Evaluation of Learning

Evaluation of Learning

• azeezaugp@gmail.com

Educational successfulness which its primary goal is to increase human resource is influenced by many factors. 

In the world of education, one of the competencies that must be mastered by the teacher is the evaluation of learning.  

One of  the  factors is teacher ability  in performing  and  utilizing the assessment, evaluation process, and learning outcome. The ability is very important to know that the aims of the learning process determined in the curriculum reached. 

Besides, the ability can also be used to revise or to increase the learning process performed by teachers. 

The assessment principle and standard emphasizes two main ideas which are assessment must improve the learning process of the student and assessment is a valuable tool for teaching decision making.

Assessment Questions is not only data collection of the students but also data processing to obtain an overview of the learning process and learning outcome of the students.

Most of us feel free about assessment. Assessment is only asking questions to students and stopped. No, in true sense it is not called an assessment.

I will say a big No to this kind of assessment. 

True Assessment is not only about questioning the students then finished but also about following up for the learning significance. 

We should know the importance of following ups. 

To perform an assessment, the teacher needs assessment instruments in the form of good questions for testing the cognitive, affective, and psychomotor abilities of the students. 

For that reason, the questions need to be analyzed and then the questions are developed based on HOTS with Bloom's Taxonomy based which refers to Tessmer's development model.

This model has two phases: 1. A preliminary evaluation and  2. Formative evaluation. 

A learning outcome is a statement of learning accomplishment which may be the acquisition of knowledge, understanding, or an Intellectual/practical skill.

Well articulated statements of intended learning outcomes help both teachers and students, as they provide a clear explanation of what is required to successfully complete a module provided there are strong links between the learning outcomes and the assessment methods.

Evaluation of learning:

Evaluation of learning refers to the process of measuring and assessing a learner's progress and achievement in a particular subject or skill. 

There are different types of evaluations that can be used to evaluate learning, including formative assessment, summative assessment, and diagnostic assessment.

• Formative assessment involves providing ongoing feedback to learners as they are learning. This type of assessment helps learners identify areas where they need to improve and make adjustments in their learning approach. Formative assessment can take many forms, such as self-assessment, peer assessment, or teacher feedback.

• Summative assessment, on the other hand, evaluates a learner's progress and achievement at the end of a learning unit or course. Examples of summative assessment include tests, exams, and essays.

• Diagnostic assessment is used to identify a learner's strengths and weaknesses in a particular subject or skill. This type of assessment can help teachers identify areas where they need to provide additional support to learners.

Evaluation of learning is essential in ensuring that learners are making progress and achieving their learning goals. It also helps teachers make adjustments to their teaching approach and provide targeted support to learners who are struggling.

In addition to the traditional forms of evaluation mentioned above, technology has provided new ways of evaluating learning. Online quizzes, interactive simulations, and machine learning-based assessment are some of the new tools being used to evaluate learning. These new tools allow for more personalized and adaptive learning experiences and provide real-time feedback to learners.

Students are significant for learning. We, as teachers, should ensure that learning is significant for them. Unless and until they know the fact that they are coming to school for learning significance.

If they know not the purpose of coming to school, they cannot be a better student. It is not the school environment that makes learning significant. It is not the curriculum of the school that makes learning significant. Above all, it is the mind set of students and this mind set up should be built up by the school. The school environment, curriculum....all are just a tool to set up this mind sets in students.

Learning is important in all ways. Every living being are learners. But what makes it more significant is the question here?

¶ Does school make learning significant?

No, school makes learning naturally less significant. Because school is place now a days for training and drilling. It is heading towards opposite side of learning significance.

How?

Competitions, completing syllabus, making and cooking something for examination points of view, shortcuts.... So many things. 

True significant learning is different. 

If we know the answer to the question why should we learn?

Learning is significant in many different ways, both for individuals and for society as a whole. 

