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Evaluation
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Evaluation and Assessment
Information gathered on checklists, anecdotal records, and other assessment data can be translated into a grade (e.g., 72%) for reporting purposes. Students, parents, administrators, and the community as a whole should understand what will be evaluated and the role evaluation plays in curriculum and instruction.
Evaluation is the process of making judgements on the basis of the information collected relative to the learning objectives. Assessment is the process of gathering the information to make the judgements for evaluation. Grading involves assigning a mark as a means of conveying the judgement. Reporting is conveying the results of the judgements made. In addition to determining student progress, evaluation communicates the message that a program and each of its components are valid and significant.
Evaluation is used for various purposes in education. Student evaluation gauges students’ growth, development, and progress against stated learning objectives. Students need evaluation to let them know if they are meeting those learning objectives. Program evaluation is a means of deciding how well the program is meeting students’ needs and abilities. It is a task that involves teachers, parents, school, and system administrators. Evaluation tells educators the strengths and weaknesses of the program in order that adjustments and adaptations can be made. In addition, teachers grow professionally when they reflect on their own teaching and when they keep informed of current instructional strategies and evaluation methods they may use in their programs.
Finally, education is a public undertaking and, in addition to being accountable to students, the school system is accountable to parents and taxpayers. Occasionally, there may be an evaluation to provide information for the public to judge the effectiveness of the education system; the Saskatchewan Education Indicators Program is an example of such a system evaluation.
Given that the most important function of evaluation is the promotion of learning, the following principles should be reflected in the evaluation of students.
Evaluation must be part of the planning process rather than an after-thought. In this curriculum, assessment instruments have been embedded in the discussion of instructional strategies to demonstrate the close relationship between instruction and evaluation. Instruments teachers use must be appropriate and complementary to the strategies used and to the objectives being developed. Students and parents should be informed of the relationship between instruction and evaluation.
Frequent monitoring of learning allows the program to be responsive to the needs of the students. Evaluation should be continuous and should not occur just at report card time. Continuous assessment allows teachers to determine individual student needs and to adjust instruction as appropriate.
Students and parents have the right to know the objectives of the program, the means of assessment, and the criteria to be met. Where possible, evaluation expectations should be developed in consultation with students. Teachers also must maintain communication with parents concerning student progress.
Evaluation should be sensitive to cultural, linguistic, and community situations as well as to individual student needs and learning styles. Where possible, students should be provided with a variety of ways to demonstrate their learning. All students want to know where they stand but each responds differently to evaluation. Whereas some students will regard a critical comment as a challenge that spurs them on to do better work, others resent criticism. As much as possible, these considerations need to be balanced against maintaining common, appropriate standards.
It should provide positive feedback and encouragement. It should provide direction for student learning and emphasis.
The overall evaluation should address all language strands and balance its orientation. For example, consideration should be given to:
Teacher/peer/self-evaluation. Teacher created assignments, tests, and observations will continue to provide important evaluation information. Peer evaluation can provide many opportunities for extending learning and for increasing student confidence and ownership in the learning process. Self-monitoring and evaluation allow students to become aware of their own learning and to enhance it.
Content/process/product. The assessment and evaluation processes should involve multiple perspectives and sources of data. Content, process, and product each play a role in assessment and evaluation. Students must know "what" they are required to learn (i.e., content), "how" they are expected to learn (i.e., process), and "what evidence" they will be required to produce as a result of that understanding (i.e., product). As much as possible, students should be introduced to a variety of ways to learn and demonstrate their learning. The content of the language arts program is based on the concepts surrounding language and various oral, print, and other media texts. The processes of the language arts classroom are speaking, listening, writing, reading, representing, and viewing. The products of the language arts course are the combined results of the content and processes (e.g., a paper with pre-writing notes and first draft, or speech with speaking notes).
Diagnostic evaluation should be done informally and continuously. It is used to assess the strengths and needs of students and to make program adjustments. It is used for diagnosis rather than grading.
Formative evaluation should be conducted continuously throughout the course. It is used to improve instruction and learning and to keep both students and teachers aware of the course objectives and the students’ progress in achieving those objectives. The results of formative evaluation are analyzed and used to focus the efforts of the teacher and students.
Summative evaluation occurs at the end of a unit or program. It is used with formative evaluation to determine student achievement and program effectiveness. Summative evaluation should form only part of students’ grades. An appropriate balance of diagnostic, formative, and summative evaluation should be used.
English language arts portfolios can be an effective way for students, teachers, and parents to observe student progress over a period of time. Because they are purposeful collections of student work, portfolios can serve as the basis for evaluation of student effort, progress, and achievements in English language arts. A term-end portfolio, assembled a few weeks before a reporting period, can include not only selected written products but also audiotapes of discussions, readings, and interviews; videotapes of oral presentations and debates; and visuals such as posters, graphics, and photographs from the term. An end-of-year portfolio can illustrate progress and achievement in a course. A multi-year portfolio can act as a showcase of the student’s best work from several courses and over time.
Students should understand the criteria for what to include in their portfolios and how to make the selection. Consideration might be given to the following:
A language arts portfolio can be housed in a three-ring binder or folder and might include:
The portfolio product is important but the process of assembling an English language arts portfolio is just as important. It gives students ownership and the overall "big picture" of their progress.
To ensure the principles of student evaluation are met, teachers may consider the following suggestions.
Assessment strategies for a particular course might include:
Speaking and Listening
Writing and Reading
Sample Handout/Letter
Welcome to English language arts. I am looking forward to working with you this year. During the course of the semester/year, we will have many opportunities to learn more about the English language and literature. You will have opportunities to learn about language as you speak, listen, write, read, represent, and view.
It is important that you learn about the specific objectives of this course, my expectations of you, and the means by which you will be evaluated. Evaluation in English language arts is continuous. This means that everything you do during the course of the semester/year counts. Assignments in this class will include listening, speaking, reading, writing, viewing, and representing activities. You will be working individually, in pairs, in small groups, and as a whole class. You will be evaluated not only on your knowledge of language and various oral, print, and other media texts, but also on your learning processes, and the products you produce.
Expectations are set out for each course. It is expected that you will do several oral presentations as well as complete the other required listening, speaking, reading, and writing assignments for the course.
You will be expected to apply ideas and concepts rather than simply to recall content. All your assignments will be designed to reflect that. I will share specific expectations and examples of good work. You are encouraged to approach me if you require further assistance.
Your final grade will be determined as outlined on the attached sheet. Your evaluation will be based not only on your listening ability, oral presentations, writing, reading ability, quizzes, and assignments but also on your involvement, your ability to work with others, and your ability to meet class expectations and deadlines.
I am looking forward to getting to know you.
For printing and copying this template Require Acrobat Reader
Sample Assessment and Evaluation Summary
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Student’s Name: ______________________________________ Class: _______________________________________________ Teacher: _____________________________________________ Unit: |
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Diagnostic |
Assessment (Process) |
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A |
G |
E |
Assessment (Product) |
Mark |
Weight
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