Unit 6

Professional issues in evaluating the

student achievement
Senior Elective Education Course Final Semester

Faculty: Younas Masih

Presenter: Zahid Ali

Nadia Ghullam Ali

New Life College of Nursing Karachi

29-04-2015
 Objectives

 Describe the professional issues in evaluating the student achievement:

• Discuss Evaluating Student Achievement and Teacher Evaluation Criteria.
• Describe Ethical Consideration in Evaluation and Academic Honesty.
• Explain strategies Assessment, Evaluation and their issues.
• Discuss different Issues in evaluating.
• Describe evaluating issues overview.
• Discuss about professional development through evaluation.
• Enlist the goals of evaluation and describe how to complete these goals.
 Evaluating Student Achievement

 A student's achievement in the different subjects is evaluated in a

variety of ways.

In doing so, a teacher will consider different criteria, some of which
reflect overall school standards, and others which reflect the teacher's
specific goals for the course.
 Teacher Evaluation Criteria
1. Expectations
2. Instruction
3. Differentiation
4. Content Knowledge
5. Learning Environment
6. Assessment
7. Families and Community
8. Professional Practice
 Ethical Consideration in Evaluation
Honesty, integrity and fairness are some of the qualities that have marked the
organizations
The PNC Code of Ethics is based on the principles
We conduct business with the highest ethical standards

 We obey the law

 We follow the policies and procedures of PNC Bank;
 We maintain confidentiality;
 We have a work environment that is fair and bias-free; and
 We are honest and trustworthy.
 Academic Honesty
• Academic honesty means the use of one's own thoughts and materials in the
writing of papers, taking of tests, and other classroom related activities.
• Students intentionally aiding other students in any infraction of the
academic honesty policy are considered equally guilty.
• Students are expected to give full credit for the borrowing of other's words
or ideas.
• Intentional or unintentional use of another's words or ideas without
acknowledging this use constitutes plagiarism.
 Issues in professional development
Many professional organizations have ethical guidelines (e.g., the National
Association of Social Workers, the American Psychological Association, and
the American Counseling Association).

• Help or benefit to others

• Act fairly
• Respect others
 Assessment, Evaluation strategies and issues
Technique Advantages
1. Portfolio Broad sample and student
work
Documents progress
identifies students strengths
& weaknesses
Critical thinking with student
reflection
2. Role play Active participation of
student
Stimulates creativity
Variable can be controlled
Practice in peer review skills
Disadvantages Issues
Time for collection & Ownership
grading. Responsibility for
Need storage space. collection
Not direct observation. Nonselective versus
Limited reliability selective portfolio
Time needed for Deciding on the format for
learning organizing the portfolio
Immediate feedback Take time to build
may not be possible comfort with technique
Self consciousness of Need familiarity with
participant material
 Assessment, Evaluation strategies and issues
Technique Advantages Disadvantages Issues

3. Reflection Active student involvement
Assist students to practice self
assessment
Encourages recognition of
learning in students life
experience
4. Paper More in depth information in
area of interest
A public work to be assessed
Writing in the scholarly
model for self expression
Time consuming for Grading criteria can be
both students & faculty developed jointly
Student frustration Required a high degree of
with lack of clarity of trust
assignment Students will need
orientation to this process
Time for both faculty Reliability grading
and student criteria.
Subjectivity in
grading
Limited sample of
ability
 Assessment, Evaluation strategies and issues
Technique Advantages Disadvantages Issues
5. Essay Shorter than a paper. Less sample of content Reliability grading criteria
Assess recall and synthesis at and ability. Clarity of questions
one movement rather than at Time to write and time Use a test plan to better
several times. to grade. cover content
Creativity easy to conduct and
administer.
6. Oral Quick to prepare Perceived by students Must determine the
(verbal) In expansive as threatening difference b/w questions
questioning Opportunity for student to Bias of evaluator for teaching versus
receive immediate corrective assessment
feed back Criteria for assessment
Works well for nonlinear should be established
ideas before use.
 Assessment, Evaluation strategies and issues
Technique Advantages
7. Concept Works well for students who
mapping are highly visual in their
orientation
Computer based tools
available for electronic
submissions
8. Audio and Provide evidence when
video presence of faculty may be
recording intrusive or when faculty are
unable to be present
Disadvantages Issues
Artistic students may Reliability
have a advantage Grading criteria must be
Can be frustrating to defined
concrete thinkers Allow for student
creativity
Limited by mode of Must determine whether
recording entire type or a sampling
Requires time for of the tape will be
listen assessed
Confidentiality of
patients data is critical
 Assessment, Evaluation strategies and issues
Technique Advantages Disadvantages Issues
9. Patient Active involvement of Expensive Selection of scenarios
simulation students and faculty Specially trained Opportunity to
Team interaction person including practice prior to
faculty evaluation.
10. Service Authentic learning and Time to coordinate Assessment should
learning assessment with students include outcomes for
Impact on student agency student learning
preceptor Risk of expectation Preceptor satisfaction
of students for scope
of project are not
alike
 Issues in Evaluating
• The ultimate worth of professional development for teachers is the
essential role it plays in the improvement of student learning.
• That means that educators must pay attention to the results of professional
development on job performance, organizational effectiveness, and the
success of all students.
• Each professional development effort should be accompanied by a well-
designed evaluation plan for determining its effectiveness.
• Because of the complexity of current changes in education, this plan should
focus extensively on the use of ethnographic research.
• It also should extend over time in order to describe and give value to the
interrelationship of individual change and systemic change in education.
 Issues in evaluating
• The greatest problem facing education today is the evaluation of learning.

