Collected and presented by:

Eman Awad El-Sawy

Seham Hamdy

Ahmed Gamal

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EVALUATION:

What typically comes to mind first are grades.

Definition of evaluation:

It is the process of making overall judgment about

one's work or a whole school's work.

Purpose of evaluation:

Evaluation is used to generate grades and to promote

learning.

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3 BELIEFS OR ASSUMPTIONS THAT MAKE THE LINKS

BETWEEN GRADES AND LEARNING MORE THAN

WHAT THEY ARE:

1) Grades measure learning precisely:

it’s a complicated process because some kinds of learning can be

measured ,but higher order thinking skills are much more difficult to

assess.

1) Grades are objective measures of learning:

not true because some students get grades by influencing their human

evaluators.

1) Grades and evaluated assignments promote

learning:

They promote encounters with content, but whether those encounters

produce high quality learning experience is quite another question.

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GRADES AND RESULTS:

Grades open doors to so many future opportunities,

they powerfully motivate and influence student

behavior in some counterproductive ways.

Three examples:

1. Cheating.

2. Beliefs about ability.

3. Grade grubbing.

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HOW THE PURPOSE AND PROCESSES OF

EVALUATION CHANGE:

Change in Evaluation occurs on two fronts:

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Evaluation activities are

used in ways to

enhance their already

inherent potential to

promote learning.

Evaluation processes

are opened to students

in ways that give them

opportunities to develop

self and peer

assessment skills

ELEMENTS OF EVALUATION EXPERIENCES

THAT PROMOTE LEARNING:

We can build on the power of grades to motivate

students and connect these summative

assessments to content in two productive ways:

1st. Use the motivation that drives students to get

grades.

2nd. Maximize the encounters with content that occur

as a sequence of evaluation activities and strive to

shape those experiences so that they result in rich,

transformative learning experiences.

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BOTH GOALS CAN BE ACCOMPLISHED MAINLY

THROUGH FOUR PRODUCTIVE AREAS:

1) Focus on learning processes.

2) Reduce the stress and anxiety of evaluation

experiences.

3) Do not use evaluation to accomplish hidden

agendas.

4) Incorporate more formative feedback

mechanisms.

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1. FOCUS ON LEARNING PROCESSES:

Add elements to evaluative experiences that make

students aware of the learning processes involved.

Consider structures that make students mindful of

what and why they are doing it and expose them to

alternatives.

Use content to develop learning skills.

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2. REDUCE THE STRESS AND ANXIETY OF

EVALUATION EXPERIENCES:

Study: students rated 34 potential stressors. the top

include :the number of assignments, taking exams

and receiving low grades on them.

Ways to prepare students and reduce anxiety:

Exam reviews using authentic, bona-fide test questions.

Access to samples.

Extra credit or assignments.

Redo papers or exams.

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3. DO NOT USE EVALUATION TO ACCOMPLISH

HIDDEN AGENDAS:

Like querying the students about content from an

earlier part of the course, “remember when we

talked about …..?”

The hidden agenda here involves organizing

content around exam events.

To show class how much she knows or how difficult

the content is (success is seen in terms of ability

not effort).

To establish the reputation for rigor.

To see how far students can take content

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4. INCORPORATE MORE FORMATIVE

FEEDBACK MECHANISMS:

Include feedback that aims to improve next

performance.

Return a set of papers with careful and complete

comments.

Separate the two (grade and comments).

Constructive feedback: toward the performance not the person

including language that describes more than it evaluates

Shouldn’t overload the receiver

Its effectiveness is enhanced if its immediate and well timed.

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Successful implementation of these changes in evaluation purpose and processes can be accomplished by:

1-Redesigning

2-Refocusing

3- Better connectional activities series of instructional activities and assignments

Using an Exam to promote learning

• A Series of activities that enhance the learning potiential of

exams can be in corported into this common evaluation event.

• Green (1997) builds this into something more elaborate

thoughtful and detailed, she has each individual students for

credit generate one test questions.

• She takes this question without answer and put them in library

and uses them for about 75 percent of the exam.

some faculty do not

believe that they should devote a

class session to review ; that

leaves less time for covering the

content , and they see reviewing

as basically a student

responsibility

THE REVIEW PERIOD

1. We can use the group exam experience or

some variation of them consider some simple

changes that make and better learning mainly

by alleviating anxiety and building

confidence.

another way to relieve anxiety and promote

learning are extra credit questions or redo

mechanisms.

Using the exam itself better

• There are many other options, I have a

colleague who leaves one question blank

and lets student write that questions- they

are instructed to write a question they

expected to see on the exam but Is not

there and one that are prepared to answer.

