EVALUATING

STUDENTS

FOCUSING QUESTIONSWhy should Students be evaluated?What is the difference between placement

evaluation and diagnostic evaluation? Formative and summative evaluation?

What methods other than tests are available for evaluating students?

What are the advantages and disadvantages of absolute grade standards and relative grade standards?

When it is appropriate to grade students on the basis of contracts, mastery learning, and effort?

Why it is important to communicate with parents about their children’s work and progress? How might communication with parents be approved?

How might the grading system in schools be changed to reduce student anxiety and student competion?

Assessment VS EvaluationAssessment - is classroom research to

provide useful feedback for the improvement of teaching and learning. Assessment is feedback from the student to the instructor about the student’s learning.

Evaluation - uses methods and measures to judge student learning and understanding of the material for purposes of grading and reporting. Evaluation is feedback from the instructor to the student about the student’s learning.

REASONS FOR EVALUATIONMotivation of students – Evaluations, if properly conducted and presented to students, can motivate them. Feedback to students –

Students need to know the results of their efforts.

Feedback to teachers – Evaluation provides information to teachers on the effectiveness of their instruction, how well the students have learned the material, and to what extent they are improving.

Information to parents – School evaluation of many kinds – test papers, certificates, prizes, letter, report cards – provide information to parents.Information for selection – Evaluations can be used to select and sort students for different types of instruction, such as homogeneous or heterogeneous grouping in classrooms.

TYPES OF EVALUATIONPlacement Evaluation –

sometimes called preassessment , take place before instruction.

Diagnostic Evaluation – attempts to discover the causes of students’ learning problems.Formative Evaluation – monitors progress during the learning process.Summative Evaluation – an evaluation that take place at the end of an instructional unit or course.

Summary of Evaluation w/c the teacher can use during the instructional processType Function Illustrative instruments

used

Placement Determine skills, degree of mastery before instruction to determine appropriate level and mode of teaching

Readiness tests, aptitude tests, pre-tests, observations, interviews, personality profile, self reports, videotapes, anecdotal reports

Diagnostic Determines causes (cognitive, physical, emotional, social) or serious learning problems to indicate remedial techniques

Published diagnostic tests, teacher-made diagnostic tests, observations, interviews, anecdotal reports

Formative Determines learning progress, provides feedback to facilitate learning and to correct teaching errors

Teacher-made tests, tests from test publishers, observations, checklists

Summative Determines end-of-course achievement for grading or certification

Teacher-made tests, rating scales, standardized tests

EVALUATION METHODS AND APPROACHESEvaluation Other Than Testing

Observation of Student Work - the teacher has the opportunity to watch students perform various tasks on a daily basis , under various conditions, alone and with the different students.

Group Evaluation Activities – teacher can set aside a time to allow students to participate in establishing instructional objectives, to evaluate their strengths and limitations, and to evaluate their own progress in learning.

Class Discussion and Recitations – many teachers consider a student’s participation in class discussion an essential data for evaluation.

Homework – the teacher can learn much about students’ achievements and attitudes by checking homework carefully.

Notebooks and Note taking – Notebooks should be used in assessment tool for evaluating the writing and understanding of subject matter for students in elementary school and, to a lesser extent, in the middle grades and junior high school.

Reports , themes, and Research Papers – written work serves as an excellent way to assess students’ ability organize thoughts, to research topics, to develop new ideas.

Discussions and Debates - evaluating oral work is less reliable than evaluating written samples, but oral may reveal creative and critical thinking that cannot be measured with other methods.

QUIZZES

- Are brief informal exams. They provide an excellent basis for checking homework and for evaluating progress of students.

GRADING Grading is the primary means by which

the results of assessments are summarized and communicated.

It is seen as the culminating activity following the instructional process:

Grading should not be an afterthought; it should be treated as an integral part of the instructional process.

planning instruction assessment grading &

evaluation

Grading: The process of using a formal system for purposes of summarizing and reporting student achievement and progress.• Very important professional

responsibility of teachers (especially due to important consequences).

• Grades can be assigned to individual measurements (e.g., a test or paper) or to assessments (groups of measurements—typically at end of grading period or school year).

• Essentially involves comparison of performance to standards or criteria.

Grading (continued)• Important, necessary criteria for

grading systems:Must be fair.Must be accurate.Should be based on sufficient

amount of valid data.Therefore, should be defensible.

