Different kinds of evaluation
Post on 24-May-2015
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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.
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