2022

Evaluation theory
 Development Strategies
Socio-emotional

Dulce María Robles

Uribe Elizabeth Ferreyra
Morán

Educational evaluation is the process through which we apply a judgment on

elements to determine if what was proposed in the learning objectives has been
achieved and serves to maintain the same course or change it according to the
needs of the course program.

An evaluation theory can be understood as:

A heuristic resource to investigate, ask questions and try to answer them from
theoretical and methodological options that are defensible in each context, field and
approach to evaluation.

“Knowledge is not built all at once; It is forming little by little.”

That legacy that every human being wants to leave; It is a desire of each person
inside, in some way our children or our students acquire something of what we
know and then they improve and multiply it. In martial arts movies a scene occurs
that seems familiar to us: A master trains a disciple for a long time, sometimes
years, at which point the moment comes when the disciple reaches the level of the
master or surpasses him; At that moment he leaves the place and goes, faces a
few enemies and later becomes a teacher of another disciple.

That is the essence and wonder of education. Those of us who dedicate ourselves
to the task of teaching know that evaluation is, as we already said, the quality
control of education. Through evaluation we know if we have taught as it should,
everything that should be taught and if our disciples are ready to move to the next
level or we must finish the task.

The evaluation has many uses, it is useful for administrators, educational

authorities, parents, students, the community and of course those who teach it, but
the most important thing is that it must serve for the benefit of the student.

One of the uses of evaluation theory can be related to:

a) Anticipate evaluation activities, processes, purposes and goals. b)

Design dynamics, discuss evaluation processes and goals.

c) Clarify activities, processes and goals of the evaluation.

d) Order activities, processes and goals of the evaluation.

The construction spaces of an evaluation theory are:

a) Social and educational programs, construction of knowledge, value systems

and criteria, and the use of knowledge.
b) Social and educational programs, construction of knowledge, systems of
values and criteria, the use of knowledge, and the practice of evaluation. c)
Social and educational programs, knowledge systems and values education.
d) Only social and educational programs, and knowledge construction.

In program evaluation, the decisions to be made can only be justified from:

a) Politics, society and culture.

b) Politics, society, culture, ideology and educational theories. c) Politics,
society and educational theories.
d) Politics, society, culture, and educational theories about what is subject to
evaluation.

Evaluative theory refers to methods, but not only to them. For the evaluator to be
well informed when making decisions, one needs to be discussed:

1. Philosophy of science, public policy, theory of value and theory of use.

2. Philosophy of science and public policy.
3. Theory of value and theory of use.
4. Philosophy of science, public policy and theory of value.

According to the general model for educational evaluation, this is considered an

evaluation as a process:
 a) Socially and politically formative where practice.
b) Socially and politically constructed where practice.
c) Socially and politically evaluative where practice.
d) Socially and politically educational where practice.

Following the content of the previous question, the evaluation practice is made up
of:

a) Design and development.

b) Design, development and application.
c) Design, development and evaluation.
d) Development and evaluation.

“Evaluation is the systematic judgment of the worth or merit of an object” (Joint

Committee, 1988).

“Process of making value judgments” (Suchman, 1967).

“Process of identifying, obtaining and providing useful and descriptive information

about the value and merit of the goals, planning, implementation and impact of a
given object, in order to serve as a guide for decision making, solving problems of
responsibility and promote understanding of the phenomena involved” (Stufflebeam
and Shinkfield, 1987: 183).

Evaluating is one of the aspects always present in the task of educators, we

evaluate with different intentions. It is evaluated to average a bulletin grade, to
support an educational system and its canons, to inform us about the status of the
learners' learning course, to grant degrees, etc.

There are different ways to classify the different types of evaluation, in this case we
will distinguish between Summative Evaluation, Formative Evaluation and Authentic
Evaluation.

Summative evaluation

It could be said that it is the classic definition or predominant idea about an

evaluation. Summative evaluation is one that is carried out at the end of a unit

or topic, with which the results are accredited, from a value judgment that is
generally compatible with what the educational system asks for.

Formative Evaluation.

This type of evaluation, whose name comes from Scriven (1967), has a different
character from the summative type, even opposite, if you will. Formative evaluation
aims to collect information from the educator about the state of the learning process
of their students. To then see if it is necessary to replace the teaching strategies
used until now and their effectiveness. Its purpose is the same, from the
introspection of how the teacher is carrying out his work, to make the corresponding
modifications, and thus, improve the learning processes of his students. This is the
notion shared by Sciven y, Black and William (1998). In turn, Allal (1980) adds
another consideration regarding formative evaluation. Considers that this type of
evaluation helps the self-regulation of the students, to notice the state of their own
learning processes and locate in which aspect of this they are not going as they
would like, in order to be able to form new strategies together with their educator. In
this way, we can observe that formative evaluation, unlike summative evaluation,
goes beyond grading results, rather, they intervene in the learning process before
advancing to a grade.

Authentic Evaluation

This type of evaluation is what Heterogeneous Classrooms focuses on. In authentic

evaluation, the learner uses the knowledge learned in solving specific problems,
with real recipients, of the nature of the appropriate activities of the approach (you
can see the reference to these in our Theory section). Rebeca Anijovich (2014)
describes according to Wiggins, certain points of the evaluation authenticate:

• Its purpose is clearly defined, a product to be produced, a real problem to

address, solve or a goal to achieve.

• The task that students must perform has specific recipients, interlocutors from

the real world or close to it, to whom it is directed. • The proposed task is

challenging and requires facing and solving poorly structured problems, which
may have more than one solution, in which there may be redundant or lack of
information.
• It includes restrictions and conditions, just as they occur in real life, for which it

is necessary to recognize what they are, look for existing alternatives or

create one and make decisions to solve the problems raised.

• It involves using a variety of cognitive resources, since the situations they are

proposed to address are complex. They require a variety of knowledge and

procedures.

• Requires time to develop work processes. It is about offering students various

opportunities to search for information and resources, design resolution

methods, provide spaces for them to show their progress and receive
feedback from teachers and their classmates until they reach the final
product.