The 4 Phases of Evaluation

Planning The forgotten phase

Plan how you will ensure that the students are achieving their learning outcome
Plan how are you monitoring that learning is occurring
Plan how you will show students that they are progressing

Students need to have opportunities to see that they are progressing

Students need to see their accomplishments

Planning the evaluation is how a teacher integrates the evaluation into the learning process

(Evaluation as learning)

Planning the evaluation 

establishes the aim of the evaluation

establishes its timing and methods to be used

ensures it is on target with criteria from program of study

takes differentiation of students into account

   

Information Gathering / Interpretation

Uses timing of informal gathering

Uses formal or informal instruments

Uses rigor

Uses criterion-referenced interpretation

What is the purpose of the information?

How is the teacher keeping track of the information?

 

Judgement

Is based on autonomy and responsibility
Is supported with instruments and reference documents
Is based on the competency observed in a context
Must be ethical and consistent with a set of values

Judgement is the cornerstone in the act of evaluation 

 The ability to make consistent judgements demonstrates expertise and it is a sign of professionalism

  

Decision / Action

(Missing)

Communication of results

Feedback to student must be

• Specific
• Timely
• Linked to the progression of learning of acquisition of competencies

Criteria Based Evaluation

In Québec we only use criteria based Evaluation.

 There are 3 Types of Criteria based Evaluation 

Formative Evaluation  

Evaluation in support of learning IS teaching and part of learning

It is also the process of evaluating your teaching

Summative Evaluation

Evaluates the entire competency

It is a Judgement on the entire competency

Certifies

Diagnostic

Is done at the beginning to determine student profile

Is to go over per-requisites students should have 

Norm VS. Criterion

Two categories of Evaluation

• Norm-Referenced Evaluation 

  Compares with other students

  Ranks students and therefore does not give depth of learning

  Group based, Not individual

  • Bell curve 

  • Criteria-Referenced Evaluation

    Allows depth and quality of learning

    Compares individual specifically to criteria 

    Individual 

    We use Criteria-referenced in Québec

    • It allows achievement at students own pace

      • There is no winner, therefore involves personalized motivation on the part of the student

       

    
    

"You will teach the way you learn"

The point of evaluation.

The point of evaluation (assessment);

•  is constant feedback about learning between teachers and students
•  is constant feedback about learning between students and students
•  is for the preparation of summative evaluation
• is that it becomes a motivational tool during learning