Evaluations prior to instructional act are pre-assessment, formative, and summative test. These three types of evaluation are done to determine the needs and strengths o the students

1. Prepared by: Charmaine Denisse V. Cariño
BBTE-IT 3-2N

2.  At the end of the presentation, you should
be able to:
1. Differentiate the three types of evaluation
prior to insrtuctional act.
2. Appreciate the essence of the types of
evaluation prior to instructional act.
3. Analyze the differences between the
formative and summative evaluation.
4. Create your own teaching style prior to
the type of evaluation discussed.

3. a way to determine what students know about
a topic before it is taught. It should be used
regularly in all curricular areas

4.  To make instructional decisions about
student strengths and needs
 To determine flexible grouping patterns
 To determine which students are ready for
advance instruction

5. · Differentiate Instruction
· Guide whole-group instruction
· Plan learning activities that address varying
levels of readiness
· Determine which students have/have not
achieved mastery of specific objectives

6.  Identify problems that might cause students
difficulty with mastery of an objective
 Form flexible groups
 Determine master level of individuals or
small groups

7.  Anticipation journals
 Concept Maps
 Drawing related to topic or content
 Game activities

8.  Teacher prepared pretests
 Traditional tests
 Writing prompts/samples or any Pre-writing
activity
 Self-Assessment Probes

9.  Prediction
 Student interviews
 Student products and work samples
 Table Top discussions

10.  Guess Box
 Interest survey
 KWL charts and other graphic organizers
 Open-ended Questioning
 Picture Interpretation

11. Pre-assessment type of evaluation is
therefore very important because it helps
determine the students ability and capability
to be studied. It is the type of evaluation
which helps determine the readiness of the
students.

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13. type of testing that helps in developing a
knowledgeable student with deep understanding
of the information and then be able to account for
a students' comprehension on a subject.

14.  to provide feedback for teachers to
modify subsequent learning activities and
experiences
 to identify and remediate group or
individual deficiencies
 to move focus away from achieving grades
and onto learning processes, in order to
increase self efficacy and reduce the
negative impact of extrinsic motivation

15.  Proactive
To understand or clarify the need for the
project
 Clarificative
 To make clear the theory of change that the project
is based on

16.  Interactive
 To improve the project’s design (continual
improvement) as it is rolled out
 Monitoring
 To ensure that the project activities are being
delivered efficiently and effectively

17.  A language teacher asks students to choose
the best thesis statement from a selection; if
all choose correctly she moves on; if only some
do she may initiate a class discussion; if most
answer incorrectly then she may review the
work on thesis statements.

18.  A science supervisor looks at the previous
year's student test results to help plan
teacher workshops during the summer
vacation, to address areas of weakness in
student performance.
 A teacher documents student work and
student conferences to help plan authentic
activities to meet student needs

19.  A teacher asks her students to write down, in
a brainstorm activity, all they know about
how hot-air balloons work so that she can
discover what students already know about
the area of science she is intending to teach.

20. Formative evaluation is used to determine
whether the approach, method, or strategy
used is effective. If not so, then approach,
method, or strategy must be altered for the
better understanding of the students.
Formative evaluation helps not just the
student performance but also the teacher’s
effectiveness.

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22.  Summative assessment is used for the
purpose of documenting outcomes and
judging value. It is used for providing
feedback to instructors. Most studies of this
type are rarely exclusively summative in
practice, and they usually contain some
aspects of formative assessment.

23.  takes place during and following the project
implementation, and is associated with more
objective, quantitative methods. The
distinction between formative and
summative evaluation can become blurred.
Generally it is important to know both how
an intervention works, as well as if it
worked. It is therefore important to capture
and assess both qualitative and quantitative
data.

24.  Provides information on program
effectiveness
 Conducted after the completion of the
program design
 To help decide whether to continue or end a
program
 To help determine whether a program should
be expanded to other locations

25.  To assess whether the project has met its
goals, whether there were any unintended
consequences, what were the learnings, and
how to improve

26.  Questionnaires
 Surveys
 Interviews
 Observations
 Testing
 Projects (A culminating project that synthesizes
knowledge).

27. Outcome Evaluation
When Project implementation and post-
project
Why To assess whether the project has
met its goals, whether there were any
unintended consequences, what were the
learnings, and how to improve

28.  Unit Test
 Essay Test
 Long Quiz
 Questionnaire
 Final Exam
 Achievement Test

29.  Focus Group
 Storytelling
 Most Significant Change
 Outcome Hierarchy

30. Summative tests are given to determine
whether the goals or the objectives has been
attained. Also, summative tests are given to
determine whhat the students have learnt at
the end of the unit or of the chapter.
Sumative tests helps the teacher detemine
thier performance.

31.  1. Among the three (3) types of evaluation
discussed, for you what could be the most
essential? Why?
 2. Which of the three evaluation that has
been discussed is the core or the foundation
in the teaching-learning process? Defend your
answer creatively.

33.  http://evaluationtoolbox.net.au/index.php?option=com_content&
 http://evaluationtoolbox.net.au/index.php?
option=com_content&view=article&id=15:types-of-
evaluation&catid=6:what-is-evaluation&Itemid=19
 https://cyfernetsearch.org/ilm_2_3
 http://tll.mit.edu/help/types-assessment-and-
evaluation
 http://cal.dpi.wi.gov/sites/default/files/imce/cal/p
df/pre-assessment.pdf
 http://www.fcpsteach.org/docs/pre-assessment.pdf
 http://daretodifferentiate.wikispaces.com/Pre-
Assessment
 http://www.diffcentral.com/examples/brighton_pre
assess.pdf