EVALUATION AND EVALUATION TOOLS Flashcards
What is our prior knowledge about assessment?
On what is understood and how to apply concepts such as: formative evaluation, self-regulation, co-evaluation, feedback, competence demands, qualification…
What do we know about evaluation?
Assessing is the condition for learning, and is
useful (and rewarding) if it focuses on
encouraging students to review (self-regulate)
their ways of thinking, doing, speaking, feeling.
➢The mistake/error, difficulty, obstacle, are the
beginning of every learning process (that’s why you
need to change the status of the mistake!!)
➢ Teachers do not correct, we can only help learners to
do so, that is, to self-regulate. And correcting by
putting notes does not improve learning.
➢ That learners self-regulate need to think about the
reasons behind mistakes, and that is why we speak of
metacognitive self-regulation.
Evaluate is a process that involves:
Collect data (from works, questions, videos and photos, colleges, amps of all kinds, newspaper, notebooks,…)
Analyse them seeking to understns the reasons for the dificulties detected.
Make descicions based on the anlaysis carried out.
Which types of analysis are there?
Pedagogical: regulate the process of teaching and feedforward learning: when decisions are taken by the teacher: FORMATIVE ASSESSMENT. When descicons they are taken by the apprentice: TRAINI EVALUATION
Social type: classify, select, guide,..: QUALIFICATION ACCREDITATION
Which are some privileged tools for promoting a good evaluation?
It makes no sense to expect that when students solve problems, write a text and answer questions, they do well the first time.
The real didactic problem does not lie so much in explaining in an ideal way how a type of problem is solved, in designing a good experiment for students to collect evidence, but in how to help each student so that they are able to regulate the difficulties they face when performing the tasks (self-regulation).
Formative assessment seeks to adjust teaching and earning in such a way that it can be meaningful. And there are some privileged tools for it.
What is the hardes?
decide on valid strategies and paths to improve, and to check that progress is being made (considering the
diversity of students)
What characteristics people who know to self-regulate?
Identify the objectives of the activities (they know why they do them).
Before carrying out a task, they anticipate and plan the main actions to be implemented to carry it out (Orientation basis – base
d’orientació).
They identify the evaluation criteria, which are related to the previous actions.
People who sel.regulate identify the objective/purpose of learning when they do an activity
Not confusing the final task to be done (e.g. in a project) with
the learning objective (applicable to many situations,
contexts… and that is what we will evaluate if it is achieved): Do they know why they do it, what is the reason for
doing it?, why is it useful to learn it? …
Therefore, they recognize in what aspects this new goal is a
step forward from previous ones (progression). : They connect him with some prior knowledge.
