Learning Assessment Facilitator: Mgtr.

Damaris De Leon Weaver Concept Evaluation Is defined as a process of gathering information to make value judgments about l earning and feedback to the process. Supporting participants Teaching Personnel Achievement of educational objectives It is a process that occurs throughout the school year, so the appearance of con tinuity is very important. Does not evaluate students learning only at the end o f two months or end of the year, but steadily. The result of the evaluation is to guide decisions and should be used to improve the quality of teaching and learning process. For information emanating from the relevant assessment Should be well integrated into the general curriculum. Being consistent with the guidelines offered by the curriculum. Is evaluated for: • To identify achievements and shortcomings and correct them promptly. • Assess the skills or student performance. • Ensure the student's learning of basic skil ls that promotes the education system. • To guide the educational process and improve its quality. • Ensure the success of the educational process. • Estimate the effectiveness of the techniques, met hods and teaching resources used in the teaching-learning process. SE evaluations • The educational process and the product of learning. • Students and their demonstrations of learning, or the various dimensions of learning ski lls or Types of Evaluation Diagnostic Evaluation Summative Evaluation Formative Assessment Diagnostic Evaluation Define the background and have a better idea of the context of the group and ind ividuals with whom the teacher works. Formative Assessment Provides information feedback on learning for teaching-learning process permanen tly. Summative Evaluation Define the achievements in relation to learning objectives.

Basic questions that guide the diagnostic evaluation • What relevant experience does the student in relation to the learning objectiv es are to develop? • What kind of prior knowledge has the student on the subject to be developed? • What kind of basic skills mastered the subject in relation to the learning obj ectives to be achieved? Diagnostic Assessment Should be made at the start of the school year In times where the school process introduces new learning objectives related to topics or new skills Formative Assessment Lets answer the following questions: • What are the achievements of learning tha t are more evident? • What difficulties are more prevalent? • What things are more motivated student? • How it has developed the group work and individual work? • How has facilitated the work, the use of teaching resources? • What are behavioral problems among students? • What emotional problems of a partner may be affecting student learning? The information collected through formative assessment helps to: Provide individ ual or group assistance required Feedback process Use other teaching resources Identify new methodological strategies Improving Teacher-Student Communication According to his agents Assessment According to officials involved in the evaluation process and the actions they t ake are three basic forms: Self Co-evaluation Hetero THE SELF IS THE FORM IN WHICH THE participant to assess their own learning, IT IS NECESSA RY TO ESTABLISH CRITERIA AMONG WHICH ARE EXPECTED ACHIEVEMENTS. It can be done: INDIVIDUAL IN COUPLES

IN GROUPS FOR YOUR APPLICATION MAY PROVIDE THE FOLLOWING QUESTIONS: • What are my main achievements? • What difficulties I had to learn? • What mist akes I made? • How I can improve? EVALUATION PROCEDURES Evaluative procedures means the broad categories that indicate how information s hould be obtained to evaluate the progress of the teaching - learning and studen t development. Evaluative instrument Are those means by which useful information is obtained to evaluate the developm ent of the teaching - learning. ABSTRACT The evaluation procedures are identified as the major categories or ranking of e xisting methods to gather information to evaluate the process of teaching -€wher eas evaluative instruments are defined as the mechanisms used to gather informat ion to evaluate. CLASSIFICATION OF EVALUATION PROCEDURES A. - O TEST TEST PROCEDURES B. OBSERVATION PROCEDURES C. - PROCEDURES REPORT TEST OR TEST PROCEDURES A. ORAL B. WRITTEN: a) Test Responses restricted free Responses b) Objectives Multiple Choice True or false pairing Ordering c) Practice Oral tests are those that require the subject to answer orally assigned tasks. U sually used individually, require special precautions to prevent unlawful aid. Written test or paper and pencil Are those that require written responses from the subject. Normally be used simu ltaneously with many people, why save time. a) Test The test response is commonly considered as a test of single element type or a s ingle question and classified as: Restricted Responses

