3. ASSESSMENT
• Assessment is the process of gathering and discussing
information from multiple and diverse sources in order to
develop a deep understanding of what students know,
understand, and can do with their knowledge as a result of
their educational experiences; the process culminates when
assessment results are used to improve subsequent learning.
(Huba and Freed,2000)
• All those activities undertaken by teachers, and by their
students in assessing themselves, which provide information
to be used as feedback to modify the teaching and learning
activities in which they are engaged .
4. WHAT DO WE WANT STUDENTS TO
LEARN?
HOW DO WE TEACH EFFECTIVELY?
ARE OUR OUTCOMES BEING MET?
HOW DO WE USE WHAT I HAVE
LEARNED?
WRITE
OUTCOMES
TEACH
&
LEARN
EVALUATE
STUDENTS
WORK
REVISE &
REINFORCE
KEY FEATURES OF
ASSESSMENT
5. PRINCIPLES OF ASSESSMENT
ASSESSMENT SHOULD BE AIMED AT IMPROVING STUDENT
PERFORMANCE.
ASSESSMENT SHOULD BE BASED ON AN UNDERSTANDING OF
HOW STUDENTS LEARN.
ASSESSMENT SHOULD BE AN INTEGRAL COMPONENT OF
COURSE DESIGN AND NOT SOMETHING TO ADD AFTERWARDS.
GOOD ASSESSMENT PROVIDES USEFUL INFORMATION TO
REPORT CREDIBLY TO PARENTS ON STUDENT ACHIEVEMENT
6. Good assessment requires clarity of purpose, goals,
standards and criteria.
Good assessment requires a variety of
measures.
Assessment methods used should be valid,
reliable and consistent .
Assessment requires attention to outcomes
and processes.
Assessment works best when it is ongoing
rather than episodic
Assessment for improved performance involves
feedback and reflection .
8. THE ROLE OF ASSESSMENT IN
LEARNING
Assessment plays a major role in how students
learn, their motivation to learn, and how teachers
teach.
Assessment is used for various purposes-
• Assessment for learning: where assessment helps
teachers gain insight.
• Assessment as learning: where students develop
an awareness.
• Assessment of learning: where assessment
informs students, teachers and parents, as well as
the broader educational community, of
achievement at a certain point in time.
9. RESEARCH AND EXPERIENCE SHOW THAT
STUDENT LEARNING IS BEST SUPPORTED
WHEN
• Instruction and assessment are based on
clear learning goals.
• Instruction and assessment are
differentiated according to student learning
needs.
• Assessment information is used to make
decisions that support further learning.
• Parents are well informed about their
child’s learning, and work with the school to
help plan and provide support.
10. FUNCTIONS OF ASSESSMENT
Capturing student time
and attention.
1
Generating appropriate
student learning activity .
2
Providing timely
feedback which students
pay attention to .
3
Helping students to
internalize the
discipline’s standards
and notions of equality .
4
Generating marks or
grades which distinguish
between students or
enable pass/fail
decisions to be made .
5
12. FORMATIVE ASSESSMENT
1. This occurs in the short term.
2. Feedback to the learner is immediate .
3. Enables the teacher to "turn on a dime" .
4. Can be both formal and informal
Examples: a very interactive class discussion; a on-the-spot
performance; a quiz, a class test.
13. SUMMATIVE ASSESSMENT
1. This takes place at the end of a large chunk of learning.
2. Results may take time to be returned to the student/parent.
3. Feedback to the student is usually very limited.
4. Teachers/schools can use these assessments to identify
strengths and weaknesses of curriculum and instruction, with
improvements affecting the next year's/term's students.
Example: End term exam or annual examinations.
14. ADVANTAGES OF ASSESSMENT
Helps in knowing the position of a student
when they enter a course.
It provides data on student learning.
It provides a large view of students’ needs
and requirements.
In accordance to the students’
achievement, the curriculum and teaching
methods can be adjusted.
15. DISADVANTAGES OF
ASSESSMENT
It limits the potential of a student to a mere
‘test’.
Under supervision and pressure, creativity
and performance is affected.
