ASSESSMENT AND EVALUATION

Assessment is mainly concerned with the collection of information regarding the effectiveness of the teaching methodology in relation to the attainment of learning objectives. It is defined as data-gathering strategies, analyses, and reporting processes that provide information that can be used to determine whether or not intended outcomes are being achieved.

            Evaluation goes one step more by forming a judgment on the assessed data. It uses assessment information to support decisions on maintaining, changing, or discarding instructional or programmatic practices. These strategies can inform

·         the nature and extent of learning,

·         Facilitate curricular decision making,

·         Correspondence between learning and the aims and objectives of teaching, and

·         The relationship between learning and the environments in which learning takes place.

            Administering a test after finishing a unit and finding the scores of every student is an assessment tasks. Using the scores to determine the effectiveness of the methodology employed is an evaluation task.

Good assessment and feedback practices should:

1.      Assessment of learning is an integral part of teaching - Learning process –  We teach with a certain objective to attain. After we have taught, then it is logical that we find out how well we have attained our lesson objective, thus we engage ourselves in the process of assessment.

Example:
-how can we determine if our students learned today? We can give a seatwork or exercise to determine if they understand the lesson for today then after checking we have to find out where question or part of the lesson they are not good. If our lesson objective has been attained then we proceed to teach the next competency. If not we have to add up some information on the said topic/ lesson.

2.      Assessment tool should match with performance objective – which assessment tool to use, which test to formulate must be based on our performance objective. If our assessment tool is aligned with our performance objective. We can claim our tool is valid.

Example:
if we want to teach our students how to dance cha-cha, and we want to find out if they are now able to dance, we simply play the music of cha-cha.  How can we determine if our student in computer class can know how to open the computer and if they can type in the Microsoft word, it is simply we can have hands-on exercises.

3.      The results of assessment must be fed back to the learner's – If the main purpose of assessment is to find out how well the learner has attained a particular learning objective, it goes without saying that the assessment process serves its purpose only when we return corrected quizzes, test, seatwork, as soonest time.

Example:
we have a l0ng test in mathematics, after checking the paper and rec0rding the results we have to give it back to our students so that they will know where they need to focus and what are they need to improve

4.      In assessing learning, teachers must consider learners, learning styles and multiple intelligences and so must come up with a variety of ways of assessing learning – we must consider the said aspects of learning so that we can evaluate our students’ ability and way of their learning. Every child is unique and so as in learning. That’s why teachers must be flexible in for this kind of assessment in their students. Teachers must know how to deal with every student’s way of learning.

Example:

Not all verbally-linguistic students can do things that bodily-kinesthetic persons can. Others like musically inclined person can easily get along with others like mathematically inclined students. We must give different kind of assessment on students so that they can excel not just in one particular area of learning.

5.      To contribute to the building of the culture of success in the school, it is pedagogically sound that in our assessment techniques we give some positive feedback along with not so good ones – by putting comments like “nicely put”, “well done”, “fine idea”, “good point” on students’ papers boost their ego and add to their level of confidence. Do these by accentuating first the positive points and in the form of suggestion to those not-so-good points.

Example:

If a student done well on board works then say words to make them feel that they outperform a task or job and later on telling them how to improve the not-so-good points in the form of suggestion without noticing.  We can have this kind of assessment on most of our students.

6.      Emphasize on self-assessment – we must emphasize our students on how well they do things or how they improve. It will help the students to compete more against their prior things done and may lead up to some discoveries of oneself in learning.

Example:

On a class discussion, we must tell how good they converse things or how well they delivered a certain topic. If they do so, then tell them that they really improve as the discussion goes. We should emphasize the students’ progress against his prior performance or standards but not against another performance.

7.      If we believe that our task as teacher’s is to teach all pupils/student’s, that it is possible that all students, even those from limited backgrounds, will HAVE access to opportunities and therefore can achieve, then the BELL CURVE MENTALITY must be abandoned – if we insist on the bell curve mentality we will be made to think that it is normal and is expected if some fail. This thinking may make us complacent. If some pupils fail, we have a ready excuse ''it is normal anyway. Some are really expected to fail. Remember, we wish to build the culture of success in the classroom because success breeds success. Concentrate on the thought that all can learn. If we insist on the bell curve mentality we also insist that a low IQ student will always fail and cannot learn more and improve their IQ. Remember, our goal is to teach and help our students to fulfill their dreams, and not to bring them down.

