1. ASSESSMENT OF LEARNING 2
CHAPTER 6
EDDIE T. ABUG
UNIVERSITY OF RIZAL SYSTEM
CAINTA CAMPUS
BSE-TLE 4A
DR. REBECCA AMAGSILA Ph. D.
2. Book 1 and most of Chapter s 1 through 5
(Advance Method Book)
Concerns themselves w/ assessment
EVALUATION
is the next stage in the process
A systematic, continous & comprehensive process of determining
the growth and progress of the pupil towards objectives or values
of the curriculum.
(micro/classroom level)
Characterized as the systematic determination of merit, worth and
significance of something or someone.
Characterize and appraise subjects of interest in a wide range of human
enterprises, including the Arts, business, computer science, criminal
justice, engineering, foundations and non-profit organizations, gov’t.,
heatlthcare, and other human services.
3. A.
EDUCATIONAL EVALUATION
B.
EVALUATION APPROACHES
C.
EVALUATION METHODS AND
TECHNIQUES
D.
THE CIPP EVALUATION
MODEL
E.
SUMMARY OF KEYWORDS
AND PHRASES
4. A. EDUCATIONAL EVALUATION
United States
• Joint Committee on Standards for Educational Evaluation
• Developed standards for educational programmes,
personnel, and student evaluation.
U. S. Joint Committee on Standards
• Four (4) Sections
• 1.) Utility 3.) Propriety
• 2.)Feasibility 4.) Accuracy
Philippine Society for Educational
Research and Evaluation (PSERE)
*A society which looks into educational
evaluation.
5. Dept. Of Education (DepEd)
They mainly set the Educational evaluation
standards in the Philippines.
6. • Various European Institution
• More or less related to those
produced by the Joint
Committee in the United States.
• They provide guidelines about basing
value judgmentts on
• a. systematic inquiry
• b. evaluator competence and integrity
• c. respect for people, and
• d. regard for the general and public
welfare.
7. 3.
Integrity/
Honesty
1.
Systematic
Inquiry
2.
Competence
4.
Respect
for
People
5.
Responsibilities
for
General and
Public Welfare
GUIDING PRINCIPLES
(for evaluators)
Created by
American Evaluation Association
Can be used at various levels:
(Served as Benchmarks for good practices in educational evaluation)
1. Institutional Level when we evaluate learning
2. Policy Level when we evaluate institutions
3.International Level when we rank/evaluate the performance of various
institutions of higher learning
8. SYSTEMATIC INQUIRY
Evaluators conduct systematic,
databased inquiries about
whatever is being evaluated.
Inquiry cannot be based on pure
hearsay or perception but must be
based concrete evidence and data
to support the inquiry process.
9.
Evaluation consulting and design
•Designing and administering data collection tools
•Analyzing and reporting evaluation results
•Helping organizations use results in program
planning
10. California Instructional Technology Clearinghouse, Columbus
Public Schools
The Software and Hardware Industry
Apple Computer Software Guides
Microsoft Software Guides
IBM Software Guides
Strengths: These booklets are distributed free of charge, and can be
useful for learning about the software for a particular platform.
Weaknesses: Reviews are written to favor a particular platform.
Reviews may be dated or not comprehensive.
11. COMPETENCE
Evaluators provide competent
performance to stakeholders.
The evaluators must be people or
persons of known competence and
generally acknowledged in the
educational field.
12. INTEGRITY/HONESTY
Evaluators ensure the honesty
and integrity of the entire
evaluation process.
As such, the integrity of
authorities who conduct the
evaluation process must be
beyond reproach.
13. RESPECT FOR PEOPLE
Evaluators respect the security,
dignity and self-worth of the
respondents, program participants,
clients and other stakeholders, w/
whom they interact.
They cannot act as if they know
everything but must listen patiently
to the accounts of those whom they
are evaluating.
14. RESPONSIBILITIES
FOR GENERAL AND
PUBLIC WELFARE
Evaluators articulate and take
into account the diversity of
interests and values that may
be related to the general and
public welfare.
15. Believed that an
INDIVIDUAL has a
FREEEDOM OF CHOICE
• He is UNIQUE
EVALUATION PROCESS
• Guided by Empirical Inquiry
• Based on Objective Standards
ALL EVALUATION
• Based on Subjectivist
Ethics
• Individual Subjective
experiences
B. EVALUATION
APPROACHES
Evaluation approaches are the various conceptual arrangements made for
designing and actually conducting the evaluation process.
