INTRODUCTION: Evaluation of Students, Instructors, Administration and the Institutions that support the of JBLFMU,

Arevalo. These is a process of collecting, analyzing, and interpreting information about teaching and learning in order to
make informed decisions that enhance student achievement and success of the educational programs(Rea-Dickens and
Germaine, 1993); 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. In classroom assessment, since teachers themselves develop, administer and analyze the
questions, they are more likely to apply the results of the assessment to their own teaching. (Genesee and Upshur,
1996; O’Mally and Valdez-Pierce, 1996). Therefore, it provides feedback on the effectiveness of instruction and gives
students a measure of their progress. As Biggs (1999) maintains, two major functions can be pointed out for classroom
assessment: One is to show whether or not the learning has been successful, and the other one is to clarify the
expectations of the teachers from the students (Dunn et al., 2004).
We have to understand that:
1. Assessment is a process that includes four basic components: 1) Measuring improvement over time. 2)
Motivating students to study. 3) Evaluating the teaching methods. 4) Ranking the students' capabilities in
relation to the whole group evaluation.
2. The purpose of classroom assessment and evaluation is to give students the opportunity to show what they
have learned rather than catching them out or to show what they have not learned. Needless to say, evaluation
and assessment can focus on different aspects of teaching and learning: respectively textbooks and instructional
materials, student achievement, and whole programs of instruction.
3. A primary concern in education is whether students attain the objectives of the course of study or curriculum
scope and sequence. Objectives refer to goals of a course of instruction whether we consider instruction as a
course, a unit, or a lesson.
4. It is important to clarify the distinction between evaluation and assessment. These terms are often used
interchangeably, but they are technically different. Assessment of an individual student’s progress or
achievement is an important component of evaluation: it is that part of evaluation that includes the
measurement and analysis of information about student learning.
5. Evaluation goes beyond student achievement the success of the educational programs and to consider all
aspects of teaching and learning and to look at how educational decisions can be made by the results of
alternative forms of assessment.
Why is marine navigation important?
a. It is important in marine navigation for the ship's officer to know the vessel's position while in open sea and also
in congested harbors and waterways. Vessel traffic and other waterway hazards make maneuvering more
difficult, and the risk of accidents becomes greater.
b. Seamanship is the art of operating a ship or boat.
1. It involves topics and development of specialized skills including: 
a. navigation and international maritime laws
b. weather, meteorology and forecasting; watch-standing
c. ship-handling and small boat handling
d. operation of deck equipment, anchors and cables
e. rope-work and line-handling
f. communications
g. sailing engines
h. execution of evolutions such as towing
i. cargo handling equipment, dangerous cargoes and cargo storage
j. dealing with emergencies; survival at sea and search and rescue; and fire fighting.
2. The degree of knowledge needed within these areas is dependent upon the nature of the work and the type
of vessel employed by a mariner.
Navigation is the art and science of safely and efficiently directing the movements of a vessel from one point to another.
Piloting uses water depth and visible references, while dead reckoning uses courses and distances from the last known
position. More than just finding a vessel's present location, safe navigation includes predicting future location, route
planning and collision avoidance. Nautical navigation in western nations, like air navigation, is based on the nautical
mile. Navigation also includes electronics such as GPS and Loran (Long Range Navigation). Celestial navigation involves
taking sights by sextant on the planets, moon, stars, sun and using the data with a nautical almanac and sight reduction
tables to determine positions. Accurate time information is also needed. After nautical dusk, navigation at sea
referencing the horizon is no longer possible, and after nautical dawn such navigation again becomes possible.[2] Ice
navigation involves navigating and operating a ship within sea ice conditions.