8.      Assessment of learning should never be used as punishment or as a disciplinary measure – we hear of teacher’s who give an unscheduled quiz because the class is noisy or teacher’s who give a very difficult test in order to punish pupils who do not study. When we resort to this sort of practice, we veer away fr0m the true purpose of assessment, i.e. to validate learning. We also contribute in sense to the development of students who fr0wn on any f0rm of learning assessment for this gets identified w/ punishments.

Example:

Giving a surprise quizzes or exam may lead to the students to fail on their subjects. Because they cannot prepare and ready on it and if they failed on the subjects in might also affect the subjects because they will focus only on the subject that they failed and forget the other  subjects or they will be lazy ongoing school because they already failed on one subject.

9.      Results of learning assessments must be communicated regularly and clearly to parents –  Parents are the teacher of their children at home, they must know how’s the performance of their children at school so they will know how they will help and teach their children in some parts that their children need to improve.

Example:

Parents must know what’s the lowest point of their children and if their children are good or bad at their study. So they can ask their children the problem. Example, if their children is being bully and affecting their study and cannot focus on their lesson. If their children is not focusing of his/her study and interest only is to play computer games. So the parents will guide and discipline their children.

The Purposes of Assessment

Assessment serves any or all of the following purposes.

1.      To appraise achievement

Evidence to show how well the students understood the concepts or how well the desired behavior and attitude developed will be gathered. The procedure to be followed  depends on the learning objectives set at the start.

2.      To help identify  the students’ learning difficulties

The students’ strengths and weaknesses can be discovered through some assessment procedures. Their manipulative skills or level of comprehension can be assessed so as to undertake necessary revisions in the methodology and instructional materials used.

3.      To determine the effectiveness of a teaching strategy

4.      To serve as guide in the choice of appropriate assessment tools’ thus enhancing the teacher’s decision making.

Techniques on Assessment

Aware of the purposes for which assessment and evaluation are undertaken, appropriate instruments must be employed to give accurate and reliable evidence of achievement. These could test the student’s creativity and resourcefulness.

The more commonly used tools are the following:

1.      Administering pencil-and-paper tests-this is also termed as objective assessment. Objective tests like multiple choice items, completion type and matching items are easy to construct and score. Essay tests that call for explanations or illustrations of principles take more time to check but are good means of assessing the kind of learning or changes in behavior that has taken place. These traditional assessments are designed only to collect assessment information, not give students a learning opportunity.

2.      Analyzing work products- this is likewise called product assessment.  Most assessment in education and training involves the judgment of some product, be it a loaf baked by learner bakers, an essay assignment, some technological structure or a PhD thesis. Products are easier to assess than processes. A tangible object is easier to judge than the ways in which a group of learners working together interact, come to know each other, become aware of individual strengths, weaknesses and needs; or how an individual explores how to become a self-motivating autonomous learner. This involves a meticulous examination of work results such as:

                                                              i.      A design of a laboratory set-up to do an experiment

                                                            ii.      Collections prepared as a culminating activity

                                                          iii.      Accomplished records of data found in laboratory manuals

                                                           iv.      Projects submitted at the end of the unit

                                                             v.      Notebooks containing all the assignments for the month

                                                           vi.      Scrapbook with clippings, photographs and news

                                                         vii.      Special reports written for a particular topic

3.      Oral assessment- this may take the form of oral questioning which can be in the form of open-ended and divergent questions. it includes:

                                                              i.      Participation in class discussions

                                                            ii.      Interviews

                                                          iii.      Oral reports

4.      Observing formally and informally the students’ attitude and behavior. These are also called affective assessment observations on actual behavior exhibited and recorded in the form of qualitative expressions. Informal behavior can be assessed from remarks, comments or inquiries. Special interests can be recorded as examples of anecdotal records. Checklists and attitude scales can likewise assess attitude and values being developed.

