Ongoing evaluation

For the purposes of Literacy Online - Stage 2, evaluation refers to the process of reflecting on the effectiveness of the teaching program. The main purpose of this 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' reflection on their practice
• written records such as questionnaires, logs and diaries
• records of meetings
• discussion with other members of staff, including support staff
• input from parents and the community.

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
• professional learning programs for staff members
• the school English/Literacy 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 learning and teaching of English and literacy?
• How did students respond to the resources selected?
• Which activities generated the most enthusiastic response from students?
• Which teaching strategies best supported students' literacy 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.

Reflection

Teacher reflection forms part of the ongoing process of evaluation.

In order to gather, organise and interpret information to make judgements about effectiveness and appropriateness of teaching practice, teachers might ask themselves questions such as:

• Did the learning experiences provide opportunities for students to develop knowledge, skills and understandings about the content?
• Did the learning experiences provide opportunities for students to demonstrate achievement of the focus outcomes?
• Were the resources appropriate for the task, and the students?
• Have the students achieved the focus outcome?
• Were there any surprises?
• What additional evidence needs to be collected to demonstrate achievement of the focus outcome(s)?
• What further teaching and learning experiences are needed for students to achieve the focus outcome(s)?
• What will be the next teaching focus for this student/group/class?
• What might change next time?