Assessment and Evaluation

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Assessment and Evaluation.







Mr. / Girgis




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https://mrgirgis.blogspot.com/





Click here to go to : Abouna Fanous Site.


موقع عمى أبونا فانوس الأنبا بولا



email-logo – Jenny Brook Bluegrass



girgishannaharoun@yahoo.co.uk


اضغط هنا لتصل الى فيديوهات موقع ابونا فانوس و تنال بركته




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Teacher: I hope I didn't 

see you looking at Maria's 

answers.


Student: I sure hope you 

didn't, either!

Use the other  language selector on


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then use the video above to see


 and listen to the same teaching


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اختاراي لغة من لغات العالم /  اللغة التى تريد تصفح 

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search engine site or the social


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منهج الانجليزى ثانوية عامة / معكم الاستاذ / جرجس حنا هارون


 /Unit 1: (Writers and stories) Lesson: 1






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:



  1. 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.





  1. 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.





  1. 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.





  1. 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.





  1. 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.





  1. 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.


 


Assessment & Evaluation | Center for Teaching Innovation




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.

 

 


The Creativity Post | Why Assessment Is Not the Enemy




Types:




Assessment and evaluation can be categorized into different 

types based on their purpose and methodology:



  1. Criterion-Referenced Assessment:




    • Measures student performance against a set standard or criterion.



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






  1. 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.






  1. Standardized Testing:



    • Structured tests administered and scored in a consistent manner.




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






  1. Performance-Based Assessment:



  1. 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?


 


Assessment for learning | RSC Education


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.


 


The Importance of Building Community in the Classroom - TeacherVision




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.


 


5 Reasons To Carry Out A Project This Term




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.



The key differences and similarities between both the assessment and... |  Download Scientific Diagram
 



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.


View Resources:


1-Twenty Testing mistakes to avoid.


22-The role of Assessment in Teaching.


3-Means of assessment.



4- Testing




Other Resources:



1-Classroom rules.


2-Disruptive learners.


3-Classroom discipline.


4-Students' behavior


5-Teaching diverse and multi-cultured

English Teaching Forum 2006


1-skimming Research Articles


2-Applying Current Approaches to the


Teaching of Reading


3-Encourage Critical Reading in the EFL


4-Teaching Politically Correct Language



5-Using Comic Strips in Language


6- Using Radio Programs in Classroom


7-Poetry for the People


8-Discussion Questions


9-Discussion Questions


10-Multiple Choice Questions


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