5.      Performance-based assessment- asks students to demonstrate their skills rather than relate what they’ve learned through traditional tests. Performance assessments are sometimes called alternative assessments because they are alternatives to traditional multiple-choice and blue book tests. Some examples are:

                                                              i.       writing assignments,

                                                            ii.      projects, laboratory

                                                          iii.      And studio assignments and performances.

Performance assessments are increasingly popular because they merge learning and assessment.

6.      Conducting personal interviews and small group conferences- this is in the form of conservations with children who need special attention due to some learning difficulties. It is likewise resorted to in cases where students show extraordinary interest and talent. Some may produce new devices that can help them in understanding the lesson. The student’s hobbies and recreation activities that are science-based can be part of their growth assessment.

7.      Portfolio assessment- Portfolio assessment is an evaluation tool used to document student learning through a series of student-developed artifacts. A best work portfolio consists of the students’ outstanding works. A growth portfolio can be used to create a record of student growth in a number of areas. For example, a teacher may use writing portfolios to collect evidence of a student's progress in developing writing skills. A scrapbook type includes tests, checklists, observations and rating scales chosen by both student and teacher. An evaluation portfolio is a collection of work that can indicate learning such as examination booklets, written reports and about journals. A math evaluation portfolio may include tests, quizzes, and written explanations of how one went about solving a problem or determining which formula to use, whereas a science evaluation portfolio might also include:

                                                              i.       Laboratory experiments,

                                                            ii.      science project outcomes with photos or other artifacts,

                                                          iii.      and research reports,

                                                           iv.      as well as tests and quizzes.

Student Performance as on indicator of teacher Performance

In order to evaluate teacher effectiveness and insure a successful teaching-learning process, the stakeholders may ask the following questions:
1. Does he/she provoke his/her students to think?

2. Can he/she motivate and enrich the experiences of the students through the learning activities she plans?
3. Does he/she allow the students' creativity and resourcefulness to flourish through encouragement, recognition and praises?
4. Does he/she involve all students in the learning activities?
5. Is he/she free from bias and subjectivity in dealing with the students, and in the end, in evaluating their academic performance?
6. Does he/she possess the scientific attitudes on values that science teaching aims to develop such as critical-mindedness, objectivity and persistence?
7. Is he/she knowledgeable and skilled in employing a variety of teaching methodologies?
8. Does he/she use a variety of evaluation techniques suited to the learning objectives defined?

Types of Tests for Evaluation Purposes

1. Achievement Tests include simple quizzes on the work during a single period to full-scale examination.
2. Diagnostic Tests attempt to locate areas of misunderstanding or areas where teaching has not taken place to enable suitable remedial instruction to be given.

3. Inventory Tests are often referred to as pre-and post-tests and are used to determine the improvement of the students. They are given before and after the course of instruction.

4. Individual tests require careful questioning and observation of the reaction of an individual and needs an expert to administer.

5. Speed Tests are tests wherein a student is required to complete as many tests or problems in a predetermined time.

6. Power Tests require a student to do as many problems or tasks out of a set of increasing difficulty.

7. Sociometric Tests which test sociability of students require them to select or identify their classmate whom they like very much.

Evaluating Students Performance

Students’ achievement could be based on: a) works on assignment outside class, b) class participation, c) attitudes and effort, d) extra credit work.

1.         Students need practice in solving problems and completing exercises related to the subject matter. Sometimes teachers assign more problems and exercises than students can do in class. They become aware of students who have spent efforts in doing their assignments. This information is obtained when their papers are graded or from quizzes and class discussions.

2.         Another factor considered in evaluating student performance is the contributions they make to the academic activities in the classroom. They must exercise good judgment in rewarding class participation. They should neither ignore students’ contributions nor should they tally points for every question, answer or comments that students make.

3.         A teacher may consider the attitudes and efforts of student in evaluating performance. Students’ attitude is often inferred from attendance, punctuality, willingness to work on assignments, care of materials and conduct. Making them aware that their attitude and efforts contribute towards their grades may include them to exhibit desirable classroom behavior.

