Chapter Exercises1

CHAPTER EXERCISES
A. Discuss the following evaluation philosophies:

- Subjectivist ethics - Ethical subjectivism is the meta-ethical view
which claims that: Ethical sentences express propositions.
- Objectivist ethics - The Objectivist ethics rebuilds morality from the
ground up.
- Subjectivist epistemology - A "subjectivist epistemology" is one that
implies the standards of rational belief are those of the individual
believer or those of the believer's community.
- Objectivist epistemology - Objectivism holds that, in a sense, all
facts are "necessary": all knowledge is knowledge of identity, i.e., a
statement that an entity (or aspect, potentiality, condition etc. of an
entity) is what in fact it is
- Utilitarianism - is an ethical theory that determines right from wrong
by focusing on outcomes. It is a form of consequentialism.
B. State and discuss the basic principles in educational assessment and
evaluation.
- Principle 1 - Assessment should be valid Validity ensures that
assessment tasks and associated criteria effectively measure student
attainment of the intended learning outcomes at the appropriate level.
- Principle 2 - Assessment should be reliable and consistent There is a
need for assessment to be reliable and this requires clear and
consistent processes for the setting, marking, grading and moderation
of assignments.
- Principle 3 - Information about assessment should be explicit,
accessible and transparent Clear, accurate, consistent and timely
information on assessment tasks and procedures should be made
available to students, staff and other external assessors or examiners.
- Principle 4 - Assessment should be inclusive and equitable As far as is
possible without compromising academic standards, inclusive and
equitable assessment should ensure that tasks and procedures do not
disadvantage any group or individual.
- Principle 5 - Assessment should be an integral part of programme
design and should relate directly to the programme aims and learning
outcomes Assessment tasks should primarily reflect the nature of the
discipline or subject but should also ensure that students have the
opportunity to develop a range of generic skills and capabilities.
- Principle 6 - The amount of assessed work should be manageable The
scheduling of assignments and the amount of assessed work required
should provide a reliable and valid profile of achievement without
overloading staff or students.
- Principle 7 - Formative and summative assessment should be included
in each programme Formative and summative assessment should be
incorporated into programmes to ensure that the purposes of
assessment are adequately addressed. Many programmes may also
wish to include diagnostic assessment.
- Principle 8 - Timely feedback that promotes learning and facilitates
improvement should be an integral part of the assessment process
Students are entitled to feedback on submitted formative assessment
tasks, and on summative tasks, where appropriate. The nature, extent
and timing of feedback for each assessment task should be made clear
to students in advance.
- Principle 9 - Staff development policy and strategy should include
assessment All those involved in the assessment of students must be
competent to undertake their roles and responsibilities.
C. Consider Stufflebvisteam’s CIPP evaluation model. What are the essential
components of:
 Context? Provides information for the development of evaluation of
mission, vision, values, goals, objectives, and priorities.
 Input? provides information for the development of program
designs through evaluation of data bases, internal and external
stakeholders’ interests, WOTS UP? (Weaknesses, Strengths,
Threats, and Opportunities)
 Process? develop ongoing evaluation of the implementation of
major strategies through various tactical programs to accept,
refine, or correct the program design (i.e. evaluation of recruitment,
orientation, transition, and retention of first year students).
 Product? Evaluation of the outcome of the program to decide to
accept, amend, or terminate the program, using criteria directly
related to the goals and objectives (i.e. put desired student
outcomes into question form and survey pre- and post-).
D. Using Stufflebeams CIPP model, conduct a self-assessment to evaluate
your own Mathematics program in your school.
MATHEMATICS PROGRAM
CONTENT INPUT PROCESS PRODUCT
(GOALS) (CONTENT)
E. What are the political dimensions involved in educational evaluation?

Discuss these dimensions thoroughly.
- Elitist, is the belief or attitude that individuals who form an elite—a
select group of people with an intrinsic quality, high intellect, wealth,
special skills, or experience—are more likely to be constructive to
society as a whole, and therefore deserve influence or authority greater
than that of others.
- Mass Based, Mass is both a property of a physical body and a measure
of its resistance to acceleration (a change in its state of motion) when a
net force is applied. An object's mass also determines the strength of its
gravitational attraction to other bodies. The basic SI unit of mass is the
kilogram (kg).

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CHAPTER EXERCISES

A. Discuss the following evaluation philosophies:

E. What are the political dimensions involved in educational evaluation?

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