Assignment 3: Design the Evaluation Plan

Assignment 3: Design the Evaluation Plan

Introduction

Academic evaluation can be defined as a process that critically scrutinizes an educational program, and involve data gathering and analyses in relation to evaluation programs' characteristics, activities and results. The aim is to make a decision regarding a program, to inform decisions about programming, and to enhance its effectiveness. The purpose of this paper is to identify goals of evaluation; cultural or political encountered; sampling, analysis techniques and assessment methods use in the evaluation program. In addition, the paper also includes evaluation worksheet, reporting of results and expected costs and cost-benefit analysis to understand the significance of evaluation.

Discussion

Three Primary Goals of the Evaluation

The three primary goals of the evaluation are:

The goal evaluation is to determine the level of proficiency or success that students have attained at the end of the academic session, by comparing the performance against the benchmark or standard.

Second goal of evaluation is to collect feedback to facilitate the teacher or instructor, as well as students in improving performance in the continuous learning and teaching context. These refer to two low stakes evaluations for instructors and students.

Another goal of evaluation is to scrutinize learning of students in order to offer continuous feedback that instructors can be used to bring improvement in teaching methods and by students to enhance their learning.

Three Major Cultural or Political Issues

The changing compositions of culture, race and ethnicity of the United States is well documented. It is evident that students came from linguistically and culturally diverse background undergoes poorer outcomes of education as compared to their peers. Studies have indicated that expectations of teachers of their students were associated to performance of teacher and student - interaction of student in the classroom. It is witnessed that students with whom teacher has no expectations and are likely to receive no or less positive feedback, direct instruction and less interaction with the teacher. This differentiation create biases as the teacher might assume that immigrants or African Americans or Hispanic students came from poor families; thus, have less access to books and other resources at the home. This might arise three major issues (Deborah, Dany, John & Paulo, 2012):

Such lower expectations may give a boost to personal prejudices or biases of teachers against students who came from different backgrounds.

Lower expectations may affect the evaluation; for example, it is probable that teachers might offer additional points or favors to students with whom have low expectations, and vice versa.

This may result in standardize evaluation biases that likely to hinder excellence and equity in the classroom.

To overcome these prevailing challenges in the educational context, it is recommended that teachers must adopt different styles of learning to facilitate cultural diversity in the classroom. Culturally relevant pedagogy refers to an effective theoretical model and instructional practice that endorses achievement of students, supports cultural identity of students, as well as assists students in developing the important standpoints required to challenge biases in schools. It is also recommended to develop ...