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EVALUATION TECHNIQUES

Macro Teaching

DED3024

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Assessment- Definition

Assessment is the act of

gathering information

on a daily basis in order

to understandindividual students'

learning and needs.

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Evaluation - Definition

Evaluation is the

culminating act of

interpreting the

information gatheredfor the purpose of

making decisions or

judgement about

students' learning andneeds, often at

reporting time.

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Purpose of assessment

Improve learning and instruction.

Promote learning, build confidence.

Helps teacher to plan and adapt forfuture.

Enhance students understanding of

own progress.

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Purpose of assessment

The main purposes are to guide and improve learning andinstruction.

Effectively planned assessment and evaluation can promotelearning, build confidence, and develop students'

understanding of themselves as learners. Assessment data assists the teacher in planning and adapting

for further instruction.

Teachers can enhance students' understanding of their ownprogress by involving them in gathering their own data, andby sharing teacher-gathered data with them.

Such participation makes it possible for students to identifypersonal learning goals.

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Principles in assessment

Planned and continuousactivity

Use variety.

Communicate inadvance

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Principles in assessment

Fair and equitable

Help students

Result communicated tostudents.

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Principles

Assessment and evaluation should be planned, continuous

activities which are derived from curriculum objectives andconsistent with the instructional and learning strategies.

A variety of assessment and evaluation techniques should beused. Techniques should be selected for their

appropriateness to students' learning styles and to theintended purposes. Students should be given opportunitiesto demonstrate the extent of their knowledge, abilities, andattitudes in a variety of ways.

Teachers should communicate assessment and evaluationstrategies and plans inadvance, informing the students ofthe objectives and the assessment procedures relative to theobjectives. Students should have opportunities for input intothe evaluation process.

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Cont

Assessment and evaluation should be fair and equitable. Theyshould be sensitive to family, classroom, school, andcommunity situations, and to cultural or genderrequirements; they should be free of bias.

Assessment and evaluation should help students. They shouldprovide positive feedback and encourage students toparticipate actively in their own assessment in order to fosterlifelong learning and enable them to transfer knowledge andabilities to their life experiences.

Assessment and evaluation data and results should becommunicated to students and parents/guardians regularly, inmeaningful ways.

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Using a variety of techniques and tools, the

teacher collects assessment informationabout students' language development andtheir growth in speaking, listening, writing,and reading knowledge and abilities.

The data gathered during assessmentbecomes the basis for an evaluation.

Comparing assessment information to

curriculum objectives allows the teacher tomake a decision or judgement regarding theprogress of a student's learning.

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Types of assessment and evaluation

TYPES

diagnostic

formativesummative

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Types of Assessment and Evaluation

DIAGNOSTIC

Diagnostic assessment and evaluation usually occur at thebeginning of the school year and before each unit of study.

The purposes are to determine students' knowledge andskills, their learning needs, and their motivational and interestlevels.

By examining the results of diagnostic assessment, teacherscan determine where to begin instruction and what conceptsor skills to emphasize.

Diagnostic assessment provides information essential toteachers in selecting relevant learning objectives and indesigning appropriate learning experiences for all students,

individually and as group members. Diagnostic assessment tools such as the Writing Strategies

Questionnaire and the Reading Interest/Attitude Inventorycan provide support for instructional decisions.

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FORMATIVE

Formative assessment and evaluation focus on the processesand products of learning.

Formative assessment is continuous and is meant to informthe student, the parent/guardian, and the teacher of thestudent's progress toward the curriculum objectives.

This type of assessment and evaluation provides informationupon which instructional decisions and adaptations can bemade and provides students with directions for futurelearning.

Involvement in constructing their own assessmentinstruments or in adapting ones the teacher has made allowsstudents to focus on what they are trying to achieve, developstheir thinking skills, and helps them to become reflectivelearners.

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SUMMATIVE

Summative assessment and evaluation occur most often atthe end of a unit of instruction and at term or year end whenstudents are ready to demonstrate achievement of curriculumobjectives.

The main purposes are to determine knowledge, skills,

abilities, and attitudes that have developed over a givenperiod of time; to summarize student progress; and to reportthis progress to students, parents/guardians, and teachers.

Summative judgements are based upon criteria derived fromcurriculum objectives.

By sharing these objectives with the students and involvingthem in designing the evaluation instruments, teachersenable students to understand and internalize the criteria bywhich their progress will be determined.

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Evaluation process

PHASES

Preparation

Assessment Evaluation

Reflection

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EVALUATION PROCESS

In the preparation phase, teachers decide

what is to be evaluated, the type of evaluation

to be used (diagnostic, formative, or

summative), the criteria upon which studentlearning outcomes will be judged, and the

most appropriate assessment techniques for

gathering information on student progress.

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ASSESSMENT PHASE

During the assessment phase, teachers select

appropriate tools and techniques, then collect

and collate information on student progress.

Teachers must determine where, when, andhow assessments will be conducted, and

students must be consulted and informed.

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EVALUATION PHASE

During the evaluation phase, teachers interpret theassessment information and make judgements about studentprogress.

These judgements (or evaluation) provide information upon

which teachers base decisions about student learning andreport progress to students and parents/guardians.

Students are encouraged to monitor their own learning byevaluating their achievements on a regular basis.

Encouraging students to participate in evaluation nurturesgradual acceptance of responsibility for their own progressand helps them to understand and appreciate their growth asreaders and writers.

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REFLECTION PHASE

The reflection phase allows teachers to consider the

extent to which the previous phases in the

evaluation process have been successful.

Specifically, teachers evaluate the utility, equity, andappropriateness of the assessment techniques used.

Such reflection assists teachers in making decisions

concerning improvements or adaptations to

subsequent instruction and evaluation.

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THANK YOU