UNIT 5

LEARNING OUTCOMES:
At the end of this unit, students should be able to;

MAKE VALUE JUDGEMENTS ON ASSESSMENT RESULTS BASED ON

EMPIRICAL EVIDENCE; AND

DEMONSTRATE STRATEGIES TO COMMUNICATE LEARNER NEEDS, PROGRESS

AND ACHIEVEMENT TO INTENDED STAKEHOLDERS.
A. QUALITATIVE EVALUATION
Qualitative evidence typically comes into two forms;

The first form- involves simple categorizations of individuals into

discrete groups (e.g., employed or unemployed ; participates in athletics
or does not participate in athletics).

The second form- of qualitative evidence is data expressed in prose or

narrative .
A good use of qualitative evaluation is to help
develop quantitative evaluation criteria (rubrics).
For instance, one might conduct focus groups for
the purpose of designing questions for a
satisfaction questionnaire or use a scoring rubric
for portfolios to determine what characteristics of
students writing might be evaluated.
 Characteristics of
QUALITATIVE EVALUATION
Focus on text/narrative form
why, how
Match with outcomes about application, analysis,
evaluate,
Seeks to explain and understand
Ability to capture "elusive" evidence of student
learning and development.
B. CONSTRUCTIVE FEEDBACKING
 B. CONSTRUCTIVE FEEDBACKING
Constructive feedback is the type of feedback
aimed at achieving a positive outcome by providing
someone with comments, advice, or suggestions
that are useful for their work or their future.
Constructive feedback can be positive (letting someone know they're
doing well),
negative (letting people know about ways in which things could be improved), or
neutral
(just an objective observation).
HERE ARE TWO MAIN ELEMENTS THAT MAKE
FEEDBACK CONSTRUCTIVE:
THE CONTENT OF THE FEEDBACK.

HOW THE FEEDBACK IS DELIVERED

FEEDBACK AT THE BEGINNING, DURING, AND AT THE END OF THE
INSTRUCTIONAL PROCESS ARE ALL NECESSARY TO PROVIDE STUDENTS
THE BEST LEARNING OPPORTUNITIES.
FEEDBACK AT THE BEGINNING OF THE INSTRUCTIONAL PROCESS
INFORMATION GAINED FROM PRE-ASSESSMENTS, AS WELL AS DIAGNOSTIC TESTING YIELDS
IMPRESSIONS OF STUDENTS' KNOWLEDGE AND SKILLS RELATED TO THE CONTENT. INFORMATION FROM THIS
TYPE OF ASSESSMENT ESTABLISHES A STARTING POINT FOR THE TEACHERS.

FEEDBACK DURING THE INSTRUCTIONAL PROCESS THE GOAL OF FEEDBACK IS TO INCREASE

INDIVIDUAL KNOWLEDGE, SKILLS, ANDACHIEVEMENT. FOR STUDENTS TO LEARN FROM THEIR
CONFUSION OR MISCUES, THEY MUST BE AWAREOF WHAT THEY HAVE ACCOMPLISHED AS WELL AS
WHAT THEY NEED TO WORK ON.

FEEDBACK AT THE END OF THE INSTRUCTIONAL PROCESS FEEDBACK AT THE END OF INSTRUCTION
INFORMS THE STUDENT, PARENTS, TEACHER, AND SCHOOL SYSTEM HOW WELL THE GOALS OF
INSTRUCTION HAVE BEEN MET.
.
PRINCIPLES OF CONSTRUCTIVE FEEDBACK
"ABCDEFG IS", A MNEMONIC FOR THE PRINCIPLES OF
CONSTRUCTIVE FEEDBACK, STANDS FOR AMOUNT OF THE
INFORMATION, BENEFIT OF THE TRAINEES, CHANGE
BEHAVIOUR, DESCRIPTIVE LANGUAGE, ENVIRONMENT,
FOCUSED, GROUP CHECK, INTERPRETATION CHECK, AND
SHARING INFORMATION.
AMOUNT OF THE INFORMATION
BENEFIT OF THE TRAINEES
CHANGE BEHAVIOUR
DESCRIPTIVE LANGUAGE
ENVIRONMENT
FOCUSED
GROUP CHECK
INTERPRETATION CHECK
SHARING INFORMATION
IT IS DESCRIPTIVE RATHER THAN EVALUATIVE.
IT IS SPECIFIC RATHER THAN GENERAL.
IT IS FOCUSED ON BEHAVIOR RATHER THAN ON THE PERSON.
IT TAKES INTO ACCOUNT THE NEEDS OF BOTH THE RECEIVER AND GIVER OF FEEDBACK.

IT IS DIRECTED TOWARD BEHAVIOR, WHICH THE RECEIVER CAN DO SOMETHING ABOUT.

IT IS SOLICITED RATHER THAN IMPOSED.

