Prepared by: Charmaine Denisse V. Cariño

BBTE-IT 3-2N

At the end of the presentation, you should be able to:

1. Differentiate the three types of evaluation prior to insrtuctional act.2. Appreciate the essence of the types of evaluation prior to instructional act.3. Analyze the differences between the formative and summative evaluation.4. Create your own teaching style prior to the type of evaluation discussed.

a way to determine what students know about a topic before it is taught. It should be used regularly in all curricular areas

To make instructional decisions about student strengths and needs

To determine flexible grouping patterns

To determine which students are ready for advance instruction

· Differentiate Instruction · Guide whole-group instruction · Plan learning activities that address varying

levels of readiness · Determine which students have/have not

achieved mastery of specific objectives 

Identify problems that might cause students difficulty with mastery of an objective 

Form flexible groups

Determine master level of individuals or small groups

Anticipation journals

Concept Maps

Drawing related to topic or content

Game activities

Teacher prepared pretests

Traditional tests

Writing prompts/samples or any Pre-writing activity

Self-Assessment Probes

Prediction

Student interviews

Student products and work samples

Table Top discussions

Guess Box

Interest survey

KWL charts and other graphic organizers

Open-ended Questioning

Picture Interpretation

Pre-assessment type of evaluation is therefore very important because it helps determine the students ability and capability to be studied. It is the type of evaluation which helps determine the readiness of the students.

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type of testing that helps in developing a knowledgeable student with deep understanding of the information and then be able to account for a students' comprehension on a subject.

to provide feedback for teachers to modify subsequent learning activities and experiences

to identify and remediate group or individual deficiencies

to move focus away from achieving grades and onto learning processes, in order to increase self efficacy and reduce the negative impact of extrinsic motivation

ProactiveTo understand or clarify the need for the project

Clarificative To make clear the theory of change that the project

is based on

Interactive To improve the project’s design (continual

improvement) as it is rolled out

Monitoring To ensure that the project activities are being

delivered efficiently and effectively

A language teacher asks students to choose the best thesis statement from a selection; if all choose correctly she moves on; if only some do she may initiate a class discussion; if most answer incorrectly then she may review the work on thesis statements.

A science supervisor looks at the previous year's student test results to help plan teacher workshops during the summer vacation, to address areas of weakness in student performance.

A teacher documents student work and student conferences to help plan authentic activities to meet student needs 

A teacher asks her students to write down, in a brainstorm activity, all they know about how hot-air balloons work so that she can discover what students already know about the area of science she is intending to teach.

Formative evaluation is used to determine whether the approach, method, or strategy used is effective. If not so, then approach, method, or strategy must be altered for the better understanding of the students.

Formative evaluation helps not just the student performance but also the teacher’s effectiveness.

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Summative assessment is used for the purpose of documenting outcomes and judging value.  It is used for providing feedback to instructors. Most studies of this type are rarely exclusively summative in practice, and they usually contain some aspects of formative assessment.

takes place during and following the project implementation, and is associated with more objective, quantitative methods. The distinction between formative and summative evaluation can become blurred. Generally it is important to know both how an intervention works, as well as if it worked. It is therefore important to capture and assess both qualitative and quantitative data.

Provides information on program effectiveness

Conducted after the completion of the program design

To help decide whether to continue or end a program 

To help determine whether a program should be expanded to other locations

To assess whether the project has met its goals, whether there were any unintended consequences, what were the learnings, and how to improve

Questionnaires

Surveys

Interviews

Observations

Testing

Projects (A culminating project that synthesizes knowledge).

Outcome Evaluation

When Project implementation and post-project

Why To assess whether the project has met its goals, whether there were any unintended consequences, what were the learnings, and how to improve

Unit Test

Essay Test

Long Quiz

Questionnaire

Final Exam

Achievement Test

Focus Group

Storytelling

Most Significant Change

Outcome Hierarchy

Summative tests are given to determine whether the goals or the objectives has been attained. Also, summative tests are given to determine whhat the students have learnt at the end of the unit or of the chapter.

Sumative tests helps the teacher detemine thier performance.

1. Among the three (3) types of evaluation discussed, for you what could be the most essential? Why?

2. Which of the three evaluation that has been discussed is the core or the foundation in the teaching-learning process? Defend your answer creatively.

http://evaluationtoolbox.net.au/index.php?option=com_content&view=article&id=40&Itemid=126 http://evaluationtoolbox.net.au/index.php?

option=com_content&view=article&id=15:types-of-evaluation&catid=6:what-is-evaluation&Itemid=19

https://cyfernetsearch.org/ilm_2_3 http://tll.mit.edu/help/types-assessment-and-

evaluation http://cal.dpi.wi.gov/sites/default/files/imce/cal/p

df/pre-assessment.pdf http://www.fcpsteach.org/docs/pre-assessment.pdf  http://daretodifferentiate.wikispaces.com/Pre-

Assessment  http://www.diffcentral.com/examples/brighton_pre

assess.pdf