RUNNING HEAD: Social, Ethical and Legal Implications of Evaluation

Social, Ethical and Legal Implications of Evaluation

Angela-Perla AlmodovarSylmarie Fuentes

EDUC 513Professor SevillanoSeptember 16, 2010

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Evaluations of educational programs have expanded considerably over the past 30

years. Thus there were several different viewpoints regarding the purposes of the

evaluation requirements like to provide information that would empower parents and

communities to push for better education, means of upgrading schools, to have

information about programs, population served, and educational strategies used. The

Secretary of the Department of Health, Education, and Welfare, promoted the evaluation

requirement as a means of finding out “what works” as a first step to promoting the

dissemination of effective practices (McLaughlin, 1975).

Forms of evaluating student progress in school like: (1) the format of test; and (2) how

test results are used are causing social and legal implications because of the accusations

regarding the misuse and overuse of texts are certainly disturbing. But there is not

guarantee that this issue will be solved simply by changing testing or assessment in our

schools from the teacher made text to the standardized test. Moreover the results of the

evaluation have a huge social impact, affecting the students, of course, but also teachers,

those responsible for schools and families. The appearance of the results of certain

evaluations occupies the front pages of local newspapers and other media and becomes a

good weapon among political parties, with different arguments as they are in government

or in opposition. These facts justify the necessity of analyzing the issue, reflect on it and

raise some criteria that put things in place. One of the first issues to be considered is the

relative status of the evaluation, as well as tool, implement or means, as well as purpose.

I know it’s hard to find someone who maintains that the evaluation is meaningless in

itself but it is not, quite the contrary, the existence of approaches and behaviors consistent

with that position perfectly.

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What makes evaluation created with moral and ethical complications is the fact that it

is people who design and perform the acquisition and assessment of information to

provide other people with the feedback. When you give these people the title of

evaluators, which could be teachers, administrators, and stakeholders, the potential for

ethical complications to arise becomes evident. As an evaluator you need to ensure that

the quality of your work is deemed acceptable by other professionals in the field and the

evaluation community in general. To set the standards you need to use the “theory of

validity” as the approach to evaluation. Ethical questions may arise as the evaluator or

researcher tackles each of these dimensions of validity.

All the students evaluations got standards to help ensure that students evaluations will

be conducted legally, ethically and with due regard for the well-being of the students

being evaluated and other people affected by the evaluation results.

Evaluations of student should be consistent with applicable laws and basic principles

of fairness and human rights, so that students’ rights and welfare are protected. Students

should be treated with respect in all aspects of the evaluation process. Written policies

and procedures should be developed, implemented, and made available, so that

evaluations are consistent, unbiased, and fair.

The law protects children before, during and after an evaluation. For example: IDEA

is the law that protects individuals with disabilities, Title VI of the 1964 Civil Rights Act

is an anti-discrimination statute enforced by the Office of Civil Rights, However, Title VI

is focused on race, color, and national origin, not disability. It is important to know that

IDEA requires the school system to notify parents in writing that it would like to evaluate

their child. Before school may proceed with the evaluation, parents must give their

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informed written permission. If the procedures are not correctly follow the parents got

the right to complain to Office of Civil Rights in writing, cannot be anonymous, and must

explicitly request assistance. Generally, complains can be filed within 180 days of the

last act of alleged violation.

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Type of Objective

Component #1AUDIENCE

Component #2BEHAVIOR

Component #3CONDITION

Component #4DEGREE

Psychomotor 1 the student will dance around the classroom

To develop an awareness of rhythm

as part of their daily physical activities

Psychomotor 2 the student will try to zipper his/her jacket

To encourage self help skills

daily during work time

Cognitive 1 students will retell the story, narrating the events in sequence,

After listening to the narration of the story “The Very Hungry Caterpillar”

from the point of view of one of the characters in the story

Cognitive 2 students will write down Given a map of the United State

the minimum of 20 states with the correct name.

