Portfolio Activity
Unit 7
Student Evaluation Strategies
Dr Guba and Lincoln defined the
evaluation as they mentioned that” evaluation is one of the three basic forms
of disciplined inquiry, the others being research and policy analysis. It is
that form of inquiry whose focus is some evaluand (program, process, organization,
person, etc.) and that results in “merit” and/or “worth” constructions
(judgments) about it. Merit constructions converge on the intrinsic quality of
an evaluand, regardless of the setting in which it may find applications. Worth
constructions converge on the extrinsic usefulness or applicability of an
evaluand in a concrete local setting. Evaluation of a proposed or developing
evaluand is termed “formative,” while an evaluation of some developed evaluand
is termed “summative.”(Guba, E.G., & Lincoln, Y.S.,2001, P1)
While some teachers believe that tests and
grades are a way to evaluate students, there are many other types of evaluation
knowing that tests and grades only measure the ability to retain information
and facts and do not measure the activities carried out by the student, which
in turn led to the disregard of these activities in the school day, and wasted
the attractiveness and vitality of these activities to the classroom
environment and make learning enjoyable and thus limit the evaluation to the
grades obtained by the student if not Getting a passing score is in itself
frustrating for a student who makes him run out of material rather than love it
passionately.
The diagnostic (tribal) calendar helps
to know the skills, knowledge and experiences of students before the start of
the teaching process, i.e. at the beginning of each class to link two lessons
or two units or a previous course and extend it at a later stage, thereby
revealing problems that may hinder students' acquisition of new concepts and
information. ( Atkin, J. M.,2001)
The interim
(structural) calendar that takes place during the implementation of the lesson
at time intervals determined by the teacher, i.e. the structural calendar is
mostly at the end of each of the objectives of the class and benefits this type
of calendar in providing feedback that benefits in modifying the method of
teaching and increasing its effectiveness and discovering the extent to which
the student understands the goal. ( Atkin, J. M.,2001)
Concept maps (thinking maps):
A modern evaluation tool that can be
used in evaluating concept building instead of using tests, it is a way to
arrange and arrange ideas and concepts, and also to illustrate how students
relate to the concepts they have learned and help them develop what they have
learned. Concepts form the basic basis of learning, and the first steps to
build a map are to identify key and secondary concepts and then organize these
concepts in the form of progressive relationships.
The teacher should
explain to students the right way to deal with the strategy of concept maps,
whether providing them with resources and providing previous models, and
explaining to them how to build a concept map correctly, and he must work to acquire
students 21st-century skills, the most important of which is research,
analysis, critical thinking, teamwork and innovation.
Creative calendar:
It is a method of evaluation based on
the promotion of creativity and nurturing talent and innovation at the
individual level, in which the student is left free to provide proof of how he
employs many sources in learning the subject identified by the teacher such as
scrapbooks: notebooks that paste pictures or newspaper clippings, home videos, audio file drawings, visual materials and electronic media from
images and videos and have commissioned my students to make videotaping of some
subjects or make models of work The student himself works in it very freely and
does the best possible work, and that also applies to him the skills of the
21st century.
Written reports and
oral interviews
Written reports are a way to teach
students to write scientific reports or critical topics related to the
curriculum. Oral interviews are a way to evaluate the learning of students with
the ability to express orally rather than in writing, in which the student's
personality is developed, which increases his personal and professional
abilities.
Huxham in 2012 refer to his study
results that student performance in and attitudes towards oral and written
assessments was compared using quantitative and qualitative methods. Two
separate cohorts of students were examined. The first larger cohort of students
(n = 99) was randomly divided into ‘oral’ and ‘written’ groups, and the marks
that they achieved in the same biology questions were compared. Students in the
second smaller cohort (n = 29) were all examined using both written and oral
questions concerning both ‘scientific’ and ‘personal development’ topics. Both
cohorts showed highly significant differences in the mean marks achieved, with
better performance in the oral assessment. There was no evidence of particular
groups of students being disadvantaged in the oral tests. These students and
also an additional cohort were asked about their attitudes to the two different
assessment approaches. Although they tended to be more nervous in the face of
oral assessments, many students thought oral assessments were more useful than
written assessments. An important theme involved the perceived authenticity or
‘professionalism’ of an oral examination. This study suggests that oral
assessments may be more inclusive than written ones and that they can act as
powerful tools in helping students establish a ‘professional identity (Huxham,
M.,2012)
References :
Atkin, J. M. (2001).
Read "Classroom assessment and the National Science Education
Standards" at nap.edu. National Academies Press: OpenBook. Retrieved
October 20, 2021, from https://www.nap.edu/read/9847/chapter/5#25.
Guba, E.G., &
Lincoln, Y.S. (2001). Guidelines and for constructivist (a.k.a. fourth
generation) evaluation.
http://www.dmeforpeace.org/sites/default/files/Guba%20and%20Lincoln_Constructivist%20Evaluation.pdf
. Huebner A.J., &
Betts, S.C. (1999). Examining fourth generation evaluation application to
positive youth development. Evaluation
5(3), pp.340-358.
http://www.stes-apes.med.ulg.ac.be/Documents_electroniques/EVA/EVA-GEN/ELE%20EVA-GEN%207467.pdf
Huxham, M. (2012,
February). (PDF) oral versus written assessments: A test of student ...
Retrieved October 20, 2021, from
https://www.researchgate.net/publication/232953225_Oral_versus_written_assessments_A_test_of_student_performance_and_attitudes.
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