Lesson 11

CHAPTER ELEVEN

EVALUATION

OBJECTIVES:

Upon completion of this chapter you will be able to:

C Define "evaluation".

C Explain why it is important to evaluate teaching.

C List four methods of evaluating Biblical teaching.

C Identify reasons for problems in the teacher/learner situation.

C Recognize problems as opportunities instead of obstacles.

KEY VERSE:

That ye may approve things that are excellent; that ye may be sincere and without offence till the day of Christ. (Philippians 1:10)

INTRODUCTION

You have learned how to set objectives, plan, and teach a Biblical lesson using various methods. But how do you know if your teaching is effective? How do you know if
spiritual objectives are met and the lives of those you teach experience help and change?
The answer to these questions is found in evaluation.

EVALUATION

Evaluation is the process of carefully examining something. When you evaluate your

teaching you carefully examine results to see if your ministry is effective. It is important that you evaluate your teaching if you are to improve the gift God has given you. Paul said you are to develop your judgment…

That ye may approve things that are excellent; that ye may be sincere and without offence till the day of Christ. (Philippians 1:10)

THE BASIS OF EVALUATION

Evaluation in Biblical teaching is based on the following:

OBJECTIVES:

You can evaluate teaching in terms of objectives. Were the objectives set achieved by the student? You should state objectives that are measurable so you can tell if they are
achieved.

Jesus set objectives for His disciples and evaluated the results of their learning experience :

And He called unto Him the twelve, and began to send them forth by two and two…

And the Apostles gathered themselves together unto Jesus, and told Him all things both what they had done and what they had taught.
(Mark 6:7,30) (See also Luke 9).

TESTING:

A test is an examination which determines if a student has learned what has been taught.
God teaches and tests us through life experiences. Jesus evaluated His disciples through
testing :

When Jesus then lifted up His eyes, and saw a great company come unto

Him, He saith unto Philip. Whence shall we buy bread, that these may eat?

And this He said to prove him: for He Himself knew what He would do. (John 6:5-6)

Formal tests may be written such as the "Self-Tests" in this manual. They may also be oral , where questions are asked verbally and students respond verbally. Informal testing occurs when students confront real life and ministry problems. How students respond in these situations is more important than their response to formal testing.

RESPONSE:

Teaching is also evaluated by the response of students: -Were students attentive to the lesson?

-Did they respond to the appeal given by the teacher? For example, if the call was for

salvation did the unsaved respond ? If the call was for healing or baptism in the Holy

Spirit, was there response from students? Is spiritual growth evident in response to

teaching? Remember: Spiritual growth is not measured by what a student hears but what

he does about what he hears.

TEACHER PERFORMANCE:

The performance of the teacher is also part of the evaluation process. Use the checklist in the "For Further Study" section of this lesson to evaluate your teaching.

ANALYZING PROBLEMS

Do not be discouraged if evaluation reveals problems in your teaching. Identifying

problems provides opportunity for you to correct them . Even Jesus experienced problems with His students in the teacher/learner relationship. Consider the following:

-Read Luke 9 : 54 – 56 . When James and John saw Jesus rejected , they wanted to call down fire from Heaven and consume the people. They had totally missed the message of Jesus who said…

For the Son of man is not come to destroy men’s lives, but to save them… (Luke 9:56)

-When Jesus began to teach that He must die for the sins of mankind , Peter rebuked Him. Jesus had to correct him (Mark 8:31-3 3).

-Even though Jesus had given authority to cast out devils, the disciples failed in ministering to a demon possessed child (Mark 9:13-28 ).

-Read Mark 1 0:35 -45. James and John asked Jesus if they might sit by Him in His

coming kingdom. The rest of the disciples were displeased with James and John when they heard this. All of them had missed the message Jesus taught:

But so shall it not be among you: but whosoever will be great among you, shall be your minister:

And whosoever of you will be the chiefest, shall be servant of all.

For even the Son of man came not to be ministered unto but to minister, and to give His life a ransom for many. (Mark 10:43-45)

-The disciples slept in the hour of Christ’s greatest need and when He had asked them to pray (Mark 14:32 -42).

-One disciple betrayed Jesus, one denied Him, and the remainder fled when He was arrested (Mark 14:43 -72).

-The rich young ruler rejected the call of Jesus to discipleship (Mark 10:17 -22).

Since Jesus was without sin, problems in His teacher/learner relationship did not rest with Him . The problem was with the students. God does not fail. His Word does not fail. Jesus does not fail. When there are problems in our teacher/learner situations there are only two areas to examine. The problem either rests with the teacher or with the learner.

Here are some common reasons for problems in teacher/learner situations:

THE TEACHER:

Objectives Not Set: None were set, so none were met.

Improper Audience Analysis: The teacher did not relate to the students at the proper cultural, educational, or spiritual level.

Lack Of Proper Preparation : Insufficient time was given to lesson development. Lack Of Prayer: Insufficient prayer time for students and the lesson.

Improper Methods: The methods were not suitable for the lesson taught, the age group or the culture. The methods did not keep the attention of the audience.

Discipline: Proper discipline was not maintained and students could not concentrate on the lesson.

Improper Presentation: The teacher talked too fast, too slow, not loud enough to be heard or there were communication barriers.

THE STUDENT:

Unbelief: Jesus could not effectively minister in His own city because of unbelief of the audience (Matthew 13:58).

The Seed Of The Word Of God Did Not Fall On Good Ground: Read the parable of the sower in Matthew 13:1 -9,18 -23. Satan snatched the Word away , it withered when trials came or the cares of the world caused it to die.

Inattention : The student did not pay attention because of distractions or discipline problems. They allowed Satan to snatch the Word from the good soil of their hearts (Matthew 13:19).

Refusal To Respond: The student did not become a doer of the Word. He heard the

Word and did not reject the Word itself but refused to put it into practice in his life

(Review James 1:22-25). This was the problem of the rich young ruler who refused the Lord’s call to discipleship (Mark 10:17 -22).

Rejection Of The Message: The student rejected the message. This was the problem when some disciples of Jesus turned back from following Him (John 6:53-66).

USING PROBLEMS

Do not be discouraged by problems in the teaching situation. Use them as opportunities
to learn and improve your teaching tactics. Problems can be corrected through prayer and change. The teacher can change to correct some problems. Students can change to
correct others.

Jesus did not give up on His disciples. He did not become discouraged by their faults and
failures. He saw them as what they could become when they allowed the Holy Spirit to
work in their lives. In the end, they proved worthy of this confidence. In the book of
Acts we find these doubting, fearful, denying men emerging as the great leaders of the
first Church.

You can view problems as either opportunities or obstacles. If you consider problems as obstacles, you will become discouraged and quit. If you consider them as opportunities, you will grow spiritually and improve your skills in Biblical teaching.