How to Assess & Evaluate Learning

There are many reasons to support the assessment and evaluation of learning. By conducting this process, educators are able to determine if students are reaching the desired goals and objectives for a course of study. This information, in turn, reveals how effectively the students are being taught. Teachers are more accountable when assessment and of evaluation of learning takes place. Once the data are collected, educators can understand more clearly how to improve instruction and make necessary changes toward helping students reach their goals.

Instructions

Assessment and Evaluation: Keys Toward Improving Education

1. Decide which objectives students should accomplish through a particular unit of study. Use the standards set forth by your school, district and/or state. Coordinate your lesson plans to cover these objectives. Plan a way of explicitly stating to the students what they will be expected to learn and how they will be able to display their knowledge.

2. Decide on how often you will formally assess students. Design a rubric for carrying out assessment. The rubric should fit your particular subject area and unit and should also reflect the objectives being taught.
   For example, you may be a music teacher who is going to teach a unit on playing the recorder. After reviewing set standards, you have decided that your students must be able to play the notes G, A, and B accurately in and rhythm while using proper technique. You might use a rubric similar to the following:
   5 = Exceptional: Student played notes G, A and B with 100 percent accuracy of pitch and rhythm. Student displayed flawless technique while playing.
   4 = Good: Student played notes G, A and B with very few mistakes in pitch and rhythm. Student's technique, while not perfect, demonstrated much knowledge of correct hand and mouth positioning.
   3 = Fair: Student played notes G, A and B with a moderate amount of mistakes in pitch and rhythm. Student displayed some knowledge of appropriate technique, using correct hand and mouth positioning at least half of the time.
   2 = Poor: Student played notes G, A and B with little accuracy in pitch and rhythm; Student rarely displayed correct technique.
   1 = Unacceptable: Student did not play G, A and B with accuracy in pitch or rhythm; Student showed no knowledge of proper technique.

3. Gather baseline data. Assess your students to see what they already know. You can do this through a wide variety of informal and formal assessment tools--written tests, oral questioning and performance-based demonstrations. This initial assessment should not go toward a grade; rather, this is for the purpose of designing your instruction and comparing students' performance at the end of a unit.
   Using the previous example--for your baseline assessment, you may have students demonstrate how they think a recorder should be held and what songs they are already able to play (if any). Once you've listened to the students play and recorded what they were able to do, re-evaluate your set of lesson plans to make sure they are appropriate for the students' average ability level.

4. Teach the unit. Make sure you cover your objectives thoroughly, and allow plenty of time for students to practice their skills. Make note of those who may be struggling to keep up with the group, and provide appropriate assistance to these students. Give students plenty of notice about when and how often they will be formally assessed.

5. Formally assess your students. Use the rubric you developed when planning the unit to assess each child. Record the scores and give feedback to your students about their performances. You might even encourage self-evaluation as a means for students to assess their own performances as well.

6. Evaluate. Use your assessment(s) to determine if the majority of students met the objectives of the unit. If a large number of students did not perform adequately, you may need to revise your unit and teach it again. If the majority performed well, your class is ready to move onto the next unit of study. You might want to get feedback from peers and administrators in this evaluation process.