¶ Here are some reasons why learning is important:

• Personal growth and development: Learning provides an opportunity for personal growth and development. It allows individuals to acquire new knowledge and skills, challenge themselves, and expand their horizons. This can lead to increased self-confidence, a sense of accomplishment, and a greater sense of purpose and direction in life.

• Career advancement: Learning is often essential for career advancement. Many professions require individuals to continually update their skills and knowledge to stay competitive and relevant in their field.

• Social and cultural engagement: Learning allows individuals to engage more fully with their communities and society as a whole. It can help people understand and appreciate different cultures, perspectives, and worldviews, and contribute to building more inclusive and empathetic communities.

• Innovation and progress: Learning is essential for innovation and progress. Advances in science, technology, and medicine are all the result of people continually learning and building upon the knowledge and discoveries of those who came before them.

• Problem-solving and critical thinking: Learning can help individuals develop critical thinking skills and the ability to solve complex problems. This is essential for success in many areas of life, from personal relationships to professional and civic responsibilities.

Overall, learning is a key driver of personal and societal growth, innovation, and progress. It is essential for building a better future for individuals and for society as a whole.

Learning becomes more significant if it helps us to either acquire or require something new.

Acquiring something new and 

Requiring for existing. 

Logic is very simple. Every learning ends in acquiring and requiring.

¶ Also here are some additional points on the significance of learning:

• Improved mental and physical health: Learning has been shown to have a positive impact on mental and physical health. For example, learning new skills and engaging in new activities can help stave off cognitive decline, reduce stress, and improve overall well-being.

• Adaptability and resilience: Learning is essential for adaptability and resilience in a rapidly changing world. It can help individuals navigate new challenges and opportunities, and respond to changing circumstances with flexibility and agility.

• Citizenship and social responsibility: Learning can also help individuals become better citizens and contribute to their communities in meaningful ways. It can help people understand the issues and challenges facing their communities and the world, and empower them to take action and make a positive difference.

• Lifelong learning: Learning is not just important for children and young adults, but also for individuals of all ages. Lifelong learning can help people stay engaged, active, and fulfilled throughout their lives, and continue to grow and develop in new and meaningful ways.

• Economic growth and prosperity: Finally, learning is essential for economic growth and prosperity. Education and skills development are key drivers of innovation, productivity, and competitiveness, and can help individuals and societies thrive in the global economy.

In a nut shell, learning is significant for personal growth and development, career advancement, social and cultural engagement, innovation and progress, problem-solving and critical thinking, improved mental and physical health, adaptability and resilience, citizenship and social responsibility, lifelong learning, and economic growth and prosperity.

We teachers teach and test whether our teaching is reached or not. This is also called learning outcomes.

What are the steps for teachers to ensure whether learning outcomes are achieved?

¶ If our teachings are not reached to the students, then what a teacher should do?

There are several ways to ensure or guarantee that teaching is effective and learning outcomes are met:

• Clearly define learning outcomes: Before teaching a particular subject or skill, it is important to clearly define the intended learning outcomes. This will help guide the teaching process and ensure that students have a clear understanding of what they are expected to learn.

• Use formative assessments: Formative assessments, such as quizzes, homework assignments, and class discussions, can provide ongoing feedback on student learning and help identify areas where students may be struggling. This can help teachers adjust their teaching approach and provide targeted support to students who need it.

• Use summative assessments: Summative assessments, such as exams and final projects, can provide a final measure of student learning and help determine whether learning outcomes have been met.

• Use a variety of teaching methods: Using a variety of teaching methods, such as lectures, group discussions, and hands-on activities, can help reach students with different learning styles and engage them in the learning process.

• Provide timely feedback: Providing timely feedback to students on their performance can help reinforce learning and provide opportunities for students to make adjustments and improve their understanding of the subject or skill.

• Create a supportive learning environment: Creating a supportive learning environment, where students feel comfortable asking questions and participating in class discussions, can help promote learning and ensure that all students have the opportunity to achieve the intended learning outcomes.

• Continuous improvement: Teachers should also continually reflect on their teaching practice and look for ways to improve. This could involve seeking feedback from students, attending professional development sessions, or collaborating with other teachers.