What skills will help you succeed in this profession?

o Technical Skills – the ability to perform various tasks related to ship handling, navigation, and radio
communication. Moreover, this can also refer to the ability to operate various equipments and software.
o Endurance – this refers to the ability to withstand difficult situations, hardships, or stress. This skill is important
because working as a marine deck officer involves difficult tasks, long hours of work, and entails being away from
your family.
o Navigation Skills – this skill refers to the ability to determine position and location. Having this skill will serve as
an advantage because ship navigation is one of the areas taught in this course.
o Organizational Skills – these skills are needed for you to be able to organize your time, meet the requirements
of your job, and obtain optimal productivity. This is important because you will surely be assigned to accomplish
different tasks especially during the training period.
o Interpersonal Skills – the ability to communicate and interact harmoniously with other people will definitely
help you work on group projects and activities with your classmates. This skill is also important in order for you to
get along with your shipmates.
o English Skills – the ability to read, write, and communicate well in English is necessary because most of the
technical literature and required reading materials are in this language.
o Critical Thinking – the ability to think logically and make use of reasoning in evaluating the different solutions or
approaches to a problem
o Analytical Skills – the ability to identify the kinds of data that are actually important and figure out how to solve
problems
On The Job Training / Internship
This course entails a 1-year apprenticeship period aboard an actual ship in order to expose students to the real-life
applications of the concepts and techniques that they learned in the classroom. Some schools help the students find
companies where they could work as an intern, while some allow students to find their own. Moreover, some
companies provide an internship allowance while others do not.
Officer-in-Charge of a Navigational Watch Licensure Examination
Required for working as a Second Mate/ Second Officer, an OIC of a Navigational Watch, or as the Third Mate. 

Requirements for taking this exam:

An approved Sea-going Service as: 
a.) Apprentice Mate or Deck Cadet for at least twelve (12) months on board sea going ship of 500 Gross Tonnage or
more. 
b.) Ordinary Seaman and Able Bodied Seaman with at least twelve (12) months seagoing service on board ship of 500
gross tonnage or more shall be allowed to take the written or walk-in licensure examination. However, if the applicant
passed the said examination, he shall not be issued Certificate of Competency and Endorsement Certificate until he
completes the thirty six (36) months seagoing service. 
c.) Other positions such as Deck Trainee / Deck Assistant / Deck Boy / Messman / Bosun with at least thirty six (36)
months seagoing service on board ship of 500 gross tonnage or more.
Proof of Sea Service: 
Several certificates and papers proving your work experience as a seamen.
Chief Mate Licensure Examination
Required for work as a First Mate/First Officer. 

Requirements for taking this exam:

An approved Sea-going Service in the Operational Level of at least twelve (12) months on board sea-going ship of 500
gross tonnage or more.
Proof of Sea Service: 
Several certificates and papers proving your work experience as a seamen.
Master Mariner Licensure Examination
Required for working as a Master Mariner, Chief Officer or a Designated Person Ashore (DPA). 

Requirements for taking this exam:

An approved Sea-going Service: 
a) At least 12 months sea service onboard sea-going ship of 500 gross tonnages or more as Chief Mate. 
b) At least 36 months sea service onboard sea-going ship of 500 gross tonnages or more in the Operational Level. 
c) At least 36 months sea service onboard sea-going ship of 500 gross tonnages or more both in the Operational and
Management Level.
Proof of Sea Service: 
Several certificates and papers proving your work experience as a seamen.

