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.

The Full Catastrophe by Edna Mazya

Book Title: The Full Catastrophe

Author: Edna Mazya


Book Review. Edna Mazya is a playwright and director in Israel. The Full Catastrophe is her first novel, and what an achievement it is! From the beginning of the main character, Ilan’s, suspicions of his much younger wife’s unfaithfulness, to the full flight of his obsessive behaviour; the reader is lead deep inside Ilan’s increasingly tortured mind and brilliantly forced by the power of the narrative, to dwell there until the events of the text totally unwind.


Ilan’s journey is triggered by small changes in his wife’s behavior and the nagging feeling that considering his age and his wife’s attractiveness, he has married far above him. Every mannerism of Naomi’s and her every word become focal points for Ilan and he analyses incessantly, feeding his inner frustration at every instance. His mother’s warnings that the match between Ilan and Naomi was and is unwise, only fuels his turmoil.


The tension is heightened as Ilan’s best friend, Anton, works in a Criminal Investigations Department and Ilan becomes more and more convinced that his friend is aware of an act of murder which Ilan’s jealousy leads him to commit. Ilan is sure that Anton is ever ready to spring the charge on his friend and will do so when Ilan least suspects it.


The Full Catastrophe is a totally absorbing novel. Translated into English from the Hebrew by Dalya Bilu, it is a novel which it is impossible to recommend too highly.


The Full Catastrophe is published in Australia by Pan Macmillan Australia.

Women in Newspapers – the What Glass Ceiling Investigation

Female Career

What Glass Ceiling considers where in British newspapers female journalists are most likely to feature, with an in-depth look at business and sports sections.

We analysed issues of two broadsheet newspapers  (The Guardian and The Telegraph), two smaller dailies (the Evening Standard and i) and two tabloids (The Daily Mirror and The Sun) with some telling results!

Articles By Female Journalists

In general, female representation of women in the broadsheets and daily papers hovered around the 25% mark, with the Evening Standard featuring the most female journalists although even here they constituted only 29%. In the tabloids, however, women accounted for just half of that figure. Only 14% of the Sun’s articles were written by female journalists, with the Mirror coming in last place with women producing just 13% of their output.

Breakdown: General News Stories

For the number of women writing general news stories, i and the Guardian came out on top, with a third of home and international news stories produced by female journalists. 30% of the Telegraphs copy was filed by women, whilst the Evening Standard lagged further behind with 24%. The tabloids featured significantly fewer pieces by women, who produced only 16% of content in both papers. In fact, the reader had to wait until p23 to find any trace of a female journalist in the Sun!

Content-wise, education and health were both topics the broadsheets seemed more likely to give to women to cover. The Cannes film festival was reported on by women in both papers, with the Guardian also featuring articles written by women on equality and, ironically, Liberian beauty contests. The Telegraph featured women writing on typically girl-related topics including fashion, IKEA products and birth. Encouragingly, however, women also contributed more hard-hitting pieces to both newspapers on breaking stories, including the ongoing Brevik trial (Guardian) and continued unrest in Egypt (Guardian).

Neither i nor the Evening Standard had women writing on politics or particularly serious current affairs stories. Articles penned by women in the Standard centred on health, the Arts, clubbing and student life. Women writing for i tended to write about similarly soft topics, such as horticulture or design. Where they did cover more gritty stories, the topics covered tended to fall into the social affairs category, such as health and abortion.

The tabloids proved even more restrictive in the stories their female journalists could cover. Articles in the Sun produced by women centred around family tragedies, advice giving and a personal column about shopping in Ikea. The Mirror proved similarly restrictive, with women tending to write about showbiz, Jubilee celebrations, television shows and, again, stories concerning mothers.

Breakdown: Business Section

The Guardian boasted a convincing majority of articles produced by women in its business section 5 out of 8 pieces featured were written by women, who took up the entire first page. Meanwhile, 39% of the Telegraph’s business articles were produced by female journalists. Precisely a third of the section was written by women in i, whilst the Evening Standard registered a disappointing 15% female-produced content.

The tabloids featured a business page written by just one journalist. Whilst the Sun’s business guru is male, all the business-related content for the Mirror that day was produced by a woman. It’s worth noting that the Mirrors Consumer Editor, Ruki Sayid, is female.

Breakdown: Sports section

Finally, to the traditionally male-dominated sports section but has time finally changed the back pages? Sadly not. The Telegraph did not feature a single article written by a woman in its 21 sports pieces, nor did the Evening Standard in its 9 sports articles. The Guardian didn’t fare much better, with only one article by a woman journalist featuring in the section, constituting just 6%. i also included just one sports piece by a female writer, making up 7% of the whole section.

It was a similar story in the tabloids. Out of 19 pieces in the Daily Mirror, not one was written by a woman. The Sun did feature one article within the section (making up 4%), but it was one of the shortest pieces at just 116 words).

Final Thoughts: Women in the British Press

So what do these statistics tell us? Across the board, women remain underrepresented in Britain’s most popular newspaper, failing to account for even a third of the articles we read in popular broadsheets and daily papers. Female representation in the tabloids was even more disappointing, with neither of our featured papers breaking the 15% mark.

In terms of subject matter, there seemed a tendency with the broadsheets and dailies to give women softer topics such as health or abortion to write about, although both the Guardian and the Telegraph did feature political pieces written by women.

As for the business section, the results were surprisingly positive. Women produced the whole business section in the Mirror and the majority of the Guardians business pieces, although their small presence in the Evening Standard and non-existence in the Sun was disappointing.

Sport, it seems, remains the impenetrable fortress of the British press for women. Women were completely absent in half of the papers we surveyed, whilst the other half featured just one article in their sports section written by a woman.

Clearly, the British press still has a long way to go before it can put its male-dominated Fleet Street past behind it.