Learners Evaluation: Meaning, Purpose, Process

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Learners Evaluation: Meaning, Purpose, Process

Konstantinos Karampelas, PhD

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1) Why Evaluation?1) Why Evaluation?

The central educational function of school The central educational function of school is to enable young people to is to enable young people to learnlearn what is what is valuable and significant. valuable and significant.

This is done through activities, which are This is done through activities, which are considered to be appropriate and worth-considered to be appropriate and worth-carrying out.carrying out.

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In fact and according to Dewey (1916),In fact and according to Dewey (1916), the the concept of education is primarily concept of education is primarily adjectivaladjectival and and evaluativeevaluative as it peaks out activities as it peaks out activities and experience that mix certain evaluative and experience that mix certain evaluative standards. standards.

Evaluation therefore is essential part of Evaluation therefore is essential part of educational practice. educational practice.

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Evaluation has been criticized to be Evaluation has been criticized to be consuming considerable amount of time consuming considerable amount of time from the teachersfrom the teachers. .

But it has been thought to be necessary to But it has been thought to be necessary to identify learners strengths and identify learners strengths and weaknesses helping this way effective weaknesses helping this way effective lesson planning, effective teaching and lesson planning, effective teaching and school improvement. school improvement.

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2) Assessment vs. Evaluation2) Assessment vs. Evaluation

Assessment in the context of learners Assessment in the context of learners achievements, in the relation to the goals of achievements, in the relation to the goals of learning is a process of making judgments about learning is a process of making judgments about the extent of their achievements. the extent of their achievements.

Assessment refers to all information gathered Assessment refers to all information gathered about pupils in the classroom either through about pupils in the classroom either through formal tests, essays or homework or through formal tests, essays or homework or through observation or interaction.observation or interaction.

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2) Assessment vs. Evaluation2) Assessment vs. Evaluation

Evaluation is wider. Assessment is part of Evaluation is wider. Assessment is part of evaluation (Harlen, 2001). evaluation (Harlen, 2001).

The distinction of course is not very clear.The distinction of course is not very clear.

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3) Purpose of Assessment: 3) Purpose of Assessment: 3.1) the main goals3.1) the main goals

To assist in children learning by identifying their To assist in children learning by identifying their strong and weak points and progress done strong and weak points and progress done generally and individually in particular subjects generally and individually in particular subjects and skills. and skills.

To summarize achievements. To summarize achievements.

To monitor performance of learners.To monitor performance of learners.

To assist in research (Harlen, 2000; Kyriakou, To assist in research (Harlen, 2000; Kyriakou, 2001) . 2001) .

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3) Purpose of Assessment: 3) Purpose of Assessment: 3.2)3.2) formative vs summative assessmentformative vs summative assessment

Assessment may be formative or Assessment may be formative or summative. summative.

Formative refers to the task done in order Formative refers to the task done in order to gather information on the learners prior to gather information on the learners prior knowledge, experience, skills, which will knowledge, experience, skills, which will then be used in lesson planning.then be used in lesson planning.

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3) Purpose of Assessment: 3) Purpose of Assessment: 3.2)3.2) formative vs summative assessmentformative vs summative assessment

Summative assessment Summative assessment refers to the task refers to the task which aims to reflect the progress of the which aims to reflect the progress of the learner over a certain period of time.learner over a certain period of time.

Both types of assessment can be useful. Both types of assessment can be useful.

Teacher must decide which one to Teacher must decide which one to implement depending on the case (Muijs & implement depending on the case (Muijs & Reynolds 2001).Reynolds 2001).

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4) Process of Assessment: 4) Process of Assessment: 4.1) the phases4.1) the phases

Gathering evidence about learning, using Gathering evidence about learning, using appropriate methods.appropriate methods.

Judging the evidence in relation to the goals of Judging the evidence in relation to the goals of learning.learning.

Interpreting the judgment.Interpreting the judgment.

Taking action.Taking action.

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4) Process of Assessment: 4) Process of Assessment: 4.2) 4.2) Gathering EvidenceGathering Evidence

Evidence gathered must be:Evidence gathered must be:

Reliable, which means they reflect the actual Reliable, which means they reflect the actual performance, so as to be useful for performance, so as to be useful for generalization. generalization. ReliabilityReliability is guaranteed by is guaranteed by repeating tests to check if similar performance is repeating tests to check if similar performance is being observed. being observed.

