Assessment and evaluation

Assessment and Evaluation.

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Assessment and evaluation.

Assessment and evaluation in education are critical

components that measure and analyze student learning,

understanding, and performance. Both processes help

educators make informed decisions about teaching and

learning techniques and provide insights into the

effectiveness of educational programs.

1-Assessment

Assessment refers to the ongoing process of gathering,

analyzing, and interpreting information about a student’s

performance and learning capabilities. It aims to improve

and enhance learning by identifying strengths and

weaknesses.

Assessment is a strategy used to collect information

based on evidence to improve the process of learning

or performance.

Assessment is part of evaluation. It is done by the

teacher himself inside class during the presentation.

This collected information is learner-centered, course

based, frequently anonymous, and not graded.

Assessment is the process of objectively understanding

the state or condition of a thing, byobservation and

measurement. Assessment of teaching means taking a

measure of its effectiveness. “Formative” assessment is a

measurement for improving it.

It measures terms, knowledge, skill, attitudes, and

beliefs. It is a tool or method of obtaining information

from tests or other sources about the achievement or

abilities of individuals.

Often used interchangeably with test. Assessment

can focus on the individual learner, the learning

community (class, workshop, or other organized

group of learners), the institution, or the.educational

system as a whole.

Assessment focuses on learning, teaching and

outcomes. It provides information for improving

learning and teaching. Assessment is an interactive

process between students and faculty that informs

faculty how well their students are learning what they

are teaching.

The information is used by faculty to make changes

in the learning environment, and is shared with

students to assist them in improving their learning

and study habits.

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Tools of assessment:

1-The oral discussion.

2-The feedback.

3-The observation sheet.

4-The grading register.

5-The weekly and monthly reports.

6-The learners' portfolio and achievements.

7-The projects and the monthly tests.

8-Performance tasks and self reflection.

9-Periodic quizzes and discussion out of a questions bank .

10-Baseline assessment.

11-Check lists, check points or grade books.

12-Unit projects and extended projects .

13-Register of standards and anecdotal records .

14-Remedial work plan for slow learners and prizes

for advanced or gifted ( Learners with special needs

15-Formative and summative interviews.

16-Diagnostic tests.

17-Formative general pretests.

18-summative specific standardized oral tests.

19-Marking and grading.

20-Embedded projects / Electronic projects.

21-Multiple choice Exercises/Close tests/True or false

22-Essays / written reports / paragraphs / experiments.

23- A survey and a data analysis.

Methods:

Assessment and evaluation methods can be classified into

various categories, including:

Formative Assessment:

- Ongoing assessments conducted during the learning process.

- Purpose: To monitor student learning and provide ongoing feedback for improvement.

- Examples: Quizzes, class discussions, peer assessments, and observations.

Summative Assessment:

- Evaluates student learning at the end of an instructional unit or program.

- Purpose: To assess the extent of student learning and determine if educational goals have been met.

- Examples: Final exams, standardized tests, end-of-term projects.

Diagnostic Assessment:

- Conducted before instruction to identify students' strengths, weaknesses, and prior knowledge.

- Purpose: To inform instructional planning and tailor teaching strategies.

- Examples: Pre-tests, surveys, and competency tests.

Authentic Assessment:

- Evaluates students through real-world tasks and projects that demonstrate their skills and knowledge in practical situations.

- Purpose: To assess students' abilities to apply what they have learned.

- Examples: Portfolios, performances, exhibitions, and role-plays.

Peer Assessment:

- Involves students assessing each other's work.
- Purpose: To foster a collaborative learning environment and develop critical evaluation skills.

- Examples: Peer reviews, group projects, and critique sessions.

Self-Assessment:

- Students evaluate their own learning and performance.
- Purpose: To encourage self-reflection and personal responsibility for learning.

- Examples: Self-reflection essays, checklists, and goal-setting exercises.

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Areas of assessment:

Areas:

Assessment and evaluation can be applied in various areas

of education:

Cognitive skills:

Understanding knowledge acquisition, critical thinking,

problem-solving, and application of concepts.

Affective domain:

Assessing attitudes, motivation, engagement, and values.

