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1. Project
Evaluation in Pre-
K and Elementary

2. Content
01 Reviewing concepts
02 What does “evaluating” mean?
03 Evaluation: Pre-K and elementary school
04 Evaluation strategies

3. 01
To begin with:
Reviewing concepts

4. What is a project?
A project is the idea of executing or carrying out an activity. In this
case, we'll refer to projects related to education in any area. All the
ideas, resources, activities, and contents that must be carried out to
make this project a reality, as well as the objectives that we would like
to achieve, will be taken into account

5. Preliminary questions
As teachers, we need to plan projects very thoroughly. Bear in mind that projects must be
adapted to the needs, characteristics and skills of our students, as well as their interests
and the curriculum. We should ask ourselves the following preliminary questions:
What do I want to teach? How am I going to carry out the project?
What resources am I going to need? What innovative approach will I use?
What do I want to achieve? What do I want to communicate?
How much time is the project going to take? How am I going to evaluate the project?

6. Project planning
Projects can be planned
Annually Biannually Monthly Weekly
The teacher must select the content to be taught and determine the appropriate
duration of the project. Planning is flexible according to the motivation and interest shown
by the students

7. 02
What does
“evaluating” mean?

8. A fundamental part of teaching and the learning process
A process that makes it possible to observe and determine the progress of
students within the established objectives and the improvement of the educational
process over a certain period of time
Considering the interests, experiences, and previous knowledge of the students
in relation to the content to be evaluated
Discovering the students' strengths and laying the foundation for continuing the
learning process
Evaluating is…

9. Contributing to and actively participating in the improvement of the quality
of education
Using different strategies to determine progress, setbacks, reinforcements,
strengths, procedures, values, attitudes, and aptitudes
Observing the development of the process for the duration of the project - and
afterward as well
SELF-ASSESSING as a teacher and as a student, asking yourself: what have I
learned from this project?
Evaluating is…

10. Rewarding senseless memorizing
An empty measurement strategy where only concepts or knowledge are measured
Setting a numerical or conceptual grade
Labeling students by results obtained
A device for penalizing students for their performance
A process that occurs in a given time after presenting all the concepts
Preventing the development of skills, values, emotions, and knowledge by being
biased by categories
Evaluating is NOT…

11. Why do we evaluate?
01 To ascertain each student's
level of achievement
02 To understand the skills that
need to be developed further
03 To learn how students have
developed their strengths
04 To find out if we have been able
to answer our own preliminary
questions

12. 03
Evaluation: Pre-K and
elementary school

13. Evaluating in early childhood education
Evaluation in early childhood education has 3
essential characteristics
Global Continuous Educational

14. Evaluating in early childhood education
Based on the age, curricular content, psychomotor, psychosocial, and psychoemotional
development of the children in the class
Part of the educational teaching process
Focuses on the strengths already achieved and the competencies to be further developed
Time, space and resources are critical when evaluating
Evaluation can take place through observation, play, language, motor activities, visual
activities, socialization with peers and adults, and autonomy. Each teacher will choose
the method that works best for their group

15. Evaluating in elementary education
Evaluation in elementary education has 3 essential characteristics
Individual
Based on the individual
characteristics of each
person, their history, their
strengths, their context,
their challenges to be met,
and their emotionality
Global
Considers the
interdisciplinary nature of
curricular content and the
person as a whole
Continuous
Assesses the processes,
the environment, and the
daily life of learning and
allows a focus of attention
on the particular needs of
each person

16. 04
To conclude: Educational
evaluation strategies

17. Stick, stick, stick… and you’re my pick!
How does it work?
On popsicle sticks, write the name of each class member, and use it to randomly
select a student and give them the opportunity to participate by expressing a
concept or content that he or she liked or that caught his or her attention
This allows us to engage students in learning, giving everyone an equal opportunity
to receive feedback from the teacher

18. True or false
How does it work?
Each student has two ballots marked with a "T" and "F". The teacher presents
questions and concepts that allow a quick evaluation while the students answer by
holding up one of their ballots
This allows the students to participate throughout the game and to incorporate and
reinforce concepts and contents, and the teachers to evaluate the current
knowledge of their students and adjust the teaching process as necessary

19. Exit ticket
How does it work?
This is a quick and fun evaluation strategy that can be used for the end of a class
and allows one to observe the learning achieved so far
The exit ticket helps students to self-reflect on what they have learned and express
what or how they are thinking about the new information by re-phrasing content
and formulating questions

20. Tres cosas que he aprendido
Dos cosas que debo mejorar
Una pregunta que quieras consultar
Three things I have learned
Two things I can work on
One question I’d like to ask
Exit ticket

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