Overview
In this section we discuss the importance of conducting evaluations of our skills as teachers or paraeducators, as well as key issues surrounding evaluation.
As educators we should view self‑evaluation as a way to increase student success. By the end of this chapter you'll be able to answer:
- What do we mean by evaluation for both students and educators?
- Why do we need continuous self‑assessment as part of our professional development?
- What is the distinction between formative and summative evaluation?
Evaluation in the Classroom: Monitoring
Students
What do we mean by evaluation? In the classroom, evaluation focuses on student progress. Effective educators monitor constantly—watching for signs of confusion or understanding, checking the learning atmosphere, and making adjustments. As students progress through skills and concepts, careful monitoring and timely adjustments both accelerate learning and build confidence.
Activity: In the left‑hand column below, list the evaluation activities in your classroom directed toward students and their behavior/progress. Complete only the student column for now.
Note our use of related terms: assessment, evaluation, and monitoring. We treat assessment and evaluation as synonyms here—both imply measuring and judging the quality of performance. Monitoring means ongoing observation; while it can be purely descriptive, we typically monitor to inform judgments.
Monitoring Your Own Behavior
Why do we need continuous self‑assessment? Research shows learners make greater gains when they monitor their own progress. Similarly, educators who monitor their strategies and outcomes improve more quickly. When problems persist or require deeper understanding, a systematic and objective approach works best.
Evaluation Activities
Self‑Monitoring as Professional Development
Although adult learners have needs that differ from younger students, the same core principles apply. You will learn and grow most when your own learning is monitored and your development needs are met. Aim for frequent check‑ins—monthly, weekly, even daily—not just a few times a year. Ultimately, you are responsible for your growth: seek opportunities to monitor and enhance your skills. This applies to both teachers and paraeducators.
New teachers often spend the first year or two learning procedures, record‑keeping, and building resources. Paraeducators orient to a specific teacher’s routines and classroom practices. Districts may offer in‑service training or structured PD plans, and administrators may conduct annual evaluations. Yet much of your professional development will come from your own initiative.
- Your development is largely in your hands—don’t limit growth to district offerings.
- Meeting student needs is directly tied to your ongoing development—these are inseparable.
This chapter introduces a practical way to identify your own PD needs and monitor progress using a formative process that mirrors how you check student learning.
Formative vs. Summative Evaluation
What is the distinction? Our emphasis is formative evaluation—assessment for the purpose of improvement. Summative evaluation (often annual and conducted by an administrator) summarizes performance over a period and is used for decisions like promotion or tenure. Both are necessary, but they serve different functions.
Formative evaluation
Purpose: making improvements
Characteristics: detailed, ongoing, frequent
Summative evaluation
Purpose: summarize performance over time
Characteristics: broad, less detailed, periodic
Many activities can be both formative and summative. Grades provide a tidy summary but rarely reveal next steps. Detailed comments—what went well and why, what to adjust and how—turn feedback into a driver of improvement.
Exercise: Formative or Summative
Justify Your Choice
Example A — Report card note: “Lara has made excellent progress in reading this trimester.”
This summarizes progress but doesn’t suggest next steps.
Example B — A paraeducator hands out tokens to students on task.
If criteria are clear, students learn what to continue or adjust.
Example C — “Jason, you didn’t do a very good job on your math homework.”
Lacks specifics; Jason can’t tell what to fix.
Example D — Principal conducts an annual evaluation.
Primarily summative unless it includes formative detail and follow‑up.
Example E — “Excellent assignment: legible writing, complete answers, attractive layout.”
Specifics make the praise instructional and more formative.
The power of formative self‑evaluation is that you own the process—choosing focus areas, pacing, and evidence. Evaluate both your individual practice and your teamwork contributions.
Deepening Your Self‑Evaluation
Revisit key questions from earlier chapters:
- What are our respective roles as team members?
- What is expected of me in each role?
- What are our goals and expectations as a team?
- How well am I fulfilling my role on the team?
Ask yourself:
- What strengths do I see in my work?
- What would I like to improve?
- What feedback would be helpful?
Chapter Summary
In this chapter we covered:
- Definitions of evaluation, assessment, and monitoring
- The need for continuous self‑assessment as professional development
- Differences between formative and summative evaluation
Next we’ll introduce a simple procedure to help you focus your development goals and track progress over time.
Practical Applications
If you followed the reading and activities, you now see the value of self‑reflection. No one can improve your practice as powerfully as you can. The assignments below capture your thinking and focus areas.
Assignment
Classroom Applications
- Talk with colleagues about effective practices. Listen for specifics you can try.
- Revisit notes and texts from past coursework to refresh proven strategies.
- “Talk shop” beyond compliments/complaints—make it a professional dialogue about improving practice.
- Use video or audio to review your instruction and identify patterns.
- Set focused, realistic goals. Break large aims into small, achievable parts.
(Ashbaker & Morgan, 1999)