Psychomotor skills:

Measuring physical abilities, coordination, and practical

skills in hands-on tasks.

1-The discussion share between the teacher and learners.

2-The learners' share in pairs and in groups.

3-The learners' role-playing, practical learning .

4-The learners' share in solving problems an projects.

5-Learners' story telling, feedback and self-evaluation.

6-The learners' share in the electronic teaching programs

7-learners'share in songs, debating, interviewing and miming.

8-The learners portfolio, written exercises and tests.

9-The learners' ability to listen, speak, read and write fluently.

10-The learners' ability to dialogue with themselves and with

others, imagine, discover, research, create and innovate.

11-The learner's interaction with the course content,

the peer, the pair, the group, teaching aids, means of

technology, the teacher and with the environmental activities.

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Types:

Assessment and evaluation can be categorized into different

types based on their purpose and methodology:

Criterion-Referenced Assessment:

- Measures student performance against a set standard or criterion.

- Purpose: To determine whether students have learned specific knowledge or skills.

Norm-Referenced Assessment:

- Compares a student's performance with that of a reference group.

- Purpose: To rank students and understand their performance relative to peers.

Standardized Testing:

- Structured tests administered and scored in a consistent manner.

- Purpose: To measure student performance against established benchmarks across larger populations.

Performance-Based Assessment:

Assesses students' ability to perform tasks or projects demonstrating their knowledge and skills

- Purpose: To evaluate practical application of learning in real-world contexts.

Stages of Assessment:

KWL Charts:

K-what do the students already know?

W-what do the students need and want to know?

L-what did the students learn?

1-Pre-assessment:

It is a measurement of the learning received during

the class as part of comparing what the student knew

before in a pre-test and after the class experience

in a post test.

During "Pre-assessment stage", teacher thinks about :

A-Essential curriculum standard(s) and indicator(s)

upon which the pre-assessment will be based.

B-The clear goals and purposes of assessment.

Pre-assessment benefits:

1-It helps to differentiate instruction.

2-It also helps the learning process by identifying

the misconceptions .

3-pinpointing a starting point for learning.

4-It is conducted at the beginning of a learning event.

5- It is not graded.

2-During assessment:

1-It is usually done to gauge where the learner is.

2-It is helpful to pinpoint if the learner is progressing

or having a misconception that needs to be cleared up .

3-It is either formative or summative.

4-It is graded or ungraded.

Post Assessment:

1-It is used to determine if the learner has met the

learning outcomes.

2-It is either formative or summative.

3-It is graded.

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2-Student Self-Assessment

The term 'student self-assessment' is used as an umbrella

term which encompasses:

student self-assessment

student self-evaluation; and

student self-regulation or self-monitoring.

The focus is on the ability of students to:

Understand both learning intentions and success criteria.

Use these criteria to judge what they have learnt and what

they still need to lear.

Reflect on the learning process to ascertain how they learn best

Act on feedback received from their teacher and their peers.

Set learning targets based on what they still need to learn.

Manage the organization of their learning.

Student self-assessment involves students in

evaluating their own work and learning progress.

Self-assessment is a valuable learning tool as well

as part of an assessment process.

This process helps students stay involved and

motivated and encourages self-reflection and

responsibility for their learning.

You should set clear expectations for student

performance. As in peer assessment, you need to

coach students on assessment criteria and how to

apply them in grading their work. Give them practice

assessing themselves. A valuable process on its

own, self-assessment may be paired with peer

assessment.

Applying knowledge gained through peer

assessment, students’ self-assessment can be a

potent next step in actively promoting their own

learning and achievement.

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Evaluation

Meaning:

Evaluation is a broader concept that involves judging the

quality, effectiveness, and value of educational programs,

curricula, and instructional methods. It often leads to

decisions regarding curriculum changes, funding, and

policy adjustments.

Evaluation is a strategy used to collect information

based on evidence to modify the system of learning.

Evaluation includes repeated assessment.

It is done by the teacher, senior teacher and the

supervisor at the end of the term or the whole year.

It includes all the classroom components, course

content, learners' activities and the teacher's

strategy. This information is graded.