• Not a good practice to grade “everything.”Grading for formative purposes

versus grading for summative purposes.

Grading (continued)• Types of work to be included in

summative grades.Results of formal assessments

(written tests, large projects).Quizzes, homework, seatwork?Nonacademic factors (e.g.,

attendance, effort, attitude, participation, etc.)?Perhaps as basis for raising

borderline grades.Summative grades should be based

on academic achievement.

Categories of Reporting Systems• Categories are based on types of comparisons of performance:to performance of other

students;to predefined standards of

performance;to student’s own ability level; orto student’s prior performance.

• First two types of comparisons are most common in regular classrooms.

Categories of Reporting Systems (continued)• Norm-referenced comparisons: Grades

are assigned based on comparison of performance to that of other students in a class.Sometimes referred to as relative

grading, curving the class, and grading on the curve.

Basis of comparison is performance of all other students.

Not all students can receive the highest possible grades.

• Criterion-referenced comparisons: Student performance is compared to a preestablished set of performance standards.More fair since sole basis is

individual student’s performance.Used by most classroom teachers.Possible for all students to earn top

grade.Two types of performance standards:

Performance-based criteria—similar to scoring rubric.

Percentage-based criteria—based on total points.

Advantages and Disadvantages of Point System of Grading

ADVANTAGES

1. Is fair and objective. The teacher is not apt to be swayed by subjective factors, and the for interpretation is minimized.

2. Is quantifiable, explicit, and precise. The students and teachers know exactly the numbers are and what they present.

3. Minimizes conflict over what grade a student should receive.

4. Facilitates the weighting of tests and class activities. (e.i., teacher may choose 5 points for each quiz, 25 points for special projects, 25 points each for the midterm and final.

5. Is cumulative. The final grade can be determined by a single computation at the end of the grading period.

6. Facilitates grading by establishing clear distinctions. Once categories are weighted and points totaled, assigning the grade for each student is a straightforward task.

DISADVANTAGES1. Emphasizes objectivity of scoring, not learning. Conveys the

message that learning s equivalent to the accumulation of points, not the acquisition of skills and knowledge.

2. Presents and illusion of objectivity. Every test and assignment results from a series of subjective decisions by the teacher-what areas to cover, how to weight particular answers or aspects of performance.

3. Reduces teacher’s judgment. A point system minimizes the teacher’s professional judgment and results in a somewhat inflexible grading system.

4. Hides importance of patterns. Average or total scores at any point, rather than improvement or decline, are emphasized.

5. Gives undue weight to fine distinctions. A single point difference, which may represent only a small difference in learning, may be the difference between a B – and a C +.

6. Leads to cumulative errors. A particular test score or classroom activity may not truly reflect the student’s abilities or learning. The final total represents the sum of all such errors.

7. Is subject to misinterpretation. Without norms it is false to assume that a certain range (90 to 100) or number (93) represents a valid indicator (e.g., A) of performance or that categories (breakpoints) can be decided in advance.

Types of Grading Systems• Letter grading system

Oldest and most commonly used system.

A–B–C–D–F (or others).Can summarize entire term’s work

with a single grade (an advantage as well as a limitation).

Potential for imprecision—e.g., high “A” versus low “A.”Can be remedied with “+/–”

system.

Types of Grading Systems (continued)• Numerical or percentage grades

Instead of converting points to letter grades, simply report total number or percentage of points earned.

Both points/percentages and letter grades can be reported in a multigrade system.

No feedback on areas of weakness; only provide overall indication of achievement.

Types of Grading Systems (continued)• Pass/fail grades

Often used for college courses outside chosen field of study.

Not included in grade-point average.May be recommended in K–12 for

students with learning disabilities.Advantage is the reduction in

anxiety.Only two categories provide little

formative feedback.

Types of Grading Systems (continued)• Checklists

Variation of pass/fail system; represents a type of dichotomous grading.

Primary goal is to provide detailed analysis of strengths and weaknesses.

Since all factors are assessed separately, nonachievement factors (e.g., effort and participation) can be included.

Types of Grading Systems (continued)• Portfolios

Purpose is to facilitate progress, document growth, and showcase student work.