Course evaluation
From Wikipedia, the free encyclopedia
Jump to navigationJump to search
a. A course evaluation is a paper or electronic questionnaire, which requires a written or selected response answer
to a series of questions in order to evaluate the instruction of a given course. The term may also refer to the
completed survey form or a summary of responses to questionnaires.
b. They are a means to produce feedback which the teacher and school can use to assess their quality of
instruction. The process of (a) gathering information about the impact of learning and of teaching practice on
student learning, (b) analyzing and interpreting this information, and (c) responding to and acting on the results,
is valuable for several reasons.[1]They enable instructors to review how others interpret their teaching methods.
The information can be also used by administrators, along with other input, to make summative decisions (e.g.,
decisions about promotion, tenure, salary increases, etc.) and make formative recommendations (e.g., identify
areas where a faculty member needs to improve). ]Typically, these evaluations are combined with peer
evaluations, supervisor evaluations, and results of student’s test scores to create an overall picture of teaching
performance. Course evaluations are implemented in one of two ways, either summative or formative.
Course evaluation instruments
a. Course evaluation instruments generally include variables such as communication skills, organizational skills,
enthusiasm, flexibility, attitude toward the student, teacher – student interaction, encouragement of the
student, knowledge of the subject, clarity of presentation, course difficulty, fairness of grading and exams, and
global student rating. A range of online course evaluation tools are available but arguably the most widely used
is Training Check.
Summative evaluation
a. Summative evaluation occurs at the end of a semester, usually a week or two before the last day of class. The
evaluation is performed by the current students of the class. Students have the option to reflect on the teachers’
instruction without fear of punishment because course evaluations are completely confidential and anonymous.
This can be done in one of two ways; either with a paper form or with online technology. Typically, in a paper
based format, the paper form is distributed by a student while the teacher is out of the room. It is then sealed in
an envelope and the teacher will not see it until after final grades are submitted. The online version can be
identical to a paper version or more detailed, using branching question technology to glean more information
from the student. Both ways allow the student to be able to provide feedback. This feedback is to be used by
teachers to assess the quality of their instruction. The information can also be used to evaluate the overall
effectiveness of a teacher, particularly for tenure and promotion decisions. [5]
Formative evaluation
a. Formative evaluation typically occurs when changes can take place during the current semester, although many
institutions consider written comments on how to improve formative as well. Typically this form of evaluation is
performed by peer consultation. Other experienced teachers will review one of their peer’s instructions. The
purpose of this evaluation is for the teacher to receive constructive criticism on teaching. Generally, peer
teachers will sit in on a few lessons given by the teacher and take notes on their methods. Later on the team of
peer teachers will meet with the said teacher and provide useful, non-threatening feedback on their lessons.
The peer team will offer suggestions on improvement, which the said teacher can choose to implement.
b. Peer feedback is given to the instructor typically in the form of an open session meeting. The peers first reflect
on the qualities that were good in the instruction. Then they move on to areas that need improvement. Next the
instructor will make suggestions for improvement and receive feedback on those ideas.
c. Student feedback can be an important part of formative evaluation. Student evaluations are formative when
their purpose is to help faculty members improve and enhance their teaching skills. [5] The teachers may require
their students to complete written evaluation, participate in ongoing dialogue or directed discussions during the
course of the semester. The use of a 'Stop, Start Continue' format for student feedback has been shown to be
highly effective at generating constructive feedback for course improvement.
Criticism of course evaluations as measures of teaching effectiveness
a. Summative student evaluations of teaching (SETs) have been widely criticized, especially by teachers, for not
being accurate measures of teaching effectiveness. Surveys have shown that a majority of teachers believe that
a teacher's raising the level of standards and/or content would result in worse SETs for the teacher, and that
students in filling out SETs are biased in favor of certain teachers' personalities, looks, disabilities, gender and
ethnicity.[11] The evidence that some of these critics cite indicates that factors other than effective teaching are
more predictive of favorable ratings. In order to get favorable ratings, teachers are likely to present the content
which can be understood by the slowest student. Consequently, the content has been affected. Many of those
who are critical of SETs have suggested that they should not be used in decisions regarding faculty hires,
retentions, promotions, and tenure. Some have suggested that using them for such purposes leads to
the dumbing down of educational standards. Others have said that the typical way SETs are now used at most
universities is demeaning to instructors and has a corrupting effect on students' attitudes toward their teachers
and higher education in general.
b. The economics of education literature and the economic education literature is especially critical. For example,
Weinberg et al. (2009) finds SET scores in first-year economics courses at Ohio State University are positively
related to the grades instructors assign but are unrelated to learning outcomes once grades are controlled for.
[15]
 Others have also found a positive relationship between grades and SET scores but unlike Weinberg et
al. (2009) do not directly address the relationship between SET scores and learning outcomes. A paper by
Krautmann and Sander (1999) find that the grades students expect to receive in a course are positively related
to SET scores. Isely and Singh (2005) find it is the difference between the grades students expect to receive and
their cumulative GPA that is the relevant variable for obtaining favorable course evaluations. Another paper by
Carrell and West (2010) use a data set from the U.S. Air Force Academy where students are randomly assigned
to course sections (reducing selection problems). [20] It found that calculus students got higher marks on common
 course examinations when they had instructors with high SET scores but did worse when they took later courses
requiring calculus. The authors discuss a number of possible explanations for this finding, including that
instructors with higher SET scores may have concentrated their teaching on the common examinations in the
course rather than giving students a deeper understanding for later courses. Hamermesh and West (2005) find
that students at the University of Texas at Austin gave attractive instructors higher SET scores than less
attractive instructors. However, the authors conclude that it may not be possible to determine if attractiveness
increases the effectiveness of an instructor, possibly resulting in better learning outcomes. It may be the case
that students pay more attention to attractive instructors. Meanwhile, a 2017 lawsuit was filed on grounds of
xenophobic discrimination in course evaluations at the University of Kansas, with Peter F. Lake, the director
of Stetson University's Center for Excellence in Higher Education Law and Policy, suggesting this is no isolated
incident.
c. The empirical economics literature is in sharp contrast to the educational psychology literature which generally
argues that teaching evaluations are a legitimate method of evaluating instructors and are unrelated to grade
inflation. However, similar to the economic literature other researchers outside of educational psychology have
offered negative findings on course evaluations. For example, some papers have examined online course
evaluations and found them to be heavily influenced by the instructor’s attractiveness and willingness to give
high grades in return for very little work.
d. Another criticism of these assessment instruments is that largely the data they produce are difficult to interpret
for purposes of self- or course-improvement, given the number of variables that can affect evaluation
scores. Finally, paper based course evaluations can cost a university thousands of dollars over the years, while
an electronic survey is offered at minimal cost to the university.
e. Another concern that has been raised by instructors is that response rates to online course evaluations are
lower (and therefore the results may be less valid) than paper-based in class evaluations. The situation is more
complex that response rates alone would indicate. [27] Student-faculty engagement is offered as an explanation,
where course level, instructor rank, and other variables lacked explanatory power.