• Because most other problems of education are already being recognized and
being addressed.

• It is the problem that is mostly unknown that is most dangerous.

• This is a problem that permeates the entire field of education, from within
the classroom, to government policies, to accreditation, to standards being
set, to teachers being evaluated, to the outcomes of education.
 Issues in evaluating
• It is a problem that thus far has been accelerated by the simple use
information and communication technologies.
• We are at a tipping point to use new technologies, such as those involved in
the education, mass qualitative research, and intelligent computing utilizing
statistical analysis, to solve part of the problem.
• The problem with evaluation within the classroom is easy to see:
• Multiple choice tests have become the norm for how we evaluate student
knowledge.
• While these tests can do a decent job of determining what a student
remembers and, if properly written, what they understand, they can only
partially determine how to a student could apply, analyze, evaluate, or create
with the knowledge.
 Issues in evaluating
• The problem with multiple choice tests as a means of student evaluation is
starting to be seen and it is the teachers of this country, and the teacher
unions that are on the vanguard of recognizing some of the inherent
problems with this system.

• Although it is interesting to note that this recognition comes from their

general unwillingness to be evaluated themselves.
 Monitoring and evaluation issues
• Monitoring and evaluation is not receiving the attention is warrants
A consensus holds that insufficient attention is paid to monitoring and evaluation
issues and feedback loops during the program design process of most ICT in
education initiatives.

• The issues are known, the tools for tackling them aren't
In general, many of the issues and challenges associated with ICT in education
initiatives are known by policymakers, donor staff and educators.

• No common set of indicators

There are no common international usage, performance and impact indicators for
ICTs (internal criteria of teachers) in education.
• Examples of monitoring and evaluation indicators and data collection methods
exist from many countries.
 Monitoring and evaluation issues
• Few international comparative studies have been done
There have been very few international evaluations of impact of ICT use in
education.

• Data collection methods are varied

Data collection methods are quite varied. The use of the Internet to collect
data, and for self-assessment, especially in LDCs, has not been very
successful and is seen as problematic.

• ICTs are not being well used in the M&E process

There is a general belief that the communication potential of ICTs to facilitate
feedback from findings of monitoring and evaluation work, to create and
sustain communities of interest/practice.
 Overview
• As schools continue to move into different phases of educational
reform, one factor that is consistent in each state, district, and school
plan is the need for professional development.

• Every school-improvement effort hinges on the smallest unit; in

education, that is the classroom.

• Educational reform requires teachers not only to update their skills and
knowledge but also to totally transform their roles as educators.
 Professional development through evaluation

• It establishes new expectations for students, teachers, and school

communities that some educators may not be prepared to meet.

• Professional development helps teachers learn new roles and teaching

strategies that will improve student achievement.

• Educators have access to an expanding body of knowledge in regard to

their content area, teaching techniques, and meaningful, engaged
learning for students.
 Professional development through evaluation
• This increased flow of information--along with the current focus
on educational standards that emphasize in-depth learning experiences and
problem-solving abilities.

• Along with the demand for quality professional development comes the
need to be accountable.

• Professional development programs must be assessed to document their

value to the school organization, individual educator, and ultimately the
students.
 Goals
• Evaluation is considered a vital part of professional development planning and
implementation efforts.
• Multifaceted plans for evaluating professional development are developed
during the planning process and coincide with the focus of the program.
• Evaluation is done during a professional development program to modify and
improve the quality and relevancy of the program. Adjustments are made to
ensure optimal results.
• Evaluation documents the process of professional growth that teachers
undergo in changing their practice and roles as they move toward reform
standards for teaching and learning.
• Evaluation guides subsequent professional development efforts.
 Action options
• Develop a framework for reviewing professional development policies and
practices.
• Follow guidelines for evaluating professional development programs.
• Assess the needs of school staff by conducting a thorough needs assessment for
professional development.
• Plan strategies for collecting formative and summative data during and after
the professional development program.
• Develop a variety of tools for evaluating and profiling professional
development programs.
• Present the evaluation results in an easily understood format and make them
available to administrators, teachers, parents, and community members.
 General comments
• Simply put: A lot of work needs to be done in this area if ICTs (internal
criteria of teachers)are to become effective and integral tools in education,
and if accountability is to be demonstrated to donors and communities
financing ICT-related initiatives in education!

• Bias is a very real issue in most of the monitoring and evaluation work done
of ICT in education issues across the board. Such biases are often introduced
at the monitoring and evaluation design stage, and include a lack of relevant
and appropriate control groups, biases on the part of ‘independent evaluators.
 General comments
• There appears to be a lack of institutional and human resource capacity to
carry out such evaluations by local groups (which increases the cost of such
activities and potentially decreases the likelihood that the results will be fed
back into program design locally).

• Dedicated ICT-related interventions in education that introduce a new tool

for teaching and learning may show improvements merely because the
effort surrounding such interventions lead teachers and students to do
‘more’ (potentially diverting energies and resources from other activities).
 References:

• Basavanthappa,B.T. (2009).Nursing Education. (2 E.d) Jaypee: New

Dehli.

• Diane M. Billings Judeth A. Halsread. (4th E.d) Teaching in nursing.

• Retrieved from http://www.udel.edu/stuguide/10-

11/code.html#honesty
Any Question
Thank You