Assessment and Evaluation: Using Data to Expand Educational Programs

This presentation discusses the importance of assessment and evaluation in expanding educational programs. It covers the differences between assessment and evaluation, types of classroom assessment, and how to achieve excellence. It also explores the limitations and challenges of classroom assessment and how to deal with them.

presenter's name 1
Assessment and Evaluation
Evaluation

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 Assessment and evaluation uses data to plan and expand
educational program. McMillan, (2010) highlights that the
expansion of educational program is achieved by
implementing classroom assessment and evaluation precisely.
 Effective appraisal and valuation are joint into all features of
curriculum, giving both educators and learners with pertinent
and beneficial information to gauge progress and efficiency of
material and processes
 Example, using the determining the success rate of the
students to come with better ways of developing student
skills.
Introduction

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 Assessment is the classroom examination to provide valuable
information response for the upgrading of education and
learning
 Evaluation uses procedures and measures in judging how a
student has learned and understood the material for the purposes
of rating and reporting.
 The basic differences between evaluation and assessment is that
assessment is process oriented while evaluation is product
oriented (McMillan, 2012)
 However, both assessment and evaluation plays important role
in scrutinizing and refining the performance of a student.
Assessment versus Evaluation

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Formative valuation is the type of assessment that give
information to learners and educators that is useful in
improving education and learning
Summative assessment refers to the assessment that occur
after a unit coverage; it intends to capture what the learner
has gained and judge the performance against some
standards
Observational assessment is a type of formative assessment
that involves teachers circulating classrooms to monitor the
progress of the learner’s and intervene when necessary.
Types of classroom assessment

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 Performance assessment need learners to perform as a
way of displaying that they comprehend class work.
This assessment appraises reasoning process (Cauley,
& McMillan, 2010)
 Portfolio assessment tests the progress of the learner
over the course of the term. It includes all the learner’s
work in a specific area.
 Authentic assessment is the type of assessment that
need learners to do complex chores representative of
events normally done out of school environment.
Contd…

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o To identify learner’s weaknesses and strengths. Assessment assist
educators to identify learner’s strengths and flaws. This is
essential especially when learners are entering new grades.
Assessments like problem-solving tests assist educators to
measure the mastery of content of the learners.
o To monitor learner’s progress (Dixson, Worrell, 2016). Educators
uses classroom assessment to monitor learner’s understanding of
the concepts taught. This notifies educators in lesson preparation,
assisting them identify areas that require more review.
o To assess learner previous knowledge. Before starting a new
topic, assessment can notify educators of their learner’s previous
experience of a specific concept.
The importance of classroom assessment

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 They can have negative impact on learner’s motivation,
especially for learners who performs below mark level.
 They can gauge the wrong things. For instance,
summative assessment can not really tell if the student
understood the content taught.
 They can have reliability and validity errors
(McMillan, Venable, & Varier, 2013).
 It requires teachers to sacrifice a lot of time assessing
during the lesson and may not finish the content at the
stipulated time.
The limitations of classroom assessment

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Both evaluation and assessment lead to excellence this is because
they are both intertwined. While evaluations concerns making
judgement, assessments involves correcting performance’s
deficiencies in learner’s performance. Below are some ways of how
we can achieve excellence:
1) Teachers to plan their learning materials each week to have its
distinct curricular objectives
2) Educators to teach learners on those objectives
3) Educators to assign learners to reteach or enrich sittings based
on the learner’s assessment grades
4) Teachers to lead students in enrich or reteach sittings everyday
(Afflerbach, 2017)
How to achieve excellence

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The main purpose of assessment is to expand
Student knowledge (Marx, 2007).
When learners are assessed an information about their
performance level is gathered. Evaluation is the process of
comparing learner’s performance with other learners or
with a particular set of principles.
Conclusion

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 Consumes a lot of time
 Costly in terms of effort and time
 measures only superficial knowledge
 The best surveys are challenging to develop
 Some assessments are labor demanding to design and
implement for students
 Susceptible to learner theft
Challenges in assessment

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 The problem of authentic assessment is that it is an old
school assessment and thus it is crude measurement of
student’s learning
 It is very demanding to execute the portfolio
assessment, it is time consuming and requires
discipline. (Wiliam, & Thompson, 2017)It is Very
challenging to assess learners objectively using this
method since it has no established grading criteria.
Other challenges in assessment

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 The solution to authentic assessment challenge is to
build a better test
 Portfolio assessment challenges is dealt with by
developing a particular, able to be gauge standards for
observing and evaluating
 Assessments must be cautiously based on faculty
appraisal and determination of match amid assessment
content and curriculum content (Zarinsefat,& Henke,
2015)
How to deal with assessment challenges

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 You wrote assessment and evaluation uses data............is it a
direct quote? if yes what is the source? how assessment n eval
uses data to expand edu program? give me an example.
>>This is not a direct quote. For example, the teacher can
conduct weekly class assessment to understand the
successes of the different students.
second thing ..... on another slide it is written McMillan 2012. is it
McMillan 12 or 13? is it a direct quote. the basic difference
in.........is it a direct quote?
>>It is McMillan 2012. No, it is not a direct quote.
Clarifications

14
 In one slide how to achieve excellence, 1
teacher to design each week....what is the
meaning of that? 2 Educator to teach
student..end of the week? why the end of a
week? what he will do all the week?
>>This will help the teacher to determine
if the students actually understood what
they learned at the course of the week.
This will help the teacher to track the
success of the student.
Clarifications

15
In the same slide teachers to lead......what is the source of that? in
which assessment we can achieve excellence? is it formative
summative or any other
Teachers lead…(Fuchs, & Fuchs, 2000).
>>>Formative is the better way to achieve these
excellence. This is because the teacher tracts the
performance of the student and provide feedback.
Fuchs, L. S., & Fuchs, D. (2000). Building student capacity to
work productively during peer-assisted reading activities. In
B. Taylor, M. Graves, & F. van den Broek (Eds.), Reading for
meaning: Fostering comprehension in the middle grades
(pp. 95-115). New York: Teachers College Press.
Clarifications

16
Afflerbach, P. (2017). Understanding and using reading assessment, K–12. ASCD.
Cauley, K. M., & McMillan, J. H. (2010). Formative assessment techniques to support student motivation and achievement. The
Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(1), 1-6.
Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the classroom. Theory into practice, 55(2), 153-
159.
McMillan, J. H. (2010). The practical implications of educational aims and contexts for formative assessment. Handbook of
formative assessment. New York: Routledge, 41-58.
McMillan, J. H., Venable, J. C., & Varier, D. (2013). Studies of the Effect of Formative Assessment on Student Achievement: So
Much More is Needed. Practical Assessment, Research & Evaluation, 18.
Marx, G. (2007). “Research Brief—Teacher Evaluation.” Retrieved April 2010, http://www.principalspartneship.com.
McMillan, J. H. (Ed.). (2012). SAGE handbook of research on classroom assessment. Sage.
Wiliam, D., & Thompson, M. (2017). Integrating assessment with learning: What will it take to make it work?. In The future of
assessment (pp. 53-82).
Zarinsefat, A., & Henke, P. (2015). Update in preoperative risk assessment in vascular surgery patients. Journal of vascular
surgery, 62(2), 499-509.
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Reference