Affective #1 the student will learn to accept others

After learning about racial differences and similarities

as part of the rich anti-bias environment in the classroom

Affective #2 the students will display photos and pictures of women and men doing the same kinds of tasks in the home and at work

Given the opportunity to work in pairs

to expand awareness of gender roles

Total Score:

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EDUC 513

Instructional Objectives

By

Angela-Perla AlmodovarSylmarie Fuentes

9/16/10

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General Evaluation Principles

Professional Judgment

Professional Judgment: The first principle is the foundation for evaluation and, as such, is needed to properly understand and use all aspects of evaluation. Teacher’s professional judgments play a large role in evaluation. What is a “good” student paper to one teacher may be only an “adequate” paper to another teacher.

Measurement: The second principle is the process by which traits, characteristics, or behavior is differentiated. The process of differentiation can be very formal and quantitative. A variety of techniques can be used to measure a defined trait or learning target, such as tests, ratings, observations, and interviews.

Evaluation: The evaluation it self is consider the third process which involves an interpretation of what has been gathered through measurement, in which value judgments are made about performance. An important determinant of how you evaluate a performance is the nature of the performance standards you employ. Performance standards are used to determine whether a performance is “good” or “bad.” Criterion also plays an important part of the evaluation process. Criteria are the specific behaviors or

MeasurementWhat techniques should I use to gather information

EvaluationHow will I interpret the results? What performance standards and criteria will I use?

UseHow will I use the results?

DiagnosisGradingInstruction

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dimensions that are evidenced to successfully attain the standard. They may be calling scoring criteria, scoring guidelines, or rubrics.

Use: The final process is how the evaluation is used. The use of test scores and other information is closely tied to the decisions teachers must make to provide effective instruction, to the purposes of assessment, and to the needs of students and parents. Diagnosis: Diagnostic decisions are made about individual students as well as about group strengths, weaknesses, and needs. Grading: Grading decisions are based on measurement-driven information. Although most teachers must adhere to grading scales and definitions, there is a great amount of variability in what teachers use to determine grades, how they use the process of grading to motivate students, and to determine grades, how they use the process of grading to motivate students, and the standards they use to judge the quality of student work. Instruction: Teachers constantly make instructional decisions, and good teachers are aware that they must continuously assess how students are doing in order to adjust their instruction appropriately.

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Lesson Plan: Puerto Rican Folklore

Sylmarie Fuentes Faura

Educ 513: Assessment, Measurement and Evaluation

Ana G. Mendez University

Dr. Sevillano

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Puerto Rican Folklore

Pump is a musical expression created in Puerto Rico at the end of the 17th century, by

West Africans and their descendants who worked the colonial sugar plantations along the

coast of Puerto Rico. It was at "dance pump" where baptisms and marriages were

celebrated, and rebellions planned. For this reason, celebrations were only permitted on

Sundays and Feast Days. At the pump dance, the sounds of drums called "barrels,"

typically made of empty codfish or rum barrels, drew the crowd into a circle. Dancers

took turns challenging the drums, creating a dialog with their movements that the only

drummers answered. It is said that women pump dancers would typically dance with their

skirt raised, showing their slips, to ridicule the attire worn by plantation ladies.

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Date: 30 de septiembre de 2010 Grade: Fourt grade

Teacher Name: Sylmarie Fuentes Subject: Social Studies

1. Topic-

Puerto Rican Folklore  

2. Content-

Customs and Traditions

Vocabulary:

Cultures

Ethnicity

Pump

Dance

Traditions

Computer

Customs

Stereotypes  

3. Goals: Aim/Outcomes-

The students Will learned about:

1. Cultural Identity

2. Valuation of natural heritage

3. Attention to cultural diversity

4. Using technology

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5. Interdependence among groups and peoples

Standards:

Geography

Standard 1: Understand physical and cultural characteristic of place. (SS.6.G.2)

Differentiate between continents, regions, countries, and cities in order to understand the

complexities of regions created by civilizations. (SS.6.G.2.2)

Explain the concept of cultural diffusion, and identify the influences of different ancient cultures

on one another. (SS.6.G.2.6)

World History

Standard 1: Utilize historical inquiry skills and analytical processes (SS.6.W.1)

Use timelines to identify chronological order of historical events. (SS.6.W.1.1)

Describe how history transmits culture and heritage and provides models of human character.