Can be used summatively or formatively.• Narrative reports

Typically used in early years.Provide thorough description of strengths

and weaknesses.May be used quite effectively as a

supplement to letter grades.

GUIDELINES FOR GRADING STUDENTSExplain your grading system to the

studentsBase grades on a predetermined set

of standards Base grades on the student’s

degree of progressBase grades on the student’s

attitude as well as achievement, especially at the elementary level or junior high school level

Base grades on the student’s relative standing compared to classmates

Guidelines for Grading Students (continued)Base grades on a variety of sourcesAs a rule, do not change gradesBecome familiar with the grading policy

of your school and with your colleagues’ standards

When failing student, closely follow school procedures

Record grades on report cards and cumulative records

Guidelines for Communicating with Parents1. Make an appointment for the conference well in

advance.2. Provide two or more options for the parent’s visit.3. Greet the parent courteously using his or her proper

name. Stand up to greet the person.4. Take the parent’s wraps and show him to a comfortable

chair.5. If the parent is upset or emotional, let her/him express

his feelings with interruptions. Do not become defensive; remain calm.

6. Be objective in analyzing the child’s progress; also, show interest in the child’s development, growth, and welfare.

7. Never get trapped into criticizing another teacher or the principal.

8. Explain how you and the parent can work together to help the student

9. Set up a date for a follow-up conference, if needed.10.Walk the parent to the door. If possible, end on a

positive note.

Discussion About the Child1. Begin on a positive note.2. Be truthful and honest.3. Accept the parent’s feelings.4. Emphasize the child’s strengths5. Be specific about the student’s learning difficulties.6. Have already samples of the student’s class work

and homework as well as record of his/her test scores, attendance, etc.

7. Be receptive to the parent’s suggestions.8. Let the parent have the opportunity to talk about

his/her concerns.9. Avoid arguments; avoid pedantic language.10.Provide constructive suggestions.11. Be willing to explain activities or changes in the

school curriculum that meet the needs of the child.12.Close on a positive note, with a plan of action.

What is a rubric?*A rubric is a guideline for rating student performance.

*It must define the range of possible performance levels. 

*Within this range, there are different levels of performance which are organized from the lowest level to the highest level of performance. 

*Usually, a scale of possible points is associated with the continuum in which the highest level receives the greatest number of points and the lowest level of performance receives the fewest points.

Rubric vs. ChecklistRubric Checklist

Rubrics include descriptors or indicators for each targeted criterion.

Rubrics provide a scale which differentiates among the descriptors.

Checklists have not judgment of quality.

Checklists can only be used when “present or absent” is a sufficient criterion for quality.

The parts of a rubric:Levels of Performance

CriteriaDescriptors

The parts of a checklistLevels of Performance

Indicators

Holistic or Analytic Rubric

Excellent Researcherno apparent historical inaccuracies can easily tell which sources information was drawn from all relevant information is included

Good Researcherfew historical inaccuracies can tell with difficulty where information came from bibliography contains most relevant information

Poor Researcherlots of historical inaccuracies cannot tell from which source information came bibliography contains very little information

Terms for measuring rangeNeeds Improvement….Satisfactory….Good…Exemplary

Beginning..Developing..Accomplished..Examplary

Needs work…. Good…. Excellent

Novice…. Apprentice…. Proficient…. Distinguished

Basic…. Proficient…. Advanced

Numeric Scale ranging from 1 to 5, for example

References: Ornstein, Allen C., Strategies for Effective Teaching.

Santos, Rosita De Guzman, “Assessment of Learning 1”, Lorimar Publishing, Inc., 77-101.

Santos, Rosita De Guzman, “Advanced Methods in Educational Assessment and Evaluation - Assessment in Learning 2”, 2007, Lorimar Publishing, Inc., 25 - 45.

Online Sources:

http://www.uottawa.ca/accessibility/includes/pdf/accessibility-tools-5-evaluating-students.pdfhttp://cft.vanderbilt.edu/guides-sub-pages/student-evaluations/http://eng.uvm.dk/Education/Primary-and-Lower-Secondary-Education/The-Folkeskole/Evaluation-Tests-Student-and-Planshttps://www.icc.edu/innovation/PDFS/assessmentEvaluation/ASSESSMENTandEVALUATION2007.pdfhttp://rubistar.4teachers.org/index.php?screen=WhatIs

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