A framework for evaluation

A framework for evaluation

There is no precise rule for how a student must be in order to be advanced since we are without precise decision rules, so we need a strategy for making decisions. Then, the main aims of this paper are to present such strategy to illustrate how it could work in the classroom, and to discuss the formulation of plans for effective evaluation.

v  The context for classroom-based evaluation.

Evaluation is a process that results in decisions about instruction, students, or both.

Now the author will present some examples of how decisions are made in the classroom:

v  A strategy for classroom-based evaluation

Decisions that result from classroom-based evaluation are arrived at by making comparisons between various components of instruction and the larger instructional context, and then taking action to reduce mismatches between the components so that the outcome is achieved. Another way of viewing classroom-based evaluation requires that you look for potential problems and decide on actions to resolve them. Evaluation can even begin with a comparison of instructional objectives and incoming students’ needs, goals, previous learning experiences, and present level.

v  Planning evaluation

Evaluation should be an integral part of planning each lesson or units as well as general planning at the beginning of the school year or course. When planning evaluation the following questions should be taken into account:

Who will use the results of assessment and for what purposes?

The results of assessment can be used by different people for different purposes.

What Will I assess?

All second language teachers will be concerned with their students’ achievement.

When will I assess?

If it is referred to formative evaluation, they need to assess their students’ performance all the time, even when the explicit focus of attention is not on language. And if it refers to summative evaluation, assessment at the end of the year is required by the school district or program director in order to assign grades.

How will I assess?

How will I record the results of my assessment?

The author suggests five components of a comprehensive evaluation plan:

v  A list of people who need assessment information

v  A description of the kinds of information they need

v  A description of assessment activities

v  A Schedule for conducting assessment

v  A description of record-keeping methods to be used