EDUCATIONAL ASSESSMENT METHODS

OBSERVATION

It has broad application in the evaluation process, providing information that enables appropriate judgments about the different facets of life in the classroom.

The data collected through observation are important for effective guidance of the process of learning, among other techniques used to assess in a scientific manner and thus to obtain feedback from the process of learning and teaching mediation (Saenz, 1988).

Not only individually, but the degree of group interaction, social characteristics, relations teacher - student and student - student. Lafourcade essential for the development of tools and application of appropriate techniques to enrich the information on aspects of behavior that escape other measurement processes, lies in the delineation of roles.

Checklists:

Are lists of words, phrases or sentences that express behaviors dichotomous (yes - not achieved - not achieved and others). Used to assess specific aspects.

The list provides information that indicates whether a given feature is present or not. Its greatest value is to be easy to construct and implement, and objective for use in areas that can be divided into specific steps.

Its use is suitable for self-assessment, peer assessment and evaluation unidirectional.

Steps for processing:
 Select the goal of educational planning.
 Select indicators to be included or noted.
 Explain how to use it.
Place  specific steps in sequential order.
 display the kind of distinction you want (yes - no good - bad, missing - this ...)

RATING SCALES:

Is a set of characteristics or behaviors to be evaluated, gradually. The teacher must specify in advance for your attention to the features previously mentioned.

Can be used to evaluate procedures, final products and personal development.

The scales have several advantages over checklists for conduct or behavior can observe a gradual about the development achieved by the student in a particular aspect.

The teacher uses the scale to indicate the quality, quantity or level of the observed.

A rating scale serves several important functions:
1. observation leads to specific and clearly defined.
2. provides a common frame of reference for comparison to all students according to the same set of features.
3. offers a convenient way to record information.

Steps for processing:

 Determine the purpose of the instrument
 Select indicators that will be observed.
 Write instructions.
 List the important features of each aspect.
 Define the type of scale.
Sort  scale values.
 enunciate each indicator in consecutive order.

Types of scales:

Numerical scale:

This is a list of key numbers: both remain constant from one to the other. One of the simplest types of scale. The teachers mark the boxes for the number indicating the degree to which it has the characteristic or trait that is offered as an indicator, generally assigned values ​​of 1 to 5, using a common key 5 excellent to 1 poor.

NTERVIEW:
It is an observational technique that through formal or informal conversation the teacher interacts with the student, allowing depth on relevant aspects such as preferences, opinions, attitudes, interests, and others. Its use is rare in teachers, but its use reveals direct information to check the extent of the proposed objectives.
The interview can be structured or not. recommended a flexible guide to guide the conversation.
The informal, ie conversations during recess or extra class activities are essential because they provide important information, without losing respect for the informant and the confidentiality of information.

 The flexibility of the technique, provides data unattainable by other techniques because, regardless of what the student refuses or states, it can be seen as affirmed or denied (accent, gestures, inhibitions, fears) .

CORROBORATING LISTS
The list of corroboration is similar in form and function to the rating scale. The basic difference between them is the type of trial is ordered.
For a list of corroboration for the evaluation of procedures to be taken into account the following aspects.a. identify and describe each of the specific acts to be evaluated.b. add to list those acts which represent common mistakes that can be clearly identified.c. sort of behavior that want to evaluate and likely errors in the approximate order in which they are expected to occur.d. provide a simple procedure for numbering the behaviors in sequence or to cross out each behavior as is happening.
Apart from being used in the evaluation of procedures can also be used to corroborate the list to evaluate products. For this there should be a list of features that must have a particular product. To evaluate the product, the teacher checks whether each of the features is present or not.

PERFORMANCE RECORD:
Used in formative evaluation in order to observe how you run the skill or learning a skill so they can replenish the process. To assess the activities developed and the results of them, eg driving a device or a computer. To develop a performance record is the following steps:
 establish important aspects to be observed establish the sequence of these steps record relevant observations obtain the total score.