Free Answers PROOF OF RESTRICTED TYPE OF RESPONSE Restrict the nature, extent and organization of responses by the student. For ex ample: Name two advantages and two disadvantages with tariffs to protect domesti c production. EVIDENCE OF TYPE O EXTENSIVE FREE ANSWERS Through this type of test is given to the student almost complete freedom to for mulate their response as you see fit. Example: Indicate the role government shou ld play in maintaining a stable economy. Include policies and programs to follow and give reasons in support of their proposals. CRITERIA FOR DEVELOPMENT • We must explain to students the most important basic aspects to be expressed i n its response. • The text must be clear enough to avoid confusion and misinterp retation about what is being asked. • The teacher must provide the possible answ ers that will give students. • Avoid emotional tension, creating a climate of tr ust, warmth and tranquility. • should be given sufficient time for processing. • • 3. ADVANTAGES It is an easy test construction. Lets evaluate the following: Organiz ation of response 4. Breadth and depth. 5. Frame of reference. 6. Synthesis capacity. 7. Analytica l skills. 8. Functionality of learning. 9. Integration of learning 10. Writing a nd spelling. 11. Cleanliness and order DISADVANTAGES • It is inappropriate for some areas or subjects. • The index of arbitrariness i n the classification can be very high. • It is very difficult to develop standar ds of validity and reliability. b) Objective evidence 1. True or false: is to give the student a series of propositions and asked to e xpress their opinion through incompatible responses such as true / false, yes / no, true / uncertain CRITERIA FOR DEVELOPMENT • The statements have to be as categorical as possible, so that only strictly ac ceptable alternatives. • Must propose more false statements than true, as more d iscriminate. • that the statements should be short, simple and easy to understan d. • Each item should ask one question. • Avoid clues in the sentence. ADVANTAGES • Chance has a lot of intervention. • Only allows collection of information in s mall areas of knowledge. • You have little diagnostic value. Example: "The pure water at atmospheric pressure boils at 1,000 ° C VF 2 .- MULTIPLE CHOICE Each multiple choice item consists of a base, expressed directly or in form of a question and some possible answers or correct answers for the student to select

the / those it considers correct. It can be: • single answer correct. • In seve ral correct answers. • The selection of the best response. CRITERIA FOR DEVELOPMENT With respect to the base: • Your essay should be clear and brief. • You refer to a single content. • must be written differently as it has in the text of the st udent. • Do not speak negatively. • must not contain clues to facilitate the res ponse. With regard to the response options: • All items must have the same response opt ions. • Do not repeat words in them. • Avoid writing "All", "None of the ... ADVANTAGES • Report on the quality of learning complex. • Interfere with correct answers at random. • They allow more objective evaluations. • diagnose learning disabiliti es • be analyzed easily. DISADVANTAGES • They are difficult to manufacture. • Do not facilitate creativity. • It is dif ficult to select the distractors. • It is not easy to weight the items. Example: What is the most important work of Cervantes? 1. The Galatea 2. Don Qui xote 3. The Entremeces. 3. ORDER: To propose to the student a series of randomly distributed data and ask that the order as appropriate. They are particularly useful for content process: techniq ues and strategies. There may be among others the following: • • Managing operational chronological order logic • Management • Space Planning, etc. CRITERIA FOR DEVELOPMENT • It is advisable first to follow orderly phrases and then distributed at random . • Avoid terms that help students in the response, such as after then, then, la ter, etc. ADVANTAGES • Allow to check the student's mental command. • Have a sense of play that suits the student. DISADVANTAGES • Sometimes difficulty is assessed. • Generally are somewhat difficult to manufacture. • In some cases it is difficult to determine unequivocally the order to follow. Example: Sort highest to lowest hardness of the following minerals: - Calcite - orthoclas e - Talc-Diamond - Topaz - Gypsum 4. Pairing: Is to provide students with two or three columns of words (symbols, numbers, dat es, etc.) to be associated in the terms to be determined. - Used to connect subs tances (properties, cause / effect; terms / definitions; events / dates; organs / functions, etc. • You should receive the greatest number of expressions in the second column. • The relationship between columns must be unequivocal. ADVANTAGES

