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3.5 Evaluation (see also Part 2) |
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1 Operating
Instructions 1.
2-Background 3.
Diagnostic and prescriptive 4.
Solutions which reachÝ
+Ý teach students 3-Getting Started 1. Classroom 2.
Students 3. Curriculum 5.
Evaluation 4-L=TBC: The
Formula 1. Basis 2. Whole
class 3. Continuum 5-L=TBC: Models 1.
Generic 2. Canada 3.
Belize 6.
The
Middle Ages Ý6-Meeting Student Needs 4. Matching Resources to Student Need 5.
Alt. Assessment: Tools and Pedagogy 7-Problems 8-Solutions 9-
References 1.
End
Notes 10-The Library 1. Print
media 2.
HyperStudio |
OVERVIEW:Ý ÝEvaluation must be
seen as a productive part of the teaching-learning process.Ý It is not an end in itself.Ý It is not something that is done after the
learning is complete.Ý Evaluation
should be on going throughout the unit.Ý
It should provide both measurement and reflection opportunities for
teacher and students alike.Ý
Evaluation should be an opportunity to continue the learning process. |
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(1)
EVALUATION, NOT JUST BOOKKEEPING 1. Without reflection and interpretation
by the teacher Öwithout consultation with the studentÖ. And without
communication with the parent Ö taking grades is merely an exercise in
bookkeeping 2. Evaluation should be on goingÖpart of
planning, teaching, and ultimately part of learning. 3. Consider not keeping grades by
classwork, homework, quizzes, and tests Ö. InsteadÖ 4. Consider keeping grades in meaningful
categories which match the academic skills and learning strands which define
the course you teach.Ý For example,
group the grades as follows:Ý
Note-taking, Concept Development, Reading or Writing
Maps-Charts-Graphs, Oral Communication, Written Communication, Discussion
Skills, Presentation Skills, etc. Ý 5. With the help of an electronic
gradebook program on the computer, the Teacher is in a position to print
progress reports, which reflect each of the sub-category (#4 above) gradesÖ,
and then the over-all course grade.Ý
This allows Teacher, student, and parent to identify a student's
relative strengths and weaknesses.Ý It
provides a wealth of information for the teacher to use in constructing
future educational activities for the entire class and for the individual. |
(3) LEARNING
DURING EVALUATION PROCESS 1. Exactly what is evaluation trying to
evaluate?Ý Ötrying to measure what has
been remembered or Ö.trying to measure what the students understand about the
information they remember? 2. SmallÝ Group Quizzes? ..provide opportunities for students to qualify
their answers.. toÝ share among
themselves explanations and insights which are building blocks in the process
ofÝ developing concepts 3. In this view of evaluation, a degree
of interaction between teacher and student or group of students can be very
productive in the over-all teaching-learning process. |
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(2) CREATE A
STUDENT PROFILE BY THE END OF SEPTEMBER Create a chart with
the following information on each student. 1. The most recent standardized test
scores 2. Benchmark (Teacher or district made)
Reading Test 3. Benchmark (Teacher or district made)
Writing Test 4. At least two educational activities
from each of the academic skill areas that comprise the course being taught. 5. At least two educational activities
resulting from a complete variety of the teaching methods anticipated to be
used throughout the school year. 6. Analyze the results of this
"scatter-gram" approach.Ý
See Section 3.5-Part 2 for an example. |
(4) LEARNING
AFTER EVALUATION PROCESS 1.
Careful and
meaningful analysis of evaluation results can identify learning attained,
progress made, opportunities for application of what has been learned, and
individual or whole-class instructional needs.Ý 2.
Evaluation should
be an opportunity for students to learn about themselves as measure t content
they understand or what skill has been mastered. 3.
Evaluation should
be on-going, throughout the
instructional unit. There should be opportunities to evaluate development
of skills, knowledge of content, and understanding of
process.Ý |
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