Reflective Journal #8

Description

In this chapter, Slavin describes the importance of evaluation and how student learning is evaluated. Slavin states, “Evaluation, or assessment, consists of all the means used in schools to formally measure student performance” (Lloyd et al., 2013; McMillan, 2011; Popham, 2014; Waugh & Gronlund, 2013; Slavin, 2018, p. 348).  

Analysis

            Evaluations can be based on quizzes, tests, written evaluations, and grades. While many evaluations focus on academic achievement, they can differ among age groups. For example, elementary schools may provide descriptions such as “follows directions,” “listens attentively,” “works well with others,” and “uses time wisely” (Slavin, 2018, p. 348). In middle and high school, student descriptions may be “works up to ability,” “is prepared,” and “is responsible” (Slavin, 2018, p. 348). The importance of evaluations, or assessments, serve the teacher, student, and parents. According to Waugh & Gronlund (2013), student evaluations serve six primary purposes:

1.     Feedback to students

2.     Feedback to teachers

3.     Information to parents

4.     Information for selection and certification

5.     Information for accountability

6.     Incentives to increase student effort

Evaluation as feedback is important for both teachers and students because it lets the teacher know if their instruction was affective and lets the students know if they fully grasped the concept. Slavin states that regular evaluations give students feedback on their strength and weaknesses (Slavin, 2018, p. 349). For feedback to be useful, evaluations should be as specific as possible so students know and understand exactly what they did right and/or wrong in their work. For teachers, brief but frequent quizzes, writing assignments, and other student products are necessary to provide more detailed indications of students’ progress (Slavin, 2018, p. 349). It’s important that through evaluations, teachers are able to understand students’ thinking and thought process and determine any misconceptions students may have. McTighe & Curtis (2015), Mertler (2014), and Schimmer (2016) found that evaluations also give information to the principal and the school as a whole, which can be used to guide overall reform efforts by identifying where schools or subgroups within schools are in need of improvement.

Evaluations can be used as information to parents, for selection, and for accountability. Evaluations keep parents informed of their student’s achievement in school. If their child is struggling in an area, they are able to assist at home to help their child improve. Evaluations serve as information for selection in many ways. Students are grouped based on their abilities. Students are selection into the gifted and talented program based on evaluations. As students move from grade to grade, they can be placed in certain classes based on their achievement in certain areas. They are used by colleges to see who they should accept. Even after graduating college, evaluations are used for promotion in different career fields. Evaluations as information for accountability include data for evaluating teachers, schools, districts, and states. Statewide testing allows states to rank every school in terms of student performance (Banks, 2012; Miller, Linn, & Gronlund, 2013, Slavin, 2018, p. 350).

Finally, evaluations can be used as an incentive. Incentives motivate students to do their very best work. High grades, stars, and prizes can be given as rewards for good work. Slavin also states that students value grades and prizes primarily because their parents value them (Slavin, 2018, p. 350).

Assessments can be formative or summative. A formative evaluation is designed to tell teachers whether additional instruction is needed and to tell students whether additional learning is needed (Gewertz, 2015; Heritage, 2011; Higgins, 2014; Marzano et al., 2013; Tomlinson & Moon, 2013; Slavin, 2018, p. 350). Formative evaluations can be quick and done anytime throughout a lesson. They can be in the form or quizzes, oral or brief written learning probes, or by listening to students during group work. Summative evaluations refer to tests of student knowledge at the end of instructional units (Slavin, 2018, p. 350). These evaluations may not be frequent but must be reliable and should allow for comparisons among students. They should also relate to course objectives and tied to formative evaluations.

Students’ scores can be interpreted in two ways, norm-referenced and criterion-referenced. Norm-referenced evaluations focus on comparisons of a student’s scores with those of other students (Slavin, 2018, p. 350). For example, students may be compared to other students in their class based on their grades. Criterion-referenced interpretations focus on assessing students’ mastery of specific skills, regardless of how other students did on the same skills (Slavin, 2018, p. 350). Formative evaluations are almost always criterion-referenced because teachers are checking to see if students are grasping a particular concept. Summative evaluations can be norm-referenced and criterion-referenced because teachers are able to see how well students did on different concepts and how well they did compared to other students in the class.