Evaluation focuses on grades and may reflect

classroom components other than course content

and mastery level. These could include discussion,

cooperation, attendance, and verbal ability,

Evaluation is the process of observing and

measuring a thing for the purpose of judging it

and of determining its “value,” either by comparison

to similar things, or to a standard. Evaluation of

teaching means passing judgment on it as part

of an administrative process.

Tools of evaluation:

1- The aims and their relation with the learning outcomes.

2-The collection of the teacher's assessment round the term.

3-The collection of learners' projects and achievements.

4-The collection of the monthly tests and the final exam.

5-Giving a general score and a total judgement.

Qualitative and quantitative methods of

evaluation:

1-Case studies.

2-Survey research.

3-Statistical analysis.

4-Model building.

5-Benchmarking.

6-Content analysis.

7-Conversation analysis.

8-Questionaire.

9-Inquiry.

10-Interview.

11-Grading.

12-Assessment.

13-Data Analysis.

14-Policy analysis.

15-Qualitative research.

16-Quantitative research.

17-Rubrics.

18-Meta-Analysis.

Areas of evaluation:

1-The course content and the teaching strategies..

2-The curriculum analysis.

3-The learners' activities inside class, inside and outside school

4-What have been achieved of the general aims put before.

6-The learners' ability to communicate with daily life problems.

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Kinds / Fields of evaluation:

1-Evaluation by objectives.

2-Evaluation by competencies.

3-Evaluation by achievements.

4-Evaluation by performance.

5-Evaluation by outcomes.

6-Evaluation by process.

Who and for whom is evaluation?

1-Participants.

2-Facilitators.

3-Organisers.

4-Funders.

5-Decision makers.

6-People in charge of the policy.

Evaluation Instruments:

1-Pre-evaluation.

2-Post- evaluation.

3-Follow up evaluation.

4-Insructor information sheet.

Pre / post evaluation tests:

Pre/post evaluation compares data from two points

in time:A “pre-evaluation stage” or baseline wave

and the “post-evaluation stage” or outcomes wave,

to measure change over time.

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Why Pre / Post evaluation?

Pre- / post-evaluation allows a comparison before the

“event” is launched and after it has concluded to

show the true impact of the event.

The “pre” baseline wave serves as a control group to judge

the “post” outcomes wave against.

Without a baseline comparison, evaluations may fall victim

to the post-hocfallacy, which assumes that simply because

A preceded B, then A must have caused B. A pre / post

evaluation avoids overstating the influence of the “event.”

The difference between the pre- and post-measurements

are then calculated. The difference represents the change

that may be attributed to the program or activity. When

measuring behaviors using this evaluation design, an

appropriate amount of time must be given before the post

measurement is administered to allow the behavior to take

place.

Follow-up evaluation:

The evaluating test must be / S M A R T / :

(Subjective, measurable, accurate, reliable and timed).

Specific – targets a specific area for improvement./ (Subjective)

Measurable – quantifies or suggest an indicator of progress.

Agreed upon – specifies who will do it. / (Achievable / actual)

Realistic – states what results can realistically be achieved.

Time-related – specifies when the result(s) can be achieved.

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In summary

In summary, assessment and evaluation in education serve

as vital tools for measuring student learning, improving

teaching practices, and informing educational policy.

Utilizing a variety of methods and addressing multiple areas

enhances the accuracy and effectiveness of these

processes, benefiting both students and educators alike.

Assessment

1-Content:

It is formative

2-Timing:

It is ongoing.

3-Primary purpose:

To improve learning.

4-Orientation:

It is process oriented.

5-Focus of measurement:

It measures how learning is

going.

6-Findings:

It is diagnostic.

It identifies areas to improve.

7-Individualized

8-Not graded.

9-Provides feedback.

Evaluation

1-Content:

It is summative.

2-Timing:

It is final.

3-Primary purpose:

To gauge quality of learning.

4-Orientation:

It is product oriented.

5-Focus of measurement:

It measures what has been learned

6-Findings:

It is judgmental.

It arrives an overall score or grade

7-Applied against standards.

8-Graded.

9-Shows shortfalls.