UNIT A13: EVALUATION
WHAT IS EVALUATION?
Almost every time you teach you will think about the session afterwards and ask yourself such questions as: Was it successful? If so, in what ways? What did not work? Why? How can I improve next time?
In doing this you are evaluating your teaching. Evaluation means to judge something, to decide in what ways it is successful or unsuccessful, good or bad, and why. This is informal evaluation. You just think of the ideas in your head.
It is a good idea, however, to also carry out a formal evaluation of some sessions. This means that the evaluation is planned, and carried out in a systematic manner, usually in writing.
We can evaluate a number of things:
- an individual session;
- our teaching over a period of time;
- the courses we are teaching;
- the whole running of the RTC.
We will now look at
self-evaluation;
course evaluation.
WHY EVALUATE?
The main reason for evaluation must be to improve. We look for things we are doing well so we can build on these in the future. We look for things we are not doing so well and ask how we can improve on these in the future. This is true for both self-evaluation and course evaluation.
HOW TO EVALUATE
Self-evaluation can be looked at as a continuous process of
REFLECTION →ACTION→REFLECTION as in the diagram below.
Reflection: stop and think about your teaching. Think of good points and
weaknesses.
Changes: decide on changes you would like to make.
Plan: plan how to make the changes.
Action: make the changes next time you teach.
Reflection: stop and think. Did the changes work?
A similar cycle can be used over a long period of time to evaluate courses.
ACTIVITY A13.1: SELF-EVALUATION: WHAT TO EVALUATE?
We have already suggested you evaluate your teaching by filling in the last space on the format for session plans in Unit B8. This is informal evaluation, as you are just thinking about the session and the way you taught it. Formal evaluation means looking systematically at all aspects of your teaching, either for one session or over a period of time. Look at the ideas below and then do the activity at the end of this section.
To be systematic, you can look at each of the main elements of teaching.
Aims and objectives: are they clear and achievable. Possible improvements?
Planning: are plans clear and useful? Possible improvements?
Content: the right amount at the right level? Possible improvements?
Sequencing: do parts of sessions follow logically? Possible improvements?
Timing: enough time to cover the topics? Possible improvements?
Methods: appropriate to aims and topics? Variety of methods? Possible improvements?
Practicals and demonstrations: used where appropriate? Possible improvements?
Questioning: worked well? Possible improvements?
Relationship with students: good? Possible improvements?
Assessment: appropriate to the aims? Practical assessment of practical skills? Possible improvements?
Introduction: created interest? Possible improvements?
Conclusion: summary and link to future? Possible improvements?
Notice the emphasis on possible improvements, which is the whole object of the exercise.
CHECKLISTS
Another way to do self-evaluation is to use checklists. Two examples are given below. In each case you can either grade yourself by ticking the appropriate column or write a comment or both.
You should try to use these occasionally during your teaching experience. They may help you to identify weaknesses in your teaching which you can try to improve on. Compare one checklist with the last one to find out if you are improving.
Your tutors will visit you during the first part of your teaching experience and will use similar evaluation procedures and share the results with you. Always try to be open to their suggestions and criticism. This is the only way to improve.
CHECK LIST ON TEACHING SESSIONS
Tick the correct column or write a comment across the columns.
| How well did I ………? | Very good | Good | Not so good | Poor |
| Prepare aims and objectives? |
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| Plan correct amount of content? |
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| Sequence content? |
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| Prepare equipment, tools and materials? |
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| Know the subject matter? |
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| Speak clearly? |
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| Use simple language? |
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| Use questioning? |
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| Use practice / demonstrations? |
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| Use the blackboard? |
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| Use visual aids? |
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| Use a variety of methods? |
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| Involve the students? |
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| Interest and motivate the students? |
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| Time each part of the lesson? |
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| Use interesting introduction? |
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| Summarise and conclude? |
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| Assess student performance? |
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| Achieve aims and objectives? |
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| Recommendations for improvements. I must try to improve:
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CHECK LIST ON SKILLS SESSION
Tick the correct column or write a comment across the columns.
| How well did I ……….? | Very good | Good | Not so good | Poor |
| Analyse the skills? |
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| Prepare and practice the skill? |
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| Prepare equipment, tools and materials? |
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| Sequence the skills? |
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| Use demonstrations? |
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| Explain demonstration? |
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| Involve students in demonstration? |
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| Ensure all students could see? |
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| Test students understanding? |
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| Prepare students for practice? |
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| Check out tools and equipment? |
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| Give student time to practice? |
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| Help students to improve during practice? |
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| Time practice? |
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| Check in tools and equipment? |
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| Ensure the workshop is tidy? |
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| Conclude the session? |
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| Store the finished products? |
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| Recommendations for improvements. I must try to improve:
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1. Use two of the above methods of evaluation either by teaching a session and evaluating it or by reflecting on all the teaching you have done so far on this course.
2. Make a list of recommendations for improvements.
3. Prepare a session to teach to St. Dominic’s students. Try to carry out your recommendations for improvements. Fill in another checklist to see if the improvements worked.