’ knowledge, attitudes, and behaviors as a result of a program
Examples: Did program increase achievement, reduce truancy, create better decision-making?
Implementation Evaluation
What: Documents what the program is and to what extent it has been implemented
When: A new program is being introduced; identifies and defines the program; identifies what you are actually evaluating
Examples: Who receives program, where is program operating; is it being implemented the same way at each site?
Types of Evaluation
Formative as the program is happening to make
changes as program is being implemented
Summative at the end of a program to document
results
1- Formative evaluations
Types of evaluation
It is an ongoing classroom process that keeps students and educators informed of students’ progress toward program learning objectives.
The main purpose of formative evaluation is to improve instruction and student
learning.
2- Summative evaluations
It occurs most often at the end of a unit.
The teacher uses summative evaluation to determine what has been learned over a period of time, to summarize student progress, and to report to students, parents and educators on progress relative to curriculum objectives.
3- Diagnostic evaluation
It usually occurs at the beginning of the school year or before a new unit.
It identifies students who lack prerequisite knowledge, understanding or skills.
Diagnostic testing also identifies student interests.
Diagnostic evaluation provides information essential to teachers in designing appropriate programs for all students.
Overview Planning
•Define purpose and scope•Specific evaluation question
Development
•Specific evaluation design•Create data collection action plan
Implementation
•Collect data•Analyze data•Document finding
Feedback
Disseminate Information
Feedback to program improvement
Planning and Development
It is the process of preparing for the responsibility of teaching, deciding upon goals, determining curriculum content, select learning resources and classroom procedures, evaluating progress and looking toward next steps.
Development is the process of selecting. Organizing, executing, and evaluating learning experiences on the basis of needs, abilities and nature of the society.
Resource Consideration
AdministratorsStaffSpark teachers/ teachersMentors/PeersStudentsTools Time
Methods and techniques of evaluation
Discussions
Experiments
Interview (Individual or group)
Opinions
Observation
Questionnaire
Schedules
Practical Performance
Sources of Questions
• Strategic plans
• Mission statements
• Policies
• Needs assessment
• Goals and objectives
Broad Scope
Do our students contribute positively to society after leaving the school?
Do students in our new mentoring program have a more positive self-concept and better decision-making skills than students without access to the mentoring program?
Narrow Scope
Can our 6th grade students identify appropriate and inappropriate social behaviors?
How many of our 10th grade students have identified their work-related interests?
Do our 10th grade students identify at least 3 occupations to explore further based on their interests, abilities, and knowledge of education and training requirements?
Aim of student evaluation
Incentive to learn
Feedback to student
Modification of learning activities
Selection of students
Success or failure
Feedback to teacher and parents
Principles of Evaluation
Evaluation is:
1. Based on clearly stated objectives
2. Comprehensive
3. Cooperative
4. Used Judiciously
5. Continuous and integral part of the teaching – learning process
Qualities of a test
Directly related to educational objectives
Realistic& practicalConcerned with important
& useful mattersComprehensive but briefPrecise& clear
Monitoring & Evaluation (M&E)
Management tool used to help leaders
track progress demonstrate impact of an intervention/program
M&E: Logic Model at the center
Sequence of components that:
• Logically follow one another
• Start with inputs
• End with outcomes
Traditionally linear
Inputs Activities Outputs Outcomes
Logic Model: Read-a-Loud
Inputs Activities Outputs Outcomes
Trainer, time, &
materials
Training, observation
s & practices
Read-a-loud in class
Increase student reading
Monitoring
Continuous
Systematic collection of data on specified indicators
Provides management & stakeholders up to data information on
• Progress
• Use of allocated funds
Report should be credible & useful
Inform stakeholders to make good decisions
Example: Assessment for Learning
Learning Cycle
Observation sessions
Teacher visit demonstration classroom
Immediate debrief sessions
Joint goal setting
Cycles of trials – feedback- debrief
Training programs
Monitoring : 1 year
Creating a Culture
Ensuring school safety
Planning with data
Aligning Curriculum
Improving Instruction
Managing resources
Engaging communities
Closing the gap
Principal Evaluation
Criteria
Conclusion
Evaluation is to support the principal to achieve the goals.
Wherever there are hindrances, together we can eliminate it.
Weak areas can be strengthened.
Its about giving pupils opportunity to discover themselves.
Questions & Suggestions !!!
“A Truthful Evaluation Of Yourself Gives Feedback For Growth and Success”
Brenda Johnson Padgett