Teacher as evaluator of student learning

1. THE TEACHER AS EVALUATOR OF
STUDENT LEARNING
MARIA TERESA DAYANG
Reporter/MM Student

2. Since evaluating the
achievement of students is an
integral part of the teaching-learning
process, it is imperative that
teachers also develop competence
in this aspect of the process.

3. The primary objective of
evaluation is to improve the
performance of the students. Hence,
rather as an end in itself or a means
of leading only to the report card, it is
important that the teachers utilize
results of evaluation as the basis for
further learning goals of his students.

4. To this end, it is expected that the
teacher understands the most
effective use of reliable and valid
instruments of evaluating the outcome
of learning and diagnosing learning
difficulties of students. This implies
that the teacher understands the
various theories underlying the
measurement and evaluation of
student performance.

5. THE TEACHING LEARNING
PROCESS EXEMPLIFIED

6. The system of education or
schooling is a macro-view of the
learning process. Education is a means
of transmitting the values and
knowledge necessary for society’s
continuation. On the other hand, the
teaching-learning process which occurs
in the classroom setting is a micro-view
of the educational process.

7. ENTRY --------- TEACHING ----- OUTCOMES OF
THE TEACHING-
LEARNING
Student
Characteristics
(History and
Background)
1. Cognitive
2. Affective
3. Abilities/Skills
Variables in
Instruction
Learning Tasks
1. Objectives
2. Content
3. Methods
4. Time of Learning
Quality of
Instruction
Evaluation of the
Learner
1. Cognitive
2. Affective
3. Abilities/Skills
Formative
Evaluation

8. USE OF MOTIVATION IN THE
TEACHING-LEARNING PROCESS

9. One aspect of the teaching
function that needs attention is
motivation. That the learner must be
motivated to learn is a basic principle in
the teaching-learning process. The task
of motivating the students, however, is
not simple one.

10. Extrinsic
motivators
Intrinsic
motivators

11. Extrinsic motivators
are forces that arise
from outside the
individual such as
honors, monetary
rewards, medals
and the like.

12. Intrinsic motivators arise
from the individual’s
genuine desire to learn
because he realizes the
benefits he will derive from
what he will learn. An
intrinsically motivated
individual is said to be self-
motivated.

13. It is established fact that
applying motivation principles in the
classroom will result in effective
learning. Some of this principles
culled from various studies in
educational psychology and which
are significant for teachers are
briefly presented below.

14. Goal-setting is important motivational
aspect of learning.
Successful experiences are important motivators for all
students.
Feedback about the progress being
made by the student can be an
effective motivator.
Learning under intrinsic
motivation is better than learning
under extrinsic motivation.

15. Using learning interest as motive is
important in classroom learning.
Success generally increases the level of
aspiration and achievement of the learner,
whereas failure tends to lower the level of
aspiration.
Meaningful materials and tasks are more
successful motivators than tasks the
learner does not understand.
Learning under the control of
reward is better than learning
under the control of punishment.

16. The teacher’s expectation of the learner’s
performance influence the latter’s
achievement.
Group competition, cooperation and support
are more effective motivator than individual
competition.

17. The