Evaluation

Introduction

Evaluation is an important component of the teaching-learning process, and its main purposes are to facilitate student learning and to improve instruction. Teachers make decisions about student progress based on information gathered through a variety of assessment techniques. This information assists teachers in planning or modifying their instructional programs, which in turn helps students to learn more effectively. Evaluations are also used for reporting progress to students and their parents/caregivers , and for making decisions related to promotion in Mathematics.

Core Curriculum is designed to provide students with the knowledge, skills, and abilities needed for further education, work life, and daily living. It requires changes in the ways children have traditionally been taught and evaluated. Formerly, evaluation of student learning focused on factual content, and student progress was assessed by using traditional strategies such as paper-and-pencil tests. However, to evaluate students' growth and development as critical and creative thinkers or independent learners through assessing their progress within mathematics and other areas of study, nontraditional strategies are required. More often than before, teachers will rely on strategies such as observation, conferencing, oral and written assignments, and performance assessment to gather information about student progress.

Although the responsibility to establish student evaluation and reporting procedures resides with the school principal and the teaching staff, the classroom teacher has the daily responsibility for student evaluation. The teacher is at the forefront in determining student progress using evaluative practices which include careful planning, appropriate assessment strategies, and, most importantly, sound professional decisions.

Clarification of Terms

To enhance understanding of the evaluation process, it is useful to distinguish between the terms "assessment" and "evaluation". These terms are often used interchangeably which causes some confusion. Assessment is a preliminary phase in the evaluation process. In this phase, various techniques are used to gather information about student progress. Evaluation is the weighing of assessment information against some standard (such as a curriculum learning objective) in order to make a decision. This decision may lead to action by the teacher, student, or parent/care giver.

There are three main types of student evaluation: formative, summative, and diagnostic evaluation. Assessment techniques are used to gather information for each type of evaluation.

Formative evaluation is an ongoing classroom process that keeps students and educators informed of students' progress towards program learning objectives. The main purpose of formative evaluation is to improve instruction and student learning. It provides teachers with valuable information for instructional modifications. This type of evaluation helps teachers understand the degree to which students are learning the course material and the extent to which their knowledge, understandings, skills, and attitudes are developing. Students are provided direction for future learning and are encouraged to take responsibility for their own progress.

Summative evaluation is designed to be used at the end of instruction. Its primary purposes is to determine what has been learned over a period of time, and, to summarize and report to students, parents/caregivers , and educators on student progress relative to curriculum objectives.

Seldom are evaluations strictly formative or strictly summative. For example, summative evaluation can be used formatively to assist teachers in making decisions about changes to instructional strategies or other aspects of students' learning programs. Similarly, formative evaluation may be used to assist teachers in making summative decisions about student progress. However, it is important that teachers make clear to students the purpose of assessments and whether they will later be used summatively. Diagnostic evaluation usually occurs at beginning of the school year or before a unit of instruction. Its main purposes are to identify students who lack prerequisite knowledge, understanding, or skills, so that remedial help can be arranged; to identify gifted learners to ensure they are being sufficiently challenged; and, to identify student interests. Diagnostic evaluation provides information essential to teachers in designing appropriate programs for students.

Teachers conduct all three types of evaluation during the course of the school year.

Phases of the Evaluation Process

Although evaluation is not strictly sequential, it can be viewed as a cyclical process including four phases: preparation, assessment, evaluation, and reflection. The evaluation process involves the teacher as a decision maker throughout all four phases.

In the preparation phase, decisions by students and teachers are made which identify what is to be evaluated, the type of evaluation (formative, summative, or diagnostic) to be used, the criteria against which student learning outcomes will be assessed, and the most appropriate assessment techniques with which to gather information on student progress. The teacher's decisions in this phase form the basis for the remaining phases.
During the assessment phase, the teacher identifies information-gathering strategies, constructs or selects instruments, administers them to the student, and collects the information on student learning progress. The teacher continues to make decisions in this phase. The identification and elimination of bias (such as gender, culture, and language) from the assessment techniques and instruments, and the determining where, when, and how assessments will be conducted are examples of important considerations for the teacher in this phase of evaluation.
During the evaluation phase, the teacher interprets the assessment information and makes decisions about student progress. Based on evaluations, teachers make decisions about student learning programs and report on progress to students, parents/caregivers , and appropriate school personnel.
The reflection phase allows the teacher to consider the extent to which the previous phases in the evaluation process have been successful. Specifically, the teacher evaluates the utility and appropriateness of the assessment strategies used, and such reflection assists the teacher in making decisions concerning improvements or modifications to subsequent teaching and evaluation.

All four phases are included in formative, diagnostic, and summative evaluation processes. They are represented in Figure 1.

