Evaluations
Comprehensive evaluation requires an awareness of the strengths and needs students bring to the classroom. Before instruction begins, this information may be gathered from such sources as interest inventories, cumulative records, teacher-teacher, parent-teacher and student-teacher conferences, and pre-testing. This type of evaluation, referred to as pre-instructional, can be used to plan properly.
Comprehensive evaluation requires an awareness of the strengths and needs students bring to the classroom. Before instruction begins, this information may be gathered from such sources as interest inventories, cumulative records, teacher-teacher, parent-teacher and student-teacher conferences, and pre-testing. This type of evaluation, referred to as pre-instructional, can be used to plan properly.
The most valuable type of evaluation occurs during the instructional process. Formative evaluation focuses upon the process as well as the products of learning. Its main function is to document progress and identify impediments to learning such that they can be corrected or remediated as soon as possible. The results of any formative evaluation should be feedback immediately to the student. Although the sources of formative evaluation data are varied, a very important one is teacher observation. Research suggests that self-assessment is also very important as part of formative evaluation.
Summative evaluation is used to grade or certify students after instruction has taken place. Teachers should use a variety of tools when evaluating students. The tendency to average formative results should be avoided. The nature of the learner and the learning outcomes provide a focus for teaching and learning. Comprehensive data provided by varied assessment and evaluation practices guide the teacher in the selection of appropriate instructional approaches to ensure achievement of intended outcomes. Such data also assists:
• students to monitor and improve their learning;
• parents to support that learning;
• the school system to determine program effectiveness.
Concerns regarding the attainment of educational outcomes in general and levels of student performance in particular have contributed to a public awareness of and expectations for increased accountability within the educational system. Learning outcomes provide a common vision for educators, learners and parents by ensuring consistent expectations. The stated outcomes become the framework for teaching and learning, as well as the basis of assessment and evaluation.