IT IS WELL-TIMED.
IT INVOLVES SHARING OF INFORMATION RATHER THAN GIVING ADVICE.
IT INVOLVES THE AMOUNT OF INFORMATION THE RECEIVER CAN USE RATHER THAN THE
AMOUNT WE WOULD LIKE TO GIVE.
IT CONCERNS WHAT IS SAID AND DONE, OR HOW, NOT WHY.
B. Contructive
Feedbacking

STATEGIES
STRATEGY
Is a simple a tool used to accomplish a task. A
strategy concentrates and enhance effort.
 Feedback
Feedback can take many forms such as oral,written ,
informal, formal, descriptive, evaluate , peer, and self
assessed feedback. It is the quality of feedback that
counts
Learners need information and guidance in order to
plan the next steps in their learning. Oral and written
feedback are closely interrelated and provide
opportunities for teacher's to identify learners
strengths and to give clear and constructive advice on
which areas need improvement.
Oral Feedback
*Usually given during a lesson
*Sometimes underestimated because it is less,
formal but it can be a very powerful and
effcetive a tool as it can be provided easily in the
teachable moment and in a timely way
* It is both direct and indirect
 Written Feedback
* Provides students with record of what they doing well what needs
improvement and suggested next step.

* Also needs to he timely, written in a manner that is understable to student

can amke revisions.

* Needs to include information about where the students has met the learning
intentions and/or success criteria where improvement is still required.
What is the main
purpose of using
different types of
feedback?
 SELF
ASSESSMENT
Student self-assessment involves students
describing and evaluating the processes and
products of their learning.

Students evaluate the work they have

produced and reflect on processes, actions and
activities that contributed to the production of
the work.
Student self-assessment can support students to
regulate their own learning by requiring them to
monitor how they are working.
Self-assessment can also enhance students self-
efficacy (a student's belief that they are able to
succeed at a given task) and support ownership of
learning. The capacity for self-regulation is linked
to higher achievement as well as improved
motivation and engagement.
Effective learners tend to self-assess the quality
of their work more regularly than less effective
learners and are also better able to incorporate
evidence from other sources to make
judgements on their learning.
Self-assessment is a key part of Assessment for
learning where reflection during the flow of
learning is used to improve learning and
teaching.
Peer
Assessment

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Peer assessment is the assessment of students'
work by other students of equal status.Students
often undertake peer assessment in conjunction
with formal self-assessment.They reflect on their
own efforts, and extend and enrich this reflection
by exchangingfeedback on their own and their
peers' work.

BORCELLE APPAREL 2
Peer assessment is a powerful meta-cognitive tool.
It engages students in the learning process and
develops their capacity to reflect on and critically
evaluate their own learning and skill development.
It supports the development of critical thinking,
interpersonal and other skills, as well as
enhancing understanding within the field of
knowledge of a discipline.

BORCELLE APPAREL 3
Peer and group assessment are
also often undertaken together.
Typically, the members of a group
assess the performance of their
peers in terms of their contribution
to the group's work

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 The Benefits of Self-
and Peer Assessment
Increase student engagement and empower students,
and enable greater autonomy fromthe teacher.
Improve learning outcomes: quality feedback in
particular is associated with substantial learning gains.
Reduce the gap between the highest and lowest
achievers, while raising achievement overall.
Support more equitable outcomes for all students. 
Improve motivation and perseverance, and encourage
students to seek and know whereto find help.
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 The Benefits of Self-
and Peer Assessment
Develop students’ self-regulation skills and metacognition
(understanding how they learn best).
Give students a strong sense of self-efficacy for
developing their own effective study habits.
Enrich students’ reasoning and improve their
communication skills.
Help students understand and apply quality criteria to their
work.
Create a more egalitarian and supportive classroom

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environment.
 Assessment Tools for Peer
and Self-assessment

Rubrics
Rubrics are an assessment tool which include two types of
information:
• a list of criteria for assessing the important goals of the task
• a scale for grading the different levels of achievement in each
of the criteria, with a description for each qualitative level.

Using a rubric, students can compare their work against the

criteria and assess the standard they have reached.
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 Assessment Tools for Peer
and Self-assessment

Scripts
Scripts consist of specific questions that are
structured into a clear progression of steps, to guide
learners in how best to achieve a task. They
explicitly detail the ‘self-talk’ that accompanies
working through a task. A script is useful for students
to follow throughout a task, but it can also be used to
analyze the final outcome.

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Assessment Tools for Peer
and Self-assessment

Journals
A learning journal is a place for students to reflect
in writing about how their learning is going, what
they need help with, and the effectiveness
of different strategies for learning.

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 Assessment Tools for Peer
and Self-assessment

Portfolios
A portfolio is a student-managed collection of work which
demonstrates the student’s learning and developing
competence. Portfolios help students in self-assessment skills
such asunderstanding progress through record keeping,
documenting interests and strengths, andidentifying
choices and preferences.

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 Assessment Tools for Peer
and Self-assessment

Traffic lights
Traffic lights are a simple system for students to
use to indicate their perceived understanding of
particular work.
Traffic lights might also be used for peer assessment. One
word of caution: traffic lights provide a very visible way of
communicating learningprogress.

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THANK YOU!

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