Today, in educational setting (a. Original, b. Refinements/extensions)
1. LIBERAL DEMOCRACY
1st major classification of evaluation
Anchored by House (1990)
All major evaluation approaches are based on this common idealogy.
16. 1. UTILITARIANISM
FORMS
What is Good is Defined as that w/c maximizes
the happiness of society as a whole.
2. INTUITIONIST OR PLURALIST
No single interpretation of “the good” is
assumed .
Need not be explicitly stated nor justified.
OF
SUBJECTIVIST ETHICS
EACH ETHICAL POSITION HAS ITS OWN WAYS OF OBTAINING KNOWLEDGE
OR EPISTEMOLOGY
17. EPISTEMOLOGY
(Ways of Obtaining Knowledge)
The Objectivist Epistemology
Is Associated with the UTILITARIAN ETHICS
Knowledge
is acquired
w/c is capable
of external verification
& evidence
(intersubjective
agreement)
thru methods and
techniques
universally
accepted and
through the
presentation of
data.
The Subjective Epistemology
Is Asso. w/ the
INTUITIONIST/PLURALIST
ETHIC
It is used to acquire new
knowledge based on
existing personal
knowledge and
experiences that are
(explicit) or are not (tacit)
available for public
inspection.
19. The Subjective Epistemology
Is Associated w/ the INTUITIONIST/PLURALIST
ETHIC
Used to acquire new knowledge based on existing personal
knowledge and experiences that are (explicit) or are not (tacit)
available for public inspection.
Tacit Knowledge
Unwritten, unspoken, and hidden vast
storehouse of knowledge held by practically
every normal human being, based on his or her
emotions, experiences, insights, intuition,
observations and internalized information.
Explicit knowledge
It can be readily transmitted to others. The
information contained in encyclopedias and
textbooks
20. House’s approach
further subdivides the
epistemological approach
in terms of
TWO (2) MAIN POLITICAL PERSPECTIVES
1. ELITIST=An Approach in which the idea
is to focus on the perspectives
of managers and top echelon
people and professionals.
2. MASS-BASED = An Approach in which the
focus is on consumers
and the approaches are
participatory.
21. STUFFLEBEAM and WEBSTERS (1980)
Place approaches into one of
THREE(3) GROUPS ACCDG. TO THEIR ORIENTATION
Toward the role of values, an ethical consideration
1. THE POLITICAL ORIENTATION (PSEUDO EVALUATION)
Promotes a positive or negative view of an objective
regardless of what its value actually might be.
2. THE QUESTION ORIENTATION (QUASI-EVALUATION)
Includes approaches that might or might not provide
answers specifically related to the value of an object.
3. THE VALUES ORIENTATION (TRUE EVALUATION)
Includes approaches primarily intended to determine
the value of some object.
22. Classification of approaches for conducting evaluations
based on epistemology, major perspective, and orientation
Epistemology
(Ethic)
Major
perspective
Orientation
Political
(Pseudo-evaluation)
Questions
(Quasi-evaluation)
Values
(True evaluation)
Objectivist
(Utilitarian)
Elite
(Managerial)
Politically
controlled
Public relations
Experimental
research
Management
information
systems
Testing programs
Objectives-based
Content analysis
Decision-oriented
Policy studies
Mass
(Consumers)
Accountability
Consumer-oriented
Subjectivist
(Institutionalist/
Pluralist)
Elite
(Professional)
Accreditation/
certification
Connoisseur
Mass
(Participatory)
Adversary
Client-centered
Note. Epistemology and major perspective from House (1978). Orientation from
Stufflebeam & Webster (1980).
28. Customer /
Constituents
Satisfaction
Survey
After Sales
Customers
Service
Enhancing the
Quality of
Products and
Services Offered
Create More
Services and
Products that
will Benefit the
Public
29. Experimental
research
Causal relationships
Determine causal
relationships between
variables.
Strongest paradigm for
determining causal
relationships.
Requires controlled
setting, limits range of
evidence, focuses
primarily on results.
Management
information systems
Scientific efficiency
Continuously supply
evidence needed to
fund, direct, & control
programs.