Consider how exam results should be reviewed. Most important of all consider having a debriefing

session and making it longer than the last of minutes of class

What is self assessment?

is simply a matter of having students identify strengths and weaknesses in their own work and revise accordingly.

What is self assessment? Effective self-assessment involves students

comparing their work to clear standards and generating feedback for themselves about where they need to make improvements.

What is self assessment?it is a tool that can promote learning if it is

used while the learning is taking place.

after students self-assess and revise their work, they can turn it in for grade.

What is not self-assessment?

self-assessment is not a process by which students determine their own grades. It is about promoting learning and achievement. Self-assessment is not something that happens after an assignment is complete and students are ready to turn it in for a final grade.

How can I use self-assessment with my students?

• There are three key steps for effective self-assessment:

Clear performance

targets

Checking progress

toward the targets

revision

What is not self-assessment?

self-assessment is not a process by which students determine their own grades. It is about promoting learning and achievement. Self-assessment is not something that happens after an assignment is complete and students are ready to turn it in for a final grade.

1- clear performance targets:

students must have clear targets to work toward. In other words, students must know what counts !

clear criteria for assignments that will be graded should be made available to students before work on the task begins.

the assessment criteria can be created by the teacher or co-created with students. The criteria can be arranged in a simple checklist or in a rubric.

2-Checking progress toward the targets:

Once students know the performance targets (step 1), they create a draft of the assignment, compare the draft to the targets, and identify areas of strength and areas for improvement.

3-revision:

using the self-generated feedback from step 2, students revise their draft, trying to close the gaps between their work and the targets.

this step is crucial. If students do not have the chance to revise and improve their work, and possibly their grades, they are unlikely to take the self-assessment process seriously.

An example of a writing rubric with three criteria and

four levels of gradation

Highlycompetent

competent Approaching competent

Not yet

1-ideas and content

The paper clearlystates an opinionand gives3 clear,detailed reasons insupport of it. Opposing views are addressed.

An opinion is given.One reason may be unclear or lack detail. Opposing views are mentioned.

An opinion is given. The reasons given tend to be weaker or inaccurate. May

get off topic.

The opinion and support for it is buried, confused and unclear.

2- organization The paper has an interestingbeginning, developed middle and satisfyingconclusion in an order that makes sense. Paragraphs are indented, have topic and closingsentences and main idea.

The paper has a beginning, middle and end in an order that makes sense. Paragraphs are indented; some have topic and closing sentences.

The paper has an attempt at a beginning and ending. Some ideas may seem out of order. Some problems with paragraphs

There is no real beginning or ending. The idea seem loosely strung together. No paragraph formatting.

3-word choice

Assignments and activities to develop self-assessment

skills:

participationportfolio

Participation:

How students establish the participation policy?

Students set concrete participation goals for themselves.

They select these goals based on an analysis of how they currently participate and what participation skills they next need to develop.

Portfolio:

The construction of a portfolio or collection of work selected and organized by the student is one of the oldest and most effective activity to develop student self-assessment skills.

E.g. to assemble your five best drawings, ten strongest paragraphs.

If the portfolio assignment includes a written justification for the work selected, self-assessment skills develop even more.

Peer assessment: ‘’group work’

Advocates of cooperative learning believe strongly that any group work needs to retain individual accountability. In other words, grades are measures of individual mastery an should never be assigned to a whole group.

Some faculty divide group grads into parts. ”how”

Group work:

Everyone in the group performed equally.

- Is it true? Or

- it should be that?

Contributions in group need to be measured against a set of criteria. If students are new to this process, you might to want to start by providing the criteria, derived from general information about effective group members.

As students become more experienced and comfortable with the process, let the groups identify their own criteria. They need to do this at the start so that the criteria clarify expectations before the group starts working together.

You can enhance peer assessment within groups by involving groups in assessment tasks related to the work of other groups. “ the same problem”

They compare and contrast their solution with those of other groups.

Questions that arise when the purpose and processes of

evaluation change:

The most important question is the ethical one.

Should students have any involvement in the actual grading process?

The pressure for grades makes it impossible for students in entry-level courses to grade their own work reliably. But it opens the door for student self-assessment in upper-division courses.

Giving constructive feedback:

Constructive feedback is information-specific, issue-focused , and based on observations.

Be direct when delivering your message. “to the point”.

Avoid “need to” phrases, which send implied messages that something did not go well.

Be sincere and avoid giving mixed messages.

Giving constructive feedback:

In positive feedback situations, express appreciation.

In negative feedback situations, express concern.

Give the feedback person-to-person, not through messengers of technology.

State observation, not interpretations.

The guidelines for giving constructive feedback fall in

four categories:

Content

manner

Timing

frequency