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Types of Evaluation prior to Instructional Act

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Evaluations prior to instructional act are pre-assessment, formative, and summative test. These three types of evaluation are done to determine the needs and strengths o the students

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Prepared by: Charmaine Denisse V. Cari単o BBTE-IT 3-2N
At the end of the presentation, you should be able to: 1. Differentiate the three types of evaluation prior to insrtuctional act. 2. Appreciate the essence of the types of evaluation prior to instructional act. 3. Analyze the differences between the formative and summative evaluation. 4. Create your own teaching style prior to the type of evaluation discussed.
a way to determine what students know about a topic before it is taught. It should be used regularly in all curricular areas
To make instructional decisions about student strengths and needs To determine flexible grouping patterns To determine which students are ready for advance instruction
揃Differentiate Instruction 揃Guide whole-group instruction 揃Plan learning activities that address varying levels of readiness 揃Determine which students have/have not achieved mastery of specific objectives
Identify problems that might cause students difficulty with mastery of an objective Form flexible groups Determine master level of individuals or small groups
Anticipation journals Concept Maps Drawing related to topic or content Game activities
Teacher prepared pretests Traditional tests Writing prompts/samples or any Pre-writing activity Self-Assessment Probes
Prediction Student interviews Student products and work samples Table Top discussions
Guess Box Interest survey KWL charts and other graphic organizers Open-ended Questioning Picture Interpretation
Pre-assessment type of evaluation is therefore very important because it helps determine the students ability and capability to be studied. It is the type of evaluation which helps determine the readiness of the students.
UIQW = ONCPECT AMP = EMSGA = SEUGS XOB = DICTPREION =
type of testing that helps in developing a knowledgeable student with deep understanding of the information and then be able to account for a students' comprehension on a subject.
to provide feedback for teachers to modify subsequent learning activities and experiences to identify and remediate group or individual deficiencies to move focus away from achieving grades and onto learning processes, in order to increaseself efficacyand reduce the negative impact ofextrinsic motivation
Proactive To understand or clarify the need for the project Clarificative To make clear the theory of change that the project is based on
Interactive To improve the projects design (continual improvement) as it is rolled out Monitoring To ensure that the project activities are being delivered efficiently and effectively
A language teacher asks students to choose the bestthesis statementfrom a selection; if all choose correctly she moves on; if only some do she may initiate a class discussion; if most answer incorrectly then she may review the work on thesis statements.
A science supervisor looks at the previous year's student test results to help plan teacher workshops during the summer vacation, to address areas of weakness in student performance. A teacher documents student work and student conferences to help plan authentic activities to meet student needs
A teacher asks her students to write down, in a brainstorm activity, all they know about how hot-air balloons work so that she can discover what students already know about the area of science she is intending to teach.
Formative evaluation is used to determine whether the approach, method, or strategy used is effective. If not so, then approach, method, or strategy must be altered for the better understanding of the students. Formative evaluation helps not just the student performance but also the teachers effectiveness.
E - V - A - L - U - A - T - I - O - N - M - O - N - I - T - O - R - I - N - G - I - N - T - E - R - A - C - T - I - V - E -
Summative assessment is used for the purpose of documenting outcomes and judging value.It is used for providing feedback to instructors. Most studies of this type are rarely exclusively summative in practice, and they usually contain some aspects of formative assessment.
takes place during and following the project implementation, and is associated with more objective, quantitative methods. The distinction between formative and summative evaluation can become blurred. Generally it is important to know both how an intervention works, as well as if it worked. It is therefore important to capture and assess both qualitative and quantitative data.
Provides information on program effectiveness Conducted after the completion of the program design To helpdecide whether to continue or end a program To help determine whether a program should be expanded to other locations
To assess whether the project has met its goals, whether there were any unintended consequences, what were the learnings, and how to improve
Questionnaires Surveys Interviews Observations Testing Projects (A culminating project that synthesizes knowledge).
Outcome Evaluation When Project implementation and post- project Why To assess whether the project has met its goals, whether there were any unintended consequences, what were the learnings, and how to improve
Unit Test Essay Test Long Quiz Questionnaire Final Exam Achievement Test
Focus Group Storytelling Most Significant Change Outcome Hierarchy
Summative tests are given to determine whether the goals or the objectives has been attained. Also, summative tests are given to determine whhat the students have learnt at the end of the unit or of the chapter. Sumative tests helps the teacher detemine thier performance.
1. Among the three (3) types of evaluation discussed, for you what could be the most essential? Why? 2. Which of the three evaluation that has been discussed is the core or the foundation in the teaching-learning process? Defend your answer creatively.
Types of Evaluation prior to Instructional Act
http://evaluationtoolbox.net.au/index.php?option=com_content& http://evaluationtoolbox.net.au/index.php? option=com_content&view=article&id=15:types-of- evaluation&catid=6:what-is-evaluation&Itemid=19 https://cyfernetsearch.org/ilm_2_3 http://tll.mit.edu/help/types-assessment-and- evaluation http://cal.dpi.wi.gov/sites/default/files/imce/cal/p df/pre-assessment.pdf http://www.fcpsteach.org/docs/pre-assessment.pdf http://daretodifferentiate.wikispaces.com/Pre- Assessment http://www.diffcentral.com/examples/brighton_pre assess.pdf