Gives managers detailed
evidence about complex
programs.
Human service variables
are rarely amenable to
the narrow, quantitative
definitions needed.
Testing programs Individual differences
Compare test scores of
individuals & groups to
selected norms.
Produces valid & reliable
evidence in many
performance areas. Very
familiar to public.
Data usually only on
testee performance,
overemphasizes test-taking
skills, can be poor
sample of what is taught
or expected.
Objectives-based Objectives
Relates outcomes to
objectives.
Common sense appeal,
widely used, uses
behavioral objectives &
testing technologies.
Leads to terminal
evidence often too
narrow to provide basis
for judging to value of a
program.
Content analysis
Content of a
communication
Describe & draw
conclusion about a
communication.
Allows for unobtrusive
analysis of large volumes
of unstructured,
symbolic materials.
Sample may be
unrepresentative yet
overwhelming in
volume. Analysis design
often overly simplistic
for question.
Accountability
Performance
expectations
Provide constituents
with an accurate
accounting of results.
Popular with
constituents. Aimed at
improving quality of
products and services.
Creates unrest between
practitioners &
consumers. Politics
often forces premature
studies.
31. Businesses use information systems at all levels of operation to collect,
process and store data.
Management aggregates and disseminates this data in the form of
information needed to carry out the daily operations of business.
Everyone who works in business, from someone who pays the bills to the
person who makes employment decisions, uses information systems.
32. In norm-referenced test interpretation, your scores are compared with the test
performance of a particular reference group, called the norm group.
The norm group usually consists of large representative samples of individuals
from specific populations, undergraduates, senior managers or clerical workers. It
is the average performance and distribution of their scores that become the test
norms of the group. –
(http://www.psychometric-success.com/aptitude-tests/interpreting-test-results.htm)
33. Goals and Objectives are similar in that
they describe the intended purposes
and expected results of teaching
activities and establish the foundation
for assessment.
There are three types of learning
objectives, which reflect different
aspects of student learning:
Cognitive objectives: “What do you
want your graduates to know?”
Affective objectives: “What do you want
your graduates to think or care about?”
Behavioral Objectives: “What do you
want your graduates to be able to do?”
(http://assessment.uconn.edu/primer/goals
1.html)
34. Print
media
Newspaper items,
magazine articles, books,
catalogues
Other
writings
Web pages,
advertisements,
billboards, posters,
graffiti
Broadcast
media
Radio programs, news
items, TV programs
Other
recordings
Photos, drawings, videos,
films, music
Live
situations
Speeches, interviews,
plays, concerts
Observatio
ns
Gestures, rooms,
products in shops
For a media organization,
the main purpose of content analysis is
to evaluate and improve its
programming. All media organizations
are trying to achieve some purpose.
For commercial media,
the purpose is simple:
to make money, and survive.
For public and community-owned
media,
there are usually several purposes,
sometimes conflicting - but each
individual program tends to have one
main purpose.
http://www.audiencedialogue.net/kya1
6a.html
36. Most important questions when working with
statistics is “Why are we doing this?”
Proximate examples for such answers are
“To find out if this new drug works better
than the established ones” or
“To describe the effect of inter-cropping on
plant growth”while ultimate answers are
“To improve medical treatment” or
“To find appropriate cultivation techniques”.
Statistics are complied by an IT department
and then given back to the people who initially
requested them for interpretation.
http://journal.code4lib.org/articles/1275
38. A service offered by companies that
focuses on the internal and
external needs of
a business's customers. Consumer
orientation establishes
andmonitors standards of customer
satisfaction and strives to meet the
clientele's needs
and expectations related to
the product or service sold by the
business.
http://www.businessdictionary.com/d
efinition/consumer-orientation.html
39. CHED ACCREDITATION IN THE PHILIPPINES
The CHED has its scheme of quality assurance when colleges and universities
submit themselves to voluntary accreditation through the four accrediting
agencies:
the Philippine Association of Accrediting Agencies of Schools, Colleges and
Universities (PAASCU), the Philippine Association of Colleges and
UniversitiesCommission on Accreditation (PACU-COA), the Association of
Christian Schools
and Colleges (ACSC), the Accrediting Association of Chartered Colleges and
Universities of the Philippines (AACCUP), all under the umbrella of the
Federation of
Accrediting Agency of the Philippines (FAAP).