CLASSROOM ASSESSMENT AND EVALUATION Gensee and Upshur (1996) state that classroom assessment and
evaluation is concerned primarily with improving instruction so that student learning is enhanced. Classroom teachers in
educational system, more than anyone else, are actively and continuously involved in assessment and evaluation.
Students can also be active participants in assessing their own achievements and in planning how they will study and
learn the second language.
As a rule of thumb, (a practical method of measuring based on experience) any instruction consists of three
components; The purposes identify the objectives of instruction- the “WHY”. The plans describe the means of attaining
those objectives- the “HOW”. And practices are what actually takes place in the classroom- the “WHAT”. Gensee and
Upshur (1996) also discuss other factors which, strictly speaking, are not part of classroom instruction themselves,
nevertheless, can have a significant effect on navigation and seamanship teaching and learning. They refer to these
additional factors as “input factors.” Thus, we can say that classroom assessment and instruction has four aspects
(purposes, plans, practices, and input factors) which will be dealt with one by one as follows: Instructional objectives:
are identified as the goals that one, as a teacher, aims at while teaching. On the one hand, they provide direction for
planning appropriate instruction, and, on the other hand, they provide a basis for determining whether one has
achieved what one has set out to accomplish- they provide criteria for assessing the outcomes of one's teaching. When
identifying objectives to use in classroom assessment and evaluation, it is important to use those objectives that best
describe what one, as an individual teacher, wants to accomplish. Different kinds of objectives guide classroom
instruction; 1) language, 2) strategic, 3) socioaffective, 4) philosophical, and 5) method or process. Language objectives
refer to language skills that learners are expected to acquire in the classroom. Objectives that are concerned with
strategies for communicating, learning, and critical thinking are referred to as "strategic objectives". Learning process
are “conscious processes and techniques that facilitate the comprehension, acquisition, and retention of new skills and
concepts” (Chamot and O’Malley 1987). According to Chamot and O’Malley, these may include metacognitive strategies
(such as selective attention), cognitive strategies (such as summarizing and elaboration), or socioaffective strategies
(such as questioning for clarification). Socioaffective objectives refer to changes in learner’s attitudes or social
behaviours that result from classroom instruction (e.g. changes in attitudes toward the target language, the target
language group, or the learner’s first language group). These objectives can be an important part of a second language
teaching. In most cases, however, they are secondary to language learning objectives. Gensee (1996) deals with
philosophical objectives as changes in attitudes, values, or beliefs of a more general nature than those associated with
socioaffective objectives. And, finally, method or process objectives refer to methods, processes, experiences, materials,
activities, or other aspects of instruction. They may also refer to opportunities or experiences that learners are expected
to have in the course of instruction. Gensee and Upshr (1996), however, state that not all of these objectives are equally
useful for classroom instruction. They believe philosophical objectives, for example, are minimally useful, and objectives
of the method are useful for evaluating only one component of instruction- the evaluation component. Strategic
objectives help in understanding student's performances in class thus, play an important role in instructional planning.
They are, however, secondary to language acquisition; in other words, the effective deployment of certain strategies
should lead to enhanced second language attainment and usage. Clearly, language objectives are fundamental to second
language evaluation and are the focus of our attention. Teachers must be able to distinguish among these objectives so
that they understand how each can or can not be used in planning more effective classroom assessment and evaluation
in educational system.

