Program Evaluation

After taking this course, I know the purposes of evaluation in a school seetting. I have increased my knowledge of state standards. Specifically, I now have a greater understanding of Georgia's Technology Vision for 2007-2012 and how the implementation of the MOBIs in Fayette County are helping meet this lofty vision.

Philosopy of Evaluation

One of a teacher’s main jobs is as an evaluator so that he/she can determine what worked and what did not work. If a teacher does not evaluate, it is impossible to know if they accomplished what they set out to accomplish. Evaluation can occur in many ways. Some of the most powerful data includes anecdotal and observational data. As my students read, I record information about their fluency, chunking of word habits, and many other clues that I can use to improve their reading.

Another approach to evaluation can include a more formal formative evaluation. These are useful tools to gauge student learning as material is being practiced. Formative evaluations can include a paper/pencil quiz, a “ticket-out-the door”, or even a game. These evaluations inform both the teachers and the students about student understanding. If students are not demonstrating mastery, this evaluation helps teachers to see what needs to be changed or discontinued.

Formative evaluations are not the only tools a teacher should use. Summative evaluations are critical to determine what students know and do not know. Summative evaluations include state assessments, county-wide assessments, end-of-unit/semester or chapter tests. Summative evaluations help teachers determine if they accomplished what they set out to accomplish.

Evaluation of state standards is an essential part of every teacher’s job. Through national evaluation (I.T.B.S) and state evaluation (C.R.C.T), teachers earn Adequate Yearly Progress for their schools. Through evaluation, teachers are able to determine if their students are mastering the state-required standards.