EVALUATION
ASSESSMENT IN
SOCIAL STUDIES
PREPARED BY: LEO LEI DEVOSORA III-D
LEANING OBJECITVES:
A. Identify and examine the three type of
evaluation; and
B. Analyze the types of evaluation.
ASSESSMENT
OVERVIEW
Assessment: The process of collecting, reviewing, and using data or
information to improve student learning or program performance.
Assessments can be formative (ongoing and meant to improve
learning) or summative (final and meant to measure learning).
EVALUATION
OVERVIEW
The process of analyzing and interpreting the information gathered
through assessments to make informed judgments or decisions. It
looks at the effectiveness, value, or impact of an educational course,
program, or intervention.
EVALUATION ASSESSMENT
3 TYPES OF EVALUATION
DIAGNOSTIC FORMATIVE SUMMATIVE
is a type of evaluation
Is an evaluation type that Is an evaluation type
conducted during the
aims to identify specific conducted at the end of a
development or
strengths, weaknesses, program, project, course, or
implementation of a program,
problems, or learning gaps learning activity to assess its
project, or learning activity.
at the beginning of a overall effectiveness and
process, program, or course. outcomes.
KEY FEATURES OF DIAGNOSTIC
ASSESSMENT
GUIDES INSTRUCTION AND
INITIAL ASSESSMENT DETAILED ANALYSIS STRATEGY
Conducted before starting a
Involves in-depth evaluation The results inform how an
new program, project, or
to uncover underlying instructor, facilitator, or
learning activity to gather
problems or areas where team leader should approach
information about current
support is needed. teaching or implementation.
status or capabilities.
PROBLEM IDENTIFICATION EXAMPLE OF DIAGNOSTIC EVALUATION
PRE-TESTS OR QUIZZES SKILLS CHECKS
Used to identify specific
challenges that could affect future
success if not addressed. SURVEYS AND
INTERVIEWS OR
CONFERENCES
QUESTIONNAIRES
KEY FEATURES OF FORMATIVE
EVALUATION
CONTINUOUS FEEDBACK IMPROVEMENT-ORIENTED NON-JUDGMENTAL
It focuses on identifying Unlike summative evaluations,
Formative evaluation is
areas for improvement and which assess overall success at
conducted on an ongoing
the end, formative evaluations
basis throughout the life of a making modifications as
are not meant to assign a final
program or project. needed to enhance
grade or judgment. Their
outcomes.
purpose is to inform
development.
INVOLVES STAKEHOLDERS EXAMPLE OF DIAGNOSTIC ASSESSMENT
Often involves feedback from
CLASSROOM QUIZZES PEER ASSESSMENT
various stakeholders, including
participants, facilitators, and
experts, to get a well-rounded OBSERVATION AND INTERACTIVE POLLS
view of the program's progress. ANECDOTAL NOTES
KEY FEATURES OF SUMMATIVE
EVALUATION
END-OF-PROGRAM ASSESSMENT OUTCOME-FOCUSED JUDGMENT-ORIENTED:
Conducted at the Concentrates on measuring Unlike formative evaluation,
conclusion of a program or the results and comparing which is used for ongoing
them with the predefined improvements, summative
project to evaluate overall
goals or standards. evaluation is used to make
success.
judgments about the value or
effectiveness of a program.
DATA-DRIVEN EXAMPLE OF DIAGNOSTIC ASSESSMENT
Relies on quantitative and
FINAL EXAMS END-OF-UNIT PROJECTS
qualitative data collected
throughout the program to
PERFORMANCE ASSESSMENTS
draw conclusions. STANDARDIZED TESTS
CONCLUSION
In conclusion, understanding the different types of evaluation diagnostic, formative,
and summative is essential for effectively assessing and improving student learning
and program performance in social studies. Diagnostic evaluation helps identify
initial strengths and areas for growth before instruction begins. Formative evaluation
supports continuous improvement during the learning process, providing feedback for
adjustments. Summative evaluation assesses the overall effectiveness at the
conclusion of a course or project. By employing these evaluations strategically,
educators can enhance instructional quality and achieve better educational outcomes.
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