Sample Performance Evaluation Phrases

							        EVALUATION
• SHOULD SUPPLEMENT NOT REPLACE
  TEACHER OPINION
• IT’S A PROCESS OF JUDGING--
  MAKING A JUDGMENT OR DECISION
• EXAMPLES: PROMOTION TO THE
  NEXT GRADE; PLACEMENT IN A
  PARTICULAR SECTION
     EVALUATION (CONT.)
• MORE ENCOMPASSING THAN
  MEASUREMENT OR TESTING
• Formative Evaluation-- analysis during the
  learning process. To assess improvement
• Summative Evaluation--describes the level
  of achievement at the close of marking
  period, semester or year.
• Evaluation should be continuous throughout
  the learning process not just at the end.
      MEASUREMENT
• USED TO DETERMINE THE AMOUNT
  OF ATTRIBUTE POSSESSED
• EXAMPLES: READING
  COMPREHENSION; PROBLEM
  SOLVING SKILL; INTEREST IN A
  SPECIFIC CAREER
           TESTING
• INSTRUMENTS USED TO SAMPLE THE
  ATTRIBUTE TRAIT.
• COULD USE DIFFERENT TESTS FOR
  THE SAME ATTRIBUTE.
             A Test Should
• Discriminate--- It should separate those who
  know from those who don’t know.
• Note it is a sample of the information
  learned. So we want a good sample.
              Test Purposes
• 1. Selection-- used to accept or reject
• Driving test.
• Readiness for kindergarten
              Placement
• Prediction of success
• Putting into groups
• Examples: reading groups, math groups
               Diagnosis
• Used to determine strengths or weaknesses
               Feedback
• Used to determine mastery, achievement, or
  norm relationship
• Examples:
• Maine Education Assessment tests
• Teacher made tests
      Motivation & Guidance
• Used to direct or encourage learning
      Program & Curriculum
• To determine progress and improvement in
  a program or curriculum
            Tests should be:
• Valid
• Validity-- measures what it is supposed to
  measure.
• On target
• Fair
• Reliable (reliability) -- is consistent in
  results in similar situations and with similar
  students.
• Increase reliability by longer tests and more
  homogeneous content.
                Objectivity
• Refers to scoring
• Will separate scorers get similar results
              Helpful hints
• Test items should relate to objectives
• Items should show various levels of
  difficulty
• Easier item first
• Group similar types of items together
• Use several types of test items
           Helpful hints (cont.)
•   Enough time to finish the test
•   Plan for those who finish early
•   Give clear directions for each section
•   Plan ahead for easy scoring
• No test item is perfect--no matter how much
  time and consideration it receives
            Evaluation Tools
•   Observation
•   Anecdotal Records
•   Questionnaires
•   Tests
•   Self Reports
•   Inventories
•   Attitude Scales
• Projects
• Portfolios
                  Rubrics
• Used to avoid vague assessment criteria of
  student work
• Authentic Assessment-- assessing real
  world experience
• Students can assist in the design of rubrics
  for their work
       Advantages of Rubrics
• Assessment is more objective and consistent
• Teacher clarifies criteria
• Shows students how work will be evaluated
  and what is expected.
• Aids with peer appraisal of performance
• Feedback for instruction
• Gives benchmarks for progress in learning
         Features of Rubrics
• Focus on objective
• Uses a range to rate performance
• Shows degree to which a standard is met
    Rubric Development Steps
• 1. Determine learning outcomes
• 2. Brief statements or phrases (4-15)
• 3. Each rubric for a different skill
• 4. Focus on how students develop &
  express learning.
• 5.Evaluate only measureable criteria
• 6. One sheet of paper for a rubric.
• 7. Reevaluate the rubric (Did it Work)
       Range /Scoring Levels
• Needs
  improvement..satisfactory…Good…Exempl
  ary
• Beginning…Developing…Accomplished…
  Exemplary
• Novice..Apprentice..Proficient..Distinguish
  ed
• Numeric 1----5
          Criteria Components
•   Content
•   form and style
•   quality and development of ideas
•   organization, relevance
•   wording and phrasing
•   spelling, handwriting, neatness
•   measurements
           Components (cont.)
•   Workmanship
•   strength of product
•   finish
•   design
  Words that convey degrees of
         performance
• Depth..Breath..Quality..Scope..Extent..Com
  plexity..Degrees…Accuracy
• Presence to absence
• Complete to incomplete
• Many…some…none
• Major…….minor
• Frequency always…generally…rarely
          Learning Sequence
• Goals

  – Activities

     • Evaluation
         Rubrics --web sites
• Http://edweb.sdsu.edu/webquest/rubrics/we
  blessons.htm