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16 views2 pages

Summary 1

Uploaded by

Jerry Vaca
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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CURRICULAR EVALUATION

Students: Domínguez Ingrid - Vaca Jerry


Date: November 4th, 2024 Group: 6

UNIT SUMMARY - EVALUATION


What is evaluation?

Evaluation is something that we always make, no matter if it is oral or written, for example,
we can evaluate behaviors orally. It is also a natural activity that can be formal or informal.
Evaluation and testing are not the same, testing is just a part of the process.

Evaluation in education

Evaluation is an intrinsic part of teaching and learning. It is important for teachers because it
can provide a wealth of information to use for the future direction of classroom practice, it
also helps in planning course activities and objectives, and it is also useful in identifying
something wrong in the student's learning process, to provide feedback to manage and
improve these issues.

Evaluation and Innovation

Evaluation in education has two main purposes: to validate current practices and to gather
information for implementing planned changes or innovations. This process helps identify
strengths and weaknesses in methods and materials, serving as a foundation for curriculum
modifications. An example is a country where textbooks were evaluated following
dissatisfaction from teachers and inspectors, who participated in seminars and observations
to analyze their effectiveness. Issues were identified, such as a teacher-centered approach
and a need for more communication opportunities for students. Thus, the evaluation
revealed the need for more suitable materials and activities that promote more active,
relevant, and balanced learning for students.

Evaluation and management

Evaluation contributes to the good management of teaching and learning. It too must be well
managed. Good management practices integrate both continuous and final evaluation into
any educational and teaching plan. Management skills are necessary when teachers make
decisions on classroom organization and resource allocation, discipline, organizing pair
work, etc.

Evaluation and context

The relationship between evaluation and the context in which evaluations are undertaken is
of fundamental importance. The context consists of a range of aspects beginning with the
sociocultural environment and political considerations, which include the politics of the
education system, moving through to all those involved in the education process: directors of
education, inspectors, learners, teachers, etc.
Purposes for Evaluation

The number of purposes of evaluation can be divided into two groups: general and specific
(topic-related purposes). However, the authors consider that general purposes need to be
examined first because these guide and shape the entire evaluation process. On the other
hand, evaluation may be undertaken for three principal reasons: accountability, curriculum
development and betterment, and self-development: for teachers and other language
teaching professionals. The first ensures educators and institutions meet standards and use
resources effectively, the second offers feedback to improve teaching and learning, and the
last encourages teachers and language professionals to grow and enhance their skills.

Materials, Teachers, and teaching

Evaluation in the context of this topic focuses on how educational materials contribute to
achieving learning objectives and support both teachers and students. The authors consider
it essential to analyze whether materials are effective and appropriate, as well as how
teachers implement them and adapt them to the needs of students. In addition, they stress
the importance of the interaction between materials, teaching, and pedagogical practices,
where evaluation provides key information to continuously improve educational quality.

Evaluating learning outcomes

When evaluating learner outcomes, teachers decide on test timing, format, grading, and
feedback type. Quantitative scores offer limited improvement guidance, while qualitative
feedback provides meaningful insights. Prompt feedback enables effective planning for both
teachers and learners. Test types vary by purpose: classification tests (placement or
selection) categorize learners by level; proficiency tests assess skills against external
standards; and pedagogic tests monitor progress, often including diagnostic elements to aid
instructional planning. Responsibility over testing, whether by the teacher, institution, or
learner, depends on the test's purpose. Procedures advocate shifting from traditional tests to
methods like self-reports, peer appraisal, and interactive approaches, promoting learner
involvement and more relevant, effective assessments.

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