1. Evaluating Instruction
Chapter 12 Presentation
A. Flora and J. Guilliams
GFC

2. Evaluating Instruction
Assessing student achievement
Evaluation of the effectiveness of the instructor
Evaluation of the curriculum

3. Era of Assessment “MEAT”
Measurement
Evaluation
Assessment
Testing
Leads to Accountability

4. Measurement
The means of determining the degree of achievement of a particular competency.

5. Evaluation/Assessment
A continuous process of collecting and interpreting information in order to assess decisions made in designing a learning system.
General process of appraisal.

6. Testing
The use of instruments for measuring achievement.

7. Three Phases of Evaluation: Preassessment
Preassessment-before instruction
Entry Behaviors (Skills)-measures skills which have been crucial to beginning instruction.
Pretest-a test to the objectives the designer intends to teach.

8. Three Phases of Evaluation: Formative
The formal and informal techniques, including testing, that are used during the period of instruction.
Teachers can diagnose and take remedial action to help students.
Allows teachers to monitor instruction so that they may keep it on course.

9. Three Phases of Evaluation: Summative
Assessment that takes place at the end of the course or unit.
Reveals whether or not prespecified outcomes of instruction have been achieved.

10. Two Types of Measurement: Norm-Referenced
Classic approach to assessment in which a student’s performance on a test is compared to the performance of other students who took the test.
Examples—SOL, Literacy Passport, SAT.

11. Two Types of Measurement: Criterion-Referenced
The performance of students on a test is compared to criteria that were established in the instructional objectives.
Based on the students mastery of objectives and not on their performance related to others in the class.
Examples: Life Guard Certification, checklist evaluations.

12. Norm vs Criterion Relative position within a normative group.
General outcomes or precise objectives can be specified.
Criterion for mastery not usually specified.
Test items constructed to discriminate.
Variability of scores desirable as an aid to meaningful interpretation.
Traditional grading system (A-F).
Access whether student has mastered a specific criterion.
Complete behavorial objectives are specified.
Criterion for mastery must be stated.
Test items are constructed to measure predetermined level of proficiency.
Variability is irrelevant.
Test results seem to be binary (pass/fail) but can be transposed over into the traditional grading system.

13. Evaluation in Three Domains (CAP): Cognitive
Demonstrated in school by pupil performance on written tests administered to a group.
Examples-Multiple choice, matching, comprehension, and essay questions.

14. Evaluation in Three Domains (CAP): Affective
Measurement of feelings, attitudes, or values.
Difficult to assess.
Examples: Inventories, sportsmanship rating scale, personality type assessments.

15. Evaluation in Three Domains (CAP): Psychomotor
Best evaluated by actual performance.
Examples: Dribble a basketball full court without losing control, saw a 6ft board into three equal pieces, develop a gymnastic routine that includes 3 tumbling skills.

16. Other Means of Evaluation
Portfolios-collection of work that show evidence of their accomplishment.
Holistic assessment-qualitative assessment which looks at the student’s creative efforts.
Teachers should develop competency in the use of a wide range of evaluation techniques.

17. Assessment Initiatives from Beyond the Classroom.
District Assessments: basis for curriculum alignment. The district develops units with assessments at the end of a unit in which every student takes.
State Assessments: Virginia SOL. Makes schools accountable for information that is thought to be important.
National Assessment: SAT and ACT.
National Assessment of Educational Progress
International Assessment-International Assessment of Educational Progress-allows for comparison of student skills from other countries.

18. Conclusion
Assessing student achievement is an important part of evaluation, instruction, and curriculum.
MEAT-Measurement, evaluation, assessment, testing.
Evaluation is needed for accountability
Three phases of evaluation-Preassessment, Formative, and Summative.
Norm vs. Criterion referenced measurement.
Three domains (CAP) Cognitive, Affective, Psychomotor.
Alternative assessment
District, State, National, and International assessments for accountability.