4.         Sometimes students get interested in doing extra credit work, knowing that it may influence the teacher’s assessment of their performance. Such extra credit work may be obtained from problems solved that are announced, some from the textbooks while others may arise from classrooms discussion.

EVALUATION PROCEDURES

Evaluation happens even as teachers watch and listen, thus gathering observations and useful information regarding their attitudes, beliefs ans feelings.

Evaluation procedures may be classified into the following:

1.   Testing Procedures

a.        Individual and group tests

b.       Informal and standardized tests

c.        Oral, essay, and objective tests

d.       Speed, power, and mastery tests

e.       Verbal, nonverbal, and performance tests

f.         Readiness and diagnostic tests

2.      Nontesting Procedures

a.        Interview such as teacher-pupil interview

b.       Questionnaires

c.        Anecdotal records

d.       Sociometric devices

e.       Ranking and rating procedures

STUDENT PERFORMANCE AS INDICATOR OF TEACHER PERFORMANCE

1. In addition to considering test scores in assessing studen's progress, they can also be used in evaluating teacher's performance. If test scores show that the students are making satisfactory. Parents, administrators and other teachers who are pleased with students marks on tests are likely to view the teacher as effective. On the other hand; if performance is unsatisfactory, then it would be wise to reflect on the teachers teaching methodologies as well as other factors contributing to such a situation which are under the teacher's control. Some of these a) validity of the tests, b) the selection of subject matter and c) the determination of teaching strategies. If the test does not measure what they are intended to measure, this may be resolved by more careful analysis in constructing tests. When tests reflect what a teacher has taught and test scores are considered in the light of conditions under which teaching has occurred, student achievement can be one indicator of a teacher's effectiveness..

SENARIO.
First, the teacher emphasizes clearly the title of the discussion in that particular class hour. Then, he/she asks question to his/her students if they have an idea on the said topic. The teacher asks that question to his/her students to assess his/her students if they can follow or at least understand a part of the discussion. Then the teacher proceeds to the discussion precisely. An effective teacher is indicated if he/she gives example in her discussion because example are easy to remember. Finally, the teacher asks the students if they understand the discussion and he/she let the students ask him if they want clarifications on certain topics that they didn't understand. Then the teacher proceeds to the evaluation of learning through quizzes or graded recitations. If the students get high scores, then the teacher is said to be effective.

2. The classroom environment can also be indicator of teacher performance. A teacher can ascertain the classroom atmosphere by determing whether the students are punctual, prepared for the class the willing to work or whether they are tardy and unprepared. The amount of praise, encouragement, acceptance,hostility and sarcasm in a classroom indicate the climate that characterizes social interaction.

SCENARIO.

The class reaches it's holy hour which is after lunch. The studdnts are in a "siesta mode" or in other words they are sleepy. Instictively, the teacher who conducts a class in this time interval should seek for a solution to make his/her class an interesting one. The teacher is effective if he/she performs an energizer or some kind of a game that is all about the topic that he will discuss. The students love games, so the teacher should make his discussion fun but at the same time, the students are coping well to the lesson because they are enjoying.

3. In addition to examining students academic progress and social behavior, it is appropriate to analyze the teaching strategies employed. It might be difficult to judge one's teaching behavior, therefore, judgements may be secured from a knowledgeable observer.

SCENARIO

The teacher conducts his/her class at his/her scheduled time. Then he/she proposed his/her teaching strategies and he/she implement it in a step by step process that the students understands very well. In this situation, the teacher is concluded to be effective because his/her n0. 1 critic are his/her students who understands it well.Another way is to videotape or audiotape a lesson and analyze the teacher's behavior. Part of a teacher's evaluation must consider the appropriateness of behavior relative to the knowledge being taught and the method of instruction being used.

SCENARIO

The teacher uses educational video/audiotapes that is all about his/her propose topic. In this kind of technique, the students will much appreciated the visual aspects of learning. Till then, the teacher will be assessed properly if he/she uses her knowledge on what appropriate video/audiotapes that are conductive to learning.