This 2003 presentation gives a basic idea of different kinds of evaluation and the difference between assessing and testing

1. EVALUATION
By M.Ed. Maria Luisa Mu

2. Why
• To improve capabilities
in the evaluation of
students achievement.
• To help our students to
learn how to learn
• To be more accountable
to students
• To improve the
expertise in students’
evaluation.

3. Definition
• Activity 1:
• Rearrange the following words to complete the
definition of Evaluation.

4. Evaluation
“Evaluation is considered a critical element
that influences teacher decision making
and guides student learning.”

5. Guiding Principles
• Activity 2:
Use the words provided to complete the sentences
specifying the guiding principles behind
evaluation.

6. Useful Words

7. Concepts
• Norm-referenced standards:
• We need to compare assessment data
with typical data collected from
comparable people.
• Criterion-referenced standards:
• We need to compare the measurement to
some absolute standard.

8. Concept
• Self-referenced:
• Compare one’s performance today with one’s
performance earlier.
Deciding on the appropriate blend of
students’ evaluation standards can be a
complex matter but can help you construct
a more comprehensive student evaluation
inventory.

9. Types of Evaluation
• Formative evaluation:
• provides information about the
students’ progress to take corrective
action.
• Diagnostic evaluation:
• provides information about students’
readiness and background for what is
about to be taught

10. Types of Evaluation
• Summative evaluation:
• provides information to be used in making
judgments about students’ achievement

11. Important terms
• Measurement
• Assessment
• Evaluation

12. Important terms
• Measurement: Collecting information on the
frequency or extent of something
• Assessment: Collecting information on the
progress of students’ learning
• Evaluation: making a judgment about the degree
of worth of the information

13. Student Assessment techniques
• Methods of
Organization
• Methods of Data
Recording
• Ongoing Student
Activities
• Quizzes and Tests

14. Student Assessment techniques
• Activity 3:
• Group the techniques according to the category

15. Student Assessment techniques

16. Methods of Organization
• Assessment stations
• Individual
assessments
• Group assessments
• Contracts
• Self and Peer
Assessments
• Portfolios

17. Methods of Data Recording
• Anecdotal Records (Worksheet 2 a)
• Observation Checklists (Worksheet 2b)
• Rating scales

18. Ongoing Student Activities
• Written
Assignments
• Presentations
• Performance
Assessments
• Homework

19. Quizzes and Tests
• Oral Assessment
Items
• Performance Test
Items
• Extended Open-
Response Items
• Short-Answer Items
• Matching Items
• Multiple Choice Items
• True/ False items

20. Guidelines for use of homework
• Students should receive clear,
instructions on the task prior to
assigning it as homework.
• Students should receive guidelines
related to the completion of the task
and how it will be assessed.

21. Guidelines for use of homework
• The length of time given for the
completion assignment must take
into consideration the many other
tasks students often have assigned at
the same time.
• Be consistent about how the
homework assignments are
assessed.

22. Guidelines for use of homework
• Never assign homework as
punishment.
• Do not use homework as a way of
regaining lost work time due to
interruptions or faulty timing
• Try to assign tasks that are of interest
to the students.

23. Reflections
• Reflecting on the present student
evaluation program (Worksheet 3)
• Time management
• Adaptation of assessment techniques
• Making Quality Tests

24. Your current student evaluation
programme
• Activity 4:
• Go over worksheet 3
• Write your comments
• Compare your answers with your
colleagues
• Decide on actions to be taken

25. Time management
• Appropriate frequency
• What assessment activities can take place on a
regular schedule?
• Value
• How much does this particular assessment
instrument or activity contribute?

26. Time management
• Standardization
• Can I create master copies of assessment
formats that can be completed as
needed?
• Quiet time
• Is there a time of the day that I can set
aside to devote to creating, organizing and
recording assessment information?

27. Adaptation of assessment
techniques
• Demonstrate skills or knowledge
• Allow more time to complete tests
• Adjust the type of criteria used for
expected responses
• Focus on a smaller number of assessment
techniques
• Change the frequency of gathering
assessment information

28. Adaptation of assessment
techniques
• Adjust the degree of accuracy required in
the expected responses
• Require above average students to
provide more than one solution to a
problem
• Reduce student anxiety providing practice
in test-taking.

29. Conclusion
• To improve capabilities in the
evaluation of students achievement.
• To help our students to learn how to
learn
• To be more accountable to students
• To improve the expertise in students’
evaluation.