30 Mar - 3 Apr 2025
Sharm El-Sheikh (Egypt)
Hotel : Sheraton Sharm Hotel
Cost : 3850 € Euro
Unleashing the potential of continuous improvement in education requires an appreciation of the difference in spirit between assessment and evaluation. Assessment is frequently confused and confounded with evaluation.
The purpose of this training program is to shed the light on the different techniques of educational assessment and evaluation.
This training program first looks at what assessment is and the various aspects involved. Then attention will be turned to evaluation and its components. Furthermore, it will look at testing as a tool used by both assessment and evaluation, lastly, some differences between assessment and evaluation will be presented.
At the end of this training program, participants will learn:
Comprehend assessment and evaluation, its importance, and its types.
The differences between the evaluation and assessment process.
Monitoring and evaluation in education.
What are the basics of Educational Evaluation?
The evaluation theory and the importance of its distinctions.
What are the 15 schematic descriptions and types in educational evaluation?
Curriculum implications for learning and assessment.
The learning and assessment process.
Academic Deans
Department Chairs
Program Chairs
Academic Leaders
Committee on curriculum and degree requirements
Employees in the department of curriculum development & assessment education
Those involved in faculty and/or program assessment
Day 1
Assessment and Evaluation
Epistemology of Assessment and Evaluation
Assessment:
What is it?
Why is it important?
Types and approaches for assessment
Between Assessment and Evaluation
Evaluation:
What is it?
Functions of evaluations
Principles of Evaluation
Assessment vs. Evaluation
Key Differences Between Assessment and Evaluation
Day 2
Monitoring and Evaluation (M&E) in Education: Concepts, Functions, and Context
Why do we Need Monitoring and Evaluation in Education?
A Conceptual Framework to Distinguish Technical Options in Educational M&E
Pre-Conditions in Educational M&E
Why Speak of “Systemic Educational Evaluation”?
Basics of Educational Evaluation
Evaluation of objects, criteria, and standards
Measurement of criteria and antecedent conditions
Controlling for background variables (value added)
Design: answering the attribution question
Day 3
Important Distinctions in Evaluation Theory
Ideal-type stages in the evaluation
Formative and summative roles
Accountability and improvement perspectives reconsidered
Schematic Description of 15 Types of Educational Evaluation
Forms That are Based on Student Achievement Measurement
National assessment programs
International assessment programs
School performance reporting
Student monitoring systems
Assessment-based school self-evaluation
Examinations
Forms That are Based on Education Statistics and Administrative Data
System-level management information systems
School management information systems
Day 4
Forms That are Based on Systematic Review, Observations, and (Self) Perceptions
International review panels
School inspection/supervision
School self-evaluations, including teacher appraisal
School audits
Monitoring and evaluation as part of teaching
Program Evaluation and Teacher Evaluation
Program evaluation
Teacher evaluation
Day 5
Learning and Assessment: Curriculum Implications
Problem-Solving as a Basis for Reform in Curriculum and Instruction
Assessment Issues in a Performance-based Subject
Outcomes, Competencies, and Trainee-centered Learning
Situated Learning and Transfer: Implications for Teaching
Learning and Assessment Processes
Design of MIST
Supporting Collaborative Learning
The Validity and Reliability of Assessments and Self-assessments of Work-based Learning