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Main menu
- Overview
- Introduction
- Outcomes to be achieved
- Planning and programming
- Teaching and learning experiences
- Classroom practice
- Work samples
- Assessing and recording
- Outcomes achieved
- Assessing and reporting
- Ongoing evaluation
Modules
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Module one: Talking and listening 1
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Module two: Talking and listening 2
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Module three: Assessing reading
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Module four: Analysing reading assessment tasks
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Module five: Planning to teach reading
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Module six: Assessing writing
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Module seven: Analysing writing assessment
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Module eight: Planning to teach writing
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Module nine: Checking for progress
Ongoing evaluation
For the purposes of Early literacy online, evaluation refers to the process of reflecting on the effectiveness of the teaching program. The main purpose of evaluation is to inform planning and future programs.
Evaluation
Evaluation is an ongoing process. Information for use in evaluation may be gathered through: student assessment; teachers' own reflections on their teaching practices; written records such as questionnaires, logs and diaries, submissions or records of meetings; and discussion with ... teaching staff (including ESL teachers, community language teachers and support staff), parents and other community members.
Teachers need to gather, organise and interpret information in order to make judgements about the effectiveness and appropriateness of:
- curriculum overviews and plans
- teaching programs
- teaching strategies
- assessment strategies
- resources
- staff development programs
- the school English plan, policy or strategy.
The following questions may assist in ensuring that the information sought is relevant to the evaluation.
- How did planning, programming and teaching contribute to student achievement of outcomes?
- Were the special needs of individual students catered for?
- Was adequate time allocated for the program?
- How did students respond to the resources selected?
- Which activities generated the most language use, language viewing and reading?
- Which teaching strategies best supported students' language learning?
Modifying programs
The ultimate stage of evaluation is the integration of the evaluation information into a modified and improved program that will lead to:
- more appropriate teaching strategies
- more effective assessment or evaluation
- more efficient and effective use of resources.
Page 89 and 90, English K–6 Syllabus
Reflection
Teacher reflection forms part of the ongoing process of evaluation.
In order to gather, organise and interpret information to make judgements about the effectiveness and appropriateness of their teaching practices, teachers might ask themselves questions such as:
- Did the learning experiences provide opportunities for students to develop the knowledge, skills and understandings of the teaching focus?
- Did the learning experiences provide opportunities for students to demonstrate their achievement of the focus outcomes?
- Were the resources appropriate for the task and the students?
- Have the students achieved the focus outcomes?
- Were there any surprises?
- What additional evidence needs to be collected to demonstrate achievement of the focus outcomes?
- What further teaching and learning experiences are needed for students to achieve the focus outcomes?
- What will be the next teaching focus for this student, group or class?
- What might change next time?