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Evaluating Lessons

Principles, Purposes &Practices

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Objectives By the end of the session teachers will be able to:

• Understand the meaning of evaluation

• Understand the purpose of evaluation in teaching and learning context

• Understand the relationship between reflection and evaluation

• Identify aspects related to the evaluation of student learning and teachers’ teaching

• Write the evaluation of a role played lesson

• Review different sources which facilitate the process of evaluation

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What is Evaluation?

Discuss in pairs the meaning of the term ‘Evaluation’.

Now write a sentence to describe your understanding!!

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‘EVALUATION is….’

a purposeful, cyclical process of collecting, analysing and interpreting relevant information in order to make

educational decisions.

Moreover it is providing and using information to make decisions on

the process, the performance and/or the product

of a learning event

or

REVIEWING

It is simply the ability to reflect and question yourself!

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There is always a possibility that our view of a successful lesson can be different from an outside

observer – a professional judgment according to agreed

standards!

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Reflection & Evaluation….

How are these two linked

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What matters most is how you see yourself!!

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What matters most is how you see yourself!!

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Reflection helps teachers to evaluate

‘what happened & why’

It encourages teachers to try out new ideas and promote changes in pupils' learning behaviour

at: www.ecml.at/.../MR_reflective%20practitioner.htm

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The

Process

Planning -lesson objectives-content of the lesson-teaching strategies-questioning techniques-timing and duration-ICT-pair work/group work-role play, discussions-Resources etc.

Management

-instructions

-implementation of activities

-classroom

-pupil behaviour

-application of group/pair/whole

class activities

-dealing with interruptions

-use of recourses

The Performance

Student learning

-Application of skills & subject knowledge introduced

-Application of the information to solve problems

Teacher Teaching

-discipline

-reward and praise

-approach towards class and

individuals

-learning opportunities

The

Product

Students’ work

- written work, project display, oral work, presentation etc.

Overall effectiveness

-What did any assessment show

-success of the lesson

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PROCESS

PERFORMANCE

PRODUCT

} LESSON EVALUATION

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Aims of Lesson Evaluation

To determine:•What went well?•What did not go well?•What/How much the students have learnt?•What you need to target for future?

All this needs evidence

Observation by

another teacher/resource

Reflective PractitionerUsing evidence of

your own performanceto determine how you can change

in future

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It is imperative that objectives of lesson for

evaluation are identified in advance.

Without predetermined objectives, it is not

possible to judge the progress, growth and

development of learning in students.

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Characteristics of a Good Evaluation Programme

Evaluation is:

- an Objective-based Process

- a Continuous Process

- a Comprehensive Process

- a Dynamic Process

- a Decision Making Process

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Diagnostic purpose

– To be able to identify specific areas of learning where students need more support and thus make changes in plan accordingly.

– To find out the underlying cause of weaknesses in a student's learning,

– Needed prior to instruction in order to place the student properly by looking at his/her level of achievement.

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How is evaluation linked to assessment ?

• Assessment gives direct information about pupils attainment in relation to objectives.

• Results of assessment should be used to plan teaching and make decisions about students learning needs.

• Evidence should support all judgments

• The link between planning teaching and assessment should be strong.

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Evaluating Student Learning vs. Teacher Teaching

Decide…

• Which aspects of student learning are important to assess/check in this lesson?

• Which aspects of your teaching are challenging or new for you in this lesson?

And make a note of these.

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SAMPLE EVALUATIONS OF LESSONS

Read the given samples in groups and answer the questions:

Q1. What are the most useful aspects? Why?

Q2. What was least helpful aspects? Why?

Q2. How will these help teachers in improving the

quality of teaching and learning in her classroom?

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Student Learning• Were the students able to understand the meaning of

homophones? How can I say?

• Were all the students able to create a story using 5 homophones?

• Did the students understand the task easily? What is the evidence?

• Was the content of the lesson suitable for all the students? What's the proof?

• Did all the students actively participate in the lesson/ tasks/ activities/discussions? How many of them could/did not?

Etc…

What should I do now?

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Teachers Teaching

• Were my instructions clear?• Did I manage the tasks/activities/discussions

effectively?• Did I plan the tasks according to the level of

students (not too easy/difficult)?• What was my role throughout the lesson?• Was the timing appropriate?

Etc…

What should I do now?

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… and then combine these ideas together

under these two headings:

- student learning

- teacher’s teaching

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Other sources which can help in evaluation

• Self evaluation• Students feedback• Students’ work• Peer observation• Critical Friend• Audio recording• Video recording• Notes • Questionnaires • Checklists

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PLAN

IMPLEMENT(Doing)

EVALUATE(Review)

RE-PLAN

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"Teaching for successful learning cannot occurwithout high quality evaluation.“

The quality of any educational system is, thus,directly liked with the quality of evaluation

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REMEMBER

A

REFLECTIVE teacher

is always an

EFFECTIVE teacher.

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Thank you