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Evaluation is an essential part of the educational process (Morrison, n.d.). It is the key factor for determining whether students are developing/achieving the outcomes or not. The main purpose for evaluation is to provide clarity about the child’s level of understanding and provide assurance to teachers and most especially parents/guardians that the student attained the expected goals. Therefore, evaluation should be viewed as a positive contribution to the academic development of a school and its members. However, this writing will talk about the three indicators of evaluation related to the experience that I have applied in doing evaluation.
First, using statistics and graph to help analyses student learning evaluation can be a powerful tool for gaining insights into student progress and areas for improvement (Tucker & Stronge, 2005). Teachers use statistics to calculate and review their students' learning progression academically, which provide them an overview performance for each student, classroom, and as a whole school. However, it has been helped me to effectively track students' progress using a data from a graph, that visually highlights differences for each student performance. In this way, I can analyze the data to provide good and reliable information for decision making and planning recommendation for enhancing students' learning.
One good example from my teaching experience is constructing graphs of students' assessment result, where I was assigned by the Kiribati HOD to provide a graph for the Kiribati subject results for all the year 7 level (see the document). From this graph, I can tell each classroom capability like 7F for instance, the most outstanding class because it has a longer green color (75% - 100%) which means that most students of 7F achieved the learning outcomes. Also, I can tell that from the result that 70% (21% FA + 49% PA - Pie chart) of Year 7 students passed the Kiribati second assessment. Apart from that, I also have some work on students' second assessment on Math (7G) and KCS (7D) where I recorded each students' score and constructed a graph from it (refer to the document). This data has helped me to evaluate my teaching in Math for instance, most students failed in both strands (number pattern and fraction), so my teaching strategies are not effective in students' learning. Therefore, using statistics and graphs has been a great tool for me in my teaching practice to evaluate my students' progress academically and my teaching effectiveness to students.
Second, ensuring that assessment results are used regularly to develop strategies for improving student learning. The Education Gazette (2021) states that assessment is central to the teaching and learning process in the classroom, not only to measure student achievement and progress but also to be the most powerful influencer of learning. Similarly, I acknowledged my students' weaknesses in Math (see the spreadsheet) where they need help with number patterns and fractions from the recording and graph of their assessment results. I remember that there was one meeting (see the picture) held in our block where all subject teachers went through the assessment results, and in the meantime, we shared our issues and strategies for enhancing our students learning. This time I have the opportunity to seek advice from my colleagues and associate teacher for enhancing my students' learning in Math. I acted out advice that I was given for enhancing my students' learning. For instance, I incorporate fun activities and games in my lessons to engage my students so they can be more focused on learning. Another is utilizing their spare time on the weekend (special class) to address their weaknesses and doubts about the subject (see special class activities).
Lastly, use evaluation results to develop strategic learning interventions. Mr. Reeve (n.d) states that evaluating assessments helps teachers improve their teaching and meet the needs of their students. I have practiced this indicator in my teaching practices and acknowledged its importance and effectiveness in learning. Every time, I always took the opportunity to evaluate my lessons after class and the assessment result. Here some examples of my assessment result which I made my evaluation on it for developing strategic learning interventions (refer to the assessment results). To make it clearer, I used the graph to make it easier to identify their performances (see the graph). The result states that there are few students who have good performances while the rest are poor performances. It is evident from the result that number of students that "not achieved" (NA) was very high. In addition, they made a greater effort in the KCS subject as there are more students who reached the "Fully achieved" (FA) and "partially achieved" (PA) than other subjects.
This is not a very good performance in which I worked toward these weaknesses of students learning. I wrote down the strengths and weaknesses of my teaching and students' learning and seek advice from colleagues. In this way, I can plan for better actions or recommendations for enhancing my teaching and students' learning. One good example of my teaching weaknesses that I found is having misbehaving students in my class. There are a lot of misbehaving habits from students. One misbehaves habit students did, was playing cards during class (see the picture). Therefore, I developed my strategic teaching intervention that I should act strictly and firmly in front of misbehaving students, so they can immediately focus on learning. In this way, I found that students are less misbehave in class from acting out the recommendations I developed. (more pictures of lesson plans evaluation)
In conclusion, the three evaluation indicators are essential for learning new skills by simplifying the process. As mentioned in the first indicator, analysis of student learning evaluations benefits greatly from the use of graphs and statistics. With the help of this indicator, educators can compose their evaluations based on their instruction and the performance of their pupils. In order to enhance both their own teaching and students' learning, this could also assist teachers in working on those interventions. It is imperative for teachers to take into account these evaluation indicators in order to address students' areas of weakness and adapt teaching methods to better suit individual learning preferences.
Bibliography
Education Gazette. (2021). Education Gazette. Retrieved from: https://gazette.education.govt.nz/articles/powerful-assessment-can-transform-learners/
Ibabe, I., & Jauregizar, J. (2010). Online self-assessment with feedback and metacognitive knowledge. Higher Education, 59, 243-258. Retrieved from: https://link.springer.com/article/10.1007/s10734-009-9245-6
Morrison, J. Evaluation. Retrieved 21 December 2024, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1125244/
Reeve, E (n.d.) Tip Folder. Retrieved from: https://tipsfolder.com/evaluation-important-lesson-plan-8e5b9b9306ffe488616ebb1e5b1de0e7/
Tucker, P. D., & Stronge, J. H. (2005). Linking teacher evaluation and student learning. ASCD. Retrieved from: https://books.google.ki/books?hl=en&lr=&id=LKFvBwAAQBAJ&oi=fnd&pg=PP1&dq=using+statistics+and+graph+to+help+analyze+student+learning+evaluation+can+be+a+powerful+tool+for+gaining+insights+to+student+progress+and+areas+for+improvement&ots=fR4ffC9Nlc&sig=F8hAmwKPNpxH3JJDZufpFvIGCmU&redir_esc=y#v=onepage&q&f=false
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