Valid, which means they assess, what is Valid, which means they assess, what is intended to be assessed. intended to be assessed. ValidityValidity has to do with has to do with the content of the test.the content of the test.

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4) Process of Assessment: 4) Process of Assessment: 4.2) 4.2) Gathering EvidenceGathering Evidence

Gathering Evidence may be done through:Gathering Evidence may be done through:

Observation of regular class work or interaction. Observation of regular class work or interaction.

Introducing special activities into the class.Introducing special activities into the class.

Studying the products of regular work and Studying the products of regular work and activities.activities.

Giving tests. Giving tests.

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4) Process of Assessment: 4) Process of Assessment: 4.2) Gathering Evidence Tests4.2) Gathering Evidence Tests

There are three types of tests that can be There are three types of tests that can be used: used:

standardized, standardized, teacher-made, and teacher-made, and alternative assessment activities (Muijs & alternative assessment activities (Muijs &

Reynolds, 2001). Reynolds, 2001).

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4) Process of Assessment: 4) Process of Assessment: 4.2.1) Standardized Tests4.2.1) Standardized Tests

Standardized tests compare the Standardized tests compare the performance of a learners with pre-set performance of a learners with pre-set standards (curriculum or syllabus). Such standards (curriculum or syllabus). Such are the national exams.are the national exams.

They are compatible to theory and research They are compatible to theory and research findings.findings.

They restrict teachers flexibility.They restrict teachers flexibility.

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4) Process of Assessment: 4) Process of Assessment: 4.2.2) Teacher-Made tests4.2.2) Teacher-Made tests

Teacher –made tests can be used more Teacher –made tests can be used more frequently than standardized.frequently than standardized.

They allow more flexibility in terms of size, They allow more flexibility in terms of size, question and activity types and content.question and activity types and content.

They can provide more direct feedback to They can provide more direct feedback to learners.learners.

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4) Process of Assessment: 4) Process of Assessment: 4.2.3) Alternative Assessment Methods4.2.3) Alternative Assessment Methods

This can be performance assessment, This can be performance assessment, based on discussion, role play, based on discussion, role play, observation, experimentobservation, experiment

It can also be assessment of a portfolio of It can also be assessment of a portfolio of the learner.the learner.

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5) Judging the Evidence 5) Judging the Evidence

There are three bases of evidence judging:There are three bases of evidence judging:

Criterion referenced,Criterion referenced, which refers to comparing the child which refers to comparing the child performance to the curriculum. (performance to the curriculum. (Did the child learn what the Did the child learn what the curriculum wantscurriculum wants?)?)

Norm referencedNorm referenced, , which refers to comparing the child which refers to comparing the child performance with other children (performance with other children (What, how well did the What, how well did the other children learn thatother children learn that?)?)

Comparing the child current performance to past Comparing the child current performance to past performance (performance (Is the child performing better than beforeIs the child performing better than before?)?)

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6) Interpreting Judgments6) Interpreting Judgments

Interpreting judgments aims at Interpreting judgments aims at generalization. generalization.

The context and restrictions, limitations The context and restrictions, limitations must always be taken into consideration. must always be taken into consideration.

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7) Taking Actions7) Taking Actions

Feedback into teaching, aiming to Feedback into teaching, aiming to improvement of teaching.improvement of teaching.

Feedback to the children, aiming at self-Feedback to the children, aiming at self-awareness and improvement.awareness and improvement.

Report progress, aiming at school Report progress, aiming at school improvement (Muijs & Reynolds, 2001). improvement (Muijs & Reynolds, 2001).

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8) ICT and Evaluation8) ICT and Evaluation

ICT can be very useful for evaluation, mostly ICT can be very useful for evaluation, mostly thanks to:thanks to:

The creation of large data banks.The creation of large data banks. The selection of appropriate learning and The selection of appropriate learning and

ranking activities and system, available on ranking activities and system, available on the web.the web.

They can help benchmarking and They can help benchmarking and exchanging ideas and support with other exchanging ideas and support with other colleagues and schools.colleagues and schools.

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8) ICT and Evaluation8) ICT and Evaluation

A variety of hardware and tools, such as A variety of hardware and tools, such as camera, which can help gathering a camera, which can help gathering a wealthier variety of data, including not only wealthier variety of data, including not only subject matter but attitudes, body subject matter but attitudes, body movements, speech issues.movements, speech issues.