What is the meaning of evaluation in education?

Definition. "Evaluation is the collection of, analysis and interpretation of information about any aspect of a programmed
of education or training as part of a recognized process of judging its effectiveness, its efficiency and any other
outcomes it may have."
What is assessment evaluation?
Assessment of teaching means taking a measure of its effectiveness. “Summative” assessment is what we normally call
“evaluation.” Evaluation is the process of observing and measuring a thing for the purpose of judging it and of
determining its “value,” either by comparison to similar things, or to a standard.
Why assessment and evaluation is important in education?
Classroom assessment and evaluation under the active management of teachers can also serve important professional
development purposes since the information resulting from such evaluations provides teachers with valuable feedback
about their instructional effectiveness that they can use to develop and improve their.
Why should students trust their teachers?
It builds trust, so students are willing to engage in things that the teachers would like them to. A positive relationship
also allows teachers to model good relationships with others, and so these social and emotional skills are very valuable
for kids to learn and to demonstrate with each other.
How do you evaluate your students?
4 Different Ways To Evaluate Student Progress In the Inclusive.
Change Weighting Scale. When calculating a final grade for report cards, teachers use student assignments, tests,
quizzes, and exams collected over the semester.
Use Informal Observation.
Allow for Self-Assessment.
Provide Multiple Test Formats.
How do you evaluate teacher performance?
In general, teacher evaluation refers to the formal process a school uses to review and rate teachers' performance and
effectiveness in the classroom. Ideally, the findings from these evaluations are used to provide feedback to teachers and
guide their professional development.
What is the relationship between test measurement and evaluation?
Relationship between Test, Measurement and Evaluation From the meaning and definitions, it is obvious that a term.
test, measurement and evaluation are interrelated. The test are specific instrument for measurement. Administration of
atest is a process of measurement, without test, measurement is not possible.
Why is it important to evaluate the teaching and learning situation?
Evaluation helps to build an educational programmed, assess its achievements and improve upon its effectiveness. It
serves as an in-built monitor within the programmed to review the progress in learning from time to time. It also
provides valuable feedback on the design and the implementation of the programmed.
What are the 4 types of assessment?
There are four common types of testing in schools today—diagnostic, formative, benchmark (or interim), and
summative. They all serve distinct purposes and should work together in order to make up a comprehensive or
balanced assessment program.
What are the 3 types of assessment?
There are three types of assessment: diagnostic, formative, and summative. Although are three are generally referred to
simply as assessment, there are distinct differences between the three.
How do you evaluate?
To evaluate an algebraic expression, you have to substitute a number for each variable and perform the arithmetic
operations. In the example above, the variable x is equal to 6 since 6 + 6 = 12. If we know the value of our variables, we
can replace the variables with their values and then evaluate the expression.
How to Evaluate a School
Step 1: Look at School Academic Performance. Go to School View org..
Step 2: Prepare Questions You Can Ask While Visiting the School. Prepare a list of questions you can ask while visiting
the school.
Step 3: Visit the School. Call the school office to set up a time to meet with the principal and tour the school.
Why do we need to evaluate students?
There are essentially two reasons assessment of student learning is important: Assessment is needed for improvement.
Improvement, with its internal focus provides: ... ways for academic units to understand the dimensions of student
learning when seeking to improve student achievement and the educational process.
How do you monitor student progress?
Here's some extra information on how to monitor your students' progress. There are four main ways to track
your students' progress.
4 Ways to monitor student progress
Curriculum based monitoring tests.
Observation and interaction.
Frequent evaluations. ...
Formative assessment.
How do you evaluate the effectiveness of a teacher?
