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Evaluation - Coggle Diagram

- - - - Observation: Direct observation of student work and behavior can yield a wealth of information about learning. In fact this is the primary source of information gathering used by the teacher because it occurs every day and at all times.
      - Work samples: These are an excellent way to collect information to evaluate student performance. There are several types of samples through which to evaluate.
      - Tests: Tests are the instrument that has been used most often to assess student learning and many times it is the only instrument used.
  - - - The cognitive area, the acquisition of knowledge, skills and intellectual aptitudes: knowledge and know-how.
      - The affective area, the development of attitudes in relation to the pedagogical content, in relation to the group: knowing how to be, see, feel and react.
      - The social sphere, in permanent relationships at all levels: cooperation and competition.
  - - - Information collection instruments categorized into: closed type (questionnaires, scales, etc.), open type (interviews, anecdotal records, etc.) and mixed type (approximate proportion of one or the other type).
      - Sources of information: who should complete the instruments?
      - Validity and reliability studies of the instruments: check YES or NO, or qualify if necessary.
- - - - To monitor compliance with the standards, i.e. to take stock of the final objectives.
      - Classify within groups.
      - Take stock of intermediate objectives.
      - To make a diagnosis, in order to make decisions to adjust the programs.
      - Develop subgroups.
      - to select
      - to predict a result
  - - - Assessment values learning as a holistic process because it considers learning as a set of interrelated dimensions or competencies.
      - Assessment assesses what students do to demonstrate what they have learned.
- - - - The school record reflects the teacher's personality; therefore, special care should be taken with the teacher's physical appearance.
    - - The list should be made by last name, in alphabetical order.
        The listing of the groups should begin with the name of the boys and then with the names of the girls. All information related to the student's name should be listed. Special students should be listed at the end of each group in which they are included.