Different types of evaluations should be used for different purposes. Slavin states, “As a minimum, two types of evaluation should be used: one directed at providing incentive and feedback, and the other directed at ranking individual students relative to the lager group (Slavin, 2018, p. 351).

Traditional grades as incentives are often inadequate due to the fact that grades are given too infrequently, are too far removed in time from the student performance, and are poorly tied to specific student behaviors (Slavin, 2018, p. 351). Research from Duckor (2014), Tomlinson (2014a), and Wiggins (2012) found that achievement is higher in classrooms where students receive immediate feedback on their quizzes than in classrooms where feedback is delayed. Another reason why grades as incentives are not ideal is because high achievers may find it too easy and not do their best work, and low achievers might find it too difficult and give up. Because of these reasons, Slavin suggests that traditional grades should be supplemented by evaluations that are better designed for incentive and feedback (Slavin, 2018, p. 351).

Evaluations are used to compare students with other students so parents and students can have a realistic picture as to where they fall among their peers. Students also need to see where their strengths and weaknesses lie so they are able to make decisions about their futures. Slavin (2018, p. 352) states, “To be fair, comparative evaluations and other summative assessments of student performance must be firmly based on the objectives established at the beginning of the course and consistent with the formative incentive/feedback evaluations in format as well.” It would not be fair for a teacher to use essay questions on a summative test if the formative tests leading up to the summative were not also essay questions. It is also important that teachers collect summative evaluation information as students complete instructional units, as well as to use major unit and final tests.

Overall, evaluations are important for both teachers and students. Teachers can use evaluations to ensure their instruction is effective. They can also use evaluations to group students based on their performance. Students can use evaluations to see how well they are mastering concepts and where they fall among other students in their class/grade.   

Reflection

What does this concept mean to you?

How do you feel about his concept?

How is this concept significant concerning the context of your classroom?

How might you use what you learned to become a better teacher?

            When I was a student, I couldn’t wait to get my assignments back so I could see the grades I made. I also wanted to compare my grades to my friends’. I was always excited to get my report card because I couldn’t wait to show my parents. My incentive as I got older, was $20 for every A I received on my report card. Even when I got to college, my mom would surprise me with something if I got good grades, especially following a semester where I really struggled. While good grades were always a good enough incentive for me to do my best, prizes and rewards helped when I would lose motivation.

            As a teacher, I use evaluations to see where my students are in regards to what we are learning in class. I also use them to ensure what I am doing is effective. One thing I need to be better at is giving my students evaluations with feedback within a timely manner. I would get so caught up with other things I needed to do for school that I would forget all about the feedback on evaluations. This did not benefit me or my students. I think one thing I can do to get better at this, is focusing on the “brief” part of formative evaluations. This way, it is quick for students to do and quick for me to look at, review, give feedback, and return to students in a timely manner.

            One thing that really stuck out to me while reading this chapter is Tileston & Darling’s (2008) example, “if the summative test uses essay questions, then the formative tests leading up to it should also include essay questions” (Slavin, 2018, p. 352). When I was taking a math class in college, my professor made us use this program on our computer to complete all of our assignments. He taught us how to do everything through this program. When we got to the final, we were no longer allowed to use the program, but had to complete it by hand. I was so confused because we had never done any of the work in his class by hand. I kept thinking to myself, If he wanted us to complete our final exam by hand then he should have taught us how to do this by hand instead of through this computer program. It is important that students are given the same type of questions or evaluations that they will see on a summative evaluation.

            One thing I love to use evaluations for is when I meet with parents. I want them to be able to see and understand how their student is doing in my class. I want them to know their child’s strength and weaknesses and what they can be doing at home to help them grow. Parents are typically very appreciative of this information and gain an idea of where their child stands among their peers. For example, I will tell them where their child should be in the sixth grade and where their child actually is, whether it be above or below grade level.

            While I do use some forms of evaluation, I want to focus on using multiple evaluations and making them brief so I am able to give students feedback in a timely manner. This will benefit me and my students. I would also like to keep track of their evaluations so I can determine how well they are progressing and so students can see their progress as well. I am hoping this will motivate students to keep moving forward and working hard in school rather than slacking off and falling behind.  

Reference

Slavin, R. E. (2018). Educational Psychology: Theory and Practice (12th ed.). NY, NY: Pearson.