Evaluation Methods - Reasons and Necessities

By: AD Monografia

Application of evaluation methods is very discussed cause exist a great variability of possibilities of application or methods, or even goals to reach. There is also a great discrepancy about the fixation of parameters to utilization of evaluation inside classes.

This critical review was delineated to help to understand the mentality of authors involved daily with the evaluation procedures existents. Were chosen four views, of different construction and development, reached with a great gamma of information and practical application.

First of all, all authors cited that evaluation processes that could be utilized have the primordial function of reflection of the learning objectives, fixed through the curricular grade. So, they are able to show learning progress inside the basis established since the beginning of the progress. This opinion is unanimous.

Besides, all correct evaluation method must be focused on what students have learned and what they can do with the tools acquired. The reasons for that are very simple cause with the inobservance of those points, any evaluation method would be able to really fix the educational stage where student is situated. This is a consensus about evaluation presented in all the texts discussed here.

In a third way, particularly to Cann and Cook, evaluation methodology needs to be congruent with specific instruction and also have to be based on meaningful tasks. So, evaluation methods must be able to point only the most important matters, without consideration with the rest, to be productive and efficient.

To Cook, only if this method is based on appropriate criteria it will be able to reveal the real conditions of the students, but to this these criteria also have to be known and understood by the evaluated. These points are very important cause without them students cannot understand the evaluation procedure and so they won’t respond efficiently to the process.

Not only one or a few evaluation methods must be used but a large number or them as stressed by Cann, so they have to reflect a range of tools and methods of evaluation and assessment. For her, this is clear when we understand that each method or tool is prepared to evaluate only a few points of the matter evaluated, so, each more tools we utilize more points can be revealed.

Wilde & Sockey indicate brilliantly that as a consequence of this variability, evaluation methods must provide multiple opportunities and ways for students to demonstrate their learning. Only a few methods or tools won’t provide sufficient variability of possibilities, so also only a few aspects of learning will be evaluated, according to all authors. Besides, each student has his own preparation and boldness with a specific method, particularly to Cann and Shadish, resulting in unproductiveness when the evaluation tool is not the best of appropriated for this student. Variability of possibilities should reach a large camp of ways to provide students the most appropriated method for their specific cases.

Particularly to Cann and to Cook, but cited also by all the others authors, also the methods of evaluation must be ongoing and continuous. They indicate that this is very important cause learning process is not a fixed and delimitated. It is formed of continuous steps which must be always evaluated, producing a specific diagnosis of the learning utilization by the students.

To them, must also provide ways to inform practice and instructional decisions. So, evaluation methods or procedures must reveal only the marked points chosen as important and relevant, without losing their way by revealing unnecessary information.

Finally, evaluation must inform others, as students or parents about results and productivity in a clear, accurate and practical way.

What is possible to acquire inside the articles related are some benefits that can be gained through evaluation. These points are all indicated in all the texts, but Cann and Wilde & Sockey presented the best explanation about the benefits involved in evaluation.

- Accountability/Making Overall Judgments
- Analyze efficiency and effectiveness
- Determine the efficiency of programs, projects and their component processes in the classroom
- Determine a specific educational program quality
- Provide timely and convincing evidence of program effectiveness
- Determine the efficiency of programs, projects and their component processes
- Development/Facilitating Improvements
- Identify program’s strengths and weaknesses
- Make programs less vulnerable
- Monitor how well programs are functioning
- Examine results
- Provide information needed to maintain and improve quality
- Gain direction for improving programs
- Provide evidence of what works and what does not
- Assessment of program impact
- Determine which methods produce the best results
- Select the types of programs that offer the most needed services

COOK, J. Evaluating Learning Technology Resources. LTSN Generic Centre, 2002.

CANN. E et al. English Language Arts: A Curriculum Guide for the Middle Level (Grades 6-9). Saskatchewan Education. 1998.

HIRSCHMAN, L; THOMPSON, H. Overview of Evaluation in Speech and Natural Language Processing. In J. and Mariani, editor, State of the Art in Natural Language Processing, pages 475 -- 518.

SHADISH, W. Some evaluation questions. Practical Assessment, Research & Evaluation, 6(3), 1998.

