Focuses of Evaluation
Evaluations may focus on progress in student learning (i.e. student evaluation), the effectiveness of school programs (i.e. program evaluation), and the effectiveness of the curriculum (i.e. curriculum evaluation). Teachers also reflect on the effectiveness of their instruction (i.e. 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, including the type of learning outcomes (i.e. knowledge, understanding, skills, attitudes, values, or process), the subject area content, the instructional strategies used, the student’s level of development, and the specific purpose of the evaluation.
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 that will vary.
Suggestions are offered throughout the Decision-making Process (Levels A, B, and C) in the sample units of this curriculum guide, and templates for recording data are suggested within this section of the document. The assessment techniques are not prescribed. Rather, they are meant to serve only as suggestions, as the teacher must exercise professional judgment in determining which techniques suit the specific purpose of the evaluation.
For further information on the various assessment techniques and types of instruments that can be used to collect and record information about student learning, refer to Student Evaluation: A Teacher Handbook (Saskatchewan Education, 1991).
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 province. Program evaluation is not necessarily conducted at the end of the program but 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 their programs at the classroom level teachers become reflective practitioners. The information gathered through program evaluation will 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 judgment or decision-making.
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 Saskatchewan Education.
Curriculum Evaluation
There is a need to know whether curricula are being effectively implemented and whether they are meeting the needs of students. At the provincial level, curriculum evaluation involves making judgments about the effectiveness of provincially authorized curricula.
Curriculum evaluation involves gathering of information (i.e. the assessment phase) and making judgments or decisions based on the information collected (i.e. the evaluation phase) in order 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. Teachers are involved in instrument development, validation, field testing, scoring, and data interpretation.
In the assessment phase, information is gathered from students, teachers, and administrators. The information obtained from educators indicates the degree to which the curriculum is being implemented, as well as the strengths and weaknesses of the curriculum. 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.
All provincial curricula are included within the scope of curriculum evaluation. Evaluations are conducted during the implementation phase for new curricula and regularly on a rotating basis thereafter.
Curriculum evaluation is described in greater detail in the document Curriculum Evaluation in Saskatchewan (Saskatchewan Education, 1990).
Teacher Self-Reflection
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. This includes self-evaluation. The following questions may assist teachers in reflecting on their evaluations of student progress:
Through reflection on questions like those above, teachers are able to improve their strategies for student evaluation.
Introduction
The main purposes of evaluation are to assist students in their learning and to improve instruction. Information about student progress assists teachers in planning or modifying their instructional programs, and assists students in identifying personal learning goals. Evaluations are also used for reporting progress to students and their parents, and for making decisions related to such things as student promotion.
Formerly, evaluation of student learning focused on factual content, and student progress was frequently assessed by using traditional techniques such as paper and pencil tests. However, to evaluate learning in areas such as critical and creative thinking, independent learning, and personal and social values and skills, nontraditional strategies are required. This curriculum advocates evaluation procedures which correspond with changes in instructional practices. More often than before, teachers will rely on techniques such as observation, conferencing, oral assignments, and process assessment in order to gather information about student performance or progress.
Clarification of Terms
To enhance understanding of the evaluation process, it is useful to distinguish between the terms "assessment" and "evaluation".
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 the health education foundational objectives, in order to make a judgement or decision. This may then lead to other decisions and action by the teacher, student, or parent.
There are three main types of student evaluation: formative, summative, and diagnostic. Assessment techniques are used to gather information for each type of evaluation.
Formative evaluation is a continuous classroom process that keeps students and educators informed of students’ progress toward program learning objectives.
The main purpose of formative evaluation is to improve instruction and student learning. It provides teachers with valuable information upon which instructional modifications can be made. This type of evaluation helps teachers understand the degree to which students are learning the course material and the extent to which their knowledge, understanding, skills, and attitudes are developing. Students are provided direction for future learning and are encouraged to take responsibility for their own progress.
Summative evaluation occurs most often at the end of a unit of study. Its primary purpose is to determine what has been learned over a period of time, to summarize student progress, and to report to students, parents, and educators on 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 judgments about student progress. 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 the beginning of the school year or before a unit of instruction. It identifies students who lack prerequisite knowledge, understanding, or skills, so that remedial help can be arranged. It also serves to identify gifted learners to ensure they are being sufficiently challenged. Diagnostic testing also identifies student interests. Diagnostic evaluation provides information essential to teachers in designing appropriate programs for all students.
