Tag: evaluation

Evaluation, Assessment and Feedback (Guidance to Educators)

Transcript

Welcome all. Please feel free to share this video if you think it would be of interest to your colleagues.

I want to talk today about some of the terminological differences that we have across the English language teaching world, particularly the terms, evaluation, assessment, and feedback. In North America, the word evaluation is very often used to describe the way we measure students’ performance. In United Kingdom, in Australia and New Zealand, we generally use the term assessment. So evaluation has a different meaning in parts of English-speaking world than it does in North America. Likewise, Assessment and evaluation are sometimes used more as synonyms in the North American context. And you need to be aware of that when you read literature, if you read any of the journals, you will find that sometimes those terms are used differently to perhaps your context. So, it’s worth being aware of that.

There’s also a distinction between evaluation and feedback, which is more conceptual rather than definitional. Which is that feedback is always what we give to the student. We should always be focusing on the feedback that’s given to students on their learning and evaluation in the UK, Canada, Canada, to some extent, but certainly in Australia and New Zealand, is used to describe what they tell us about our own performances tutors, or about the course or the institution. So, they provide evaluative comment, and we provide them with feedback.

I think it’s important that we try and stick to that use of language. If only because students need to value feedback in everything they do, and it’s much easier to label things as feedback for the benefit of your students if you’re consistent in the language that you use. So, feedback is given to students. Evaluation is provided by students, and evaluation in North America is sometimes synonymous with assessment. I hope that’s of interest.

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Be well.

In-course and Post Course Evaluation Strategies (8/8-SLDF)

Workshop aligned to UKPSF A5, K5, K6, V3

It may seem strange to design our evaluation structures before we have even recruited students onto our programmes. We need first to understand the distinction between assessment, feedback and evaluation. It is then important to explore both the evaluation of learning experiences and evaluation for-learning, which I will refer to as in-class evaluation for the sake of consistency.

The pages associated with this blog, stage 8 of the 8-SLDF, explores 5 basic concepts that underpin the evaluation of learning.

  1. Distinguishing between Evaluation, Feedback and Assessment
  2. Measuring Student Performance versus Teacher Performance
  3. In-class evaluation versus Post-Completion evaluation
  4. Learning Gain
  5. Progression: Access, Retention, Pass Rates, Grades, Completion and Destination

Explore the pages associated with the evaluation stage at sijen.com

 

Coffee Notes: Personal Reflection and Evaluation (5’8″)

I thought I would share some cross-platform videos which reflect whatever is on my mind professionally each morning.  Shot in portrait for IGTV and then annotated for YouTube,  they represent unscripted notes on some aspect of learning design or educational enhancement.

This one explores the value of an individual approach to personalizing reflection for academic practitioners. I urge faculty to make reflective journal notes immediately following any teaching event. This is invaluable, as is watching and listening back to your work. Combined with an SGID or in-class evaluation process you will find that any end-of-module evaluation of your teaching effectiveness should hold no surprises.

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