Program Evaluation Paper: GED Program (Research Paper Sample)
The paper starts by discussing what exactly assessment and how it is done and implemented. After that, the focus es on shift to evaluation and the various aspects of it. Additionally, it examines testing as a technique that may be used for both assessment and evaluation. It states the princples and functions of the gem evaluation and assessement.source..
Program Evaluation Paper: GED ProgramStudent NameInstitutionInstructorCourseDate
Program Evaluation Paper: GED Program
GEM program provides continuous progress in teaching and learning can only be realized by understanding the distinction between assessment and evaluation as a whole. The assessment and evaluation are frequently mixed up terms. An evaluation's goal is to compare a given performance or work product to a predetermined benchmark. Assessing a mentee requires a mentor to value helping and be prepared to put up the work necessary to provide valuable comments that will improve the mentee's future success. While both methods collect data about a work's performance or output, the way these facts are used and the attitude they evoke are vastly different in each process. The paper will start by discussing what exactly assessment and how it is done and implemented. After that, the focus will shift to evaluation and the various aspects of it. Additionally, it will examine testing as a technique that may be used for both assessment and evaluation.
In terms of concepts, evaluation have some differences, the most obvious of which are the objectives and focus. For the time being, let us focus on the terminology differences before delving more into the specifics of how assessment differs from evaluation. Assessment, by definition, is an evaluation, as defined by the 2017 edition of Webster's Collegiate Dictionary. The exact definition defines evaluation as an estimate or a determination of something's value. Because of this, these methods are frequently employed in educational settings to gauge the effectiveness of teaching and learning initiatives. This procedure is followed to find out if there is anything more than educational institutes may be doing to improve the quality of education.? Brown (1990) says assessment is a sequence of connected measures used to ascertain an individual's or group's complicated attributes. Technically this entails acquiring and interpreting data on the learning goals of students. GEM evaluating a pupil's strengths and weaknesses allows educators to give tailored educational programming or social services to that student. Teachers, district officials, colleges, commercial organizations, state departments of education, and groups consisting of a combo of these persons and institutions design evaluations. Teachers are more likely to use assessment results when they write, administer, and analyze the questions themselves in classroom assessment. As a result, it helps students gauge their development while also providing feedback on training efficiency.
According to Brown (1990), classroom GEM evaluation serves two primary functions: first, it shows whether or not learning has occurred, and second, it clarifies what teachers anticipate from their pupils. Measuring improvements over time, motivating learners to study, evaluating teaching techniques, and ranking students' abilities about the total group evaluation are all parts of an assessment process. Unfortunately, most students spend their time and energy trying to figure out the fastest or best way to pass their 'tests.' As a result of this information, we are in a position to control the learning types that occur. For instance, assessing students only on their ability to recollect information will likely result in them knowing only the bare minimum. Students are more likely to perform or achieve higher if we use valuation procedures that require critical thinking or ingenious problem-solving. Furthermore, proper assessment can assist students in becoming more self-directed learners. Assessment serves a variety of purposes, including encouraging and directing learning. They also play a crucial part in enlightening decision-making besides being fundamental to continuous quality improvement activities in lessons, courses, and programs.
Types and Approaches to Assessment
Technically to characterize various methods of learner assessment, numerous words are utilized. Even though it is a bit arbitrary, these many phrases can use it to depict dichotomous poles. To assist the scholar's learning process, formative assessment gives the learner feedback that may be utilized to identify strengths and weaknesses and, as a result, enhance performance in the future. Formative assessment is best employed when the results will be used by individuals participating in the learning process internally. It is common practice to use summative evaluation to make grading or advancement decisions. Finally, summative assessments are given at the end of a course to evaluate how well the student has done.
Summary GEM evaluation is intended to communicate students' abilities to external stakeholders such as administrators as well as employers and to give the basis for grade assignments. Combining evaluation into other duties is possible, including answering a question in class or using feedback from your preceptor when you're executing a bedside treatment. Formative feedback is frequently provided through informal assessment. Consequently, students feel safer because of it, and stress levels drop as well. Nevertheless, unstructured input is prone to bias or subjectivity. It is only when students know that their task is for assessment purposes that formal evaluation happens, such as during a written test. For the most part, formal assessments are generally summative, which means they have an immense influence on motivation while also increasing stress. For this reason, formal evaluations must be held to a higher reliability and validity standard than informal evaluations.
Students are continually assessed as they progress through a learning experience. Students and teachers must be aware of their own development or achievement in order to choose the next step in the learning process. These situations call for continual assessment. Constant evaluation is advantageous to both students and teachers since it provides them with the data they require now in order to enhance teaching and learning. Continuous GEM evaluation necessitates more work on the part of the teacher as well as the student. Evaluation that occurs solely after a learning activity is known as a final (or terminal) assessment. It is ideal when learning can only be assessed as a whole rather than as individual components must be considered. Summative decision-making frequently relies on the final assessment. The final assessment cannot be used for constructive reasons, obviously, because of its date.
As the name implies, process GEM evaluation involves the methods or steps that underlie specific abilities or tasks, such as completing a mathematical operation or analyzing a blood sample. Process evaluation is constructive when a learner is learning a fresh skill and also for delivering constructive comments to help improve performance because it provides more granular information. The goal of product evaluation is to evaluate the final product. Using the instances mentioned above, we would concentrate on getting the correct answer in algebra or getting the blood test results right. Product evaluation is best suited for demonstrating mastery of a particular ability, i.e., for summative evaluation. For the most part, product evaluations are more straightforward to develop than product evaluations because they require a description of the finished product's qualities.
Different answers or solutions can be regarded as correct in divergent assessments. However, essay tests are an example of this. Higher cognitive skills are better assessed with a variety of more authentic methods. There is little doubt that these kinds of evaluations take time, and the conclusions drawn from them are frequently suspect. There is just one correct answer in a convergent evaluation (per item). The best case and demonstration of the efficacy of this strategy in measuring information are objective test items. The evaluation and scoring of convergent assessments are simpler than divergent evaluations. Unfortunately, this approach is frequently put to general usage because of its "ease of use," even when it conflicts with sound evaluation practices. Two typical evaluation fallacies are caused by the familiarity and simplicity of use of convergent assessment tools and these are the Fallacy of False Quantification and the Law of the Instrument Fallacy.
Language as a subject is related to two fundamental tendencies in evaluation systems. There is a strong focus on assessing student learning using valid and reliable metrics. There is a strong emphasis on making summative judgments here, which in practice will likely need more formal examinations and tests with grade schemes to guarantee that the process is solid. An alternate strategy is to shift the focus from assessment of learning to assessment, meaning a more constructive approach that places a greater emphasis on providing feedback to enhance performance instead. It is possible to use a combination of coursework and portfolio assessment to acquire data that accurately reflects the subject's breathe. In the Middle of Evaluation and Assessment, students must be given numbers or other symbols to represent a particular characteristic of the objects of concern according to some predetermined guidelines to reflect quantities of attributes after collected data. Students' achievements, personality qualities, or attitudes can all be measured in this way.
Additionally, measurement is the process of identifying a quantitative or qualitative characteristic of a single person or group of people with academic significance. Written tests, observational questions, oral assessments, and other methods of gauging the respondent's knowledge and abilities will all employ tests as the vehicle for observing specific...
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