CRITERIA FOR DEVELOPMENT • Allow enough knowledge to check quickly. • They are well suited for processes of partnership / relationship. • You can use pictures, graphs. • They are easy to make. DISADVANTAGES • Not suitable for complex learning. Example: "It involves every formula the corresponding name. 1.HCl 2.K2SO4 3. Na2CO3 4. H2 O a) Water b) Trioxocarbonato calcium. c) Potassium nitrate d) of hydrochloric a cid) sodium chloride f) Sulphuric acid OBSERVATION PROCEDURES The observation, in general, represents a method of inquiry that aims at descrip tive knowledge and understanding of an environment, an event or situation. SEQUENCE FOR COMMENT For observation and operational efficiency gains should follow a sequence of act ions to address the following questions: What do you see? : To explain the issue to watch. WHEN YOU LOOK?: Provide appropriate situations. HOW DO I LOOK?: Devel oping an observation guide? The guidelines allow for systematic observation and expedite the work, providing control and monitoring over time to determine the degree of achievement is gain ed for each individual. A. - CHECKLIST It's kind of useful reminder on direct observation of behavior in the evaluation of products that provide evidence of skills developed by the subject. Given the radical way to express the result, the checklists are appropriate for evaluating specific tasks requiring the exact fulfillment of certain characteris tics or behaviors expected. Profesor______________ Grupo_______ Curso__________ Alumno______________ Area / Materia_____________ REGARDING SAFETY IN THE LABORATORY SI NO Example: 1 - Use goggles 2 - Put the gown to work 3 - Never smell or taste chemicals 4 - Evita curiosity to test 5 - Manipulate flammable products away from heat. 6-Wash hands to finish the job in July - After closing the taps and light switches. B-anecdotal records It allows the teacher to detect significant changes in behavior and behavioral d isturbances that are PREVESE previously and show highly positive or skills gaps not taken into account before the trial. The importance of the facts to be recorded, noting it does not recommend immedia

te, as it can significantly affect the mood of the teacher, but neither should b e delayed while the narrative loses fidelity. EXAMPLE: Front: Student .......................... Date ..................... Time :......... Pr ofessor .......................... Place ....................................... ... Location: Relevant circumstances Description of the act: Reverse Interpretation: Rating: C. Rating scales • Numerical: is one in which he describes a number blemish or enclosed in a circle to indicate the degree to which a feature is present. Typically, each of the se ries of numbers assigned to them a verbal description that remains constant from one property to another. In some cases,€whom he calls it merely says that the l arger number is high end, one is low end, and the other numbers represent interm ediate values. Example: Instructions: Indicate the degree to which this student contributes to class by circling the appropriate number. The numbers represent the following values: 5no table, excellent, 4 - above the average, 3 - average, 2 - below the average leve l, and 1 - unsatisfactory. 3. How much the student participates in discussions? 1 March 2 May 4 2. To what extent the comments are related to the topic being discussed? 1 March 2 May 4 2 .- Scale Graphics: The aspect that distinguishes the graphic scale ratings is the fact that each fe ature is a horizontal line. The act of qualifying is done by rendering the line. Example: Instructions: Indicate the degree to which this student contributes to class discussions, putting an x at any point along the horizontal line below eac h point 4. How much the student participates in the discussion? ________________ ________________________________ Never rarely occasionally frequently always 3. Descriptive Scale: These provisions set out briefly, but accurately as possible, the different gene ral gradation of an attitude, saying the situation in which the pupil with an X. Example: Student :............................. Course ........................ Group ................ Professor ............................. Area / Subject ......................... ....... Sociability • Talk to a few and prefer working alone rather than togethe r. • agree to work with some colleagues, but is inhibited in relationships. • Ma intains relationships with a particular group and participate in cultural activi ties and sports. • Talk to most colleagues and voluntarily participates in all a ctivities, agreeing to work with any partner. • Interacts with all the classmate s and teachers, and promotes the overall integration of the entire peer group. RULES FOR THE WRITING OF ITEMS • The base and choice should be written with clarity, precision and simplicity.