Figure 1. Process of Student Evaluation

Guiding Principles

Nine guiding principles are presented in the report Evaluation in Education (Saskatchewan Education, 1989). The purpose of these principles is to provide guidance on educational evaluation in several areas. One of these areas is student evaluation. The evaluation of student progress has a strong influence on both teaching and learning. If used appropriately, evaluation can promote learning, build confidence, and develop students' understanding of themselves.

Recognizing the importance of evaluation as an integral part of the curriculum, Saskatchewan Education has developed five general guiding principles which are closely linked to the Evaluation in Education report, and provide a framework to assist teachers in planning for student evaluation:

Evaluation is an essential part of the teaching-learning process. It should be a planned, continuous activity which is closely linked to both curriculum and instruction.
Evaluation should be guided by the intended learning outcomes of the curriculum and a variety of assessment techniques should be used.
Evaluation plans should be communicated in advance. Students should have opportunities for input to the evaluation process.
Evaluation should be fair and equitable. It should be sensitive to family, classroom, school, and community situations; it should be free of bias. Students should be given opportunities to demonstrate the extent of their knowledge, understandings, skills, and attitudes in their first language.
Evaluation should help students. It should provide positive feedback and encourage students to actively participate in their learning.

Focuses of Evaluation

Evaluations may focus on progress in student learning (student evaluation), the effectiveness of school programs (program evaluation), and the effectiveness of the curriculum (curriculum evaluation). Teachers also reflect on the effectiveness of their instruction (teacher self-evaluation).

Student Evaluation

Specific assessment techniques are selected or devised to gather information related to how well students are achieving the learning objectives of the curriculum. The assessment techniques used at any given time will depend on several factors such as the type of learning outcomes (knowledge, understanding, skill, attitude, value, or process), the subject content, the instructional strategies used, the student's level of development, and the specific purpose of the evaluation.

There are various assessment techniques that teachers may use to gather information on student learning. These techniques have been categorized for ease of use. Each assessment technique is letter-coded to simplify referencing. For explanation of these techniques refer to Student Evaluation: A Teacher Handbook (Saskatchewan Education, 1991).

Methods of Organization

These methods refer to the broad organizational structure of the assessment techniques a teacher may decide to use. They enable a teacher to make assessment decisions as to how the assessment will be done.

Assessment Stations			AS
Individual Assessments			IA
Group Assessments			GA
Learning Contracts			LC
Peer- and Self-Assessment			P/SA
Portfolios			P

Methods of Data Recording

These methods may be used within the structure of any of the methods of organization and with any of the ongoing student activities, as well as quizzes and tests.

Anecdotal Records			AR
Observation Checklists			OC
Rating Scales			RS

Ongoing Student Activities

These techniques are those a teacher would use throughout the course of a regular school day when students are engaged in their usual learning activities.

Written Assignments		WA
Presentations		PR
Performance Assessment		PA
Homework		H

Quizzes and Tests

This category of assessment techniques may be used in situations that are structured to allow students to demonstrate what they know.

Oral Assessment		O-T
Performance Tests		P-T
Extended Open-Response		OR-T
Short-Answer Items		SA-T
Matching Items		M-T
Multiple-Choice Items		MC-T
True/False Items		T/F-T

Note: Print this page and use as a book mark for quick reference.

Selected techniques are listed after each student learning objective in this curriculum guide. The assessment techniques are not prescribed; rather, they are meant to serve as suggestions. It would be inappropriate for curriculum guides to give teachers specific formulas for assessing students. Planning for assessment and evaluation must take into account unique circumstances and purposes.

Common Essential Learnings (C.E.L.s) are incorporated in the foundational and learning objectives of Mathematics. As the objectives are assessed and decisions made, the C.E.L.s will form an integral part of the evaluation process. For example, in a unit of instruction, some learning objectives will identify expected learning outcomes associated with C.E.L.s, but they will be imbedded in the Mathematics content. Assessment techniques will be used to gather student progress information on C.E.L.s through assessment in the Mathematics. When all assessment information has been gathered, it will form the basis for an evaluation. It is inappropriate to evaluate student progress in the Common Essential Learnings independent of Mathematics.

Program Evaluation

Program evaluation is a systematic process of gathering and analyzing information about some aspect of a school program in order to make a decision, or to communicate to others involved in the decision-making process. Program evaluation can be conducted at two levels, relatively informally at the classroom level, or more formally at the classroom, school, or school division levels.

At the classroom level, program evaluation is used to determine whether the program being presented to the students is meeting both their needs and the objectives prescribed by the curriculum. Program evaluation is an ongoing process. For example, if particular lessons appear to be poorly received by students, or if they do not seem to demonstrate the intended learnings from a unit of study, the problem should be investigated and changes made. By evaluating programs at the classroom level, teachers become reflective practitioners. The information gathered through program evaluation can assist teachers in program planning and in making decisions for improvement. Most program evaluations at the classroom level are relatively informal, but they should be done systematically. Such evaluations should include identification of the area of concern, collection and analysis of information, and decision making.