(SS.6.W.1.6)

Arts: Dance

Standard 1: Students identifies and demonstrates movement elements in performing dance.

(DA.A.1.2)

Learn the dance steps, positions and patterns from different dance forms and traditions (example,

ethnic, modern and ballet). (DA.A.1.2.2)

Standard 2: Students understands dancing is a way to create meaning. (DA.B.1.2)

Create a dance that communicates experiences and ideas of personal significance. (DA.B.1.2.3)

Standard 3: Students demonstrates and understands dance in various cultures and historical

periods. (DA.C.1.2)

Understands the role of dance in different cultures. (DA.C.1.2.3)

Cultural and Historical

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Standard 1: Students understands music in relation to culture and history. (MU.C.1.2)

Knows music and composers that represent various historical periods and cultures

(Example: orchestral and band, Baroque and Handel, Villa-Lobos and mariachi). (MU.C.1.2.1)

Communication

Standard 1: Students engages in conversation, expresses feelings and emotions, and exchanges

opinions. (FL.A.1.2)

Expresses likes or dislikes regarding various objects, categories, people, and events present in

the everyday environment. (FL.A.1.2.1)

Standard 2: Students understands and interprets written and spoken language on a variety of

topics. (FL.A.2.2)

Listens and reads in the target language for leisure and personal enrichment

(example: listens to, reads, or views age-appropriate stories, plays, poems, films, or visual

works of art). (FL.A.2.2.4)

Comprehends and responds to oral messages (e.g., personal anecdotes or narratives) based on

familiar themes and vocabulary. (FL.A.2.2.5)

Culture

Standard 1: Students understands the relationship between the perspectives and products of

culture studied and uses this knowledge to recognize cultural practices. (FL.B.1.2)

Identifies patterns of behavior and the values, beliefs, or viewpoints typical of children in the

target culture. (FL.B.1.2.2)

Experiences and reacts to expressive and day-to day aspects of the target culture enjoyed or

produced by groups or individuals who belong to the target culture. (FL.B.1.2.3)

 

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4. Objectives-

1. Demonstrate a basic understanding of different texts.

2. Learn about their roots and be more aware of what their parents and students know about

the Puerto Rican folklore dance.

3. Identify some the own family and the traditions of the dance of Pump from Puerto Rico.

4. Identify ethnic groups that influenced the folklore of Puerto Rico.

5. Valued elements of ethnic and cultural identity while respecting the cultural identity of

others.

6. Recognize the importance of location in the country of Puerto Rico.

7. Analyze historical data of the process of the country's founding.

8. Identify contributions to the culture of different characters and famous peoples.

 

5. Materials and Aids-

Magazines

Computer

Interview Sheet

Pencils

Map

Video

Picture 

6. Procedures/Methods-

A. Introduction-Through the folklore I can show to my students who know the qualities of this historic town and

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to discover and promote the artistic riches of yesterday and today, as well as the traditions,

customs, dances, costumes and the various regions of Puerto Rico. Students will learn by

geographical and historical, where and when the folk dance originated in Puerto Rico. Students

will have a workshop to learn about the different types of music. The unit will take five days.

1. The teacher will give a brief introduction to the folklore of Puerto Rico and incorporate our

culture and our language.

2. I will give my students the opportunity to explore our roots and culture through the Puerto

Rican Pump.

3. Through folklore I can show my students the qualities of our traditions in Puerto Rico and the

United States. As originated and were those who played the major role in these events.

 

B. Development-Recognized and measured attributes of cultural identity and values Identifying country and the

people in various forms and different historical moments.

The use of technology with a critical attitude where students recognize the contributions of this

for the Advancement of societies as well as the challenge of two wings beliefs and values of

human groups and effective integration of the same for the study and social research.

I will show a video on the pump and dance costumes from Puerto Rico. We will discuss the

meaning of Puerto Rican dance folklore and how this has been passed from generation to

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generation.

1. Students observe a video about “Pump”, after watching the video will discuss the importance of

folk dancing.

2. I will divide into four groups of six students each group will discuss their ethnicity and their

parents.

3. Students will have the opportunity to use stories, legends and poems, students will learn more

of its Culture, tradition and ethnicity.