When choosing methods to assess the effectiveness of your teaching, use the following guidelines: Avoid techniques
that don't appeal to your intuition and judgement as a teacher. Do not allow any self-assessment to become a burden
and a chore. Choose techniques that will benefit yourself and your students.
How do you evaluate teaching strategies?
How to Evaluate Teaching Strategies
Evaluate the goals you want to impart and the skills you want students to take away from a particular class session as
you are developing your lesson plan.
Write the goals for the class period on the board at the start of class.
How can I improve my teaching evaluation?
Here are three basic ways I've found make evaluations a tool to improve teaching, gain a sense of efficacy and meet
students' needs.
Enrich the evaluation options. ...
Incorporate student self-reflection in your evaluation questions. ...
Experiment. ...
Let's be gentle with ourselves.
What is the difference between test measurement evaluation and assessment?
What Do We Mean by Testing, Assessment, and Evaluation? ... A test or quiz is used to examine someone's knowledge of
something to determine what he or she knows or has learned. Testing measures the level of skill or knowledge that has
been reached.Aug 8, 2017
What are the 3 types of evaluation?
Types of Evaluations
There are three main types of evaluation in visitor studies: Planning, Formative and Summative. ...
A planning evaluation is performed prior to development of a given exhibit or program. ...
A formative evaluation takes place during the actual development of an exhibit.
Why do we evaluate learning activities?
Evaluation allows you to ascertain whether the required learning took place, that the learning methods utilised were
appropriate and to assist you with improving future activities and programs. ... When evaluating the learning activities
youshould determine: The effectiveness of the instructor, facilitator or coach.
How do you evaluate learning?
A fundamental question that every educator faces is how do we know if students are attaining the learning goals.
To evaluate student learning there are diverse assessment methods such as quizzes, exams, papers, projects, portfolios,
reflections, and surveys.
How do I know my students understanding?
15 Ways to Check for Understanding
Use check marks. SOURCE: Mrs. ...
Give a thumbs up/ thumbs down. Sometimes all it takes is a quick thumbs up or thumbs down to make sure your
students are all still on board. ...
Use exit tickets. ...
Flash white boards. ...
Give it a four-finger rating. ...
Do a Quick Write. ...
Post your name on the stop sign. ...
Give them a Yes/No question.
What are the methods of assessment?
Direct methods of assessment ask students to demonstrate their learning while indirect methods ask students to reflect
on their learning. Tests, essays, presentations, etc. are generally direct methods of assessment, and
indirectmethods include surveys and interviews.
What are the types of test items?
Objective items include multiple-choice, true-false, matching and completion, while subjective items include short-
answer essay, extended-response essay, problem solving and performance test items. For some instructional purposes
one or the other item types may prove more efficient and appropriate
The following eight steps will help you help yourself:
Check Your Attitude. "Attitude is very important," says employment consultant Rick Waters. ...
Be Reflective. ...
Assess Your Performance Against the Job Specifications. ...
Keep a File. ...
Find out the Supervisor's Expectations. ...
Get Feedback From Others. ...
Be a Team Player. ...
Plan Ahead.
How do you evaluate an essay?
Evaluate
When answering this essay question word, the key is to provide your opinion or verdict concerning the extent to which
an argument or set of research findings is accurate. You may also be required to demonstrate the extent to which you
agree with a particular argument or hypothesis.
How do we assess students?
Here we provide 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.
How do you evaluate student progress?
4 Different Ways To Evaluate Student Progress In the Inclusive Class
Change Weighting Scale. When calculating a final grade for report cards, teachers use student assignments, tests,
quizzes, and exams collected over the semester. ...
Use Informal Observation. ...
Allow for Self-Assessment. ...
Provide Multiple Test Formats.
How do you monitor student understanding?
Here are a few in-class tips to get you started:
Avoid Yes/No questions. Avoid yes/no questions and phrases like “Does this make sense?” ...
Ask students to reflect. ...
Use quizzes. ...
Ask students to summarize. ...
Hand signals. ...
Response cards. ...
Four corners. ...
Think-pair-share.