The CHED recognizes only the FAAP-certified accreditation of the four
accrediting
agencies-without necessarily encroaching on the academic autonomy of the
latter.
http://stlinusonlineinstitute.com/yahoo_site_admin/assets/docs/CHED_ACCRE
DITATION_IN_THE_PHILIPPINES.67223608.pdf
40. Accreditation is a concept of self-regulation which focuses on self-study
and evaluation and on the continuing improvement of educational
quality. It is both a process and a result.
As a process, it is a form of peer review in which an association of schools
and colleges establishes sets of criteria and procedures to encourage high
maintenance of standards of education among its affiliate members.
As a result, it is a form of certification granted by a recognized and
authorized accrediting agency to an educational program or to an
educational institution as possessing certain standards of quality which are
over and above those prescribed as minimum requirements for government
recognition. Accreditation is based upon an analysis of the merits of
educational operations in the context of the institution's philosophy and
objectives.
Membership to PACUCOA is open to all schools that are able to meet the
standards and requirements of the agency.
http://www.pacucoa.ph/general_info.htm
41.
42. The connoisseurship model has two major implications: holistic approach to
the analysis and interpretation of data and multiple perspectives in the
evaluative tasks.
http://ged550.wikispaces.com/Eisner's+Educational+Connoisseurship+Model
On being connoisseurs and critics
involves more
than gaining and exercising technical
knowledge and skills. It depends on us
also cultivating a kind of artistry. In
this sense, educators are not engineers
applying their skills to carry out a plan
or drawing, they are artists who are
able to improvise and devise new ways
of looking at things.
http://infed.org/mobi/evaluation-theory-and-practice/
43. To this end, the approach makes use of
teams of evaluators who present two
opposing views (these teams are
commonly referred to as adversaries
and advocates).
These two sides then agree on issues to
address, collect data or evidence which
forms a common database, and present
their arguments.
A neutral party is assigned to referee
the hearing, and is expected to arrive at a
fair verdict after consideration of all the
evidence presented.[4]
44. From the first day of service, and
continuing through each and
every session, the unique needs
of the client are at the core of our
treatment model. Trained
therapy professionals are
dedicated to the mission of HCT
and to the clients we serve.
http://healthcaretherapies.net/treat
ment_model.php
45. Client-Centered Nutrition Education (CCNE) is a style of
education that encourages participants to play an active role in
their own learning and allows staff to act as a guide or a
facilitator.
CCNE provides opportunities for group discussion,
incorporates hands-on activities and, best of all, allows
participants to share experiences and provide social support to
each other.
CCNE makes the learning experience more fun, engaging, and
meaningful, not only for participants, but also for staff.
http://www.dshs.state.tx.us/wichd/nut/ccne.aspx
46.
47. DETAILED LIST OF
METHODS,
TECHNIQUES AND
APPROACHES FOR
CONDUCTING
EVALUATION
ACCELERATED AGING
ACTION RESEARCH
ADVANCED PRODUCT
QUALITY PLANNING
ALTERNATIVE ASSESSMENT
APPRECIATIVE INQUIRY
AXIOMATIC DESIGN
BENCHMARKING
CASE STUDY
CHANGE MANAGEMENT
CLINICAL TRIAL
COHORT STUDY
COMPETITOR ANALYSIS
CONSENSUS
DECISION-MAKING
CONSENSUS –SEEKING
DECISION-MAKING
CONTENT ANALYSIS
CONVERSATION
ANALYSIS
COST-BENEFIT ANALYSIS
COURSE EVALUATION
DELPHI TECHNIQUE
DISCOURSE ANALYSIS
ELECTRONIC PORTFOLIO
ENVIRONMENTAL SCANNING
ETHNOGRAPHY
EXPERIMENT
EXPERIMENTAL TECHNIQUES
GAME THEORY
GRADING
FACTOR ANALYSIS
FACTORIAL EXPERIMENT
FEASIBILITY STUDY
FIELD EXPERIMENT
FIXTURELESS IN-CIRCUIT TEST
FOCUS GROUP
FORCE FIELD ANALYSIS
HISTORICAL METHOD
INQUIRY
INTERVIEW
MARKETING RESEARCH
META-ANALYSIS
METRICS
MOST SIGNIFICANT
CHANGE
MULTIVARIATE STATISTICS
NATURALISTIC
OBSERVATION
OBSERVATIONAL
TECHNIQUES
and others.
