Lesson Evaluation
Student Name
University
Tutor
Course
Date
Lesson Evaluation
Evaluation is a critical element in student learning and educator lesson administration. Assessments are essential in establishing the achievement of the goals of the lesson, their effectiveness, and relevance to the topic. It is also critical in building effective educational programs, assessment of the effectiveness of the teaching as well as suggesting measures of improving the learning experience. Performing monitoring helps in reviewing achievements in learning as well as providing invaluable feedback about the class. Student and educator assessment is a critical component in improving teaching and learning, formulation of more effective teaching curriculum. Assessments can either before formative or summative (William, 2013). Formative assessment is conducted at intervals during the lesson to establish student knowledge of the lesson. Summative assessment is mostly performed at the end of the lesson to develop the achievement of learning goals and objectives.
- Description of one formative assessment strategy to be used in the lesson plan with rationale.
At the end of the lesson or topic, it is essential to conduct an assessment to establish what the students have learned. Summative assessments help in ascertaining what students have grasped at the end of the lesson and informing on the efficiency of the current learning strategies (Dixson & Warrell, 2016). In assessing my class, the preferred formative assessment strategy is the use of testing and writing assignment. The tests would be structured for both individual assignments and group-based assignments. In the individual assignment, each student selects a topic and develops an essay from it.
On the other hand, the groups require the students to collaborate in finding a solution to a specific problem. I will, therefore, develop tests for the learners. The tests will help the students demonstrate the level of comprehension of class content in writing.
For the individual assignment, I will provide similar questions for all students and ask the students to describe the key lessons they have gained from the class. In this scenario, the test will help in understanding the perspectives of the learners about a given topic and the insights they have gained during the class experience. During group assignments, I will pose to the students’ topics in which the students can explore outside classroom literature and experiences and comparing with their classroom experiences. To induce thinking, I will integrate quality questioning where I will ask questions that stimulate the students to think beyond the immediate lessons thus increasing discussions among them.
- Explanation of how the data from the formative assessment will guide your instruction.
Formative assessment enables the educator to perform a continuous learning assessment and feedback. The process helps in improving teaching and learning as well as establish areas needing improvement in the teaching experience. Formative assessment enable the teacher to make adjustments in the teaching process hence enhancing student-based learning experience (Dixson & Warrell 2016). In this order, the results of the formative assessment will enable me to engage the learners based on their comprehension to the topic. The assessment will help me in establishing key areas in which I need to focus on and ensure student increased participation. The experience will also be important in helping the students become more organized in applying key strategies in the integrating lesson knowledge in daily learning experiences.
The use of formative assessment will be essential in directing student learning process to improve learning outcomes. The assessment will also help me in increasing interaction with the students in developing lesson objectives and improving collaboration in the classroom. Collectively, formative assessments help in building a richer learning experience for students.
- Description of one summative assessment strategy to be used in the lesson plan with rationale.
Summative assessment evaluates student’s learning at the end of a lesson and providing a comparison of the lesson to a given set standard or benchmark. Dixson and Warrell (2016) opine that it provides a key means of evaluating students’ achievement of once the lesson is completed. For my class, the preferred summative assessment strategy is the use of a project paper. I believe that providing a final project paper to my students is essential in engaging all learned concepts during the lesson duration. In this regard, the project paper will be done procedurally with the students having to complete it in several stages. They are required to formulate a topic pertaining a topic explored during the lesson. Secondly, I will guide them in writing a project proposal for the paper and an outline for the main paper. On approval of the proposal, I will guide them in writing the research project from the selected topic.
- Explanation of how the data from the summative assessment will guide your future lesson plan revisions.
As indicated above, the goal of conducting a summative assessment is to establish the achievement of the learners on completion of a lesson. The outcomes of the summative exercise also help educators in improving the learning curriculum, planning and improving learning to set standards. Therefore, the results of the assessment will help me in identifying the most effective learning strategies after comparing with strategies applied in various classes. Secondly, the results from the assessment reveals the gaps between lesson objective and student knowledge. Causatively, the results help in attaining curriculum improvement. It supports teacher decision making based on level of instruction.
- Description of the instructor satisfaction survey to be administered to students.
On completion of the course, I will administer an instructor evaluation survey toolkits after the final examination. Before administration, the students will be educated on the learning benchmarks which includes having knowledge of the teaching standards of the institution. Therefore, the survey will explore the strengths and weaknesses of the lesson as well as establish the effectiveness of content coverage during the lesson. For my instructor satisfaction survey, there are several areas that will be central in developing the survey. The first area, I would like to know how effective the study resources and the setting of the class aided in improving learning outcomes including the selection of the practicum facility. The second aspect in the survey will be the effectiveness of the teaching methods such as the practical activities. I would also be interested to know how the planning and duration of the lesson supported the student’s learning experiences. Finally, I will seek to establish if the students perceive that the lesson objectives were achieved and if the lesson was beneficial towards their career path.
- Explanation of how data from the instructor satisfaction survey will guide your teaching practice.
The results of tutor feedback provides notable suggestions to the teacher in improving professional development, enhancing class-based rewards and in developing policy. The data from the evaluation can be used formatively and summative in improving teaching experience. In the formative aspect, the data identifies areas the teacher needs to improve at a personal level. In this regard, instructor evaluation results seek to enhance individual professional development. Moreover, the data can be expanded in implementing strategies that boost school development (Dietrich, 2015). The data can also be summatively used in determining career development as well as establishing measures of addressing inefficiencies in teaching.
References
Dietrich, D. (2015). Why Instructor Satisfaction Cannot be Ignored. eLearn, 2015(2).
Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the classroom. Theory into practice, 55(2), 153-159. https://doi.org/10.1080/00405841.2016.1148989
Wiliam, D. (2013). Assessment: The bridge between teaching and learning. Voices from the Middle, 21(2), 15.