Evaluation Of A Formative Evaluation Plan

I believe assessment is important and is the basis of planning for instruction, whether it is diagnostic prior to learning, formative during units or lessons, or summative to evaluate student learning. Rowan’s quote in Every Teacher’s Guide to Assessment, "After all, in the end, the problem is less the idea of testing itself, but how we design them, apply, them, and make use of their data." definitely has an impact on my assessment practices. I feel it is necessary to make sure the student acquires all aspects of the learning. Assessment should be used to bring a value for students. Within my instruction, I implement daily formative assessments which may include turn and share, quick writes, graphic organizers, online discussion responses, KahootIt, and other forms. Designing the appropriate formative assessment to match the lesson is important to assess how the learning is taught and whether the students are showing progress. In addition, I have worked on building blocks of formative assessments in checklist style leading up to the point of reviewing for a summative test. Each of these are checked off as completed and instant feedback is given. Feedback from an assessment is essential to student learning and how a teacher will ensure the content is being acquired.

I am choosing to write summative projective-wide evaluation plan; which looks at the short-term to long-term outcomes of an intervention on the target group. This evaluations will look at information such as community needs, activities and or services, desired results, indicators, method of measurement, type of instrument, minimum level of success, steps, etc. The evaluation will analyse the process and outcome of the program. The evaluation will also discuss the goals and how they are measured.What are the measurement tools you would use? I chose to evaluate the Peace Domestic Violence Agency which is located in the Portland metropolitan area working with families affected by domestic abuse.

All work handed in by the learner, they must sign and date and confirm that it is their own work.

The first article that I viewed was on Edutopia and it was titled Why Formative Assessments Matter. This article was a very helpful in that it was a review of what formative assessments are, why they are used, and when and how you use them. The middle part, why they are used, it reinforces that they are used for, to inform, not to punish. This is important to remember as we are assessing and planning instruction for students each day. Learning and showing what you have learned should never feel like a punishment. At the end of the article, in the last section, there were suggestions on ways to formatively assess students in a way that would not feel as though they are being punished. Instead, they are enjoying showing what they have learned. The last tip in this article was to watch, look, and listen. It is important to remember that to formatively assess students you must constantly

The internet and technology have been continually transforming the development of educators. In this age, the internet and technology are useful resources in the classroom. These resources allow for teachers to apply new ideas into the classroom, which allows for teachers to evaluate and analyze the impact of these resources. Like printed media and magazines, sources found on the internet have pros and cons. The effectiveness of the resources on the internet can vary depending on the needs of the user. It is important to look at a website in depth in order to judge the effectiveness of the website. Teachers, like students, need to learn and grow from their experiences, that is why it is important to check the effectiveness of a source before it is used in the class. Having access to so many websites

In these last few class sessions, we created a nontraditional formative assessment. With this, I learned that the simpler the activity instructions are, the better. This way, if there is a sub in your classroom, the they can easily read and understand the activity to give to the students. Other things to include in the teacher instructions, includes groups members, materials, and how much time should be spent on this activity. If your students are 2nd grade or older, there should be easy to read and understand instructions for the students. If your students are younger than 2nd grade, then there should be student instructions within the teacher instructions for the teacher or sub to read to the class. Either way, student instructions should

Evaluation is central to clinical supervision to perform as gatekeeping functions that require responsibility placed on supervisors (Bernard and Goodyear, 2014). Evaluation provides clear distinction between counseling and supervision (Inskipp, 1996). Distinction between formative and summative evaluation is key when supervising (Bernard and Goodyear, 2014). Formative evaluations provide direct and observational skill based feedback through weekly documentation for supervisors to assess supervisees’ effectiveness as a professional in training (Bernard and Goodyear, 2014). Summative evaluations provide an overall picture to decide whether goals and progress met standards and expectations of supervisors (Bernard and Goodyear, 2014). Summative evaluations used mostly in educational settings, seek to make decisions among supervisees. In conjunction with supervisors and education coordinators making decisions about the supervisee, the amount of time invested filling out evaluations is crucial to present clear and distinct assessments for those being evaluated (Bernard and Goodyear, 2014).

How do we improve the quality of teachers we have in the classrooms now effectively. Wiliams explains at the end of chapter one, “we have to improve the quality of those teachers already working in our schools” by “love the ones you’re with” strategy (Wiliam, 2011). Then in chapter two it discusses how formative assessment is used and multiple ways, which I try to find ways I can help teachers within the classroom. The most effective example that Wiliams gives in chapter two, in my position is example the one dealing with developing professional development for teachers in math (p.40).

Recently, whenever I hear current teachers discussing about assessing students, ‘Formative Assessment’ is sure to be highlighted. Nowadays this method (formative assessment) is becoming popular among schools and is being applied widely in schools including my own school. Loughland and Kilpatrick (2015) identified in the few past decades, formative assessment has turned out to be the main goal for teachers and educational systems. On the foundation of Loughland and Kilpatrick (2015) findings and from my experience in the field of teaching, I found out nowadays teachers and school stakeholders strongly feel that formative assessment is the best method to assess in order to enhance students’ learning. For these evident reasons, I am interested in finding

Thank you for your sharing your assessment of formative and summative evaluation methodologies. I agree with you assessment that both forms of evaluation add tremendous value to a program (Staten, 2015), as well as the organization for which the program evaluation is being conducted. You made a wonderful observation regarding the nature of formative evaluation and the methods of communication which may be used. As you pointed out, formative evaluation may be communicated simply be sending periodic emails (Staten, 2015). Often evaluators may feel that elaborate mechanisms of formative presentations must be made in order to add value, and yet quick methods of communication like email, allow for immediate access to the information

The practice of world design is permanently being challenged to practice its conceptualization of educational course designs, especially for web-based affordances, to release designers to new processes that more align with the modern use of communication devices and networks. Suggest that the time has come for ID to

An important project that is currently a significant part of my life is the creation of an educational website that promotes learning around in school and the community by making resources that promote a high level learning experience and intellectual achievement. In my high school, we have a vigorous curriculum and a highly competitive atmosphere. With such expectations, many students find it critical to find a learning source they can trust and achieve high with. Many students also have trouble learning the content of different rigorous courses such as Advanced Placement courses but lack the capability to learn individually and need a reliable outside source. To fulfill this need, I decided to lead a project and create a website called Revolutionary Education (RevEd) that would help students of my school and a lot of schools around the country be able to actively challenge the difficult courses and learning material in America’s high school curriculum.

To prepare faculty for this transition the Instructional Technology department, in conjunction with the Technology Learning Committee, will provide a 6-phase implementation, training, support and communications plan. The rollout to faculty will be gradual, allowing for time to learn and adapt to the new interface as well as design courses and course content for those not yet utilizing a learning management system. In the first year, there will be a minimum requirement for all teachers to post Course Syllabus and all homework assignments two weeks in advance. Each year the minimum requirement will increase with a goal to be fully adopted and in full use with all courses will be taught entirely in a blended/hybrid fashion through the Canvas LMS within 3 years. All teachers will be expected to attend at least 1 training on Canvas, and one training pertaining to online, flipped or blended learning. Although the training requirement is low, the Instructional Technology department will host a consistent and wide range of

Obtain feedback on specific resources from the site, focusing on design, usability, and impact of those resources.

This section is concerned with evaluation of the programme. This model has five stages and is illustrated in the Training Evaluation Model diagram.