WILDE, J.; SOCKEY, S. Evaluation Handbook. Clearinghouse. 2000.

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Getting Your Kids Moving for Good Health

Kids today eat more and exercise less than the last generation, and this is poised to continue unless something changes. One of the best things you can do for your children’s health is to get them moving and teach them the value of physical activity. Numerous studies have shown that regular childhood exercise is one of the leading indicators of good, lifelong health habits.


If you were an active child who loved playing sports and on the playground, you probably still do something to stay in shape today - but do you involve your children in these activities? If not, you are not doing all you can to prepare your children to lead healthy, adult lives. Show your children you care about exercise – take them with you on walks. They may not want to start jogging right away, but if you take your toddlers on short walks with you now, they will get used to the idea of exercising. For children to stay in shape, they need about an hour of physical activity every day. What type of activity depends on the child’s age, temperament, and interests. Check out the recommendations below to help find the right activity for the children in your family. Toddlers and kids up to 5 years old are not ready for intense, organized sports or games with many rules. Choose games that are simple and easy to play, like “Hide and Go Seek” or “Duck, Duck, Goose.” Encourage physical activity that will develop balance and agility such as running, jumping, climbing, and sliding. Trips to the playground to climb on a jungle gym or swing are also good options.

6 to 8 year-old children can understand rules that are more complex and are ready to learn new skills. You can begin instilling a sense of teamwork and competition in them, although pushing too much competitive drive at a young age is not a good idea. Encourage children to cooperate and help each other in small groups. Organize informal games at the local playground or park with other kids the same age to get your children used to socializing and playing with others. When it comes to sports, enroll your child in a sport that he or she shows a genuine interest in and let him or her take the lead. While teaching your child to follow-through with commitments is great, don’t force your child to stay on a team if they are not enjoying the sport. Let your child try a few sports before you ask them to commit. Children this age may take some time to find the right sport for their personality – but once they have found it, they tend to love it for a lifetime.

Around ages 6 to 8 is also when most children learn how to ride a bike, skateboard, and inline skate. All of these activities will encourage balance, muscle development, and hand-eye coordination, as well as cardiovascular health and overall physical fitness.


Remember to invest in the appropriate safety gear, including helmets and pads, and make sure the kids wear them all the time.

9 to 12 year-olds tend to develop interests that are more specific. Many will still be interested in playgrounds and swings, but around ages 9-12, many kids become active in organized sports. Many will begin to focus on a particular sport or activity they find is their favorite. Encourage your adolescent to develop his or her skills and interests, and support them at practices, matches, and games. Make sure they have qualified coaches and are completing the proper strength training. Most importantly, make sure they are having fun!

If team sports don’t interest your child, invite them to try individual sports like karate or tennis. Hiking or rock climbing is an excellent alternative for the nature-loving child who loves solitude and contemplation, and swimming is a good option if your child loves the water. What form the exercise takes is not as important as whether your child enjoys the activity and sticks with it throughout the years.

Teens can participate in almost any sport they choose, and usually throw themselves into activities with great enthusiasm. Competition and team spirit comes to the forefront at this stage, and sports can become a driving force in your teenager’s life. Activities like waterskiing and snowboarding are popular with teens because they require self-discipline and allow them to develop and apply advanced skills. Likewise, passion for their favorite team sports may carry over from their adolescent years, and activities like dancing or cheerleading may take on new importance. Be supportive.

If your teen is interested, weight training can be added to existing exercise programs to add muscle tone and definition, as long as an adult supervises it. If your teen has access to a gym or health club, encourage him or her to work with a personal trainer to learn how to lift weights properly.

The best way to motivate your children to exercise is by example. Play physical games with them and show your excitement for outdoor activities and sports. When young, take your children to the playground, climb on the jungle gym and swing on the swings. As they mature, challenge them to excel in their favorite sports – shoot basketballs, volley on a tennis court, or pitch baseballs with them.

No matter activity you choose, as long as you get moving with your kids, you will all live longer, healthier lives, not to mention have a lifetime of memories to share.

Lisa Austen is a mother of three from Sacramento, CA. She writes about topics related to children's play in her spare time.

