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Evaluation Strategy Project

Navnith Ravindran

Teacher/ Trainer of Adults

Humber College

Dr. Andrew Campbell

July 20, 2020

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Table of Contents

INTRODUCTION....................................................................................................................... 3

LEARNING OUTCOMES...........................................................................................................4

DIAGNOSTIC EVALUATION....................................................................................................5

FORMATIVE EVALUATION 1 (FOR CHAPTER 3)....................................................................7

FORMATIVE EVALUATION 2 (FOR CHAPTER 13).................................................................10

SUMMATIVE EVALUATION 1 (FOR CHAPTER 3)..................................................................12

SUMMATIVE EVALUATION 2 (FOR CHAPTER 13)................................................................15

TEACHING/ TRAINING EFFECTIVENESS..............................................................................19

REFERENCES:........................................................................................................................ 24
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INTRODUCTION

This is a three-day workshop on Assessment and evaluation in Adult learning covering the topics

of planning for evaluation and integrating ongoing evaluation into the learning process.

Planning for evaluation involves one main question: “What do you want learners to know?”

Evaluation methods have to be well thought of when incorporating it into a course. For example,

testing the reliability and validity of an evaluation method for the particular scenario is

necessary.

Evaluation to be effective has to be continuous throughout the course. This may occur in various

formats. For example, there can be a fish bowl discussion on a topic along with peer evaluation

and Instructor feedback. Or it could include any form of self assessment. But having a

continuous evaluation format is great for students and the Instructor.

Integrating ongoing evaluation into the learning process involves providing opening evaluation

activities, mid process evaluation activities during instruction and follow up activities for on

going evaluation. [1]

The workshop will use the chapters 3 and 13 from “The Art of Evaluation: A resource for

Educators and Trainers” by Fenwick T. and Parsons J for reference.

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LEARNING OUTCOMES

Chapter 3:

Upon successful completion of this workshop, Learners will be able to

 distinguish between diagnostic, formative and summative evaluation without error.

 test the reliability of evaluation methods using three test methods with at least 80%

accuracy.

 assess the validity of evaluation methods with at least 80% accuracy.

Chapter 13:

Upon successful completion of this workshop, Learners will be able to

 choose appropriate evaluation techniques for a class using evaluation toolboxes 4 out of 5

times.

 assess journals for formative evaluation using the toolbox for journal assessment without

error.

 successfully integrate formative evaluation into the learning process.

 use Diagnostic evaluation activity successfully to guide teaching strategies

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DIAGNOSTIC EVALUATION

This diagnostic evaluation checks the learner’s prior knowledge and understanding of the key

concepts which will be covered in this workshop. The content includes planning for evaluation

and integrating ongoing evaluation into the learning process.

Please use the table below and tick appropriate box for each statement and submit the file with

the title “Diagnostic_your [Link]” in the dropbox folder- “Diagnostic evaluation”.

You must provide a thought-out answer for each statement in order to receive a grade.
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Your knowledge of Assessment and Strongly Disagree Agree Strongly

Sl Evaluation planning and integrating it Disagree Agree

No. into the learning process

I can differentiate between Formative

1 and Summative evaluation        

I can test reliability of evaluation

2 methods        
3 I can test validity of evaluation methods        
I can effectively give constructive

4 feedback to my peers        
I understand the need for diagnostic

5 evaluation in a course        
6 I can apply Formative evaluation in class        
I can apply summative evaluation in

7 class        
8 I can develop fair evaluation methods.        
I understand the importance of involving

learners and teachers for a good

9 evaluation        
I can describe atleast three different

techniques for evaluating individual

10 student learning        
I understand the importance of

11 continuous assessment        
I understand the use of journals in

12 formative evaluation        
I understand the importance of oral

13 question in formative evaluation        

I can successfully integrate ongoing

14 evaluation into learning process        

I understand the usefulness of self

15 assessment in evaluation        
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FORMATIVE EVALUATION 1 (FOR CHAPTER 3)

Peer assessment: (Subjective evaluation)

For this evaluation, students will be paired with a partner sitting next to them.

Placard placed on the table will determine the task assigned to each learner.

Task Instructions:

This task has to be completed individually.

Each Learner has to develop a formative evaluation method based on different teaching

scenarios.

Flip the placard on the table. If your placard reads “A”, choose the option “a” from the list

below.

