Educational Evaluation

What Is Educational Evaluation? By Shane Hall, eHow Contributor I want to do this! What’s This? [pic]Educational evaluation involves the systematic assessment of educational activities. Objects of evaluation include instructional programs, school initiatives and education goals. The growth in federal funding for education and policy-makers’ increased calls for school accountability have contributed to the growth of educational evaluation. Many large school districts have personnel responsible for evaluation activities.

Function 1. Educational evaluation strives to assess the merits and the impacts of educational programs and initiatives.

Examples include evaluating the success of a new dropout prevention program, or comparing the effectiveness of two different reading programs.

Methods 2. Educational evaluation uses many of the research methods employed by education and social science researchers. Evaluation involves data collection and analysis, using quantitative and qualitative methods.

Benefits 3. Evaluation can help educators determine the success of their programs and pinpoint efforts to improve student achievement. It also can help school systems identify the characteristics of successful programs.

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Considerations 4.

Many school systems receive federal and state grants, which often include evaluation requirements, which helps document how the grant funds were used, and what outcomes resulted from funded activities. Misconceptions 5. Many educators often mistake student assessment and teacher appraisals for evaluation. These activities are better described as measurement: the former is an assessment of individual learners rather than of educational phenomena, whereas the latter is a measurement of certain attributes in teachers. From Wikipedia, the free encyclopedia Jump to: navigation, search Educational evaluation is the evaluation process of characterizing and appraising some aspect/s of an educational process. There are two common purposes in educational evaluation which are, at times, in conflict with one another. Educational institutions usually require evaluation data to demonstrate effectiveness to funders and other stakeholders, and to provide a measure of performance for marketing purposes.

Educational evaluation is also a professional activity that individual educators need to undertake if they intend to continuously review and enhance the learning they are endeavouring to facilitate. Standards for educational evaluation The Joint Committee on Standards for Educational Evaluation published three sets of standards for educational evaluations. The Personnel Evaluation Standards  was published in 1988, The Program Evaluation Standards (2nd edition)  was published in 1994, and The Student Evaluations Standards was published in 2003.

Each publication presents and elaborates a set of standards for use in a variety of educational settings. The standards provide guidelines for designing, implementing, assessing and improving the identified form of evaluation. Each of the standards has been placed in one of four fundamental categories to promote evaluations that are proper, useful, feasible, and accurate.  The Personnel Evaluation Standards

• The propriety standards require that evaluations be conducted legally, ethically, and with due regard for the welfare of evaluatees and clients involved in. The utility standards are intended to guide evaluations so that they will be informative, timely, and influential.

• The feasibility standards call for evaluation systems that are as easy to implement as possible, efficient in their use of time and resources, adequately funded, and viable from a number of other standpoints

• The accuracy standards require that the obtained information be technically accurate and that conclusions be linked logically to the data. [edit] The Program Evaluation Standards

• The utility standards are intended to ensure that an evaluation will serve the information needs of intended users. The feasibility standards are intended to ensure that an evaluation will be realistic, prudent, diplomatic, and frugal.

• The propriety standards are intended to ensure that an evaluation will be conducted legally, ethically, and with due regard for the welfare of those involved in the evaluation, as well as those affected by its results.

• The accuracy standards are intended to ensure that an evaluation will reveal and convey technically adequate information about the features that determine worth or merit of the program being evaluated. The Student Evaluation Standards The Propriety standards help ensure that student evaluations are conducted lawfully, ethically, and with regard to the rights of students and other persons affected by student evaluation.

• The Utility standards promote the design and implementation of informative, timely, and useful student evaluations.

• The Feasibility standards help ensure that student evaluations are practical; viable; cost-effective; and culturally, socially, and politically appropriate.

• The Accuracy standards help ensure that student evaluations will provide sound, accurate, and credible

Educational Psychology and Assessment as essay writers say

Describe key assessment methods and explain when you would use each one, highlighting pros and cons of each approach. Assessment methods are initial assessment, formative assessment, summative assessment, peer assessment and diagnostic assessment. At first as a teacher I will take initial assessment to know the abilities, styles and needs of the learners. Then I will use formative assessment to know the learners view and doubts about their course and again I will use formative assessment during the session to know about the learners.

After this I will take summative assessment to know the result of the learners and at last again I will take initial assessment to check the level of the learners. Explain initial assessment and the role it has on learning programmes. Initial assessment is a process to understand the learning needs prior knowledge and learning styles of the learner. It helps in planning the session according to the learner’s requirement.

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It plays a vital role to find out about the learners. It will help identify a learner’s skills against a level or levels within the national standards. Learners may have different levels of reading, writing, numeracy and language skill. Initial assessment is often used to help place learners in appropriate learning programmes. It is usually followed by detailed diagnostic assessment.

Explain the difference between formative and summative assessment and how you will incorporate both summative and formative assessment into your practice. Formative assessment helps both the learner and the teacher to review progress and is a central part of learning process. It takes place during the session or between the sessions. It helps the learners and the teachers to identify progress in relation to the learning plan. Progress should be recorded and new learning goals identified.

As a teacher I should apply formative assessment to know the learners views and doubts about their course and this will make me to build up rapport with the learners. Summative assessment provides evidence of what a learner has achieved at the end of each session. It provides feedback to the learner and the teacher on achievement in the relation to the standards and curriculum documents. Summative assessment may take the form of a record of achievement, a unit of qualification, a whole qualification or test.