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Television and education

As the amount of time that children spend watching television (televisores) increases, so does the concern for how it affects their academic ability. Children are watching on average four hours of television a day, and extensive research is being made into the effects. However, there is currently no evidence suggesting that television (televisores) watching affects children`s performance in school in a negative manner. In fact, modern research has found that there is a positive correlation between television viewing of 10 hours per week and sustained academic results.


Television (televisores) can be a very useful academic tool, and has been used in the classroom for academic purposes since the 1970`s. The television programmes are used to assist children in various subject areas, and are used alongside other teaching materials, to give a well rounded approach to learning materials. This has proved successful as children prefer learning visually at a young age. In the past, few programmes were designed for this purpose. However, with the extent of research that has gone into children`s television (televisores) and the input of governing bodies such as the U.S. Federal Trade Commission and the Federal Communications Commission, this attitude has changed.

Research into the effects of television (televisores) on children`s behaviour and performance has been in place since the 1950`s. however, with the formation of the Action for Children`s Television society in 1970, the research has been extensive and covering a variety of areas. The importance of the content of children`s television has created governing bodies on each television network to make sure they are fulfilling their public responsibility. The research is weighted against product demand, current issues and education, and aims to make sure that all characters are good role models. This includes removing stereotyping and encouraging social tolerance.

As a result, regular television (televisores) now consistently shows programmes of an educational nature. These programmes can easily be found on channels such as national geographic, discovery, and the learning channel, as well as on general stations worldwide. It was the well known children`s television programme Sesame Street that was first broadcast in 1969 that changed the face of educational TV for children. It showed that children do not only learn through informative documentary style programmes but that they learn skills by modelling positive behaviours on television.

Research has found that repetition is central to a child`s education, and this applies to educational television viewing also. It states that reruns are useful as they create recognisable characters and situations which help children to learn about cause and effect, sequencing and also improve their understanding of people and the world around them. Children`s television programmes are repeated up to four times a year to maximise the potential, though of course, this also assists with costs.

Another useful feature of television is that it tackles difficult questions in the areas of morality and ethics. Through the medium of television (televisores), children are exposed to ideas and made aware of cultures that they can not necessarily experience for themselves. Television also assists with topics that are tricky to approach such as bereavement and bullying. As the subject is raised outside of the child`s environment, then it can be easier for them to discuss and deliberate over these subjects, particularly if they are relevant to their own experiences. Television is a popular medium of choice for conveying such ideas in classrooms around the world.

A final point to consider is that television (televisores) is a visually stimulating medium and is of interest to children. Therefore, it can be used to assist reluctant learners by creating interest and removing pressure that can accompany traditional learning techniques.

Television (televisores) is a useful educational tool if used correctly and in moderation. Television can assist with academic learning and also their social and emotional development. Although more research is needed, it is the attitude towards television and its uses that creates a successful environment in which children can learn.

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How to Protect Kids' Privacy Online: A Guide for Teachers

Whether playing, shopping, studying or just surfing, today's kids are taking advantage of all that the web has to offer. But when it comes to their personal information, who's in charge? The Children's Online Privacy Protection Act, enforced by the Federal Trade Commission, requires commercial website operators to get parental consent before collecting any personal information from kids under 13. COPPA allows teachers to act on behalf of a parent during school activities online, but does not require them to do so. That is, the law does not require teachers to make decisions about the collection of their students' personal information. Check to see whether your school district has a policy about disclosing student information.

Here's a look at the basic provisions of the law and what they mean for you and your students.

Website Operators

MUST get a parent's consent.
In many cases, a site must obtain parental consent before collecting, using or disclosing personal information about a child. Consent is not required when a site is collecting an email address to:

* respond to a one-time request from a child.
* provide notice to the parent.
* ensure the safety of the child or the site.
* send a newsletter or other information on a regular basis as long as the site notifies a parent and gives them a chance to say no to the arrangement.


Must get new consent when information-collection practices change in a "material" way.
Website operators need to notify parents and get consent again if they plan to change the kinds of information they collect, change how they use the information, or offer the information to new and different third parties. For example, new consent would be required if the website decides to:

* send information from children to marketers of diet pills instead of only marketers of stuffed animals, as covered in the original consent.
* give a child access to a chat room if the original consent covered only sending a newsletter.


