CLASS ACTIVITY 8:

TYPES OF ASSESSMENT

according to type:    

• test
• observation
• report

according to moment:

• initial
• formative
• summative

according to agent:

• heteroevaluation
• coevaluation
• selfevaluation

SUMMARY/REFLECTION

Selfevaluation is the kind of evaluation in which each individual or actor involved in the educational process makes their own judgements and draws their own conclusions about the experience they have had. 

Heteroevaluation happens when more than one individual actor involved in the educational process shares and discusses their judgements and conclusions. Often this kind of evaluation takes place in a small group setting. While individual judgments may change as a result interpersonal evaluation, arriving to a consensus is not the aim. The purpose is simply to share and discuss those individual evaluations.

Coevaluation has an added dimension. It is not simply an interpersonal evaluation in which the number of actors involved is bigger. Since the group as such is part of the context and very often an important source of learning in non-formal education, group evaluation specifically at aspects and dimensions of the learning process that can be observed and judged from a group point of view, including for example the atmosphere, the co-operation among participants, the contribution of the group to the learning and the group process. It should be noted however that this is not its exclusive function.

Initial evaluation is the evaluation done at the very beginning. Before we start our project, whether it is a youth exchange or a training course, it is a good idea to take some time out to check our aims, objectives and methodologies. Some questions you might want to ask yourself at this stage could be:

• Are the objectives of the lesson plan in line with the general objective?
• Do the methods chosen serve the fulfilment of this aim?
• Does the programme cover everything we want to address? Is it realistic?
• Do the stucents have the necessary expertise and capacity to run this programme ?
• Do we need to call in some support?

The formative evaluation is our chance to check how things are going. As the name  implies, it takes place during your project. It may be an “ongoing evaluation”, such as daily reviews at the end of each day, or a whole set of methods that take place at the mid-point of the programme. 

Formative evaluation may prove to be extremely useful for the class, as it gives them the possibility of identifying potential problems or shortcomings as the programme progresses. Students may decide to make necessary changes in the syllabus, to tackle these challenges, or meet additional needs that the students may raise.

Once we complete our lesson plan, it is time for the final evaluation. Using a variety of methods, the students  and the teacher evaluate the whole process in light of the outcomes (i.e. fulfilment of objectives, learning achievements, organisational implications and impact in a wider social context) with a certain distance and perspective.

CLASS ACTIVITY 7:

EVALUATION, ASSESSMENT, MEASUREMENT

Evaluation

a series of activities that are designed to measure the effectiveness of the teaching-learning system as a whole

Assessment

the processes and instruments that are designed to measure the learner's achievement

Measurement

scores, notes, grades as a result of assessment 

CLASS ACTIVITY 6:

A GOOD EVALUATION

Based on a grammar test from the second semester :

1. Do you think it`s a valid test? Why?

Yes, because it is coherent with the objectives ( to recognize and apply subordination clauses)

2. Do you think it`s a reliable test? Why?

Yes, becaus it contains what the teacher thouhgt in the last unit and students practiced a lot in classes

3. Do you think it`s a practical test?   Why?

Yes, because it is realistic, practical and efficient.

4. Do you think it`s a useful test? Why?

it is useful because it detects student's strengths and weaknesses

5. Do you think it is a fair test? Why?

Yes, because students knew how they would be evaluated, besides the topic has been practiced sufficiently in class and homework giving feedback by the teacher , the items in that test are almost simular to the practiced ones

SESSION 7 , APRIL 2ND 2012

A GOOD EVALUATION

SUMMARY

• Validity: A valid evaluation is one which actually tests what is sets out to test, one which measures the behavior described by the objective(s), under scrutiny.
• Reliability: The reability is a measure of the consistency with which the question, test or examination produces the same result under different but comparable conditions. A reliable evaluation item gives reproducible scores with similar populations of students.It is, independent of the characteristics of individual evaluators.
• Practicability: Evaluation procedure should be realistic, practical and efficient in term of their cost, time taken and ease of application.
• Fairness: Evaluation must be fair to all students. This can be possible by accurate reflecting of range of expected behaviors as desired by the course objectives. To keep fairness in evaluation, it is also desired that students should know they are to be evaluated.
• Usefulness:Evaluation should be useful for students. Feedback from evaluation must be made available to the students and help them to prove their current strengths and weaknesses. Evaluation should suggest all the needful requirements for their improvement.