Evaluating Instruction

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Evaluating Instruction

• Chapter 12 Presentation
• A. Flora and J. Guilliams
• GFC

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Evaluating Instruction

• Assessing student achievement
• Evaluation of the effectiveness of the instructor
• Evaluation of the curriculum

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Era of AssessmentMEAT

• Measurement
• Evaluation
• Assessment
• Testing
• Leads to Accountability

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Measurement

• The means of determining the degree of
  achievement of a particular competency.

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Evaluation/Assessment

• A continuous process of collecting and
  interpreting information in order to assess
  decisions made in designing a learning system.
• General process of appraisal.

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Testing

• The use of instruments for measuring achievement.

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Three Phases of Evaluation Preassessment

• Preassessment-before instruction
• Entry Behaviors (Skills)-measures skills which
  have been crucial to beginning instruction.
• Pretest-a test to the objectives the designer
  intends to teach.

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Three Phases of Evaluation Formative

• The formal and informal techniques, including
  testing, that are used during the period of
  instruction.
• Teachers can diagnose and take remedial action to
  help students.
• Allows teachers to monitor instruction so that
  they may keep it on course.

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Three Phases of Evaluation Summative

• Assessment that takes place at the end of the
  course or unit.
• Reveals whether or not prespecified outcomes of
  instruction have been achieved.

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Two Types of MeasurementNorm-Referenced

• Classic approach to assessment in which a
  students performance on a test is compared to
  the performance of other students who took the
  test.
• ExamplesSOL, Literacy Passport, SAT.

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Two Types of MeasurementCriterion-Referenced

• The performance of students on a test is compared
  to criteria that were established in the
  instructional objectives.
• Based on the students mastery of objectives and
  not on their performance related to others in the
  class.
• Examples Life Guard Certification, checklist
  evaluations.

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Norm vs Criterion

• Relative position within a normative group.
• General outcomes or precise objectives can be
  specified.
• Criterion for mastery not usually specified.
• Test items constructed to discriminate.
• Variability of scores desirable as an aid to
  meaningful interpretation.
• Traditional grading system (A-F).

• Access whether student has mastered a specific
  criterion.
• Complete behavorial objectives are specified.
• Criterion for mastery must be stated.
• Test items are constructed to measure
  predetermined level of proficiency.
• Variability is irrelevant.
• Test results seem to be binary (pass/fail) but
  can be transposed over into the traditional
  grading system.

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Evaluation in Three Domains (CAP)Cognitive

• Demonstrated in school by pupil performance on
  written tests administered to a group.
• Examples-Multiple choice, matching,
  comprehension, and essay questions.

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Evaluation in Three Domains (CAP)Affective

• Measurement of feelings, attitudes, or values.
• Difficult to assess.
• Examples Inventories, sportsmanship rating
  scale, personality type assessments.

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Evaluation in Three Domains (CAP)Psychomotor

• Best evaluated by actual performance.
• Examples Dribble a basketball full court without
  losing control, saw a 6ft board into three equal
  pieces, develop a gymnastic routine that includes
  3 tumbling skills.

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Other Means of Evaluation

• Portfolios-collection of work that show evidence
  of their accomplishment.
• Holistic assessment-qualitative assessment which
  looks at the students creative efforts.
• Teachers should develop competency in the use of
  a wide range of evaluation techniques.

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Assessment Initiatives from Beyond the Classroom.

• District Assessments basis for curriculum
  alignment. The district develops units with
  assessments at the end of a unit in which every
  student takes.
• State Assessments Virginia SOL. Makes schools
  accountable for information that is thought to be
  important.
• National Assessment SAT and ACT.
• National Assessment of Educational Progress
• International Assessment-International Assessment
  of Educational Progress-allows for comparison of
  student skills from other countries.

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Conclusion

• Assessing student achievement is an important
  part of evaluation, instruction, and curriculum.
• MEAT-Measurement, evaluation, assessment,
  testing.
• Evaluation is needed for accountability
• Three phases of evaluation-Preassessment,
  Formative, and Summative.
• Norm vs. Criterion referenced measurement.
• Three domains (CAP) Cognitive, Affective,
  Psychomotor.
• Alternative assessment
• District, State, National, and International
  assessments for accountability.