ASSESSMENT VS. EVALUATION

The process of collecting information or evidence of a learner’s learning progress and achievement over a period of time in order to improve teaching and learning

(Bob Adamson )

DEFINITION OF ASSESSMENT

Assessment is typically used to describe processes to examine or measure student learning that results from academic programs.

Assessment is an ongoing process aimed at improving student learning .

Improving learning from assessment sometimes occurs immediately in classrooms or later because of changes for future students

Assessment is not based on one test or one task, nor it is expressed by mark or grade, but rather in a report form with scales or levels as well as description and comment from the teacher

The report is written based on samples of the student’s work, the student’s self-assessment sheets, teacher’s observation notes on the achievement of the student’s linguistic ability, attitude, participation, cooperation and general cognitive development.

The student’s achievement is often measured against his/her own starting point rather than compared against the skills or abilities of other students.

The process of making overall judgment about one’s work or a whole school’s work (Cameron)

DEFINITION OF EVALUATION

Evaluation is concerned with a whole range of issues in and beyond language education: lessons, courses, programs, and skills can be evaluated. It produces a global view of achievement usually based on many different types of information, such as observation of lessons, student’s test scores, teachers’ assessment reports, course documents, or interviews with students and teachers, etc.

The term assessment and evaluation are often used interchangeably, however, they actually have different definitions. Ewell (2003) explains that evaluation is typically a broader concept than assessment as it focuses on the over all, or summative experience

Bob Adamson argued that testing does not equate with the assessment. Testing is apart of the assessment, but it is only one means of gathering information about a student. The focus in testing is on finding the norm.

Assessment vs. Testing

Assessment is broader than testing. It implies evaluation based on a collection of information about what students know and can do. The teacher is looking for progress over time in a variety of contexts.

Type of assessment Focus Features

Traditional •Knowledge•Curriculum•skills

a. Classroom assessment:• Test• Quizzes• Assignment

b. Standardized tests:• Norm-referenced• Criterion-referenced

Portfolio •Process•Product•Growth

•Growth and development•Reflection•Goal setting•Self-evaluation

Performance •Standards•Application•Transfer

•Collaboration•Tasks•Criteria•Rubrics

Balanced Assessment

Work in groups of 4 Discuss what the differences between assessment

and evaluation in terms of the following: Purpose (for teacher and student) of the test Language skills to be tested Test materials Time to do the test Technique of testing Kinds of test Instrument of the test Scoring and marking the result of the test Analysis of learning achievement Follow up

Alternative assessment

Approaches for finding out what students know or can do other than through the use of multiple-choice testing

Anecdotal records Informal written notes on student learning product or processes, usually jotted down from direct observation

Assessment A systematic approach for collecting information on student learning or performance, usually based on various sources of evidence

Authentic assessment

Procedures for evaluating student achievement or performance using activities that represent classroom goals, curricula, and instruction or real-life performance

Collection portfolio A collection of all student work that shows how a student deals with daily classroom assignments

Glossary

Peer assessment

Assessment of a student’s work, products or learning processes by classmates.

Performance assessment

Assessment tasks that requires dents to construct a response, create a product or demonstrate applications of knowledge

Portfolio A collection of student work showing student reflection and progress or achievement over time in one or more areas.

Portfolio assessment

A selective collection of student work, teacher observation and self assessment that is used to show progress over time with regard t specific criteria

Portfolio conference

A meeting between a teacher and a student to discuss student progress and set goals related to the work collected in a portfolio

Glossary (cont.)

Rubric A measurement scale used to evaluate a students performance. Rubric consists of a fixed scale and a list of characteristics that describe criteria at each score point for a particular outcome

Scaffolding Providing contextual supports for meaning during instruction or assessment, such as visual displays, classified lists or table or graphs.

Self assessment Appraisal by a student of his or her own work or learning process.

Showcase portfolio

A collection of a student’s best work, often selected by the student that highlights what the student is able to do.

Summative assessment

Culminating assessment for a unit, grade level, or course of study providing a status report on mastery or degree of proficiency according to identified learning outcomes.

Glossary (cont.)