Though assessment aims at bringing out
the latent knowledge, it often conceals it by
the pressure it creates.
The parameter to judging knowledge is just
a test score.
16. EVALUATION
• The term ‘evaluation’ is derived from the word ‘value’ which
refers to ‘usefulness of something’. Therefore, evaluation is an
examination of something to measure its utility.
• Simply put, evaluation is a systematic and objective process of
measuring or observing someone or something, with an aim of
drawing conclusions, using criteria, usually governed by set
standards or by making a comparison. It gauges the
performance of a person, completed project, process or
product, to determine its worth or significance.
• Evaluation is the process of obtaining, providing useful
information based on criteria and evidence.
17. STEPS
INVOLVED
IN MAKING
AN
EVALUATIO
N
Make Make the evaluation then discuss and distribute
the results in the most appropriate manner.
Compare Compare a person’s performance on the test to a
standard.
Find or
develop
Find or develop a standard.
Measure Measure the performance or administer the test.
Define Define the objective or the purpose of the test.
18. HOW WELL DID WE DO/ARE WE DOING?
HOW MUCH DID WE DO?
KEY FEATURES OF
EVALUATION
EVALUATION
PROCESS
SYSTEMATIC
PRINCIPLED
COLLECTION
OF
INFORMATION
MAKING
DECISIONS
TAKING
ACTIONS
19. SUMMING UP
• Evaluation is the systematic collection and
analysis of data needed to make decisions
about the strengths and weaknesses of
programs, personnel, products, and
organizations to improve their
effectiveness.
• Involves looking at all factors that influence
the teaching/ learning process, such as:
syllabus, objectives, course design,
materials, methodology, teacher
performance and assessment
20. EVALUATION
AND
ASSESSMEN
T: ARE THEY
THE SAME ?
Assessment is part of
evaluation and focuses on
the student and what the
student does.
Evaluation goes beyond
student learning and
achievement and involves all
aspects of the
teaching/learning process
21. COMPARISON CHART
BASIS FOR
COMPARISON
ASSESSMENT EVALUATION
Meaning Assessment is a process of collecting, reviewing and
using data, for the purpose of improvement in the
current performance.
Evaluation is described as an act of
passing judgement on the basis of set of
standards.
Nature Diagnostic Judgemental
What it does? Provides feedback on performance and areas of
improvement.
Determines the extent to which objectives
are achieved.
Purpose Formative Summative
Orientation Process Oriented Product Oriented
Feedback Based on observation and positive & negative points. Based on the level of quality as per set
standard.
Criteria Set by both the parties jointly. Set by the evaluator.
Measurement
Standards
Absolute Comparative
22. KEY DIFFERENCES BETWEEN ASSESSMENT
AND EVALUATION
The
significant
differences
between
assessment
and
evaluation
are discussed
in the points
given below:
The process of collecting, reviewing and using data, for the purpose of improvement in
the current performance, is called assessment. A process of passing judgment, on the
basis of defined criteria and evidence is called evaluation.
Assessment is diagnostic in nature as it tends to identify areas of improvement. On the
other hand, evaluation is judgemental, because it aims at providing an overall grade.
The assessment provides feedback on performance and ways to enhance performance
in future. As against this, evaluation ascertains whether the standards are met or not.
The purpose of assessment is formative, i.e. to increase quality whereas evaluation is
all about judging quality, therefore the purpose is summative.
23. KEY DIFFERENCES BETWEEN ASSESSMENT
AND EVALUATION
Assessment is concerned with process, while evaluation focuses on product.
In an assessment, the feedback is based on observation and positive & negative points. In contrast to evaluation, in
which the feedback relies on the level of quality as per set standard.
In an assessment, the relationship between assessor and assessee is reflective, i.e. the criteria are defined internally. On
the contrary, the evaluator and evaluatee share a prescriptive relationship, wherein the standards are imposed externally.
The criteria for assessment are set by both the parties jointly. As opposed to evaluation, wherein the criteria are set by the
evaluator.
The measurement standards for assessment are absolute, which seeks to achieve the quintessential outcome. As
against this, standards of measurement for evaluation are comparative, that makes a distinction between better and
worse.
