A Framework

for Evaluation
Presented
by:
1. Sulistiow
ati
2. Ina Daril

The Context for

Classroom Based
Evaluation

Evaluation : a process
that result in decisions
about instruction,
students or both.

EVALUATION

Decision
making

4 Steps Of
Decision
Making

identifying
purpose
collecting
information
interpreting
information
making a decision

The Context for Classroom Based

Evaluation

abilities
Time
Attitudes
Resources
Facilities
Support
Teacher
abilities

Instructio
nal plans
Instructio
nal
practices

outco
mes

Several aspect of teaching learning

that play a role in classroom based
Instructio
Input Factors
evaluation.
nal
Student
purposes
needs and

The three central components of

instructions are :

Purpose : identify instructional

objectives and shape instructional

plan
Plans
: a means for realizing
instructional objectives.
Practice : decide how the plans are
put into effect; they are what leads
to actual outcomes such as :
language learning, new

How do we make a decision in the

classroom?
Changing
purpose:

Changing plans:

Redesigned the instructional

objective to better match with
the student needs.

We should make revision of the objective,

instructional plans, instructional practice or
some combination of these if there is a
mismatch between instructional objective
aim and the plan

Changing
practice:

Student as decision
maker

Instructional plans provide a basis

for judging instructional practice

Student can be partners in planning

instruction and can make some of
their own decision.

Some example of how decisions are made in

the classroom using Figure 1 as a frame of
reference:

Example 1 : Changing Purpose

The differences of the
characteristics of students' need
may be mismatch with the
instructional objectives. The
teacher can redesign the
instructional objectives to ensure
that they better match students
need.

Some example of how decisions are made in

the classroom using Figure 1 as a frame of
reference:

Example 2 : Changing Plans

It may be necessary to change the
objectives, instructional plans,
instructional practice or some
combination of these when the
teacher find that large numbers of
students fail to attain the
objectives that indicates there is a
problem with the course.

Some example of how decisions are made in

the classroom using Figure 1 as a frame of
reference:

Example 3 Changing Practices :

When the teacher finds her/his
students deviate or out from the
instructions given by the teacher,
the teacher must take steps to
bring the student back on the task.
Teacher may need an incentive to
stick to the task, such as a reward
for the group that finishes first.

Some example of how decisions are made in

the classroom using Figure 1 as a frame of
reference:

Example 4 Students as decision

maker : Students can be partners in
planning instruction and can make
some o their own decision.

We / teacher can consider the

outcomes
based on our objective such as
the ability to
use language in
communication. Also we
can consider the outcomes
related with
students attitudes toward the
target
language or the target
language group, or

A Strategy for Classroom based

evaluation :
Student Need
Instructional
Objectives

Match

Mismatch

Decisi
on
Continue with
instructional plans

Decisi
on
Modify
Objectives

Select
students
whose
needs

Input
Factors

Student

needs and
abilities
Time
Attitudes
Resources
Facilities
Support
Teacher
abilities

Instructio
nal
purposes

outco
mes

A Strategy for Classroom based

evaluation :

Instructio
nal plans

Instructio
nal
practices

A Strategy for Classroom based

evaluation :
- Evaluation should take place before
instruction begins
- Systematic and routine assessment of
classroom practice and student
achievement improve day to day
instruction and learning.
- ongoing assessment with attendant
fine-tuning of instructional plans will
contribute to overall student success.

Planning Evaluation :
Following questions are relevant
planning evaluation.
1. Who will use the results of assessment
and for what purpose?
2. What will I assess?
3. When will I assess?
4. How will I assess
5. How will I record the results of my
assessment?

Planning Evaluation :
1. Who will use the results of
assessment and for what
purpose?

Teachers are the main user of

assessment results information.
It is used to make decision about
ongoing instructions (students
current learning needs, instructional
activities, the best time to move on to the
next unit of instruction, remedial or
additional instruction for individual

Planning Evaluation :
1. Who will use the results of
assessment and for what
purpose?

Learners (a self assessment can expand

responsibility for assessing learning
beyond the teacher to the learners
themselves also student can select and
direct their own learning activities, self
assessment expands the basis for
evaluation, as a monitor of students
progress once instruction begun)

Planning Evaluation :
1. Who will use the results of
assessment and for what
purpose?

Parents and educational

authorities (For accountability
purposes systematic and comprehensive
evaluation of all students that is related to
clearly articulated and well understood
instructional objectives)

Planning Evaluation :
2. What Will we assess?

The important focus of classroom

based evaluation is students
achievement. Teacher will
monitor the students mastery of
academic skills and subject
matter. In this case, teacher will
also monitor their students
understanding of content.
Decision making in the

Planning Evaluation :
3. When and How Will we
assess?
Determine student needs and abilities at the
beginning of the course as a basis for
assessing the appropriateness of general
instructional objectives and for planning
instructions.
Examine student attainment of lesson and
unit objectives on a regular basis.
Provide frequent and regular occasions for
informing students about learning success.
Monitor classroom activities on a regular
basis in order to ascertain their
effectiveness.
Examine student attainment of general
Instructional Objective

Examining student progress at

the end of major units can help
one decide whether the
students are ready to proceed
to the next unit and for
Examine
learning
afterunit
several
planning
the next
units, weeks, or months can
ascertain how much students
have retained from earlier
Summative assessment at the
instruction.
end of year required by the
school district to assign grades
for purpose of certification or

Assessment in the end of each

unit of instruction is probably
useful for both internal and
external purpose (for teacher,
student, school authorities and
parent) , summative
In contrary
evaluation at the end of the
year of course not particularly
useful to the teachers, because
it cannot be used to affect
current student learning as
they occur and cannot be used
to affect current student

Conclusion
Evaluation is a process that can guide
educational decision making and there
are four aspects to the process of
evaluation (identifying purpose,
collecting information, interpreting
information and making decision).
It is best for teacher to assess the
student attainment in a continues
basis so that the teacher are able to
capture important changes in student
learning.