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Best Evaluation Procedures and Instruments For Grading All Activities in That Same Course

After establishing learning outcomes for a course, the best way to evaluate activities and grade the course is through formative, summative, and confirmative evaluation. Formative evaluation provides feedback during the design process, summative evaluation determines if instruction achieved outcomes, and confirmative evaluation determines long-term effects. Evaluation instruments like interviews, questionnaires, observation, checklists, and rating scales can measure student performance and determine if learning outcomes are met. The evaluation must align with course goals - assessments should reflect and require the skills outlined in the goals.

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168 views2 pages

Best Evaluation Procedures and Instruments For Grading All Activities in That Same Course

After establishing learning outcomes for a course, the best way to evaluate activities and grade the course is through formative, summative, and confirmative evaluation. Formative evaluation provides feedback during the design process, summative evaluation determines if instruction achieved outcomes, and confirmative evaluation determines long-term effects. Evaluation instruments like interviews, questionnaires, observation, checklists, and rating scales can measure student performance and determine if learning outcomes are met. The evaluation must align with course goals - assessments should reflect and require the skills outlined in the goals.

Uploaded by

misheck banda
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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After establishing the learning outcomes for a course, what do you consider to be the best

evaluation procedures and instruments for grading all activities in that same course?
Evaluation is the process of reviewing both the instructional components and the resulting
outcomes of instruction to determine whether instruction achieves the desired outcomes
(Calhoun, C., Sahay, S., & Wilson, M., 2020). It is the heart of the course design procedure.
Evaluation provides feedback to all other stages of the design process to continually inform and
improve our instructional designs. Evaluation is an ongoing procedure, and once the goals have
been established, tested, and feedback acquired, there is always room to evaluate already made
materials, before, during, and after the designing process.
Three commonly used types of evaluation for instruction are formative, summative, and
confirmative (Morrison et al., 2019; Ross & Morrison, 2010). Formative evaluation is conducted
during the design process to provide feedback that informs the design process. Summative
evaluation is conducted at the end of the design process to determine if the instructional product
achieves the intended outcomes. Confirmative evaluation is conducted over time to determine
the lasting effects of instruction. “When the cook tastes the soup that’s formative; when the
guests taste the soup, that’s summative.” – Robert E. Stake (M. Scriven, 1991, p. 169)
Diamond, R.M (2008), states that after learning outcomes of a course have been established, the
next procedure will be the selection of instructional formats which will be followed by the
evaluation and selection of existing materials. After the evaluation and selection of existing
materials, the next process will be the production and field-testing and evaluation of new
materials, and these two procedures precede the coordination of logistics for implementation.
Once goals have been established, it is essential to develop an assessment approach that includes
complex course goals and which can be built through data collection. Before even a course is fully
designed, it can be tested by using existing materials or consulting the faculty or students to get
feedback and make adjustments where necessary. The data collection is to make sure that
students reach the specific outcomes that have been established.
Designing procedures and instruments can serve the purpose of determining if the learning
outcomes of the course are being met by measuring student performance. Activities in the
materials can be graded using evaluation instruments such as interviews, questionnaires, direct
observation, checklists, and numerical rating scales. Interviews can be used to collect feedback
concerning the materials from colleagues, or experienced individuals. Questionnaires can be
used to solicit opinions, obtain information, and collect feedback regarding the activities in the
course materials from individuals who had a look at the materials. After the materials have been
produced and implemented, direct observation on how the materials are being used can be
conducted to assess the set activities. A checklist can be used to assess the finished material to
determine whether the actions or results meet predetermined standards. A numerical rating
scale can be used to evaluate the activities of the material on different aspects or to collect
feedback from colleagues, students, and other interested parties.

Conclusion
The evaluation must go hand-in-hand with course goals. For example, if the learning outcome is
to improve problem-solving skills, the assessment or exam should not contain only questions that
ask students to remember facts; it should contain questions that ask students to solve specific
and well-chosen problems. In the same way, homework and class activities leading up to the
exam must include some questions that require problem-solving skills. The assignments should
reflect and help achieve course goals. The assessments given to students should be of
appropriate genre and length. There should also be a specified time limit on how long students
would need to take to complete an assessment, a week, or more etc.
The exams and quizzes should reflect the learning outcomes, they should also measure the
extent to which students are achieving the learning objectives which have been set out for the
course. Students should be allowed to acquire and practice the skills that are required for exams
and major assignments. Stated outcomes, course content and student evaluation instruments
used must have a perfect fit. All these mentioned should be put into consideration when
evaluating the activities in the designed materials.
References
Internet
Calhoun, C., Sahay, S., & Wilson, M. (2020). Instructional Design Evaluation. In J. K. McDonald &
R. E. West, Design for Learning: Principles, Processes, and Praxis. EdTech Books.
Diamond, R.M (2008). Designing and assessing courses and curricula. San Francisco: Jossey-Bass
Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction:
Wiley.
Scriven, M. (1991). Evaluation thesaurus (4th ed. ed.). Newbury Park, CA: Sage Publications.

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