Formal program evaluation projects use a step-by-step problem-solving approach to identify the purpose of the evaluation, draft a proposal, collect and analyze information, and report the evaluation results. The initiative to conduct a formal program evaluation may originate from an individual teacher, a group of teachers, the principal, a staff committee, an entire staff, or central office. Evaluations are usually done by a team, so that a variety of skills are available and the work can be distributed. Formal program evaluations should be undertaken regularly to ensure programs are current.

To support formal school-based program evaluation activities, Saskatchewan Education has developed the Saskatchewan School-Based Program Evaluation Resource Book (1989) to be used in conjunction with an inservice package. Further information on these support services is available from the Evaluation and Student Services Division, Saskatchewan Education.

Curriculum Evaluation

During the decade of the 1990s, new curricula will be developed and implemented in Saskatchewan. Consequently, there is a need to know whether these new curricula are being effectively implemented and whether they are meeting the needs of students. Curriculum evaluation, at the provincial level, involves making judgments about the effectiveness of provincially authorized curricula.

Curriculum evaluation involves gathering information (assessment phase) and making decisions based on the information collected (the evaluation phase), to determine how well the curriculum is performing. The principal reason for curriculum evaluation is to plan improvements to the curriculum. Such improvements might involve changes to the curriculum document and/or the provision of resources or inservice to teachers.

It is intended that curriculum evaluation be a shared, collaborative effort involving all of the major education partners in the province.

Although Saskatchewan Education is responsible for conducting curriculum evaluations, various agencies and educational groups will be involved. For instance, contractors may be hired to design assessment instruments; teachers will be involved in instrument development, validation, field testing, scoring, and data interpretation; and the cooperation of school divisions and school boards will be necessary for the successful operation of the program.

In the assessment phase, information will be gathered from students, teachers, and administrators. The information obtained will indicate the degree to which the curriculum is being implemented, the strengths and weaknesses of te curriculum, and the problems encountered in teaching it. The information from students will indicate how well they are achieving the intended learning outcomes and will provide indications about their attitudes toward the curriculum.

Student information will be gathered through the use of a variety of strategies including observations, performance tests (hands-on), paper-and-pencil tests (objective and open-response), interviews, and surveys.

As part of the evaluation phase, assessment information will be interpreted by representatives of all major education partners including the Curriculum and Evaluation Divisions of Saskatchewan Education and classroom teachers. The information collected during the assessment phase will be examined, and recommendations, generated by an interpretation panel, will address areas in which improvements can be made. These recommendations will be forwarded to the appropriate groups such as the Curriculum and Instruction Division, school divisions and schools, universities, and educational organizations in the province.

Curriculum evaluation is described in greater detail in the document Curriculum Evaluation in Saskatchewan (Saskatchewan Education, 1990).

Teacher Self-Evaluation

There are two levels of teacher self-evaluation: reflection on day-to-day classroom instruction, and professional self-evaluation.

Teachers refine their skills through reflecting upon elements of their instruction which includes evaluation. The following questions may assist teachers in reflecting on their evaluations of student progress:

Was there sufficient probing of student knowledge, understanding, skills, attitudes, and processes?
Were the assessment techniques appropriate for the student information required?
Were the assessment conditions conducive to the best possible student performance?
Were the assessment techniques fair/appropriate for the levels of student abilities? Consider gender, culture and language aspects.
Was the range of information collected from students sufficient to make interpretations and evaluate progress?
Were the results of the evaluation meaningfully reported to students, parents/caregivers , and other educators as appropriate?

Through reflection on questions like those above, teachers are able to improve their strategies for student evaluation. It is important for teachers, as professionals, to engage in self-evaluation. Teachers should take stock of their professional capabilities, set improvement targets, and participate in professional development activities. Some ways teachers can address their professional growth are by: reflecting on their own teaching; reading professional documents (e.g. articles, journals, and books); attending workshops, conferences, and courses; and, developing networks with other professionals in their fields.

Information Gathering and Record Keeping

Having summarized the various types of assessment and evaluation, it is obvious that large amounts of data are gathered by teachers, schools and school divisions, and Saskatchewan Education. It is important that teachers maintain appropriate records to ensure data are organized and accessible for making decisions. Records can be kept in a variety of ways; however, it is recommended that teachers keep separate files on student progress (student portfolios), teachers' self-evaluations (professional files), and program evaluation.

Conclusion

Evaluation is the reflective link between what ought to be and what is, and therefore, it is an essential part of the educational process. The main purposes for evaluating are to facilitate student learning and to improve instruction. By continuously evaluating student progress, school programs, curriculum, and the effectiveness of instruction and evaluation, these purposes will be realized.