Evaluation Introduction P rescribed learning outcomes, expressed in measurable terms, provide the basis for the development of learning activities and assessment and evaluation strategies. After a general discussion of assessment and evaluation, this appendix uses sample evaluation plans to show how activities, assessment, and evaluation might come together in a particular chemistry program. Assessment and Evaluation Assessment is the systematic gathering of information about what students know, are able to do, and are working toward. Student performance is evaluated from the information collected through assessment activities. Teachers use their insight, knowledge about learning, and experience with students, along with the specific criteria they establish, to make judgments about student performance in relation to prescribed learning outcomes.
Students benefit most when evaluation is provided on a regular, ongoing basis.
When evaluation is seen as an opportunity to promote learning rather than as a final judgment, it shows learners their strengths and suggests how they can develop further. Students can use this information to redirect efforts, make plans, and establish future learning goals. Evaluation may take different forms, depending on the purpose. Criterion-referenced evaluation should be used to evaluate student performance in classrooms. It is referenced to criteria based on learning outcomes described in the provincial curriculum.