Teachers conduct all three types of evaluation during the course of the school year.
Guiding Principles
Recognizing the importance of evaluation as an integral part of the curriculum, Saskatchewan Education has developed five general guiding principles to provide a framework to assist teachers in planning for student evaluation:
Phases of the Evaluation Process
Although evaluation is not strictly sequential, it can be viewed as a cyclical process made up of four phases: preparation, assessment, evaluation, and reflection. This process involves the teacher as a decision-maker throughout all four phases.
During the preparation phase, decisions are made that identify what is to be evaluated, the type of evaluation to be used (i.e. formative, summative, or diagnostic), the criteria against which student learning outcomes will be judged, 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 students, and collects and organizes the information on student learning progress. The teacher continues to make decisions in this phase. The identification and elimination of bias (e.g., gender and culture bias) from the assessment techniques and instruments, and determining where, when, and how assessments will be conducted are examples of important considerations for the teacher.
During the evaluation phase, the teacher interprets the assessment information and makes judgments about student progress. Based on the judgments or evaluation, teachers make decisions about student learning programs and report on progress to students, parents, 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 techniques used. Such reflection assists the teacher in making decisions concerning improvements or modifications to subsequent teaching and evaluation.
Information Gathering and Record Keeping
Reporting to students and parents must be based upon real evidence. In order to build up a record of growth, teachers will have to rely to a great extent upon accurate observation and adequate record-keeping.
Evaluation in health education should focus on both process and content. Many of the objectives in the elementary level health education curriculum are best assessed through ongoing observation. Two important aspects of student assessment in health education are determining observation criteria and keeping records of student learning.
It should be noted also that student peer and self-evaluation are important means to further the development of students’ abilities in health education. Students should be given opportunities to reflect on their work, to discuss their progress and to set personal goals. This is essential for them to develop self-knowledge, to build confidence in themselves and to take increasing responsibility for their own learning.
Teachers should structure some lessons to provide for these evaluation opportunities.
Observation
Observation of students as they participate in daily activities is an important component of instruction and evaluation in the health education program. Observation involves the systematic collection of observable data and analysis of that information. Information gathered through observation of students in daily activities assists teachers in planning or adapting instruction.
Templates such as the Checklist to Assess Students’ Ability to Use Information are designed to follow the progress of one student over the course of many lessons. Others, such as the template for Recording Anecdotal Records allow the teacher to record data on a few students during a specific lesson or period of time.
Performance Assessment
Performance assessment refers to tasks and situations in which students are given opportunities to demonstrate their understanding and to apply knowledge, skills and attitudes in various contexts. Student learning progress is assessed as students are actively involved in some activity such as making a presentation, solving a problem or making a decision.
Performance tasks in health education may be based on real life or simulated situations. An example of a performance task might be to ask the students to help a character in a story make a responsible decision for facing a specific situation. The students would list some options and their consequences, and then choose an option based on specific criteria (e.g., are the various options safe, healthy, helpful, considerate of others?)
Detailed criteria and a list of characteristics describing levels of performance can be incorporated into a rating scale to guide the assessment of the performance. Examples of such rating scales are provided in this section of the curriculum guide.
Portfolios
The portfolio is a collection of student-produced materials assembled over an extended period of time that allows the teacher - and the student - to evaluate growth and overall learning progress during that period of time.
The portfolio includes evidence of students’ ability to meet objectives. Students may include in their portfolio items which demonstrate competence in working cooperatively, in communicating, or in making and applying health-related decisions.
Journals and Conferences
Teachers should supplement their observation-based records with students’ journal writing and other descriptions of their feelings, thoughts and reflections at each level of the Decision-making Process.
Journals are a good way to inform the teaching-learning process. Journal entries provide a useful support for conferences.
Conferences provide opportunities for students and teachers to discuss successes as well as difficulties encountered, and to plan appropriate action to promote progress. Questions should be asked by the teacher to elicit information for assessment purposes.
The following pages include examples of evaluation methods which might be used for recording data within the various contexts described above.
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