The language used should be straightforward and understandable for students. • A void the use of the same questions and problems that were used during the explan ation of the test. The introduction of new questions and difficult situations re inforces understanding and penalizes superficiality. • Questions should involve definite answers. The distractors should be plausible and do not be vague or mis leading. • This should include items of different types and present them grouped by modules. • The wording of the bases must be self-sufficient. • Each item should be very c lear and explicit standards for reply. • The wording of response options should be brief. • The avoidance of unintended clues. The correct answer should not sta nd out from the distractors by having a broader wording or emphasis. • The corre ct options should be distributed randomly within the item throughout the entire test. FORMULATION EXAMPLES OF ITEMS A teacher decided that students should learn how to calculate areas of rectangle s. After a lesson on how to measure and multiply the base and height proposed to his students the following task: Find the following areas of rectangles in squa re inches: b) 3 cm x 4 cm c) 7 cm x 2 cm d) 9 cm x 1 cm d) 7 cm x 6 cm e) 10 cm x 5 cm Example No. 2: Objective: The student will be able (when asked in writing using conventional arithmetic symbols) to add any two numbers from the first ten. Assessment a) 0 + 3 = b) 7 + 2 = c) 9 + 4 = e) 2 +? = 7 d) 1 +? = 3 f) 7 +? = 9 STATE AND FIX THE SHORTCOMINGS OF THE FOLLOWING ITEMS: 1. Who discovered the radio and became very ill as a result of his employment wi th the metal? 2. The Atlantic Ocean is an important area for :__________ 3 Women can not compe te in football league. a) True b) False 4. Go cars with gasoline. To which of the following fuels are not going the trai ns? B. C. Gasoline Diesel C. D. Glucose Electricity COMMENTS: The title does not state the problem clearly. Information on cars is i rrelevant and the second sentence is awkwardly written. The phrase "no go" contr ibutes to the confusion of the student. A and C are correct COMPLIES WITH THE FOLLOWING EXAMPLES TEST TEST. WHAT ANSWER TO APPLY OR unrestri cted the long answer? 1. Cite the names of three fuels that can be used to heat a home. Display, devoting a paragraph each,€how they are obtained. 2. What effects do you see the discovery of oil in the North Sea about life in B ritain? 3. How does winter affect the lives of animals? 4. Briefly outline four basic differences between reptiles and mammals. INSTRUMENT PROCEDURES REPORT The instruments of reporting procedures are suitabl e for enriching the information on a multitude of aspects of behavior, which can hardly be TROUBLESHOOTING PROCEDURES APPLYING ALTERNATIVE.

Examples: INTERVIEW: consists of a direct conversation with the student teacher in order t o obtain necessary information regarding the process of teaching and learning. T hese may include: structured and unstructured. Questionnaire: a structured interview in written form for the individual to reco rd your answers brief and provide information about their interests, preferences , attitudes, among others. INVENTORY: it consists in the elaboration of questions selected for the descript ion of some aspect of behavior and the student responds by selecting among the a lternatives provided for a series of propositions that are related to a well def ined feature. TYPES OF EVIDENCE OF AGREEMENT TO OBJECTIVES KNOWLEDGE AND UNDERSTANDING TRUE AND FALSE MULTIPLE CHOICE FILL IN APPLICATION TROUBLESHOOTING CASE STUDIES SUMMARY ANALYSIS STOP EVALUATION TEST OR DEVELOPMENT