If your placard reads “B” choose the option “b” from the list below.

a) Online lesson for the topic “Evaluating Technical skills”

b) Five-day workshop on “How to be an effective Facilitator”

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You may use available toolboxes in the textbook for ideas. However, you will need to add onto it

with your own ideas of evaluation.

Use the sheets of paper provided to write down the evaluation method developed.

Once you have developed your formative evaluation method, submit it to your partner sitting

next to you.

Each partner evaluates the submission of their peer based on the evaluation criteria given below

in the Rubric. A printout of the rubric will be given to all students.

The peer evaluation along with the developed formative evaluation method must be handed over

to the Instructor upon completion.

RUBRIC for Developing formative evaluation method

    MARKS  
    5 Marks 3 Marks 1 Mark  
Used Formative

Used Formative evaluation with Did not use

Use of new evaluation with an existing Formative

/5
idea a new unique method with evaluation with a

method little new idea

CRITERIA

modification
Evaluation Evaluation Evaluation
Reliability of
method method method
evaluation
developed is developed is developed is not /5
method
reliable for the partly reliable reliable for the
developed
scenario for the scenario scenario

Validity of Evaluation Evaluation Evaluation /5

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method method method

evaluation
developed is developed is developed is not
method
valid for the partly valid for valid for the
developed
scenario the scenario scenario
Evaluation
Evaluation Evaluation
Aligns with method partly
method aligns method does not
Learning aligns with /5
with learning align with
outcome learning
outcome learning outcome
outcome

    TOTAL MARKS /20

FORMATIVE EVALUATION 2 (FOR CHAPTER 13)

Journal Entry: - Assessing learner journals: (Subjective evaluation)

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Please jot down answers to the following in your journal:

1) Describe one new method you have learnt today to integrate ongoing evaluation into learning

process. How will this help you in improving your teaching strategies?

2) Choose any one evaluation method that you are having difficulty understanding or applying.

What additional information do you think is required for you to understand the evaluation

method better?

Journal entry will help you as learners give voice to your response. You will be able to explore

your experience, questions and connect them. Please use paragraph format in your writing. [1]

Some sentence starters quoted from the textbook that you may use:

“Some things I didn’t understand in this topic are…”

“A new insight I had in this chapter is…”

“Some things I already knew that this chapter reinforces are…”

The journal is to be submitted for evaluation at the end of the chapter.

A descriptive feedback will be given to the learner upon evaluation of the journal.

Towards the conclusion of the workshop, you will have a chance to self-evaluate your journal.

[1] [2]
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SUMMATIVE EVALUATION 1 (FOR CHAPTER 3)

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True/False - Objective Test for evaluation

Test Instructions and details:

Duration: 30 Mins.

Marks allotted: 21

Weightage: 21% of Final Grade

- Please answer all questions in the answer sheet provided, any question not answered will be

given a zero.

- You are not allowed to use any reference material.

Questions:

1) Quizzes can be used in formative assessments.

a) True

b) False

2) Final exam is the best diagnostic evaluation method.

a) True
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b) False

3) Consider the following scenario: You are given a course outline with set learning objectives

and goals for the course. Upon performing a diagnostic evaluation you realize that most learners

have a very good understanding of the concepts but some learners have only a little

understanding of the concepts.

You as the Instructor can modify the teaching strategies to accommodate all learners.

a) True

b) False

4) Demonstration method is reliable for evaluating a course that requires hands-on technical

skills.

a) True

b) False

5) Inter-rater reliability is one way to test if an evaluation method is reliable.

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a) True

b) False

6) A diagnostic assessment is performed at the final stage of a course.

a) True

b) False

7) Less than ten True/False questions is a reliable method for objective evaluation.

a) True

b) False

SUMMATIVE EVALUATION 2 (FOR CHAPTER 13)

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Learner’s demonstration of skill / Assessing with video (Subjective)

This evaluation component will require the learner to deliver a mini course and videotape

themselves in the process to assess their formative evaluation skills and obtain constructive

feedback.

Using video recording will help the learner to analyze the video to improve on subtle details.

Please refer to the placard you received to determine the course topic assigned to you from the

list below

List of course topics assigned to students:

Placard A) How to assess using learning journals

Placard B) How to assess written assignments

Placard C) Importance of self assessments

Placard D) How to use concept maps for evaluation

Instructions:

Please use these as guidelines when you prepare the video lessons:

- Video lesson must align with the learning outcomes for the lesson.
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- Use formative evaluation methods.

- Provide a follow up activity for ongoing evaluation.

