This document discusses classroom-based evaluation and planning evaluation. It describes a four-step process for classroom-based evaluation: identifying purposes, collecting information, interpreting information, and decision making. Examples of decisions made in the classroom include changing purposes, plans, and practices based on student needs and characteristics. The document also provides a strategy for classroom-based evaluation involving comparing plans and objectives to student needs and assessing if objectives are being met. It suggests beginning evaluation before instruction and collecting student background information. Questions to consider when planning evaluation include who will use results, what will be assessed, and when assessment will occur.

1. PLANNING
EVALUATION
VIVIAN ZURIMA CALDERÓN PÉREZ
OSCAR JULIAN OSORIO FONTIVEROS

2. CONTENT
• The Context of Classroom-based
Evaluation
• A Strategy for Classroom-based Evaluation
• Planning Evaluation

3. THE CONTEXT OF CLASSROOMBASED EVALUATION
There are four-steps process :
1.
2.
3.
4.
Identifying purposes
Collecting information
Interpretation of the information
Decision making
Characteristics of
everyday choices

4. EXAMPLES OF HOW DECISIONS
ARE MADE IN THE CLASSROOM
1.
2.
3.
4.
Changing purposes
Changing plans
Changing practices
Students as decision makers

5. CHANGING PURPOSES
When students do not have
exactly the same needs or
characteristics
as
the
hypothetical group for whom
the objectives were devised

6. CHANGING PLANS
When
there
is
a
mismatch between the
instructional
objective
aim and the planned
activities

7. CHANGING PRACTICES

8. STUDENTS AS
DECISION MAKERS
• The choices students make affect the learning strategies
they use
• Final exams
Incentive to study
Assessment information

9. A STRATEGY FOR CLASSROOMBASED EVALUATION
Evaluation involves
comparison

10. A STRATEGY FOR CLASSROOMBASED EVALUATION
1. Does this course respond to the needs ands desires of
its clientele?
2. Does the plan for this course seem like a good means
for attaining the course objectives?
Look for potential problems and decide on actions to resolve them

11. A STRATEGY FOR CLASSROOMBASED EVALUATION
3. Is the course working according to the plan?
4. Were the interim objectives met?
5. Were the general course objectives satified?
Look for potential problems and decide on actions to resolve them

12. A STRATEGY FOR CLASSROOMBASED EVALUATION
• It is advisable to begin evaluation before instruction in
order to maximize the beneficial effects of evaluation on
instruction and students’ learning.
• To collect background information about students during
the first and second weeks of class, in order to examine
the adequacy of the objectives and instructional plans by
comparing them with students’ needs, aspirations, and
existing skills.

13. PLANNING EVALUATION
No planning
No time for assessing activities

14. QUESTIONS WHEN
PLANNING EVALUATION
• Who will use the results
of assessment and for
what purposes?
• What will I assess?
• When will I assess?

15. Who will use the results of
assessment and for what
purposes?
Different
people
for
different purposes, but
teachers are the main users
of this information to
make decisions about
ongoing instructions

16. What will I assess?
Teachers will be concerned about:
• Monitoring the effectiveness of
instruction in order to plan ongoing
instruction
• Monitoring theirs students’ mastery of
academic skills and subject matter
• Monitoring
their
students’
understanding of content

17. When will I assess?
1. On a continuous basis: this is
sometimes referred to as
formative evaluation
2. At the end of the instructional
units
3. At the end of the year:
Summative assessment

18. SUGGESTIONS WHEN
AND HOW TO ASSESS
1. Determine student needs and abilities
2. Examine student attainment of lesson and unit
objectives on a regular basis
3. Provide occasions for informing students about learning
success
4. Monitoring classroom activities
5. Examine student attainment of general instructional
objectives.