By following these steps, teachers can help ensure that their teaching is effective and that learning outcomes are met, thereby providing students with the knowledge and skills they need to succeed.

We see, how to use these assessments in a classroom one by one in the coming days.

Because for preparing for these assignments Blooms taxonomy helps us. 

Our topic is lower order thinking and Higher order thinking

¶ What should a teacher do if learning outcomes are not met? 

If learning outcomes are not met, a teacher should take several steps to address the issue. Here are some possible actions a teacher can take:

• Analyze the situation: The first step is to analyze the situation and determine why the learning outcomes were not met. Was it due to a lack of student engagement, ineffective instructional strategies, or other factors?

(Some students are not expertised their skills in reading and writing. Most of our problems would be solved if you care about their reading and writing skills)

* Re-teach: If the learning outcomes were not met because the students did not understand the material, the teacher should re-teach the content in a different way to ensure that students understand it.

• Provide extra support: If some students are struggling to meet the learning outcomes, the teacher should provide extra support, such as one-on-one tutoring or additional practice materials, to help them catch up.

• Adjust instructional strategies: If the learning outcomes were not met due to ineffective instructional strategies, the teacher should adjust their teaching methods to better engage students and help them learn.

• Collaborate with colleagues: The teacher can also collaborate with colleagues to get new ideas and strategies to help students meet the learning outcomes.

(Just analyse their performance in other subjects. Are they same in other subjects or only in your subject? If they are not performing only in your subject, then they need your help. If their performance levels are same in all other subjects, then they need the whole team support. Any how they are in need of your support. That's all)

• Communicate with parents and students: The teacher should communicate with parents and students about the situation and work with them to develop a plan to help the students catch up.

(Here you are seeking the support of parents. Parents are called for not complaining about the child.)

• Assess and reassess: Finally, the teacher should continually assess and reassess the students' progress to ensure that they are making progress towards the learning outcomes. If they are not, the teacher may need to revisit the previous steps and make additional adjustments.

(A small size of progress makes a big difference in children's life)

¶ How to communicate with parents about their child's progress in studies? 

Communicating with parents about their child's progress in studies is an important part of a teacher's role. 

Here are some steps you can take to communicate effectively:

• Schedule a meeting: First, schedule a meeting with the parents to discuss their child's progress. This could be in person, over the phone, or via video call. Make sure to pick a time that is convenient for the parents.

• Be prepared: Before the meeting, review the child's academic performance and prepare notes about their strengths and weaknesses. Be prepared to share specific examples of the child's work, such as assignments, projects, and tests.

• Be positive: When discussing a child's progress, it's important to focus on the positive aspects of their performance. Start by highlighting the child's strengths and achievements, and then move on to areas where they could improve.

• Be specific: Use concrete examples to illustrate the child's progress. For example, you might say, "I noticed that your child has been making good progress in math. They were able to solve these complex equations with ease."

*(Restrict your talk on specific area. Don't use words such as, your child is poor in studies, he or she cannot pass if he or she studies in this way, Basics are poor in your child.......)*

• Listen to the parents: Allow the parents to share their thoughts and concerns about their child's progress. Listen actively and respond with empathy. Take note of any suggestions or requests they may have.

• Offer suggestions for improvement: Discuss ways in which the child can improve their performance. This could include strategies for studying, additional resources, or specific areas of focus for future assignments.

• Follow up: After the meeting, follow up with the parents to provide updates on their child's progress. This could include progress reports, emails, or additional meetings.

Remember that effective communication with parents is an ongoing process. By working collaboratively with parents, you can help support a child's academic success.

¶ Ways to reteach

Reteaching is an important strategy that educators use to help students who are struggling with a particular concept or skill. Here are some ways to reteach:

• Assess Understanding: Before reteaching, it's important to assess the student's understanding of the concept or skill. This can be done through formative assessments, such as quick quizzes, exit tickets, or observations. This will help you determine what the student knows and what they need help with.

