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Evaluations - Coggle Diagram
Evaluations
Unit 1. Types of Evaluation
Concept of evaluation
Collects information to assess learning and provide feedback.
Continuous process guiding educational decisions.
Ensures achievement of objectives and improvement of teaching strategies.
Objectives of Evaluation (J. M. de Ketele)
Assess compliance with educational standards.
Classify students within groups.
Diagnose learning needs for adjustments.
Select and predict outcomes.
Validate teaching strategies and methodologies.
Principles of evaluation
Holistic: Evaluates interrelated competencies.
Analytical: Identifies specific skills needed.
Performance-based: Focuses on demonstrated competencies beyond memorization.
Integral: Embedded in the teaching-learning process.
Criteria-based: Ensures fair and clear judgment.
Continuous: Ongoing assessment for timely support.
Types of Evaluation
Diagnostic Evaluation
Identifies prior knowledge and learning gaps.
Determines the starting point of instruction.
Formative Evaluation
Monitors progress during the learning process.
Provides continuous feedback to adjust teaching.
Accumulative (Summative) Evaluation
Measures achievement at the end of a learning unit.
Certifies the attainment of learning objectives.
Unit 2. Evaluation Instruments
Evaluation Instruments
Learning Objectives
Design and implement evaluation instruments
Develop tests, homework, investigation assignments, dialogues, and presentations
Evaluation Criteria
Define expected learning outcomes
Ensure assessments are educational, not just administrative
Use formal and informal evaluation methods
Evaluation Methods
Observation
Direct assessment of student behavior and learning
Techniques: checklists, anecdotal records, experience diaries, student profiles
Work Samples
Writing, experiments, artistic work, models, dramatization, charts, physical activities, portfolios
Tests
Traditional: multiple-choice, true/false
Application-based: experiment analysis, real-life problem-solving, data interpretation
Evaluation Activities
Homework
Reinforces learning, promotes responsibility
Can include news reports, written tasks, research assignments
Investigation Assignments
Information analysis, text interpretation, problem-solving relevant to real life
Dialogues
Conversations on everyday topics
Example: Role-playing a shopping scenario
Presentations
Various types: narrative descriptions, scientific inventions, historical topics, musical performances
Unit 3: Types of Reactive Sections
True or False
Simple statements where students determine accuracy.
Example: Mr. Bennett is drinking. (T/F)
Multiple Choice
Students select the correct answer from given options.
Options should include:
One correct answer
One doubtful option
One incorrect answer
Example: The phone is ringing, but I ___ answer it.
a) can
b) could not
c) would have
Fill the blanks
Students complete sentences with missing words.
Example: Maria always uses a ___ jean. (black)
Matching
Students pair singular and plural forms.
Example:
Foot → Feet
Tooth → Teeth
Development (Open-ended Questions)
Students provide detailed answers.
Example: Did Mrs. Morgan buy sneakers?
Unit 4: Grading
Evaluation Key
Compares objectives with results.
Aims to improve learning, not control students.
Should enhance self-assessment skills.
Grading Formula and Scale
Uses a numerical scale from 1 to 5 (no zero).
No symbols (✔, ✖), only numbers.
Grades must be recorded with date and activity.
No blank spaces, erasures, or overwriting.
Qualification Records
Official school document tracking
Attendance
Academic performance
Behavior
Must be neatly presented and well-maintained.
End of year: returned to school administration.
Bimonthly Qualifications
Four grading periods (two months each).
Students evaluated based on:
Partial exercises (1/3)
Appreciation notes (1/3)
Monthly/bimonthly tests (1/3)
Primary: Promotion by grade.
Pre-Media: Evaluated individually per subject.