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EVALUATION - Coggle Diagram
EVALUATION
TYPES OF EVALUATION
FORMATIVE EVALUATION: The formative evaluation allows obtaining information to find out the learning situation during the process in order to feed it permanently.
EVALUATION CONCEPT: evaluation is gathering information about learning to make value judgments about this learning and feedback the process supporting students and teachers in achieving educational objectives.
DIAGNOSTIC EVALUATION: The diagnostic evaluation allows to know the previous knowledge and to have a better idea of the context of the group and of the individuals with whom the teacher works.
CUMULATIVE EVALUATION: The formative evaluation allows obtaining information to find out the learning situation during the process in order to continuously feed it back.
EVALUATION INSTRUMENTS
HOMEWORK: Through the tasks, the student's sense of responsibility is evaluated and created, while reinforcing the knowledge learned in class.
EVALUATION CRITERIA: A criteria-based evaluation allows to make explicit what students are expected to learn. In this way it is achieved that the evaluation always has an educational sense and is not done simply as the fulfillment of an administrative procedure
RESEARCH ASSIGNMENT: The student is asked to search for information and analyze it to reach conclusions on a topic.
PRESENTATIONS: The presentations can vary, here are different types of them which can be used by evaluation method
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GRADING
BIMONTHLY QUALIFICATION: For evaluation purposes, the school year will be divided into four bimesters with periods of two months each.
USE OF GRADING RECORDS: The School Record book is the property of the State. However, the teacher uses it during the school period to keep track of the activities he carries out with his students.
EVALUATION KEY: Evaluation involves a comparison between the objectives imposed on an intentional activity and the results it produces.
GRADING FORMULA AND SCALE: The recording of grades or grades is important because of its importance in the quantitative and qualitative determination of school achievement