• Use Visuals: Visual aids can be an effective tool for reteaching. Try using diagrams, charts, or graphic organizers to help the student better understand the concept. 

For example, if the student is struggling with fractions, you could use a visual aid to show how to add and subtract fractions.

• Break it Down: If the concept is complex, try breaking it down into smaller, more manageable parts. This can help the student better understand the concept and prevent them from becoming overwhelmed. 

For example, if the student is struggling with long division, you could break it down step by step.

• Use Real-Life Examples: Using real-life examples can help students connect the concept to their own experiences. This can make the concept more meaningful and easier to remember. 

For example, if the student is struggling with decimals, you could use examples from everyday life, such as money or measurements.

• Provide Additional Practice: Extra practice can be helpful for students who need more time to master a concept. 

This could include additional worksheets, online resources, or hands-on activities. Make sure to provide feedback on the student's work to help them improve.

• Re-teach in a Different Way: Sometimes, a student may struggle with a concept because it was not presented in a way that they can understand. 

Try presenting the concept in a different way, such as through a video or a hands-on activity. This can help the student better understand the concept.

Remember that reteaching is not a one-time event, it is an ongoing process. By using a variety of strategies, you can help students who are struggling to achieve success.

¶ Collaborate with colleagues? 

Collaborating with colleagues is an important part of being a successful educator. Here are some tips for effective collaboration:

• Establish a Common Goal: Before beginning any collaboration, it's important to establish a common goal. This could be a shared objective, a particular project or initiative, or a student outcome that you are working towards.

• Communicate Clearly: Clear communication is key to effective collaboration. Make sure to communicate your ideas clearly and listen actively to your colleagues' ideas. Be open to feedback and willing to compromise.

• Utilize Strengths: Every member of the team has unique strengths and skills that can contribute to the collaboration. Identify each other's strengths and utilize them to maximize the effectiveness of the team.

• Share Responsibility: Collaborating means sharing responsibility for the success of the project or initiative. Make sure that everyone on the team has a clear understanding of their role and responsibility in achieving the common goal.

• Set Deadlines: Set clear deadlines for each stage of the project or initiative. This will help keep the collaboration on track and ensure that everyone is working towards the same goal.

• Establish Clear Roles: Establish clear roles for each team member, including leadership roles, task assignments, and communication responsibilities. This will help ensure that everyone is clear on their responsibilities and can work together effectively.

• Evaluate and Reflect: Regularly evaluate and reflect on the progress of the collaboration. Use this feedback to make adjustments and improvements to the process and to celebrate successes along the way.

By following these tips, you can work effectively with your colleagues to achieve common goals and support student success.

¶ How to Provide extra support for students'academic success? 

Providing extra support for students who are struggling can make a big difference in their academic success. 

Here are some ways to provide extra support:

• Identify Struggling Students: The first step is to identify students who are struggling. This could be through observations, formative assessments, or feedback from parents or other teachers.

• Develop a Plan: Once you have identified the struggling students, develop a plan to provide them with extra support. This plan could include additional practice opportunities, small group instruction, or one-on-one support.

• Use a Multi-Sensory Approach: When providing extra support, it's important to use a variety of instructional strategies that engage different senses. This could include visual aids, such as diagrams or graphic organizers, auditory explanations, and hands-on activities.

• Provide Additional Practice: Extra practice is key to mastering a concept. Provide the student with additional practice opportunities, such as extra worksheets, online resources, or hands-on activities. Be sure to provide feedback on their work to help them improve.

• Use Technology: Technology can be a powerful tool for providing extra support. There are a variety of online resources, such as instructional videos, interactive games, and educational apps, that can help students better understand a concept.

• Collaborate with Colleagues: Collaborate with other educators, such as special education teachers, counselors, or other support staff, to develop a plan for providing extra support to struggling students.

• Monitor Progress: It's important to monitor the student's progress to ensure they are making progress towards mastery of the concept. This could include additional formative assessments, observations, or check-ins with the student.