Evaluation

4.6.1 Purpose of Evaluation

An evaluation is different from a test. Its purpose is to help the pre-primary educator to understand the developmental needs of children, to evaluate whether the curriculum has achieved the learning objectives, whether the content and method of the activities are appropriate, and whether the activities match the interests, needs and abilities of children. Through evaluation, parents can understand the development and learning progress of their children, and the pre-primary educator, at the same time, will be able to identify children with special needs, e.g. appropriate assistance and service can be provided for slow learning children as early as possible. Apart

from understanding the individual child, the educator can also obtain an overall picture of the whole class through evaluation, and assess whether activities conducted over the year have accomplished the objectives of the curriculum. Data gathered during evaluation may also shed some light on how to improve the current curriculum and make necessary adjustments in the future.

4.6.2 Principles of Conducting Evaluation

The following points should be observed when conducting evaluation :

1. The objectives of evaluation should match the overall developmental needs of children. Avoid giving undue emphasis on achievements in individual curriculum area at the expense of performance in other aspects such as social, emotional and creativity development.

2. Evaluation should be based on information gathered from different sources, including regular and continuous observations, reports on children’s behaviour, information provided by parents, and class work of children. These data should also be collated and analysed.

3. Assessment tasks should be within the understanding of children and should be conducted in the form of daily classroom activities as far as possible so as to avoid exerting any unnecessary pressure on children.

education so that suitable guidance can be given.

5. All children have their own characteristics. Their trend and pace of development are also different. The pre-primary educator should note that the age, background and prevailing emotions of children may affect their performance. Therefore, the pre-primary educator should avoid using the same standard to evaluate the performance of different children.

6. Comparison should only be made between the past and present performance of the same child, rather than among children.

7. During evaluation, the pre-primary educator should ensure that children themselves are sufficiently involved so that they can see their own progress and gain greater self-confidence.

8. The pre-primary educator should remain objective and avoid prejudice in the course of evaluation. The views of children should also be given due consideration.

9. Parents should be informed of the evaluation results in a clear, systematic and positive manner, so that they can have an idea of the progress made by their children and have greater confidence in the growth and development.

4.6.3 Evaluation Areas

The areas of evaluation are as follows :

1. Design and implementation of the activities The pre-primary educator should evaluate

a. whether the activities designed are in line with the educational

children, and whether they allow children to participate and learn through their senses;

b. whether sufficient preparation has been made before the activities, e.g. getting ready the necessary equipment or familiarising children with the objectives and procedures of the activities;

c. whether the timing of the activities is appropriate and compatible with the pace of children;

d. whether the environment is conducive to teaching and learning so that both pre-primary educator and children can concentrate on the activities;

e. whether the design and use of teaching aids are conducive to conducting the activities, and whether the mode and quantity of the teaching aids would allow children’s participation;

f. whether appropriate skills are used to conduct the activities, and whether the attitude of the pre-primary educator is congenial, positive and encouraging.

2. Developmental progress of children

The pre-primary educator should regularly observe the daily behaviour of children and communicate with their parents to learn about the behaviour of children at home. They should then make use of specially designed evaluation forms to record the developmental progress of children.

4.6.4 Types of Evaluation

The types of evaluation can be classified as follows : 1. Pre-activity Evaluation

Variations in the developmental needs, as well as in the learning progress among children, can be attributed to the difference in their family and cultural background and past experience. Therefore, before activities are conducted, an evaluation on children’s abilities and past experience should be carried out. The results of the evaluation will be used as reference in designing activities and may be used to compare with the information obtained after the activities.

2. Conducting Evaluation

The pre-primary educator may not be able to grasp fully the needs, interests and abilities of children while designing the activities.

Hence, evaluation must be made regularly during the activities to ensure the objectives of the activities are achieved. Evaluation can be based on the response of children during the activities to see if there is something wrong with the activities. For example, whether children are interested or impatient or whether a few children can give correct answers to questions raised. If something is found to be wrong with the activities, the pre-primary educator must look for the causes. Find out if the activities are lacking in variety, the teaching aids are inappropriate, the activities are too difficult for children, or time is not sufficient for each activity. The pre-primary educator should then analyse the

3. Post-activity Evaluation

Comparison should be made between the pre-activity and post-activity evaluations as to determine whether children have attained their learning objectives. Evaluation could be made by observing children’s performance during activities to find out if most children can attain the learning objectives. If only a small number of children fail to attain the objectives, individual counselling could be arranged for these children; and the learning objectives may be readjusted to suit the abilities of these children when necessary.

4. Follow-up Evaluation

In addition to the previous forms of evaluation, follow-up evaluation should be conducted. Follow-up evaluation should be conducted to check whether children can continue to apply what they have learnt (knowledge, attitude, skills, etc.) in their daily life.

4.6.5 Methods of Evaluation

Evaluation at the pre-primary level should include the following two methods :

1. Observation and Recording

The pre-primary educator should observe children’s interests, motivation and attitudes as well as how they behave and participate during the activities. The pre-primary educator should then record her observations in writing or by using forms. The

assess children’s comprehensive and organising power.

2. Survey and Examination

Information obtained through communicating with parents, e.g.

conversations, questionnaire surveys and health inspections of children, may be used as reference materials in the provision of counselling service and the design of learning activities.