Evaluations may focus on the effectiveness of school programs (i.e., program evaluation), the effectiveness of the curriculum (i.e., curriculum evaluation), the effectiveness of instruction (i.e., teacher self-evaluation) and progress in student learning (i.e., student 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 assists 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 the Assessment and Evaluation Unit, Saskatchewan Education.
There is a need to know whether new 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 the gathering of information (i.e., the assessment phase) and the making of 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 will be 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 indicates how well they are achieving the intended learning outcomes and provides 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).
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 including student 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.
The main purposes of evaluation are to assist students in their learning and to improve instruction. Teachers make judgments about student progress based on information gathered through a variety of assessment techniques. This information assists teachers in planning or adapting instructional programs which, in turn, helps students learn more effectively. Evaluations are also used for reporting progress to students and their parents, and for making decisions related to such things as student promotion.
Saskatchewan's new Core curriculum requires that changes be made in the ways young adults are taught and evaluated. Formerly, evaluation of student learning focused on factual content only and student progress was assessed with 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, non-traditional strategies are required. 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.
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 by using sound evaluative practices that include careful planning, appropriate assessment techniques and, most importantly, sound professional judgment.
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, thereby causing some confusion over their meanings.
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 judgment or decision (i.e., an evaluation). 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 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 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 module. The teacher uses summative evaluation to determine what has been learned over a period of time, to summarize student progress and 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 module. 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/semester.
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 (ie., 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. In Life Transitions 20 and 30 the teacher determines how and what to evaluate within each of Level A, Level B and Level C.
During the assessment phase, the teacher identifies information gathering strategies, constructs or selects instruments, administers them to the students, and collects the information on student learning progress. The teacher continues to make decisions in this phase. Important considerations include 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.
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.
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:
Evaluation should help students. It should provide positive feedback and encourage students to participate actively in their own learning.
Assessment Techniques
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.
Various assessment techniques are listed in Figure 6 as a reference for teachers. Selected techniques are also listed throughout the Planning Process (Levels A, B and C) of this curriculum guide.
The assessment techniques are not prescribed. Rather, they are intended to serve as suggestions, because the teacher must exercise professional judgment in determining which techniques suit 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 which will vary from class to class.
Student assessment boxes appear throughout modules 1-18 in this curriculum guide. They are designed to offer suggestions. 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).
| Figure 6: Assessment Techniques |
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Methods of Organization Methods of Data Recording Ongoing Student Activities Quizzes and Tests |
Proportioning Emphasis Within a module
There are four areas of importance in this curriculum on which teachers will collect data regarding student progress. The four areas are knowledge (Level A - Extend Knowledge Base), process (Level B - Make an Informed Decision), application (Level C - Carry Out Action Plan), and attitude (attitude toward class participation). The following identifies criteria for evaluation for each area:
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Knowledge: Level A - Extend Knowledge Base
Process: Level B - Make an Informed Decision Application: Level C - Carry Out Action Plan Attitude: Attitude toward Class Participation |
One suggested framework for the evaluation of student progress based on the four identified areas is presented in the following table.
To view or download any of the following templates click on the appropriate box
| Student Evaluation by module |
| Student Evaluation Summary |