More Related Content

Types of Evaluation prior to Instructional Act

  • 1. Prepared by: Charmaine Denisse V. Cari単o BBTE-IT 3-2N
  • 2. At the end of the presentation, you should be able to: 1. Differentiate the three types of evaluation prior to insrtuctional act. 2. Appreciate the essence of the types of evaluation prior to instructional act. 3. Analyze the differences between the formative and summative evaluation. 4. Create your own teaching style prior to the type of evaluation discussed.
  • 3. a way to determine what students know about a topic before it is taught. It should be used regularly in all curricular areas
  • 4. To make instructional decisions about student strengths and needs To determine flexible grouping patterns To determine which students are ready for advance instruction
  • 5. 揃Differentiate Instruction 揃Guide whole-group instruction 揃Plan learning activities that address varying levels of readiness 揃Determine which students have/have not achieved mastery of specific objectives
  • 6. Identify problems that might cause students difficulty with mastery of an objective Form flexible groups Determine master level of individuals or small groups
  • 7. Anticipation journals Concept Maps Drawing related to topic or content Game activities
  • 8. Teacher prepared pretests Traditional tests Writing prompts/samples or any Pre-writing activity Self-Assessment Probes
  • 9. Prediction Student interviews Student products and work samples Table Top discussions
  • 10. Guess Box Interest survey KWL charts and other graphic organizers Open-ended Questioning Picture Interpretation
  • 11. Pre-assessment type of evaluation is therefore very important because it helps determine the students ability and capability to be studied. It is the type of evaluation which helps determine the readiness of the students.
  • 12. UIQW = ONCPECT AMP = EMSGA = SEUGS XOB = DICTPREION =
  • 13. type of testing that helps in developing a knowledgeable student with deep understanding of the information and then be able to account for a students' comprehension on a subject.
  • 14. to provide feedback for teachers to modify subsequent learning activities and experiences to identify and remediate group or individual deficiencies to move focus away from achieving grades and onto learning processes, in order to increaseself efficacyand reduce the negative impact ofextrinsic motivation
  • 15. Proactive To understand or clarify the need for the project Clarificative To make clear the theory of change that the project is based on
  • 16. Interactive To improve the projects design (continual improvement) as it is rolled out Monitoring To ensure that the project activities are being delivered efficiently and effectively
  • 17. A language teacher asks students to choose the bestthesis statementfrom a selection; if all choose correctly she moves on; if only some do she may initiate a class discussion; if most answer incorrectly then she may review the work on thesis statements.
  • 18. A science supervisor looks at the previous year's student test results to help plan teacher workshops during the summer vacation, to address areas of weakness in student performance. A teacher documents student work and student conferences to help plan authentic activities to meet student needs
  • 19. A teacher asks her students to write down, in a brainstorm activity, all they know about how hot-air balloons work so that she can discover what students already know about the area of science she is intending to teach.
  • 20. Formative evaluation is used to determine whether the approach, method, or strategy used is effective. If not so, then approach, method, or strategy must be altered for the better understanding of the students. Formative evaluation helps not just the student performance but also the teachers effectiveness.
  • 21. E - V - A - L - U - A - T - I - O - N - M - O - N - I - T - O - R - I - N - G - I - N - T - E - R - A - C - T - I - V - E -
  • 22. Summative assessment is used for the purpose of documenting outcomes and judging value.It is used for providing feedback to instructors. Most studies of this type are rarely exclusively summative in practice, and they usually contain some aspects of formative assessment.
  • 23. takes place during and following the project implementation, and is associated with more objective, quantitative methods. The distinction between formative and summative evaluation can become blurred. Generally it is important to know both how an intervention works, as well as if it worked. It is therefore important to capture and assess both qualitative and quantitative data.
  • 24. Provides information on program effectiveness Conducted after the completion of the program design To helpdecide whether to continue or end a program To help determine whether a program should be expanded to other locations
  • 25. To assess whether the project has met its goals, whether there were any unintended consequences, what were the learnings, and how to improve
  • 26. Questionnaires Surveys Interviews Observations Testing Projects (A culminating project that synthesizes knowledge).
  • 27. Outcome Evaluation When Project implementation and post- project Why To assess whether the project has met its goals, whether there were any unintended consequences, what were the learnings, and how to improve
  • 28. Unit Test Essay Test Long Quiz Questionnaire Final Exam Achievement Test
  • 29. Focus Group Storytelling Most Significant Change Outcome Hierarchy
  • 30. Summative tests are given to determine whether the goals or the objectives has been attained. Also, summative tests are given to determine whhat the students have learnt at the end of the unit or of the chapter. Sumative tests helps the teacher detemine thier performance.
  • 31. 1. Among the three (3) types of evaluation discussed, for you what could be the most essential? Why? 2. Which of the three evaluation that has been discussed is the core or the foundation in the teaching-learning process? Defend your answer creatively.
  • 33. http://evaluationtoolbox.net.au/index.php?option=com_content& http://evaluationtoolbox.net.au/index.php? option=com_content&view=article&id=15:types-of- evaluation&catid=6:what-is-evaluation&Itemid=19 https://cyfernetsearch.org/ilm_2_3 http://tll.mit.edu/help/types-assessment-and- evaluation http://cal.dpi.wi.gov/sites/default/files/imce/cal/p df/pre-assessment.pdf http://www.fcpsteach.org/docs/pre-assessment.pdf http://daretodifferentiate.wikispaces.com/Pre- Assessment http://www.diffcentral.com/examples/brighton_pre assess.pdf