Unit 6 - Assessment and Evaluation - Monitoring

Unit 6 – Assessment and Evaluation
– Monitoring Students’ Progress

BUS 205 – PRINCIPLES OF BUSINESS INSTRUCTION II
Introduction
In preparing for any type of instructional program, our main concern is “How can we most
effectively bring about student learning?” As we ponder this question, our attention is naturally
directed toward the methods and materials of instruction. However, at the same time we
should also consider the role of assessment in the instructional process. When properly
designed and appropriately used, assessment procedures can contribute to more effective
instruction and greater student learning.
To be fully integrated with instruction, plans for assessment should be made during the planning
for instruction. From the beginning of instruction to the end, there are numerous decisions that
teachers need to make. Carefully planned assessment procedures can improve the effectiveness
of many of these decisions by providing more objective information on which to base
judgments.
Teachers need to make decisions (1) during the planning of instruction (2) at the beginning of
instruction (3) during instruction and (4) at the end of instruction.
Planning of Instruction
Before the construction of a building begins, considerable thought and work go into developing
a blueprint that provides direction and defines what the building should look like once
completed. This blueprint serves as a guide and ensures quality during construction. Before
constructing a course (lecture materials, student activities, lesson plans, etc.), teachers need to
have a blueprint that defines what the students should look like once they have completed the
course. Teachers need to answer the following two questions:
1. What are the intended learning outcomes of instruction?
2. How will we know whether students have achieved the learning outcomes?
Beginning of Instruction (Placement
Assessment)
There are two major questions that teachers need to answer before proceeding with the
instruction
1. To what extent do the students possess the skills and abilities that are needed to begin
instruction?
2. To what extent have the students already achieved the intended learning outcomes of
the planned instruction?
Information concerning the first question is frequently obtained from readiness pretests. These
are tests given at the beginning of a course or unit of instruction that cover those pre-requisite
skills necessary for success in the planned instruction.
End of Instruction
At the end of a course or unit of instruction the concern is primarily with the extent to which the
students have achieved the intended outcomes of the instruction. Questions such as the
following must be answered:
1. Which students have mastered the learning tasks to such a degree that they should
proceed to the next course or unit of instruction?
2. What grade should be assigned to each student?
Achievement assessment at the end of instruction for the purpose of certifying mastery or
assigning grades is called summative assessment.
Purpose of Assessment and Evaluation in
Business Studies
Assessment before
Teachers can get a sense of students’ understanding about a topic and their general attitude about the
subject. Collecting information about individual student’s understanding before beginning a unit helps
teachers gauge students’ needs and plan learning activities that increase their motivation to learn and help
them succeed.
During
Assessment during Instruction During the course of a unit, assessment serves three different purposes: • To
encourage self-direction and collaboration • To monitor progress • To check for understanding or to
encourage metacognition
During cont..
This information helps the teacher differentiate instruction by making on-the-spot decisions, such as taking
time out to review a concept before moving ahead with a scheduled activity or revising a sequence of
activities to take advantage of student interest. Knowing how students are thinking about a topic also helps
the teacher to “make adaptations for individual learning differences to ensure that all students understand,
practice, and master each component as they progress toward the final goal” (Guskey, 2005, p. 33).
Through individual feedback and flexible grouping, teachers can help students grow from where they are to
where they need to be. Instruction that meets students’ individual needs gives them the confidence that they
will learn and motivates them to become engaged in the topic and even to take risks with their learning.
After instruction.
At the end of a lesson or unit students need to show what they have learned and teachers need to know what
students have learned and what skills they have developed. These assessments ask students to demonstrate
understanding and skill. Additionally it help students assess their own learning over a period of t or time. It
also serves as a teacher tool to evaluate himself or herself – see if there is need to reteach certain concepts or
skills/ it is also used for promotional or demotion purposes.
To Be Continued…
During Instruction
During the instructional phase, the main concern is with the students’ learning progress.
Questions such as the following must be answered:
1. On which learning tasks are the students progressing satisfactorily? On which ones do
they need help?
2. Which students are having such severe learning problems that they need remedial
work?
Tests used to monitor student progress during instruction are called formative tests. Formative
tests are typically designed to measure the extent to which students have mastered the learning
outcomes of a rather limited segment of instruction, such as a unit or a textbook chapter.
Definition of the terms ‘Assessment’ and
‘Evaluation’
What is Assessment?
According to Slavin (2009), assessment is a measure of the degree to which instructional
objectives have been attained.
Assessment focuses on learning, teaching and outcomes. It provides information for improving
learning and teaching. Assessment is an interactive process between students and faculty that
informs faculty of how well their students are learning what they are teaching. The information
is used by faculty to make changes in the learning environment, and is shared with students to
assist them in improving their learning and study habits. This information is learner-centered,
course based, frequently anonymous, and not graded.
Definitions cont.
What is Evaluation?
According to Slavin (2009), Evaluation is Measurement of student performance in academic
and, sometimes, other areas; used to determine appropriate teaching strategies.
Evaluation focuses on grades and may reflect classroom components other than course content
and mastery level. These could include discussion, cooperation, attendance, and verbal ability.
Assessment vs Evaluation
Comparison cont.

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Unit 6 – Assessment and Evaluation

– Monitoring Students’ Progress

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