Must allow parents to revoke their consent, and delete information collected from their children at the parents' request.
Parents can revoke their consent and ask that information about their child be deleted from the site's database. When a parent revokes consent, the website must stop collecting, using or disclosing information from that child. The site may end a child's participation in an activity if the information it collected was necessary for participation in the website's activity.



Teachers


May act in place of a parent in deciding whether to give consent.
Consent from a parent authorizes the website to collect personal information from your student. Subject to your school district's policies, you may act on behalf of the parent in giving consent, but COPPA does not require you to do so. If you or the parent do not consent to the collection, use or disclosure of the student's personal information, the student's participation in an online activity may be limited to areas of the site where personal information is not necessary.

You can give consent and still say no to having your student's information passed along to a third party.

A parent or teacher's consent isn't necessary if the website is collecting a child's email address simply to respond to a one-time request for information.


May decide whether to approve information collection from students based on new uses for the information.
Website operators will let you know about the need for new consent by sending you a new notice and request. They will do this when they are changing the terms-of-use of the information in a "material" or significant way.
Must allow parents to review personal information collected from their children.
To do this, website operators must verify the identity of the requesting parent.

May ask to see the information students have submitted.
The site will ask you to verify your identity to ensure that your student's information isn't given out improperly.


Understand that you may revoke your consent at any time and have your student's information deleted.
To stop a website from collecting additional information from your student, you can revoke your consent. You also may ask a site to delete any personal information it has already collected from your student.

Many school districts are adopting Acceptable Use Policies (AUPs) to educate parents and students about Internet use and issues of online privacy and safety, and seek parental consent for their children's use of the Internet. For example, an AUP may tell parents about the privacy policies of online services with which a school has contracts and students' use of non-contract websites. It may include cautions against children disclosing personal information to websites - such as their full name, home or email address, and telephone number. Or it may tell parents that the school has established classroom email accounts rather than individual accounts if email communication is necessary between students and online services.

The bottom line for teachers: Look around. Many websites do not require children to provide any personal information to participate. Other sites limit their collection to personal information that is necessary for the activity.

If you want more information about privacy online or if you suspect a violation of the Children's Online Privacy Protection Rule, contact the FTC, toll-free, at 1-877-FTC-HELP (TDD: 1-866-653-4261); or online at www.ftc.gov/kidzprivacy.

The FTC works for the consumer to prevent fraudulent, deceptive, and unfair business practices in the marketplace and to provide information to help consumers spot, stop, and avoid them. To file a complaint or to get free information on consumer issues, visit ftc.gov or call toll-free, 1-877-FTC-HELP (1-877-382-4357); TTY: 1-866-653-4261. The FTC enters Internet, telemarketing, identity theft, and other fraud-related complaints into Consumer Sentinel, a secure online database available to hundreds of civil and criminal law enforcement agencies in the U.S. and abroad.

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Child Development: Elementary, Middle & High School Children

As your child is growing and developing physically, socially, emotionally, and intellectually, it’s important for parents to recognize what stage of development their child is at. Parents who recognize the differences in the developmental growth stages are often more successful in parenting.
Read through the developmental differences listed below. Keep in mind that children grow at different rates with different degrees of success and failure. As always, it's important for parents to check with their pediatrician while their child is progressing through the developmental stages described in this article.

Physical Child Development

Elementary

Physical development in this age group includes steady growth patterns.

Gross motor (large muscles) are more developed than fine motor (small muscle). Elementary children are able to run and jump and control the larger muscles in their legs. They have a more difficult time holding small items, catching or putting something together using their fingers.

Elementary children learn through movement. Physical education is important during these developmental years. Let them touch and run!

The body and mind seldom work together.

Middle School

Rapid growth is common in the physical developmental stage. Girls often mature faster than boys. Girls are often taller than boys. It’s not uncommon for children in this age group to be tall (six feet or above) or short (five feet or below).

Puberty kicks in! Hormones take over. Skin (acne), hair and sexual organs are affected and begin to occur and develop, often without the awareness of the child or parent.

Energy, energy, energy! Energy spurts are common. Let them run!!!