48.
49. The Approach essentially systematizes the way we evaluate the
different dimensions and aspects of curriculum development and the
sum/total of student experiences in the educative process.
THE ‘CIPP’ MODEL OF EVALUATION
INPUTS PRODUCT
CONTEXT
50. What is the
relation of the
course to
other courses?
CONTEXT
Is the time
adequate?
What are
critical or
important
external factors
(networks,
ministries)?
Should
courses be
integrated or
separate?
Is the course
relevant to
job needs?
What are the
links between
the course and
research/exten-sion
activities?
Is there a
need for a
course?
51. What is the
entering ability
of students?
What are the
learning skills
of the students?
What is the
motivation of
the students/
What are the
living condiions
of students?
What is the
students’ existing
knowledge(*) (In
line WMF*)?
Are the aims
suitable?
Is the course
content clearly
defined?
What
What books do
the teachers
resources/
equipment are
available
What is the
theory practice
relevance?
Is the content
relevant to
Does the content
(knowledge, skills,
attitudes(*) In line
WMF*) match
student abilities
practical
problems?
have?
INPUTS
52. What books
do the
students
have? How strong are
the teaching
skills of the
teachers?
What time is
available
comparedwith the
workload, for
preparation?
What knowledge,
skills and
attitudes, relatede
to the subject, do
the teachers have?
How supportive
is the classroom
environment?
How many
students are
there?
Do the
objectives
derive from
How many
teachers are
there?
Are the
objective
smart?
What
regulation
relate to the
training?
aims?
How is the
course
organized?
INPUTS
contn.
53. How is
disciplined
maintained?
Use and apply
What is
the
workload
of
student?
PROCESS
How
well/actively
do students
participate?
Are there
any
problems
related to
teaching?
Are there
any
problems
related to
learning?
Is there an
effective 2-
way
communi-
Is knowledge cation
only
transferred to
students, or do
they use and
apply it?
Are there any
problems w/c
students face in
using/applying/
analysing the
knowledge and
skills?
What is the level of
cooperation/inter
personal relations
between
teachers/students?
Are teaching
and learning
affected by
practical/instit
utional
problems?
Are the teaching
and learning
process
continuously
evaluated?
54. Is there one final
exam ar the end
or several during
Has the teacher’s the course?
reputation
improved or been
ruined as a result?
Is there any informal
assessment?
What is the quality of
assessment (i.e. what
levels of KSA are
assessed?)
What are the
students’ KSA
levels after the
course?
Is the evaluation
carried out for the
whole (*) In-line
WMF*) process?
What are the
main
‘lessons’learned’?
How was the
How do
students use
what they have
learned?
overall
experience for
the teachers and
for the students?
Is there an official
report?
PRODUCT
55. Those guided questions are not answered by the
teacher only or by a single individual. Instead, there
are many ways in which they can be answered. Some
of the more common methods are listed below.
1. Discussion with
class
2. Informal
conversation or
observation
3. Individual student
interviews
4. Evaluation forms
5. Observation in
class/session of
teacher/trainer by
colleagues
6. Video tape of own
teaching (micro-teaching)
7. Organizational
documents
8. Participant
contract
9. Performance test
10. Questionnaire
11. Self-assessment
12. Written test
56. E. SUMMARY OF KEYWORDS AND PHRASES
ASSESSMENT is the
process of gathering
and analyzing specific
information as part of
an evaluation.
COMPETENCY
EVALUATION is a
means for teachers to
determine the ability
of their students in
other ways besides
the standardize test.
COURSE EVALUATION is
the process of evaluating
the instruction of a given
course.
EDUCATIONAL
EVALUATION is
evaluation that is
conducted specifically in
an educational setting.
IMMAMENT EVALUATION
opposed by Gilles Deleuze
to value judgment.
PERFORMANCE
EVALUATION is aterm
from the field of
language testing. It
stands in contrast to
competence
evaluation.
PROGRAM EVALUATION is
essentially a set of
philosophies and
techniques to determine if
a program ‘works’.