Facilitating correction of exams, as with Facilitating correction of exams, as with scanned multiple choice tests (Muijs & scanned multiple choice tests (Muijs & Reynolds, 2001; Kelly, 2001).Reynolds, 2001; Kelly, 2001).

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9) Classroom Assessment Techniques9) Classroom Assessment Techniques

Classroom assessment is a set of techniques Classroom assessment is a set of techniques aiming to gather data about learners and their aiming to gather data about learners and their progress, in order to help the teachers in their progress, in order to help the teachers in their work.work.

The techniques are mostly simple, non-graded, The techniques are mostly simple, non-graded, anonymous, in-class activities that give both you anonymous, in-class activities that give both you and your students useful feedback on the and your students useful feedback on the teachingteaching-learning process-learning process ( (National Teaching National Teaching and Learning Forumand Learning Forum, , 2006)2006). .

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Classroom Assessment Techniques may Classroom Assessment Techniques may include:include:

Simple questionnaires.Simple questionnaires.

Partially completed diagrams. Partially completed diagrams.

Envelopes with written questions.Envelopes with written questions.

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Classroom Assessment differs from the Classroom Assessment differs from the usual tests, as it aims more directly at usual tests, as it aims more directly at course improvements and not just to course improvements and not just to decide grades.decide grades.

The main goal is to identify what pupils The main goal is to identify what pupils have learnt, where they have problem to have learnt, where they have problem to understand something and why. understand something and why.

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To use the CAT, the teacher should:To use the CAT, the teacher should:

Decide what he/she wants to learn from a Decide what he/she wants to learn from a classroom assessment. classroom assessment.

Choose a Classroom Assessment Choose a Classroom Assessment Technique (CAT) that provides this Technique (CAT) that provides this feedback, is consistent with the teaching feedback, is consistent with the teaching style, and can be easily implemented in the style, and can be easily implemented in the class. class.

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Explain the purpose of the activity to learners, Explain the purpose of the activity to learners, then conduct it. then conduct it.

After class, review the results and decide what After class, review the results and decide what changes, if any, to make. changes, if any, to make.

Let the learners know the conclusions drawn Let the learners know the conclusions drawn from the CAT and how they will be used from the CAT and how they will be used ((National Teaching and Learning ForumNational Teaching and Learning Forum, , 2006)2006). .

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10) Characteristics of CAT10) Characteristics of CAT Learner Centered. Learner Centered.

The learners and learning process should be the main The learners and learning process should be the main focus. focus.

Teacher Directed.Teacher Directed.The individual teacher has the autonomy to decide what The individual teacher has the autonomy to decide what to assess, how to assess, and how to respond to the to assess, how to assess, and how to respond to the information gained through the assessment. The teacher information gained through the assessment. The teacher is not obliged to share the result of Classroom is not obliged to share the result of Classroom Assessment with anyone outside the classroom. Assessment with anyone outside the classroom.

Mutually beneficialMutually beneficial

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10) Characteristics of CAT10) Characteristics of CAT Focus on Learning Process Improvement.Focus on Learning Process Improvement.

Context-Oriented.Context-Oriented.

On-GoingOn-GoingBy using a number of simple Classroom Assessment By using a number of simple Classroom Assessment Techniques that are quick and easy to use, teachers get Techniques that are quick and easy to use, teachers get feedback from students on their learning feedback from students on their learning

Rotted in Good Teaching practice (Angelo & Cross, Rotted in Good Teaching practice (Angelo & Cross, 1993). 1993).

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11) How to start with CAT11) How to start with CAT Step 1: Planning Step 1: Planning

Select one, and only one, of your classes in which to try out the Select one, and only one, of your classes in which to try out the Classroom Assessment. Decide on the class meeting and select a Classroom Assessment. Decide on the class meeting and select a Classroom Assessment Technique. Choose a simple and quick one. Classroom Assessment Technique. Choose a simple and quick one.

Step 2: Implementing Step 2: Implementing Make sure the students know what you are doing and that they Make sure the students know what you are doing and that they clearly understand the procedure. Collect the responses and clearly understand the procedure. Collect the responses and analyze them as soon as possible. analyze them as soon as possible.

Step 3: Responding Step 3: Responding To capitalize on time spent assessing, and to motivate students to To capitalize on time spent assessing, and to motivate students to become actively involved, "close the feedback loop" by letting them become actively involved, "close the feedback loop" by letting them know what you learned from the assessments and what difference know what you learned from the assessments and what difference that information will make. that information will make.

