Different kinds of evaluation

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This 2003 presentation gives a basic idea of different kinds of evaluation and the difference between assessing and testing

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Different kinds of evaluation

  1. 1. EVALUATION By M.Ed. Maria Luisa Mu
  2. 2. 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.
  3. 3. Definition • Activity 1: • Rearrange the following words to complete the definition of Evaluation.
  4. 4. Evaluation “Evaluation is considered a critical element that influences teacher decision making and guides student learning.”
  5. 5. Guiding Principles • Activity 2: Use the words provided to complete the sentences specifying the guiding principles behind evaluation.
  6. 6. Useful Words
  7. 7. 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.
  8. 8. 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.
  9. 9. 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
  10. 10. Types of Evaluation • Summative evaluation: • provides information to be used in making judgments about students’ achievement
  11. 11. Important terms • Measurement • Assessment • Evaluation
  12. 12. 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
  13. 13. Student Assessment techniques • Methods of Organization • Methods of Data Recording • Ongoing Student Activities • Quizzes and Tests
  14. 14. Student Assessment techniques • Activity 3: • Group the techniques according to the category
  15. 15. Student Assessment techniques
  16. 16. Methods of Organization • Assessment stations • Individual assessments • Group assessments • Contracts • Self and Peer Assessments • Portfolios
  17. 17. Methods of Data Recording • Anecdotal Records (Worksheet 2 a) • Observation Checklists (Worksheet 2b) • Rating scales
  18. 18. Ongoing Student Activities • Written Assignments • Presentations • Performance Assessments • Homework
  19. 19. Quizzes and Tests • Oral Assessment Items • Performance Test Items • Extended Open- Response Items • Short-Answer Items • Matching Items • Multiple Choice Items • True/ False items
  20. 20. 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.
  21. 21. 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.
  22. 22. 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.
  23. 23. Reflections • Reflecting on the present student evaluation program (Worksheet 3) • Time management • Adaptation of assessment techniques • Making Quality Tests
  24. 24. 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
  25. 25. 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?
  26. 26. 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?
  27. 27. 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
  28. 28. 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.
  29. 29. 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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