2. “A Truthful Evaluation Of Yourself Gives Feedback For Growth and Success” Brenda Johnson Padgett Brenda Johnson Padgett

3. Introduction  Assessment and evaluation are essential components of teaching and learning.  Without an effective evaluation program it is impossible to know whether students have learned, whether teaching has been effective, or how best to address student learning needs.

4. Assessing and Evaluating Learning  Definition of assessment: Assessment is the process of gathering information on student learning.  Definition of evaluation: Evaluation is the process of analyzing, reflecting upon, and summarizing assessment information, and making judgments and/or decisions based on the information collected.

5. Why evaluate?  Determine program outcomes  Identify program strengths  Identify and improve weaknesses  Justify use of resources  Increased emphasis on accountability  Professional responsibility to show effectiveness of program

6. “Evaluation is part of development rather than apart from it.”

7. What is program evaluation?  Purposeful, systematic, and careful collection and analysis of information used for the purpose of documenting the effectiveness and impact of programs, establishing accountability, and identifying areas needing change and improvement

8. What evaluation does  Looks at the results of your investment of time, expertise, and energy, and compares those results with what you said you wanted to achieve.

9. Outcome Evaluation  What: Identifies the results or effects of a program  When: You want to measure students’ knowledge, attitudes, and behaviors as a result of a program  Examples: Did program increase achievement, reduce truancy, create better decision-making?

10. Implementation Evaluation  What: Documents what the program is and to what extent it has been implemented  When: A new program is being introduced; identifies and defines the program; identifies what you are actually evaluating  Examples: Who receives program, where is program operating; is it being implemented the same way at each site?

11. Types of Evaluation Formative  as the program is happening to make changes as program is being implemented Summative  at the end of a program to document results

12. 1- Formative evaluations Types of evaluation It is an ongoing classroom process that keeps students and educators informed of students’ progress toward program learning objectives. The main purpose of formative evaluation is to improve instruction and student learning.

13. 2- Summative evaluations  It occurs most often at the end of a unit.  The teacher uses summative evaluation to determine what has been learned over a period of time, to summarize student progress, and to report to students, parents and educators on progress relative to curriculum objectives.

14. 3- Diagnostic evaluation  It usually occurs at the beginning of the school year or before a new unit.  It identifies students who lack prerequisite knowledge, understanding or skills.  Diagnostic testing also identifies student interests.  Diagnostic evaluation provides information essential to teachers in designing appropriate programs for all students.

15. Overview Planning Define purpose and scope Specific evaluation question Development Specific evaluation design Create data collection action plan Implementation Collect data Analyze data Document finding Feedback Disseminate Information Feedback to program improvement

16. Planningand Development  It is the process of preparing for the responsibility of teaching, deciding upon goals, determining curriculum content, select learning resources and classroom procedures, evaluating progress and looking toward next steps.  Development is the process of selecting. Organizing, executing, and evaluating learning experiences on the basis of needs, abilities and nature of the society.

17. Resource Consideration  Administrators  Staff  Spark teachers/ teachers  Mentors/Peers  Students  Tools  Time

18. Methods and techniques of evaluation  Discussions  Experiments  Interview (Individual or group)  Opinions  Observation  Questionnaire  Schedules  Practical Performance

19. Sources of Questions Strategic plans Mission statements Policies Needs assessment Goals and objectives

20. Broad Scope  Do our students contribute positively to society after leaving the school?  Do students in our new mentoring program have a more positive self-concept and better decision- making skills than students without access to the mentoring program ?

21. Narrow Scope  Can our 6th grade students identify appropriate and inappropriate social behaviors?  How many of our 10th grade students have identified their work-related interests?  Do our 10th grade students identify at least 3 occupations to explore further based on their interests, abilities, and knowledge of education and training requirements?

22. Aim of student evaluation  Incentive to learn  Feedback to student  Modification of learning activities  Selection of students  Success or failure  Feedback to teacher and parents

24. Principles of Evaluation Evaluation is: 1. Based on clearly stated objectives 2. Comprehensive 3. Cooperative 4. Used Judiciously 5. Continuous and integral part of the teaching – learning process

25. Qualities of a test  Directly related to educational objectives  Realistic& practical  Concerned with important & useful matters  Comprehensive but brief  Precise& clear

26. Monitoring & Evaluation (M&E)  Management tool used to help leaders track progress demonstrate impact of an intervention/program

27. M&E : Logic Model at the center  Sequence of components that: Logically follow one another Start with inputs End with outcomes  Traditionally linear InputsActivitiesOutputs Outcomes

28. Logic Model: Read-a-Loud InputsActivitiesOutputsOutcomes Trainer, time, & materials Training, observations & practices Read-a-loud in class Increase student reading

29. Monitoring  Continuous  Systematic collection of data on specified indicators  Provides management & stakeholders up to data information on Progress Use of allocated funds  Report should be credible & useful  Inform stakeholders to make good decisions

30. Example: Assessment for Learning Learning Cycle  Observation sessions  Teacher visit demonstration classroom  Immediate debrief sessions  Joint goal setting  Cycles of trials – feedback- debrief  Training programs  Monitoring : 1 year

31. Creating a Culture Ensuring school safety Planning with data Aligning Curriculum Improving Instruction Managing resources Engaging communities Closing the gap Principal Evaluation Criteria

32. Conclusion  Evaluation is to support the principal to achieve the goals.  Wherever there are hindrances, together we can eliminate it.  Weak areas can be strengthened.  Its about giving pupils opportunity to discover themselves.

33. Questions & Suggestions !!!

34. “A Truthful Evaluation Of Yourself Gives Feedback For Growth and Success” Brenda Johnson Padgett Brenda Johnson Padgett