Initiating

Presentation
Effective Learning in Class Room “Evaluation”

Presented by: Nabeela Ilyas

B.Ed 1.5 years
Learning

• Learning is the process of acquiring new, or modifying

existing, knowledge, behaviors, skills, values, or preferences

Effective Learning

• Effective learning is all of these at their best, PLUS the

monitoring and review of whether approaches and strategies are
proving effective for the particular goals and context.
Characteristics of Effective Learning

• The students ask the questions—good questions

• Questions are valued over answers
• Ideas come from a divergent sources
• A variety of learning models are used
• Classroom learning “empties” into a connected community
Continued…………………

• Learning is personalized by a variety of criteria

• Assessment is persistent, authentic, transparent, and never punitive
• Criteria for success is balanced and transparent.
• Learning habits are constantly modeled
• There are constant opportunities for practice
What is Evaluation?

• The Joint Committee on Standards for Educational Evaluation defines evaluation as "the
systematic investigation of the worth or merit of a student's performance in relation to a set of
learner expectations or standards of performance"
Effective Class-Room Evaluation

• Classroom evaluation is a crucial part of the learning process.

• it is used to measure and improve student learning as well as the quality of classroom instruction.
• Classroom evaluation helps teachers to determine if, and to what degree, their students can demonstrate
a skill, behaviour, or body of knowledge.
• The feedback evaluations provide to instructors plays a prominent role in every facet and at every level
of curricular development.
Components of Evaluation

Evaluation is a process that includes five basic components:

1) Articulating the purpose of the educational system.
2) Identifying and collecting relevant information.
3) Having ideas that are valuable and useful to learners in their lives and professions.
4) Analyzing and interpreting information for learners.
5) Classroom management or classroom decision making
Types of Evaluation

• Planning Evaluation - takes place before formal instruction begins to assess students’ prior knowledge of
a concept/s.

• Formative Evaluation- on-going assessment used to guide the instructional process

• Summative Evaluation - takes place after a time of formal instruction

Purposes of Evaluation
• Classroom evaluations are certainly used to document what students have learned.
• To produce information about student progress.
• Class-room evaluations are also needed to provide teachers with information for making instructional decisions.
• The student-performance data from classroom evaluations provide teachers with feedback on the effectiveness
of their teaching procedures
• Helping them improve instruction and student learning.
Applications of Evaluation

Educational evaluation includes a broad array of assessment approaches including both traditional and non
traditional techniques.
Traditional assessments
Measure student learning with paper-and-pencil and electronic tests, e.g. multiple choice problems, essays
Non Traditional assessments
seek to measure learning along with students' ability to reason and think critically eg .self assessment
,performance assessment.
 Student’s Evaluation

How to Assess Students’ Learning and Performance?

Suggestions and strategies for assessing student learning and performance as well as ways to clarify your
expectations and performance criteria to students.
• Creating assignments
• Creating exams
• Using classroom assessment techniques
• Using concept maps
• Using concept tests
• Assessing group work
• Creating and using rubrics
Teacher’s Evaluation

Why Students Should Evaluate Their Teachers?

• Students can provide insight to their instructors
• Teachers can improve instructional strategies
• Teachers can improve curriculum development
 Conclusion

• An effective, goal-oriented, teaching-learning sequence contains clearly understood objectives, productive

classroom activities.
• Classroom assessment and evaluation is like a feedback.
A sufficient amount of feedback to make students aware of the strengths and weaknesses of their
performances.
• Finally, an effective classroom assessment and evaluation calls on teachers to become agents of change in
their classrooms.
• using the results of assessment to modify and improve the learning environments they create.
A Quote:

•"If a program does not achieve the intended goals.

Then it is redesigned until it does. There are no
learner failures only program failures."
(Fantini, 1986)