Evaluation

What is evaluation?

Evaluation is about making judgements, where possible in an objective and systematic way. Every day, we make judgements about what to do and what we think, based on a range of factors.

When considering a new digital device for the classroom, there are a number of criteria: operating system, portability, memory size, screen size, ease of use, warranty, etc.

An image of a laptop computer.

After evaluating the options, laptops might be judged as the digital device most suitable for a classroom.

Why is evaluation important?

Evaluation is about judging the quality, effectiveness and efficiency of products, solutions, processes and systems. We ascertain whether they’re fit for purpose.

One approach could be to consider specific criteria, e.g. a design goal or specification, or user needs. In computer science, evaluation is systematic and rigorous.

What does evaluation look like in the Primary curriculum?

Evaluation is something that occurs daily across schools. Pupils evaluate their work; teachers evaluate lessons, learning and progress. Self- and peer-assessment can help to develop children’s evaluation skills, as they make judgements using success criteria and consider potential improvements.

Gymnasts may have a list of ‘good’ things to aspire to – perhaps certain moves in a routine, perhaps landing on two feet. In English, the success criteria for a pupil’s written work might be the correct use of capitals and full stops, or the inclusion of adjectives and adverbs. Progressing through age 5–7, children express preferences more readily and clearly. They may recommend a book to a friend, explaining why they think it will be enjoyed, having made a judgement about what type of books might be favoured. The design and technology curriculum for England makes use of evaluation as pupils work through the design–make–evaluate cycle.

An image of an evaluation sheet.

An example of peer evaluation, using stars, a wish, "what went well" and "even better if".

3 - 5 years

Children can start to develop their evaluation skills as they articulate their judgements and reasons in simple terms, such as “My dog is my favourite pet because she lets me pat her.”
They’re also learning to use logical reasoning to make these judgements.

In class, they might think about different ways to find out things. They can find out about dinosaurs by reading a text, browsing a picture book, using a CD ROM or entering keywords into a search engine. Do they think there’s a ‘best’ way?

The EYFS Profile Handbook suggests that, in expressive arts and in design, pupils should explain the features of their own and others’ work, recognising the differences and relative strengths – a great introduction to evaluation.

5 - 7 years

At this stage, pupils can undertake many different computing activities which include simple evaluation. They can be introduced to the idea of design goals and criteria and may begin to create their own.

Designing algorithms for a Bee-Bot moving between two points, they can evaluate the most effective route, for example the shortest. They can have criteria for designing a Bee-Bot maze – a start, an end, a minimum number of obstacles – and for the Bee-Bot itself: they might want it to navigate the maze without striking anything. Pupils can refer to the design criteria and judge if they’ve been met.

Children working with a Bee-Bot moving around a floormat of a street.

Pupils aged 5 - 7 program a Bee-Bot to visit four houses on a floormat of a street. They can evaluate how well their algorithm has worked.

7 - 11 years

Pupils begin to understand the importance of evaluation in improving work, and they take more responsibility for it. With increasing confidence and independence, they use more-detailed design goals and criteria and become more comfortable in drawing up their own. They become more skilled in giving and absorbing appropriate feedback.

When creating an animation about the Vikings, pupils can evaluate their work at different stages:

Research

What Viking topics could be included? What software is available? Is the planned animation achievable in the time available?

Algorithms

Are the algorithms fully decomposed, precise and complete sequences? Are they the most efficient possible, making use of repetition and
selection if appropriate?

Final animation evaluation

Does the final animation meet the initial design criteria? Does it run as expected? Does it meet the standards of what might be considered ‘good’ animation?

Final evaluation of approach and learning

What does this project teach us that’s useful for future ones? What could be done differently next time?

Find out more about evaluation / Downloads

Computing At School (2015): “Computational thinking – a guide for teachers” (opens in a new window)