Aggressive behavior often occurs. Boys tend to be more physical than girls. Girls tend to be more verbal than boys.

High School

Steady and slow growth development occurs in children in this age group.

Some body pains, especially in the legs and knees are common. Check with your medical doctor if growth pains persist.

High school students gradually take control over both fine and gross motor skills For example: high school students become more proficient in art (handling paint brushes) and physical education (dribbling a basketball).

Children in this age group begin to demonstrate adult-like physical traits. Shaving is now a common occurrence for both boys and girls.

Intellectual Child Development

Elementary

Rapid and steady growth of intelligence occurs within this age group.

Elementary children have a short attention span (15-20 minutes).

Elementary children generally enjoy learning.

This age group usually has a difficult time making choices and decisions.

Elementary children are not analytical in nature. Processing and analyzing information is not a common developmental trait.

Middle School

Middle school children usually demonstrate slow brain growth patterns. The learning curve begins to plateau and sometimes go down.

They may ask analytical questions, but seldom are able to develop analytical solutions to work out their questions or problems.

Their attention span becomes weaker after 30-40 minutes spent on one particular activity. Middle school children learn more when they are given a chance to apply what they learn. Block scheduling (combining math with science, English with communication) in middle schools are common to accommodate this learning technique. Allow or encourage your child to apply the math, science, social studies, and other areas of learning by providing opportunities. For example, around the home use a measuring tape, read directions in a cookbook, paint a wall in their bedroom, become involved in volunteer work.

High School

Steady growth in learning begins to occur again between the ages of 14 and 16 years of age.

Children close the ages of 16 often begin to develop an analytical solution process to solve their analytical questions.

Attention span becomes more adult-like: 50-60 minutes.

High school students are more interested in what they are learning when they are given an opportunity to apply what they learn.

Emotional Child Development

Elementary

Elementary Children generally want to please their parents, teachers, and other adults in their lives.

Children in this age group often begin to develop empathy toward others.

Elementary children often depend on adults for reassurance and encouragement.

Moods swings are often predictable and easier to handle then middle and high school children.

Middle School

Middle school children have been described (by many educational experts) as being emotionally unpredictable. “Everything is a crisis!”

Children in this age group often want and desire independence.

Rejection of adult advice and “talking back” are common personality traits.

Mood fluctuation is common. One minute they are adult-like, the next they are child-like.

Middle school children are often highly critical of themselves.

High School

Mood fluctuations may still be common, but emotional stability begins to occur as they enter their junior or senior year in high school.

As high school students begin to accept more responsibilities (driving a car, dating, getting a job, etc.) they will begin to show more signs of emotional maturity.

High school students are more adult-like with their emotions. However, they lack adult experience to handle adult emotional issues.

High school students desire and must be given more independence before they leave the home.

Social Child Development

Elementary

Elementary children usually lack social skills. They need to be taught and provided time to learn how to interact with peers. Children in this age group usually have a difficult time sharing. They will often site their parents and close relatives as their best friends. Social needs for making friends will fluctuate from child to child in this age group. It is normal for children in this age group to want to play alone. Parents must often encourage their child to interact with others.

Middle School

Middle school children usually have a high need to be social. Learning and being with their parents often becomes secondary to their social needs. Children in this age group often show allegiance to their peers. A great desire for secrecy and privacy may begin to develop.

Being a part of the group is very important to most middle school children. Children in this age group will begin to mirror their social peers using words (huh? duh?, ya right, etc.), using gestures (rolling eyeballs) and sighing are common.

High School

High school students begin to become more accepting of people who are different from them. They begin to open their social group to include others who they were once uncomfortable being with.

High school students will begin to search for the right answers. They will also seek out other adult input when the adult is non-judgmental, over-reactive, and willing to listen.

Parents searching for more information regarding appropriate reactions to child developmental changes should visit www.ScottCounseling.com and read this entire article that includes “Parent should” tips.

Scott Wardell has a Masters Degree in School Counseling and a Specialist Degree in School Administration. He has twenty-eight years of counseling and educational experience. Scott has presented at numerous parenting workshops, educational in-services and has been a keynote speaker on topics involving Child Development, School Bullies and Parenting. Visit www.ScottCounseling.com for online e-mail counseling services today!

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