A means that constantly intervenes, warning us how teaching and learning are developing, thus contributing to achieving the efficiency of both, emphasizing not only the final product or result, but also involves the learning process itself, that is, how it develops East.
evaluation-of-learning-and-trainingTo evaluate learning, it is necessary to collect information that allows recognizing the student's level of progress; it is the techniques and instruments that will allow us to do it.
GUIDELINES FOR BUILDING AN OBSERVATION SYSTEM
- SELECTION OF THE OBSERVED PRECISE THE EVENTS OR CONDUCTS TO BE OBSERVED ESTABLISH AND DEFINE THE CATEGORIES AND SUBCATEGORIES OF OBSERVATION TO SELECT A REPRESENTATIVE SAMPLE OF EVENTS AND BEARS TO BE SEARCHED FOR THE OVERSEASTS OF THE OVERSEASES AND THEY ARE GOING TO BE SEARCHED.
SCALES NUMERIC
- Never Sometimes Frequently Always
Others…
- TerribleRegularGoodVery GoodExcellent
GRAPHIC SCALES
TEACHING ATTITUDES AGAINST TEACHING
- Alternative 1 Alternative 2 Alternative 3 Alternative 4 Alternative 5
STEPS TO BUILD A SEMANTIC DIFFERENTIAL
- Selection of the object (concept) Prepare a list of bipolar adjectives 3. Build a preliminary version of the scale. The preliminary scale is administered. The reliability and validity of the total scale is calculated. The items that denote significant correlations with the other reagents. The final version of the scale is constructed. The scale is analyzed.
Others…
- Good: _____: _____: _____: _____: _____: _____: _____: bad Passive: _____: _____: _____: _____: _____: _____: _____: active Strong: _____: _____: _____: _____: weak _____: _____: _____: _____: _____: _____: _____: brave Responsible: _____: _____: _____: _____: _____: _____: _____: irresponsible _____: _____: _____: _____: _____: _____: unpleasant Exalted: _____: _____: _____: _____: _____: _____: _____: moderate
VALIDITY
- AN INSTRUMENT IS VALID WHEN IT MEASURES WHAT IT WANTS TO MEASURE. IT REPORTS ABOUT WHAT WE WANT
TYPES OF VALIDITY
1. Construct
Validity 2. Validity Linked to an External Criterion
2.1 Concurrent
Validity 2.2 Predictive
Validity 3. Content Validity
VALIDITY
- DEGREE WITH WHICH AN INSTRUMENT IS USED FOR THE PURPOSE FOR WHICH THE OBJECTIVES OF THE REAGENT ARE USED BEHAVIOR POTENTIAL ERRORS IN THE EVALUATION
Reductionism: sacrifice to other dimensions / Factors, items.
Leniency:
- Positive (High External Ratings) Negative (Low External Ratings)
Halo: Classification of an item, factor influences other items
Similarity: by projection with the evaluated.
Low differentiation: when numerical, graphic, descriptive rating scales are used.
Approach to performance VS “seniority in office”
HOW TO MINIMIZE THESE BIAS?
- MULTIPLE USE OF CRITERIA: THE MORE COMPLEXITY ITEMS, THE MORE PASS EMPHASIS IN DIFFERENT BEHAVIORS HIGHER NUMBER OF EVALUATIONS OF EXPERIENCE OF TRAINED EVALUATORS
