1. Evaluating Lessons
Principles, Purposes &
Practices
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2. Objectives
By the end of the session teachers will be able to:
• Understand the meaning of evaluation
• Understand the purpose of evaluation in teaching and
learning context
• Understand the relationship between reflection and evaluation
• Identify aspects related to the evaluation of student learning
and teachers’ teaching
• Write the evaluation of a role played lesson
• Review different sources which facilitate the process of
evaluation
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3. What is Evaluation?
Discuss in pairs the meaning of the term
‘Evaluation’.
Now write a sentence to describe your
understanding!!
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4. ‘EVALUATION is….’
a purposeful, cyclical process of collecting, analysing and
interpreting relevant information in order to make
educational decisions.
Moreover it is providing and using information to make decisions on
the process, the performance and/or the product
of a learning event
or
REVIEWING
It is simply the ability to reflect and question yourself!
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5. There is always a possibility that
our view of a successful lesson
can be different from an outside
observer – a professional
judgment according to agreed
standards!
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6. Reflection & Evaluation….
How are these two linked
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7. 7

8. What matters most is how you see yourself!!
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9. What matters most is how you see yourself!!
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10. 10

11. Reflection helps teachers to evaluate
‘what happened & why’
It encourages teachers to try out new ideas and
promote changes in pupils' learning behaviour
at: www.ecml.at/.../MR_reflective%20practitioner.htm
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12. 12

13. Planning Management
-lesson objectives -instructions
-content of the lesson -implementation of activities
-teaching strategies -classroom
-questioning techniques -pupil behaviour
The -timing and duration
-ICT -application of group/pair/whole
Process -pair work/group work class activities
-role play, discussions -dealing with interruptions
-Resources etc. -use of recourses
Student learning Teacher Teaching
-Application of skills & -discipline
The subject knowledge -reward and praise
Performance introduced -approach towards class and
-Application of the individuals
information to solve
problems -learning opportunities
The Students’ work Overall effectiveness
- written work, project -What did any assessment show
Product display, oral work, -success of the lesson
presentation etc. 13

14. }
PROCESS
LESSON
PERFORMANCE EVALUATION
PRODUCT
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15. Aims of Lesson Evaluation
To determine:
•What went well?
•What did not go well?
•What/How much the students have learnt?
•What you need to target for future?
All this needs evidence
Observation Reflective Practitioner
by Using evidence of
another teacher/resource your own performance
to determine how
you can change
in future 15

16. It is imperative that objectives of lesson for
evaluation are identified in advance.
Without predetermined objectives, it is not
possible to judge the progress, growth and
development of learning in students.
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17. Characteristics of a Good
Evaluation Programme
Evaluation is:
- an Objective-based Process
- a Continuous Process
- a Comprehensive Process
- a Dynamic Process
- a Decision Making Process
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18. Diagnostic purpose
– To be able to identify specific areas of learning where
students need more support and thus make changes
in plan accordingly.
– To find out the underlying cause of weaknesses in a
student's learning,
– Needed prior to instruction in order to place the
student properly by looking at his/her level of
achievement.
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19. How is evaluation linked to
assessment ?
• Assessment gives direct information about
pupils attainment in relation to objectives.
• Results of assessment should be used to plan
teaching and make decisions about students
learning needs.
• Evidence should support all judgments
• The link between planning teaching and
assessment should be strong.
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20. Evaluating
Student Learning vs. Teacher Teaching
Decide…
• Which aspects of student learning are
important to assess/check in this lesson?
• Which aspects of your teaching are
challenging or new for you in this lesson?
And make a note of these.
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21. SAMPLE EVALUATIONS OF
LESSONS
Read the given samples in groups and answer the
questions:
Q1. What are the most useful aspects? Why?
Q2. What was least helpful aspects? Why?
Q2. How will these help teachers in improving the
quality of teaching and learning in her
classroom?
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22. Student Learning
• Were the students able to understand the meaning of
homophones? How can I say?
• Were all the students able to create a story using 5
homophones?
• Did the students understand the task easily? What is the
evidence?
• Was the content of the lesson suitable for all the
students? What's the proof?
• Did all the students actively participate in the lesson/
tasks/ activities/discussions? How many of them
could/did not?
Etc… 22
What should I do now?

23. Teachers Teaching
• Were my instructions clear?
• Did I manage the tasks/activities/discussions
effectively?
• Did I plan the tasks according to the level of
students (not too easy/difficult)?
• What was my role throughout the lesson?
• Was the timing appropriate?
Etc…
What should I do now? 23

24. … and then combine these ideas together
under these two headings:
- student learning
- teacher’s teaching
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25. Other sources which can help in
evaluation
• Self evaluation
• Students feedback
• Students’ work
• Peer observation
• Critical Friend
• Audio recording
• Video recording
• Notes
• Questionnaires
• Checklists
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26. RE-PLAN PLAN
EVALUATE IMPLEMENT
(Review) (Doing)
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27. "Teaching for successful learning cannot occur
without high quality evaluation.“
The quality of any educational system is, thus,
directly liked with the quality of evaluation
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28. REMEMBER
A
REFLECTIVE teacher
is always an
EFFECTIVE teacher.
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29. Thank you
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