educational evaluation workshop

8/8/2019 Educational Evaluation Workshop

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EDUCATIONAL

EVALUATION WORKSHOP

EDU 517

Professor: Pedro Cairo, Ms. Ed.


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Assessment

Assessment may be defined as "anymethod used to better understand the

current knowledge that a studentpossesses." This assertion implies thatassessment can be as simple as ateacher's subjective judgment based

on a single observation of studentperformance, or as complex as a five-hour standardized test.


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Assessment (continuation)

The idea ofcurrent knowledgeimplies that what a student knows is

always changing and that we can makejudgments about student achievementthrough comparisons over a period oftime. Assessment may affect decisions

about grades, advancement,placement, instructional needs, andcurriculum


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Pr t Gr t

Monitoring students progress

Modify MakingPrograms

Evaluating Programs Instructional Improve Instruction

Decisions

Evaluating students chievement

Recognize ccomplishment


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Evaluation

The process of determining the worth

of, or assigning a value to, something

on the basis of careful examination andjudgment. As used in this course,

evaluation is one use of assessment

information


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Validity

The extent to which a test measures

what it was intended to measure.

Validity indicates the degree ofaccuracy of either predictions or

inferences based upon a test score.


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Reliability

The extent to which a test is

dependable, stable, and consistent

when administered to the sameindividuals on different occasions.

Technically, this is a statistical term

that defines the extent to which errors

of measurement are absent from a

measurement instrument.


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Knowledge: Remembering Information

Identify the standard peripheral

components of a computer

Write the equation for the Ideal Gas Law

Identify the five major prophets of the Old

Testament

Define, identify, label, state, list, matchDefine, identify, label, state, list, match


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Comprehension: Explaining the

Meaning of Information

In one sentence explain the main idea of a

written passage

Describe in prose what is shown in graph

form

Translate the following passage from The

Iliad into English

Describe, generalize, paraphrase, summarize,Describe, generalize, paraphrase, summarize,estimateestimate


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Application: UsingAbstraction inC

oncrete Situations

Using principles of operant conditioning,train a rate to press a bar

Apply shading to produce depth in drawing

Derive a kinetic model from experimental

data

Determine, chart, implement, prepare, solve,Determine, chart, implement, prepare, solve,

use, developuse, develop


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Analysis: Breaking Down a Whole intoC

omponent Parts

Compare and contrast the major assumptionsunderlying psychoanalytic and humanistic

approaches to psychology

Identify supporting evidence to support the

interpretation of a literary passage

Analyze an oscillator circuit and determine

the frequency of oscillation

Points out, differentiate, distinguish,Points out, differentiate, distinguish,discriminate, comparediscriminate, compare


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Synthesis: Putting Parts Together to

Form a New & Integrated Whole

Write a logically organized essay in favor of

euthanasiaDevelop an individualized nutrition program

for a diabetic patient

Compose a choral work using four-partharmony for mens and womens voices

Create, design, plan, organize, generate, writeCreate, design, plan, organize, generate, write


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Evaluation: Making Judgments about the

Merits of Ideas, Materials, or Phenomena

Assess the appropriateness of an authorsconclusions based on the evidence given

Select the best proposal for a proposed water

treatment plant Evaluate a work of art using appropriate

terminology

Appraise, critique, judge, weigh, evaluate,Appraise, critique, judge, weigh, evaluate,

selectselect


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Emphasis of Assessment Behavorial Views Cognitive Views

View of learner Passive, responding to Active, constructingknowledge environment

Scope of assessment Discrete, isolated skills Integrated and cross-

disciplinary

Beliefs about knowing Accumulation of isolated Application and use of

and being skilled facts

and skills knowledge

Emphasis of instruction Delivering maximally Attention tometacognition, and

assessment effective

materials motivation, self-

determination

Trends Stemming from the Behavioral

to Cognitive Shift


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Trends Stemming from the Behavioral

to Cognitive Shift ContdEmphasis of Assessment Behavorial Views Cognitive Views

Characteristics of

assessment

Paper-pencil, objective Authentic assessments on

multiple-choice,

contextualized problems

that are short answerrelevant and meaningful,

emphasize higher-level

thinking, do not have a

single correct answer,

have public standards

known in advance, and

are not speeded

Frequency of assessment Single occasion Samples over time

(portfolios) which provide

basis for assessment by

teacher, students, and

parents


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Trends Stemming from the Behavioralto Cognitive Shift Contd

Emphasis of Assessment Behavorial Views Cognitive Views

Who is assessed Individual assessment Assessment of group

process skills on

collaborative tasks which

focus on distributionsover averages

Use of technology for Machine-scored bubble High-tech applications

such as administration

and scoring sheets

computer-adaptive

testing, expert systems,and simulated

environments

What is assessed Single attribute of Multidimensional

assessment that learner

recognizes the variety of

human abilities and

talents.


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CREDITS

The content or Slide No. 4 and the vignettes used

to identi y the purpose o the assessment beingdepicted were taken rom the 1995 NCT s

pamphlet: Assessment Standards or School

athematics. The chart or the trends on

assessment appeared in a 1991 article titled What

does Research say About Assessment, by R.Dietel, J. Herman, and R. Knut.

educational evaluation workshop

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