4. Students will have the opportunity to identify some instruments used in the pump dance.

5. Students will also identify on a map of Puerto Rico the places people mentioned throughout

history.

 

C. Practice-1. I will give the students a list of vocabulary words in which students will seek meaning and

study everyday to keep the concept of culture.

2. The Students will have an opportunity to read a newspaper story about the culture and

heritage of the Puerto Rico.

Also understand the issues about life and how this is changing gradually.

3. Assign students to write a brief summary of how culture or with tradition is reflected in

everyday life.

3. Using the technology the teacher can teach students to find more information about the culture

in the past and compare them with today.  

D. Independent Practice-1. Students must answer all questions on the teacher assigned in their reflective journal and share

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with other colleagues.

2. In the folk dance workshop will learn the greatest exponents of traditional music like pump and

Pump. And how to achieve communication between the dancer and the toilet using body

movements and skirt set. In addition, the grace of movements and steps that characterize the

different type of rhythms. For example, between the rhythms of the bomb find: the Cuembá, yubá,

music and the Netherlands, among others.

3. Each student will interview their parents about their ethnic background and their birth and oral

report.

 

E. Accommodations (Differentiated Instruction)-1. If there are children with low learning performance will be given emphasis so that they can

help improve their learning.  

F. Checking for understanding-1. Students develop a collage about the customs and traditions of Puerto Rico. Rubric is included

for study.

2. Students will be given the questions for the interview. Question sheet is included in the study.

 

G. Closure-

1. We will end the activity by practicing a dance and designing a large poster (bulletin board)

and decorating

the wall with a sign saying, "What we know about Puerto Rican folklore."

2. I will leave the task to my students to practice their dance of choice at home and write in their

journals about what they liked about this activity.  

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7. Evaluation-

Day 1: Vocabulary

Day 2: Oral Report

Day 3: Collage Presentation

Day 4: Reflective Journal

Day 5: Worksheets should be completed

 

8. Teacher Reflection-

This unit is intended to help develop the positive attitude towards the peoples of our island and

our culture. This gives strength to persevere historical-cultural heritage and natural. To bring

positive changes to aspire able to serve his people and transforming their own reality. Through the

knowledge of their roots, dances, customs and Traditions awakened the interest to learn and to

represent their country in other parts of the world.

 

References:

Lopez F. (1967), “Puerto Rican folklore Dance”, Troutman Press {book}.

http://www.prfdance.org/history.htm

http://www.salonhogar.net/Enciclopedia_Ilustrada/Musica_puertorriquena.htm

http://www.enciclopediapr.org/esp/article.cfm?ref=06100221

http://www.enciclopediapr.org/esp/article.cfm?ref=06100235

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Rúbrica para evaluar portafolio

Nombre del estudiante: ______________________ Fecha: _________________ Profesor: _______________________________ Grupo: __________________

Componente: ____________________________

Excellent Good Fair WeakPrepared for reportPresented material in a interesting wayUsed visual

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aids effectivelyOrganized Presentation logicallyMade eyes contact with the audienceDid not read presentationSpoke loudly and clearlyListened to whoever else was speaking

Rúbrica para evaluar Collage

______ Collage

Nombre: _______________________________ Fecha: _______________________

Grupo: ________________________________ Evaluation: ___________________

Puntuaciones: 3 2 1 0

A. Presentation

Sharpness

Visual

Resources

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B. Spelling

Accentuation

Spelling

Words

Readability

C. Content

Creativity

Organization

Application of the concept

Delivery time

Team Work

Coordination among Peer

Exhibition Organization

Total

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Interview Questions

1. As the folklore originated?

2. As the Spaniards came to Puerto Rico, African Americans?

3. What types of instruments are used to play pump and full?

4. As soon as folk music?

5. What are the different rhythms of folk dance?

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Acknowledgements

I want to thank first of all to Dr. Sevillano to awaken in me the desire to beat me and give

me the tools necessary to develop work. Also to Angela for being a good companion and

show me some of their talents. This gives me the energy to fight for my goals continues

to widen and dry out looking and nobody will stop me with God's help I will achieve.

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