We assess our learners at different times of the year, but how do we know how effective our assessment activities are? This is where evaluation strategies come in handy.
When we evaluate we look at the results from assessment to see where the gaps are, where learners are struggling or excelling, and to identify areas for improvement or expansion.
Evaluation should be an ongoing process throughout all aspects of teaching, learning and assessment. Data is the key to a good evaluation process.
Every time learners complete an assessment, they create data that can be used to understand their progress.
We analyse and evaluate this data to understand our learners’ achievement, retention, destination and progression figures.
Data gets produced each time learners complete an assessment. You use this data, in other words: learners’ assessment results, to evaluate their learning. This means analysing the data regarding your learners achievements.
Evaluation can be as simple as adding the number of grades the class achieved. For example, out of a class of 46 learners, 8 achieved 80% and above, 12 achieved between 70% and 79%, 17 achieved between 50% and 69% and 9 achieved below 50%.
Ideally, evaluation would be a bit more complex. This is where you start to evaluate the results per question. In the summative and formative assessment blog posts, you’ve seen how to create digital tools to assess learning. These tools all produce digital data that can easily be evaluated. You can start by looking at the form response overview produced when learners submit a GForm or MS Form.
When you evaluate a class’ assessment results, here are some questions you could ask to analyse the data:
Click on the interactive buttons below to discover the questions to ask of the data.
Asking yourself these questions can help you ascertain if your assessments are valid and reliable. Simultaneously it will help you see where the gaps are, where learners are struggling or excelling, and to identify areas for improvement or expansion.