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12) Suggestions for Successful start12) Suggestions for Successful start

Five suggestions for a successful start: Five suggestions for a successful start:

If a Classroom Assessment Technique If a Classroom Assessment Technique does not appeal to your intuition and does not appeal to your intuition and professional judgment as a teacher, professional judgment as a teacher, don't use it. don't use it.

Don't make Classroom Assessment Don't make Classroom Assessment into a self-inflicted chore or burden. into a self-inflicted chore or burden.

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12) Suggestions for Successful start12) Suggestions for Successful start

Don't ask your students to use any Don't ask your students to use any Classroom Assessment Technique you Classroom Assessment Technique you haven't previously tried on yourself. haven't previously tried on yourself.

Allow for more time than you think you will Allow for more time than you think you will need to carry out and respond to the need to carry out and respond to the assessment. assessment.

Make sure to "close the loop." Let students Make sure to "close the loop." Let students know what you learn from their feedback and know what you learn from their feedback and how you and they can use that information to how you and they can use that information to improve learning (Angelo & Cross, 1993). improve learning (Angelo & Cross, 1993).

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13) Self -Appraisal13) Self -Appraisal

Self Appraisal and self-evaluation is Self Appraisal and self-evaluation is necessary for teachers. necessary for teachers.

It should be based on the teachers’ It should be based on the teachers’ comments on his/her work, performance.comments on his/her work, performance.

3333An example of lesson plan for primary science. (Ollerenshaw & Ritchie, 1997)

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Is my subject expertise adequate for the work I Is my subject expertise adequate for the work I do? (do? (focusfocus))

Do I plan my lessons well with clear aims and Do I plan my lessons well with clear aims and a suitable lesson content and structure? a suitable lesson content and structure? ((focusfocus))

Do I use a variety of learning activities? Do I use a variety of learning activities? ((activitiesactivities))

Do I maintain a level of control and order that Do I maintain a level of control and order that is conducted to learning? (is conducted to learning? (activitiesactivities))

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Are my explanations and instructions clear and Are my explanations and instructions clear and pitched at the right level for pupils to pitched at the right level for pupils to understand? (understand? (investigationinvestigation))

Do I monitor pupils learning closely during the Do I monitor pupils learning closely during the lesson and give help to those having lesson and give help to those having difficulties? (difficulties? (investigationinvestigation))

Are my lessons suitable for the range of Are my lessons suitable for the range of abilities and skills of the pupils I teach, that is abilities and skills of the pupils I teach, that is cooperation skills, communication skills etc? cooperation skills, communication skills etc? ((investigationinvestigation))

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13) Self Appraisal13) Self Appraisal Do I prepare the materials needed for the Do I prepare the materials needed for the

lesson such as worksheets and apparatus in lesson such as worksheets and apparatus in good time? (good time? (resourcesresources))

Do I distribute questions around the classroom Do I distribute questions around the classroom well and use both open and closed questions? well and use both open and closed questions? ((assessmentassessment))

Do I mark work, including homework, Do I mark work, including homework, thoroughly, constructively and in good time? thoroughly, constructively and in good time? ((assessmentassessment))

Do I have a good relationship with pupils, Do I have a good relationship with pupils, based on mutual respect and rapport? based on mutual respect and rapport? (Kyriakou, 2001)(Kyriakou, 2001)

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14) General Conclusions and Instructions14) General Conclusions and Instructions

Remember that for all members of the Remember that for all members of the learning organization, the process of learning organization, the process of evaluation is a meaningful and challenging evaluation is a meaningful and challenging experience.experience.

It enhances educational activities as It enhances educational activities as integral parts of effective teaching, staff integral parts of effective teaching, staff development and school improvement.development and school improvement.

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Be clear about what you have done, what Be clear about what you have done, what you have grasped and where you are you have grasped and where you are going next.going next.

Collect evidence of what is happening in Collect evidence of what is happening in your classroom and analyze that evidence your classroom and analyze that evidence to evaluate whether a particular approach to evaluate whether a particular approach is achieving its purpose.is achieving its purpose.

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Collaborate with your colleagues, testing the Collaborate with your colleagues, testing the conclusions drawn from the evidence against conclusions drawn from the evidence against professional views of others.professional views of others.

Prepare the learners for the examinations by Prepare the learners for the examinations by allowing them to write at a time, test questions allowing them to write at a time, test questions and model answers for specific topics, in formats and model answers for specific topics, in formats consistent with course exams, when it is still consistent with course exams, when it is still possible to make corrections.possible to make corrections.

