External evaluation is often necessary for students to increase their competence level. Although they may be able to determine the correctness of their spelling words by consulting a master list, they usually need assistance in judging whether the imagery in their writing is more vivid or their argument more persuasive than previously. Teachers’ feedback can direct future efforts as well as point out newly developing competencies. Knowing what they need to do to improve gives students a perception of control over achievement outcomes which enhances effort and learning. However, some kinds of evaluation are more likely to accomplish these goals than are others.

Make evaluation criteria clear. Students do not feel in control of their academic outcomes when the criteria for evaluation are vague. Rubrics are often helpful. In addition to clarifying the criteria and standards for evaluation, rubrics help students make independent judgments of their work and determine on their own when they need to make corrections or revisions.

Give students different ways to demonstrate what they know. When students are given diverse opportunities to demonstrate their understanding, teachers gain a more complete picture of their skills and students have more chances to demonstrate competence. Understanding of mathematical concepts, for example, might be expressed by finding correct solutions to a calculation problem, explaining why a strategy for solving a problem is efficient, representing the problem and solution in a drawing, or assisting another student.

Point out what is good, right, or shows improvement. Students need external validation of the competencies they have developed, as well as information on how to improve. This is particularly true on assignments that students are likely to have difficulty evaluating, such as a task that is new for them . Commending what is good or shows improvement lets students know that they are developing competencies.

By: ARLENE G. ANGELES | T-I | MABATANG ELEMENTARY SCHOOL