“A Truthful Evaluation Of Yourself Gives Feedback For Growth and Success” 

Brenda Johnson Padgett  

Introduction

Assessment and evaluation are essential components of teaching and learning.

Without an effective evaluation program it is impossible to know whether students have learned, whether teaching has been effective, or how best to address student learning needs.

Assessing and Evaluating Learning

Definition of assessment:

Assessment is the process of gathering information on student learning.

Definition of evaluation:

Evaluation is the process of analyzing, reflecting upon, and summarizing assessment information, and making judgments and/or decisions based on the information collected.

Why evaluate?

Determine program outcomes

Identify program strengths

Identify and improve weaknesses

Justify use of resources

Increased emphasis on accountability

Professional responsibility to show effectiveness of program

“Evaluation is part of development rather than apart from it.”

What is program evaluation?

Purposeful, systematic, and careful collection and analysis of information used for the purpose of documenting the effectiveness and impact of programs, establishing accountability, and identifying areas needing change and improvement

What evaluation does

Looks at the results of your investment of time, expertise, and energy, and compares those results with what you said you wanted to achieve.

Outcome Evaluation

What: Identifies the results or effects of a program

When: You want to measure students’ knowledge, attitudes, and behaviors as a result of a program

Examples: Did program increase achievement, reduce truancy, create better decision-making?

Implementation Evaluation

What: Documents what the program is and to what extent it has been implemented

When: A new program is being introduced; identifies and defines the program; identifies what you are actually evaluating

Examples: Who receives program, where is program operating; is it being implemented the same way at each site?

Types of Evaluation

Formative as the program is happening to make

changes as program is being implemented

Summative at the end of a program to document

results

1- Formative evaluations

Types of evaluation

It is an ongoing classroom process that keeps students and educators informed of students’ progress toward program learning objectives.

The main purpose of formative evaluation is to improve instruction and student

learning.

2- Summative evaluations

It occurs most often at the end of a unit.

The teacher uses summative evaluation to determine what has been learned over a period of time, to summarize student progress, and to report to students, parents and educators on progress relative to curriculum objectives.

3- Diagnostic evaluation

It usually occurs at the beginning of the school year or before a new unit.

It identifies students who lack prerequisite knowledge, understanding or skills.

Diagnostic testing also identifies student interests.

Diagnostic evaluation provides information essential to teachers in designing appropriate programs for all students.

Overview Planning

•Define purpose and scope•Specific evaluation question

Development

•Specific evaluation design•Create data collection action plan

Implementation

•Collect data•Analyze data•Document finding

Feedback

Disseminate Information

Feedback to program improvement

Planning and Development

It is the process of preparing for the responsibility of teaching, deciding upon goals, determining curriculum content, select learning resources and classroom procedures, evaluating progress and looking toward next steps.

Development is the process of selecting. Organizing, executing, and evaluating learning experiences on the basis of needs, abilities and nature of the society.

Resource Consideration

AdministratorsStaffSpark teachers/ teachersMentors/PeersStudentsTools Time

Methods and techniques of evaluation

Discussions

Experiments

Interview (Individual or group)

Opinions

Observation

Questionnaire

Schedules

Practical Performance

Sources of Questions

• Strategic plans

• Mission statements

• Policies

• Needs assessment

• Goals and objectives

Broad Scope

Do our students contribute positively to society after leaving the school?

Do students in our new mentoring program have a more positive self-concept and better decision-making skills than students without access to the mentoring program?

Narrow Scope

Can our 6th grade students identify appropriate and inappropriate social behaviors?

How many of our 10th grade students have identified their work-related interests?

Do our 10th grade students identify at least 3 occupations to explore further based on their interests, abilities, and knowledge of education and training requirements?

Aim of student evaluation

Incentive to learn

Feedback to student

Modification of learning activities

Selection of students

Success or failure

Feedback to teacher and parents

Principles of Evaluation

Evaluation is:

1. Based on clearly stated objectives

2. Comprehensive

3. Cooperative

4. Used Judiciously

5. Continuous and integral part of the teaching – learning process

Qualities of a test

Directly related to educational objectives

Realistic& practicalConcerned with important

& useful mattersComprehensive but briefPrecise& clear

Monitoring & Evaluation (M&E)

Management tool used to help leaders

track progress demonstrate impact of an intervention/program

M&E: Logic Model at the center

Sequence of components that:

• Logically follow one another

• Start with inputs

• End with outcomes

Traditionally linear

Inputs Activities Outputs Outcomes

Logic Model: Read-a-Loud

Inputs Activities Outputs Outcomes

Trainer, time, &

materials

Training, observation

s & practices

Read-a-loud in class

Increase student reading

Monitoring

Continuous

Systematic collection of data on specified indicators

Provides management & stakeholders up to data information on

• Progress

• Use of allocated funds

Report should be credible & useful

Inform stakeholders to make good decisions

Example: Assessment for Learning

Learning Cycle

Observation sessions

Teacher visit demonstration classroom

Immediate debrief sessions

Joint goal setting

Cycles of trials – feedback- debrief

Training programs

Monitoring : 1 year

Creating a Culture

Ensuring school safety

Planning with data

Aligning Curriculum

Improving Instruction

Managing resources

Engaging communities

Closing the gap

Principal Evaluation

Criteria

Conclusion

Evaluation is to support the principal to achieve the goals.

Wherever there are hindrances, together we can eliminate it.

Weak areas can be strengthened.

Its about giving pupils opportunity to discover themselves.

Questions & Suggestions !!!

“A Truthful Evaluation Of Yourself Gives Feedback For Growth and Success” 

Brenda Johnson Padgett