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Support the children self-assessment. Self-Support the children self-assessment. Self-assessment highlights weaknesses and assessment highlights weaknesses and problems of the organization. It opens different problems of the organization. It opens different directions of teaching which had not been part of directions of teaching which had not been part of the initial planning.the initial planning.

Encourage the students to keep record of the Encourage the students to keep record of the actual steps they take in carrying out a actual steps they take in carrying out a representative assignment to obtain details representative assignment to obtain details information of the most difficult elements of the information of the most difficult elements of the process.process.

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(Kelly, 2004)

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(Kelly, 2004)

4343Appraisal to leadership (Kelly, 2004)

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15) Resources15) Resources Angelo, T.A. and Cross, P.K. (1993). Angelo, T.A. and Cross, P.K. (1993). Classroom Assessment Classroom Assessment

Techniques, A Handbook for College TeachersTechniques, A Handbook for College Teachers. 2nd Ed. San . 2nd Ed. San Fransisco: Jossey Bass.Fransisco: Jossey Bass.

Arrends, R.I., (1998). Arrends, R.I., (1998). Learning to TeachLearning to Teach. Boston, MA: McGray-Hill.. Boston, MA: McGray-Hill. Dewey, J. (1916). Democracy and Education, New York: The Free Dewey, J. (1916). Democracy and Education, New York: The Free

Press.Press. Fullan, M. (2001). Fullan, M. (2001). The New Meaning of Educational ChangeThe New Meaning of Educational Change. 3rd . 3rd

London: Routledge-Falmer.London: Routledge-Falmer. Fullan, M., 2001. The New Meaning of Educational Change. 4th Ed. Fullan, M., 2001. The New Meaning of Educational Change. 4th Ed.

New York & London: Teachers College PressNew York & London: Teachers College Press Harlen, W,. (2000). The Teaching of Science in Primary Schools. Harlen, W,. (2000). The Teaching of Science in Primary Schools.

3rd Ed. London: David Fulton Publishers.3rd Ed. London: David Fulton Publishers. Kelly, A. (2001). Benchmarking for School Improvement: A Practical Kelly, A. (2001). Benchmarking for School Improvement: A Practical

Guide for Comparing and Improving Effectiveness, London: Guide for Comparing and Improving Effectiveness, London: Routledge-Falmer.Routledge-Falmer.

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15) Resources15) Resources Kelly, A. (2004). Kelly, A. (2004). The Intellectual Capital of SchoolsThe Intellectual Capital of Schools. .

Dordrecht/Boston/London: Kluwer Academic Publishers.Dordrecht/Boston/London: Kluwer Academic Publishers. Kyriakou, C., 2001. Effective Teaching in Schools. Theory and Practice. Kyriakou, C., 2001. Effective Teaching in Schools. Theory and Practice.

Cheltenham: Nelson Thornes Ltd. Cheltenham: Nelson Thornes Ltd. Muijs D. & Reynolds D., (2001).Effective Teaching: Evidence and Practice. Muijs D. & Reynolds D., (2001).Effective Teaching: Evidence and Practice.

London: Paul Chapman Publishing. London: Paul Chapman Publishing. National Teaching and Learning ForumNational Teaching and Learning Forum, (2006). , (2006). Classroom Assessments Classroom Assessments

TechniquesTechniques [online]. Available from: [online]. Available from: http://www.ntlf.com/html/lib/bib/assess.htm (last accessed 5 July 2010). (last accessed 5 July 2010).

Ollerenshaw C. & Ritchie R., 1997. Ollerenshaw C. & Ritchie R., 1997. Primary Science: Making it WorkPrimary Science: Making it Work. 2nd Ed. . 2nd Ed. London: David Fulton Publishers.London: David Fulton Publishers.

Pring, R., 2000. Philosophy of Educational Research. London: Continuum.Pring, R., 2000. Philosophy of Educational Research. London: Continuum. Stiggins, R.J. (1987). Prolifing Classroom Assessment Environments. Paper Stiggins, R.J. (1987). Prolifing Classroom Assessment Environments. Paper

presented at the Annual Meeting of the National Council on Measurement in presented at the Annual Meeting of the National Council on Measurement in Education, San Fransisco. Education, San Fransisco.

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Learners Evaluation: Meaning, Purpose, Process