EVALUATION

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EVALUATION

• SHOULD SUPPLEMENT NOT REPLACE TEACHER OPINION
• ITS A PROCESS OF JUDGING--MAKING A JUDGMENT OR
  DECISION
• EXAMPLES PROMOTION TO THE NEXT GRADE PLACEMENT
  IN A PARTICULAR SECTION

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EVALUATION (CONT.)

• MORE ENCOMPASSING THAN MEASUREMENT OR TESTING
• Formative Evaluation-- analysis during the
  learning process. To assess improvement
• Summative Evaluation--describes the level of
  achievement at the close of marking period,
  semester or year.

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• Evaluation should be continuous throughout the
  learning process not just at the end.

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MEASUREMENT

• USED TO DETERMINE THE AMOUNT OF ATTRIBUTE
  POSSESSED
• EXAMPLES READING COMPREHENSION PROBLEM SOLVING
  SKILL INTEREST IN A SPECIFIC CAREER

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TESTING

• INSTRUMENTS USED TO SAMPLE THE ATTRIBUTE TRAIT.
• COULD USE DIFFERENT TESTS FOR THE SAME ATTRIBUTE.

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A Test Should

• Discriminate--- It should separate those who know
  from those who dont know.
• Note it is a sample of the information learned.
  So we want a good sample.

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Test Purposes

• 1. Selection-- used to accept or reject
• Driving test.
• Readiness for kindergarten

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Placement

• Prediction of success
• Putting into groups
• Examples reading groups, math groups

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Diagnosis

• Used to determine strengths or weaknesses

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Feedback

• Used to determine mastery, achievement, or norm
  relationship
• Examples
• Maine Education Assessment tests
• Teacher made tests

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Motivation Guidance

• Used to direct or encourage learning

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Program Curriculum

• To determine progress and improvement in a
  program or curriculum

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Tests should be

• Valid
• Validity-- measures what it is supposed to
  measure.
• On target
• Fair

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• Reliable (reliability) -- is consistent in
  results in similar situations and with similar
  students.
• Increase reliability by longer tests and more
  homogeneous content.

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Objectivity

• Refers to scoring
• Will separate scorers get similar results

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Helpful hints

• Test items should relate to objectives
• Items should show various levels of difficulty
• Easier item first
• Group similar types of items together
• Use several types of test items

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Helpful hints (cont.)

• Enough time to finish the test
• Plan for those who finish early
• Give clear directions for each section
• Plan ahead for easy scoring

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• No test item is perfect--no matter how much time
  and consideration it receives

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Evaluation Tools

• Observation
• Anecdotal Records
• Questionnaires
• Tests
• Self Reports
• Inventories
• Attitude Scales

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• Projects
• Portfolios

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Rubrics

• Used to avoid vague assessment criteria of
  student work
• Authentic Assessment-- assessing real world
  experience
• Students can assist in the design of rubrics for
  their work

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Advantages of Rubrics

• Assessment is more objective and consistent
• Teacher clarifies criteria
• Shows students how work will be evaluated and
  what is expected.
• Aids with peer appraisal of performance
• Feedback for instruction
• Gives benchmarks for progress in learning

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Features of Rubrics

• Focus on objective
• Uses a range to rate performance
• Shows degree to which a standard is met

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Rubric Development Steps

• 1. Determine learning outcomes
• 2. Brief statements or phrases (4-15)
• 3. Each rubric for a different skill
• 4. Focus on how students develop express
  learning.
• 5.Evaluate only measureable criteria
• 6. One sheet of paper for a rubric.

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• 7. Reevaluate the rubric (Did it Work)

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Range /Scoring Levels

• Needs improvement..satisfactoryGoodExemplary
• BeginningDevelopingAccomplishedExemplary
• Novice..Apprentice..Proficient..Distinguished
• Numeric 1----5

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Criteria Components

• Content
• form and style
• quality and development of ideas
• organization, relevance
• wording and phrasing
• spelling, handwriting, neatness
• measurements

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Components (cont.)

• Workmanship
• strength of product
• finish
• design

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Words that convey degrees of performance

• Depth..Breath..Quality..Scope..Extent..Complexity.
  .DegreesAccuracy
• Presence to absence
• Complete to incomplete
• Manysomenone
• Major.minor
• Frequency alwaysgenerallyrarely

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Learning Sequence

• Goals
• Activities
• Evaluation

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Rubrics --web sites

• Http//edweb.sdsu.edu/webquest/rubrics/weblessons.
  htm