The document outlines strategies to enhance student evaluation capabilities, emphasizing the importance of different types of evaluations, such as formative, diagnostic, and summative. It provides guidelines for effective assessment techniques, homework usage, and the need for adaptability in evaluation practices to better support student learning. The overall goal is to improve educational accountability and expertise in evaluating student achievement.

1. EVALUATION
By M.Ed. Maria Luisa Mu

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. Definition
• Activity 1:
• Rearrange the following words to complete the
definition of Evaluation.

4. Evaluation
“Evaluation is considered a critical element
that influences teacher decision making
and guides student learning.”

5. Guiding Principles
• Activity 2:
Use the words provided to complete the sentences
specifying the guiding principles behind
evaluation.

6. Useful Words

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. 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. 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. Types of Evaluation
• Summative evaluation:
• provides information to be used in making
judgments about students’ achievement

11. Important terms
• Measurement
• Assessment
• Evaluation

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. Student Assessment techniques
• Methods of
Organization
• Methods of Data
Recording
• Ongoing Student
Activities
• Quizzes and Tests

14. Student Assessment techniques
• Activity 3:
• Group the techniques according to the category

15. Student Assessment techniques

16. Methods of Organization
• Assessment stations
• Individual
assessments
• Group assessments
• Contracts
• Self and Peer
Assessments
• Portfolios

17. Methods of Data Recording
• Anecdotal Records (Worksheet 2 a)
• Observation Checklists (Worksheet 2b)
• Rating scales

18. Ongoing Student Activities
• Written
Assignments
• Presentations
• Performance
Assessments
• Homework

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. 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. 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. 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. Reflections
• Reflecting on the present student
evaluation program (Worksheet 3)
• Time management
• Adaptation of assessment techniques
• Making Quality Tests

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. 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. 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. 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. 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. 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.