Step 8: Determine the Evaluation Parameters

Everybody may agree that evaluation is important in a technology-rich classroom. However two challenging questions should be answered:


1) What should we evaluate?
2) How to evaluate?


What should we evaluate?


Evaluation has to deal not only with the results but also with the procedures used to reach them. Some teachers may add the attitudes of the students as part of the elements to evaluate.

Your first source for determining the elements of any evaluation must be the skills identified in the curriculum available on the Ontario’s Ministry of Education website. You can also be inspired by the list and level of skills detailed in the Ontario skills passport.  Other excellent links detail skills that can be elements of your evaluation:

 

How to evaluate?


Evaluation can have many formats in a technology-rich classroom. It is usually recommended to combine more than one evaluation procedure (Heide & Henderson, 1996). Don’t forget that some ICT can help you to in the evaluation procedure (video recorder, spread sheets, etc.). Here are some evaluation tools to guide you:


Table 1 :  Some evaluation tools with their pros and cons

Tool Description Pros Cons Example of an ICT use
Observation
Procedures used to obtain quantified 
descriptions of teacher and student
behaviour and interaction in a
classroom setting.
  •  Removes interference of the teacher
  • Allows learner to see  themselves as observers
  • Observation by the teacher can be done at his or her convenience
 
  • Makes learner self-conscious/uneasy
  • Requires planning and set-up
Using video or audio recorder
Self Evaluation  
Students judging the quality of their 
own contributions based on evidence and
explicit criteria, for the purpose of
doing better work in the future.
 
  • Encourages student involvement and responsibility in their education
  • Help them recognize their own strengths and weaknesses
  • Allows students to set goals that they feel they can attain with the new knowledge they have about themselves.
  • Increases their participation in the assessment process
  • Focuses on the development of student’s judgment skills.
 
  • Increases the teacher’s workload by needing to brief students on the process as well as on-going guidance on performing self evaluation.
  • Present the risk of being perceived as a process of presenting inflated grades and being unreliable.
  • Students may feel ill equipped to undertake the assessment.
Using blogs to edit  an electronic journal
Peers Evaluation  
Students individually assess each other's 
contribution using a predetermined list
of criteria.
 
  • Keeps the students engaged
  • Agreed marking criteria means there can be little confusion about assignment outcomes and expectations.
  • Focuses on the development of student’s judgment skills.
  • Provides more relevant feedback to students as it is generated by their peers.
  • When operating successfully can reduce the teacher's marking load.
 
  • Increases the teacher’s workload by needing to brief students on the process as well as on-going guidance on performing the evaluation.
  • Students will have a tendency to award friends elevated grades OR at the other extreme students may be discriminated against if students ‘gang up’ against one group member
  • Students will have a tendency to award everyone the same mark
  • Students feel ill equipped to undertake the assessment.
  • Students may be reluctant to make judgements regarding their peers.
 Using the projector to present the student’s work to his peers.
Portfolios  
A collection of work that represents the 
best efforts of the student.
 
  • Shows sophistication in student performance
  • Highlight student strengths
  • Identify student weaknesses for remediation, if timed properly
  • Can be used to view learning and development longitudinally
  • Multiple components of the curriculum can be assessed (e.g. writing, critical thinking, technology skills)
  • May be economical in terms of student time and effort if no separate assessment administration time is required
  • Avoids or minimizes test anxiety and other one-shot measurement problems
  • Increases student participation in the assessment process
 
  • Time consuming and challenging to evaluate
  • Content may vary widely among students
  • Management of the collection and evaluation process, including the establishment of reliable and valid grading criteria, is likely to be challenging
  • Security concerns may arise as to whether submitted samples are the students’ own work or adhere to other measurement criteria

 

Using e-portfolios

 

 


 

Step 9: Summarize