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.