- You do not have to use diagnostic evaluation since it cannot be put to use in a single video mini

course.

- Video length should be between 30 to 35 Mins.

- Please familiarize yourself with video equipment that you will be using and test the sound

levels. Use a remote microphone if necessary.

Evaluation: Group analyses of performance video:

The video recording of the mini course delivered will be analysed in groups based on the placard

you received. Each group will evaluate each others work in their own group.

Instructions to group members:

All members of the group will view the recording once. At this stage group members are

expected to observe and compare the video in relation to the evaluation criteria in the Rubric

given.

View the video recording for the second time and now rate the video on a scale from 1 to 5

overall in your opinion.

Instructor will debrief the learner and give a constructive feedback. [1]
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RUBRIC FOR MINI VIDEO COURSE

    MARKS  
    5 Marks 3 Marks 1 Mark  
CRITERIA

Lesson Lesson did

Learning Lesson met the
partially met not meet the /
outcomes learning
the learning learning 5
met outcomes
outcomes outcome
Used atleast Did not use
Used atleast
one formative formative
two formative
Use of evaluation evaluation
evaluation /
Formative method methods
methods during 5
evaluation during during
delivery of the
delivery of delivery of
course
the course the course
Follow up
Follow up
activity for
activity for Follow up
ongoing
Follow up ongoing activity for
evaluation
activity for evaluation was ongoing /
was provided
ongoing provided and evaluation 5
but not
evaluation relevant to was not
relevant to
learning provided
learning
objectives
objectives
Organizatio Lesson well Lesson was Lesson not /

n organized and mostly organized 5

easy to organized and difficult

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and easy to
understand to understand
understand
Video was Video was

Video was between 15- less than 15

Video /
between 30-35 30 Mins or Mins or more
length 5
Mins in length 35-50 Mins than 45 Mins

in length in length
 

  TOTAL MARKS /25

TEACHING/ TRAINING EFFECTIVENESS

Now that we have come to the conclusion of the workshop, please assess your knowledge and

understanding of Planning and integrating evaluation methods in a class using the post

assessment/ Outcome table given below in part A.

Part B is feedback form that I would like to collect. Please note that the feedback form is

anonymous.
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This will help me improve my teaching strategies, the quality of teaching content and become a

better and effective facilitator. There is also a comments section if you wish to add any

additional feedback.

Please tick the choice in the table based on how you feel after completing the workshop:

Part A: Post Assessment form:

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Your knowledge of Assessment and

Sl Evaluation planning and integrating it Strongly Strongly

No. into the learning process Disagree Disagree Agree Agree

I can differentiate between Formative

1 and Summative evaluation.        

I can test reliability of evaluation

2 methods.        
3 I can test validity of evaluation methods.        
I can effectively give constructive

4 feedback to my peers.        
I understand the need for diagnostic

5 evaluation in a course.        
I can apply Formative evaluation in

6 class.        
I can apply summative evaluation in

7 class.        
8 I can develop fair evaluation methods.        
I understand the importance of involving

learners and teachers for a good

9 evaluation.        
I can describe atleast three different

techniques for evaluating individual

10 student learning.        
I understand the importance of

11 continuous assessment.        
I understand the use of journals in

12 formative evaluation.        
I understand the importance of oral

13 question in formative evaluation.        

I can successfully integrate ongoing

14 evaluation into learning process.        

I understand the usefulness of self

15 assessment in evaluation.        
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Part B: Feedback form

Strongly Strongly

 General feedback on workshop: Disagree Disagree Agree Agree N/A

Objectives of the workshop were

clearly stated.          
The workshop was well organized and

met my expectations.          
The workshop content was relevant to

me.          
The workshop helped me develop new

skills in evaluation and assessment.          

The workshop activities were useful.          
 

Feedback for the Facilitator          

Instructor used various teaching

strategies to keep the class interesting.          

Instructor gave regular feedback on

my performance.          
Instructor communicated clearly and

in simple language.          
Instructor was able to answer my

queries.          
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REFERENCES:

[1] Fenwick, T. J., & Parsons, J. (2018). The art of evaluation: a resource for educators and

trainers. Vancouver, B.C.: Langara College.

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[2] Renner, P. F. (2006). The art of teaching adults how to become an exceptional instructor and

facilitator. Vancouver, B.C.: Langara College.

[3] Campbell, Andrew (n.d.). Week 4: Types of Evaluation ,

[Link]

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