Evaluation

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David Spencer's Education Paragon is a free educational resource portal helping David Spencer's secondary school students, their parents and teaching colleagues with understanding, designing, applying and delivering assessment, curriculum, educational resources, evaluation and literacy skills accurately and effectively. This wiki features educational resources for Indigenous Aboriginal education, field trips for educators, Davids Music Jam, law and justice education, music education and outdoor, environmental and experiential education. Since our web site launch 10.5 years ago on September 27, 2006, online site statistics and web rankings indicate there are currently 1,868 pages and 11,682,604 page views using 7.85 Gig of bandwidth per month. Pages are written, edited, published and hosted by Brampton, Ontario, Canada based educator David Spencer. On social media, you may find David as @DavidSpencerEdu on Twitter, as DavidSpencerdotca on Linkedin.com and DavidSpencer on Prezi. Please send your accolades, feedback and resource suggestions to David Spencer. Share on social media with the hashtag #EducationParagon


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Glossary : Assessment | Evaluation | Measurement

Evaluation

In the classroom, evaluation is the systematic process of collecting information about a student's achievement in relation to specified curriculum expectations. (Source: Toronto Catholic District School Board)

Evaluation involves making a judgment' or an interpretation about the worth or value 'of the information that has been gathered (i.e. a determination that the student has improved greatly as compared to her performance six months ago [self-referenced]; that the student’s performance is slightly behind her peer group [norm-referenced]; but she did succeed on a standardized spelling test [criterion-referenced]. The teacher must decide how to blend these three judgments).



Evaluation Should

  • be an integral part of planning,
  • be a continuous, deliberate activity,
  • involve interpretation and judgment as well as measurement,
  • should reflect the objectives of the learning activity,
  • be responsive to culture, gender, geographical location,
  • be fair and equitable,
  • safeguard confidentiality of student information,
  • be based on norm-, criterion-, and self-referenced indicators,
  • provide useful, productive feedback to students,
  • assume student self-appraisal, as well as student participation,
  • provide opportunities for student improvement,
  • assume communication to students in advance,
  • be regularly communicated to parents in a meaningful way,
  • use formative, summative, and diagnostic assessment techniques,
  • provide information in the cognitive, affective and psychomotor domains,
  • should guide teachers as they plan for individual needs.


Reference

Taking Your Place in the Professional Community - A Handbook for Beginning Teachers by the Saskatchewan Teachers’ Federation <http://www.stf.sk.ca/the_profession/pdf/taking_your_place_in_professional_community.pdf>.


Find more terms and definitions in David Spencer's Education Paragon Glossary.